Ready-made computer science projects. Individual project in computer science
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1 Final individual project. Approximate topics for final projects in computer science 1
2 - Completion of an individual final project 2 is mandatory for each student studying Individual final project Basic principles: - An individual final project is the main object for assessing the meta-subject results obtained by students during the development of interdisciplinary educational programs - An individual final project is an educational project completed by a student within one or more academic subjects in order to demonstrate their achievements in independent mastery of the content and methods of selected areas of knowledge and activities, the ability to design and implement appropriate and effective activities
3 Individual final project Basic principles: - Protection of the individual final project is one of the mandatory components of the materials of the system of intra-school monitoring of educational achievements - A mark for the completion of the project is placed in the “Project activity” column in the class journal and personal file. In a state-issued document on the level of education, a certificate of basic general education, the mark is placed in a free line - The results of an individual project can be considered as an additional basis when enrolling a graduate of a basic general school in his chosen field of specialized education in high school 3
4 Requirements for organizing project activities 1. Students independently choose the topic of the project and the teacher. The topic is approved (by order of the director, by the Moscow Region protocol, by the NMS protocol) 2. Students, together with the teacher, develop a plan for the implementation of the project. Public defense of the project is mandatory 4
5 Requirements for the content and focus of the project Practical focus! Possible types of work and forms of their presentation: a) written work (essay, abstract, analytical materials, review materials, research reports, poster presentation, etc.); b) artistic creative work (in the field of literature, music, fine arts, screen arts), presented in the form of a prose or poetic work, dramatization, artistic recitation, performance of a musical work, computer animation, etc.; c) a material object, model, other design product, for example, sewing, technical d) reporting materials on a social project, which can include both texts and multimedia products. 5
6 Composition of project materials Product of project activities Brief explanatory note to the project: - Initial plan, purpose, purpose - Brief description of the progress of the project and the results obtained - List of sources used For design projects, a description of the design solution For social projects, a description of the effects of the project's implementation Feedback from the manager student’s work (initiative, responsibility, performance discipline, novelty, relevance, practical significance) 6
7 Defense of an individual project At a school conference (as part of Science Week) During the activities of a specially organized commission Criteria for evaluating an individual project 7
8 Package of methodological materials for the development of an individual educational project in accordance with the Federal State Educational Standard LLC 1. Regulations 2. Assessment card for the student’s individual final project at the level of basic general education 3. Instructional materials for the student and a self-assessment card 4. Methodological materials for the project manager 5. Instructional materials and methodological recommendations for public experts 6. Control plan p1ai/library/paket_metodicheskih_materialov_dl ya_razrabotki_indiv_ html 8
9 Timing and stages of completing an individual final project in 9th grade (Federal State Educational Standards LLC) Preparatory (September) Planning (October-November) Work on the project (November-March) Intermediate defense. Correction, outcome assessment (March) Reflection. Defense of the individual final project (April-May) 9
10 Resources for project activities Internet resources: -teacher portals -Special platforms “Global Lab”, “Gifted Children”, “Trainer”, etc. 10
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13 Topics for individual projects of the number system: Arithmetic operations in positional number systems. Derivation of divisibility criteria in various number systems. Binary number system. Actions on numbers in various number systems. Ancient number systems. From the history of number systems. History of number systems. Non-decimal number systems. From ordinary fractions to binary. Positional number systems. Representing numbers using number systems. Signs of divisibility in different number systems. Roman number system. Number systems. Number systems of the Ancient world. Ways to represent numbers in different number systems. I am modeling a computer in the ternary number system. 13
14 Topics of individual projects: history of computers: Abacus and its varieties. Computer architecture “according to von Neumann”. OpenGL and DirectX libraries: history and prospects. Computing tools of yesteryear. History of the Internet. History of the development of computer technology. History of the number system and the development of computers. Who invented the adding machine From finger counting to the personal computer. The first electronic computers. Soroban is the favorite abacus of the Japanese. Lathe or mechanical computer. What are punch cards? 14
15 Topics of individual projects on algorithms: Algorithms. Algorithms are among us. Algorithms in our lives. Algorithms for solving word problems. Algorithms for extracting square and cube roots. Algorithm for solving equations. Algorithms. Structural approach to algorithmization. Algorithm for making an ornament. Algorithm for solving equations. 15
16 Topics of individual programming projects Automated system for monitoring visits to an educational institution. Automated system for managing personal data of school students. Animation using coordinates. Geometry of linear programming problems. Using computer technology to implement solutions to systems of linear equations. Study of information conductivity of social networks. Computer programs Cryptographic methods of information protection. Modeling in Microsoft Excel and Turbo-Pascal. Programming for solving equations. Testing program. Application of dynamic programming to solve extremal problems. Application of linear programming problems in agriculture. Application of linear programming in the organization of railway transportation. Design and configuration of a database in 1C. School clinic. Development and use of a network test shell. Modern web programming languages. Creation of a thematic website. Electronic textbook 16
17 Topics for individual projects using Microsoft Excel: Diagrams. Diagrams are all around us. Diagrams and their use in school practice. Methods for solving systems of linear equations in Microsoft Excel. Plotting curve graphs in Microsoft Excel. Solving systems of equations in Microsoft Excel. Solving problems using MS Excel. Using a computer to study functions and make graphs. 17
18 Topics for individual presentation projects: Computer presentation helps solve problems. Create fun tests. Creation of a training manual “Open Office. Calc." Creation of a training manual “Open Office. Impress". Creation of a training manual “Open Office. Writer". Creation of an electronic quiz. Student electronic portfolio. Methodological manual for working at Consultant Plus. 18
19 Topics for individual projects on graphic editors: Studying sections in stereometry using a computer. Interactive tools of the Corel DRAW program. Using vector graphics editors to construct sections of polyhedra. Computer modeling of developments of regular polyhedra. Toolbar of the Corel DRAW program. Consonance of graphics and music (Adobe Photoshop environment). 19
20 Topics for individual projects to create Flash animations: Alternative sources of energy (Flash environment, web). Waste-free production (Flash environment, web) Environmentally friendly transport (Flash environment, website). Ecological urban planning (Flash environment, website). 20
21 Topics for individual projects on video creation and 3D modeling: The world of video (Adobe premiere environment). Software tools for presenting entertaining numbers (Visual Studio environment). Review of virtual museums. Methods for finding a Hamiltonian cycle (Visual Studio environment). 21
22 Topics for individual projects general topics: Antiviruses. Antivirus analysis. The influence of the computer on the psyche of children. Using bat files to eliminate the consequences of malware. The computer and its impact on human behavior and psychology. Computer viruses. Internet addiction problem of modern society 22
23 Ivanova Natalya Mikhailovna, head of OMO, student. Informatics MKOU "Novoduginskaya Secondary School": :
Regulations on an individual project Approved by: Director of Municipal Budgetary Educational Institution Lyceum 8 Aleksenko T.B. REGULATIONS on the final individual project 1. General provisions 1.1. This provision is based on the basic
ADOPTED by the decision of the Pedagogical Council of the State Budget Educational Institution Secondary School 1186 protocol 1 dated 08/28/2014. APPROVED by order of GBOU Secondary School 1186 dated 01.09.2014. 60.5(c) Director of State Budget Educational Institution Secondary School 1186 L.I. Girfanova REGULATIONS on the final
Considered Approved by the Council of the Institution by order of the Municipal Budgetary Educational Institution “Lyceum” Minutes dated August 29, 2013 from August 30, 2013 202 1 REGULATIONS on the final individual project of students in the Municipal Budgetary
REGULATIONS on the student's final individual project (project) 1. General provisions 1.1. This provision is drawn up on the basis of the basic educational program of basic general education, Federal State Educational Standard of LLC.
The pedagogical council reviewed the protocol from the city “I approve”: Director of MBOU Secondary School No. 5 of Irkutsk T.M. Grebennikov Order from the city Regulations on an individual project 1. General provisions. Individual final
DEPARTMENT OF EDUCATION OF THE IRKUTSK DISTRICT Municipal educational institution of the Irkutsk district municipality “Pivovarovskaya secondary school” 664511,
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Department of Education of the City of Moscow State budgetary educational institution of the city of Moscow “School 1236 named after S.V. Milashenkova" (GBOU School 1236) AGREED BY the protocol of the Pedagogical
Appendix _1_ to order 272_ dated September 01, 2018. APPROVED by the Director of MBOU Gymnasium 7 of Baltiysk N.L. Lysenko “01” September 2018 REGULATIONS on the final individual project 1. General provisions
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Information and Methodological Center of the Kalininsky District Individual project of the student Natalia Yuryevna Kadetova, Deputy Director of the IMC April 19, 2018 Individual project is carried out by the student
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1 Zhdan A.A. “Individualization of learning as a tool for implementing the Federal State Educational Standard” In connection with the implementation and transition to Federal State Educational Standards of educational organizations of the Russian Federation
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Methods of forming and assessing universal educational actions Utkina T.V., Associate Professor of the Department of Natural and Mathematical Disciplines, GBOU DPO CHIPPCRO, Ph.D. RESEARCH RESULTS Psychological (from the report
After choosing a topic, check with your teacher about the form for submitting the work.
You can suggest your own topic; You can complete one project in two subjects (for example, mathematics and computer science).
Computer Science Project Topics for Grade 5
1. Project “The Computer and We” - how does the computer affect the health of students
2. Project “Crossword - test your knowledge” - compiling crosswords using 5th grade terms.
3. Project “Did you know?” interesting facts in computer science
4. Project “Rebuses in computer science”.
5.Project “Great Informatics”
6.Project “Various ways to encode information”
7. Project “Creating Animation”
8. Project “History of Writing”
9. Project “Evolution of Computers”
10.Project “Historical perspective: from the abacus to the personal computer”
11. Project “Internet in your life” (Internet for my family, grandmother)
Project work for grade 5 by topic
1. "Information around us"
2. “The computer is a universal machine for working with information”
"Computer of the Future"
3. “Entering information into computer memory”
"The Tale of the Keys"
4. "Computer Management"
"Programs of the future."
5. "Data storage"
"The first storage media"
"Paper".
"Magnetic media"
"Carriers of the Future"
6. "Information transfer"
"Ancient methods of transmitting information".
"Teleboom"(how people will exchange information in the future).
7. "Email"
"What's the @ sign?"
8. "In the world of codes"
"My code".
"The History of Morse Code" Prepare a short message (write on a piece of paper) about when and how Morse code originated, what devices are needed to transmit this alphabet, and who uses it today.
9. "Coordinate method"
10. "Text as a form of information presentation"
"Let's play with words"
11. "Text editor"
“Petya and Olya in the country of Informatics” Come up with a fairy tale about children traveling in the country of Computer Science with an interesting plot and decorate it colorfully.
"Ecology and us" Write an essay and format it in a text editor. You can add suitable drawings from the Internet, or you can try to draw your own in a graphics editor or scanned pencil drawings.
12. “Presentation of information in the form of tables”
“Such different tables”
13. Tabular solution of logical problems"
"Interesting problem"
« Why is the problem not being solved?
14. “Variety of visual forms of information presentation”
"Schemes around us."(plan diagram of an apartment, house, land plot, fire evacuation plan from a school, house, store, neighborhood plan, etc.)
“How to build a house?”
15. "Diagrams"
"Favorite activities"(survey among friends, family members, acquaintances (15-20 people) about their favorite activities; diagrams reflecting the results in graphical form).
16. "Graphics editor"
"Design artist" For your favorite book, draw several illustrations in a graphics editor.
17. “Lists are a way to organize information”
"My lists"
18. "Search for information"
"Animals of the Red Book"
"Why this animal listed in the Red Book"
19. “Transformation of information according to specified rules”
"Number Crossword"(Create and design a numerical crossword puzzle, where numbers are used as words and examples are used as questions)
“Transformation of information through reasoning”
"My black box" Create and design tasks for the black box.
"Development of an action plan"
"Interesting problems about crossings" ( Find it on the Internet or come up with your own interesting task for the crossing. Provide a description of the problem with pictures and a table with the solution. Invite your desk neighbor to solve this problem)
“Tabular form of recording an action plan”
"Interesting transfusion problems" Find it on the Internet or come up with your own interesting task for transfusions. Provide a description of the problem with pictures, a table with the solution
"Creating Animation"
"My fairytale" Create a presentation with a fairy tale animation according to your own ideas. Think over the plot, find pictures on the Internet or draw it yourself. Insert text comments if desired.
"GU Duysekinskaya Main
comprehensive school"
Subject : History of the development of computer technology.
Performer: Smol Inna
6th grade Duysekinskaya secondary school
Zhelezinsky district
Pavlodar region
Supervisor:
Kasimzhanova Madina Kayratovna,
computer science teacher at Duisekinsky secondary school
Relevance
Introduction
First steps in the development of counting devices
Development of computing technology at the beginning of the 20th century
The emergence and development of computer technology in the 40s of the 20th century
Development of computer technology in the 50s of the 20th century
Development of computer technology in the 60s of the 20th century
Development of computer technology in the 70s of the 20th century
Development of computer technology in the 80s of the 20th century
Development of computer technology in the 90s of the 20th century
The role of computer technology in human life
My research
Conclusion
Bibliography
Relevance
Mathematics and computer science are used in all areas of the modern information society. Modern production, computerization of society, and the introduction of modern information technologies require mathematical and information literacy and competence. However, today, school courses in computer science and ICT often offer a one-sided educational approach that does not allow one to properly increase the level of knowledge due to the lack of mathematical logic necessary for complete mastery of the material. In addition, the lack of stimulation of students’ creative potential has a negative impact on motivation to learn, and as a result, on the final level of skills, knowledge and abilities. How can you study a subject without knowing its history? This material can be used in history, mathematics and computer science lessons. Nowadays it is difficult to imagine that you can do without computers. But not so long ago, until the early 70s, computers were available to a very limited circle of specialists, and their use, as a rule, remained shrouded in secrecy and little known to the general public. However, in 1971, an event occurred that radically changed the situation and with fantastic speed turned the computer into an everyday work tool for tens of millions of people.
Introduction
People learned to count using their own fingers. When this was not enough, the simplest counting devices appeared. ABAK, which became widespread in the ancient world, occupied a special place among them. Then, after years of human development, the first electronic computers (computers) appeared. They not only accelerated computing work, but also gave impetus to people to create new technologies. The word “computer” means “computer”, i.e. computing device. The need to automate data processing, including calculations, arose a long time ago. In that undoubtedly significant year, the almost unknown company Intel from a small American town with the beautiful name of Santa Clara (California) released the first microprocessor. It is to him that we owe the emergence of a new class of computing systems - personal computers, which are now used by essentially everyone, from primary school students and accountants to scientists and engineers. At the end of the 20th century, it is impossible to imagine life without a personal computer. The computer has firmly entered our lives, becoming man's main assistant. Today in the world there are many computers from different companies, different complexity groups, purposes and generations. In this essay we will look at the history of the development of computer technology, as well as a brief overview of the possibilities of using modern computing systems and further trends in the development of personal computers.
Development of computer technology
at the beginning of the 20th century
1904 The famous Russian mathematician, shipbuilder, academician A.N. Krylov proposed the design of a machine for integrating ordinary differential equations, which was built in 1912.
English physicist John Ambrose Fleming (1849-1945), studying the "Edison effect", creates a diode. Diodes are used to convert radio waves into electrical signals that can be transmitted over long distances. Two years later, through the efforts of the American inventor Lee di Forest, triodes appeared.
1907 American engineer J. Power designed an automatic card punch. St. Petersburg scientist Boris Rosing applies for a patent for a cathode ray tube as a data receiver. 1918 The Russian scientist M.A. Bonch-Bruevich and the English scientists V. Iccles and F. Jordan (1919) independently created an electronic device, called a trigger by the British, which played a big role in the development of computer technology.
In 1930, Vannevar Bush (1890-1974) designs a differential analyzer. In fact, this is the first successful attempt to create a computer capable of performing cumbersome scientific calculations. Bush's role in the history of computer technology is very large, but his name most often appears in connection with the prophetic article "As We May Think" (1945), in which he describes the concept of hypertext.K 
Konrad Zuse created the Z1 computer, which had a keyboard for entering problem conditions. Upon completion of the calculations, the result was displayed on a panel with many small lights. The total area occupied by the machine was 4 sq.m.
Konrad Zuse patented a method for automatic calculations. For the next model Z2, K. Zuse came up with a very ingenious and cheap input device: Zuse began encoding instructions for the machine by punching holes in used 35 mm photographic film.
IN 
1838 American mathematician and engineer Claude Shannon and Russian scientist V.I. Shestakov in 1941 showed the possibility of a mathematical logic apparatus for the synthesis and analysis of relay contact switching systems.
In 1938, the telephone company Bell Laboratories created the first binary adder (an electrical circuit that performed binary addition) - one of the main components of any computer. The author of the idea was George Stibits, who experimented with Boolean algebra and various parts - old relays, batteries, light bulbs and wiring. By 1940, a machine was born that could perform four arithmetic operations on complex numbers.
Appearance and
in the 40s of the 20th century.
IN 
In 1941, IBM engineer B. Phelps began work on creating decimal electronic counters for tabulators, and in 1942 he created an experimental model of an electronic multiplying device. In 1941, Konrad Zuse built the world's first operational program-controlled relay binary computer, the Z3. Simultaneously with the construction of ENIAC, also in secrecy, a computer was created in Great Britain. Secrecy was necessary because a device was being designed to decipher the codes used by the German armed forces during the Second World War. The mathematical decryption method was developed by a group of mathematicians, including Alan Turing. During 1943, the Colossus machine was built in London using 1,500 vacuum tubes. The developers of the machine are M. Newman and T. F. Flowers. Although both ENIAC and Colossus ran on vacuum tubes, they essentially copied electromechanical machines: new content (electronics) was squeezed into an old form (the structure of pre-electronic machines). 
In 1937, Harvard mathematician Howard Aiken proposed a project to create a large calculating machine. The work was sponsored by IBM President Thomas Watson, who invested $500 thousand in it. Design of the Mark-1 began in 1939; the computer was built by the New York company IBM. The computer contained about 750 thousand parts, 3304 relays and more than 800 km of wires. In 1944, the finished machine was officially transferred to Harvard University. In 1944, American engineer John Presper Eckert first put forward the concept of a program stored in computer memory. 
Eiken, who had the intellectual resources of Harvard and a capable Mark-1 machine, received several orders from the military. So the next model, the Mark-2, was ordered by the US Navy Weapons Directorate. Design began in 1945, and construction ended in 1947. The Mark-2 was the first multitasking machine—multiple buses made it possible to simultaneously transmit multiple numbers from one part of the computer to another.
IN 
In 1948, Sergei Aleksandrovich Lebedev (1990-1974) and B.I. Rameev proposed the first project of a domestic digital electronic computer. Under the leadership of Academician Lebedev S.A. and Glushkova V.M. domestic computers are being developed: first MESM - small electronic calculating machine (1951, Kyiv), then BESM - high-speed electronic calculating machine (1952, Moscow). In parallel with them, Strela, Ural, Minsk, Hrazdan, Nairi.V were created 
1949 An English stored program machine, EDSAC (Electronic Delay Storage Automatic Computer), was put into operation, designed by Maurice Wilkes from the University of Cambridge. The EDSAC computer contained 3,000 vacuum tubes and was six times more productive than its predecessors. Maurice Wilkis introduced a system of mnemonic notations for machine instructions, called assembly language. In 1949. John Mauchly created the first programming language interpreter called "Short Order Code".
Development of computer technology
V 
50s of the 20th century.
In 1951, work was completed on the creation of UNIVAC (Universal Automatic Computer). The first example of the UNIVAC-1 machine was built for the US Census Bureau. The UNIVAC-1 synchronous, sequential computer was created on the basis of the ENIAC and EDVAC computers. It operated with a clock frequency of 2.25 MHz and contained about 5000 vacuum tubes. The internal storage device, with a capacity of 1000 twelve-bit decimal numbers, was made on 100 mercury delay lines.
This computer is interesting in that it was aimed at relatively mass production without changing the architecture and special attention was paid to the peripheral part (input-output facilities).D 
Jay Forrester patented magnetic core memory. For the first time such memory was used on the Whirlwind-1 machine. It consisted of two cubes with 32x32x17 cores, which provided storage of 2048 words for 16-bit binary numbers with one parity bit. This machine was the first to use a universal non-specialized bus (the relationships between various computer devices become flexible) and as input systems For output, two devices were used: a Williams cathode ray tube and a typewriter with punched paper tape (flexowriter).
"
Tradis, released in 1955 - the first transistor computer from Bell Telephone Laboratories - contained 800 transistors, each of which was enclosed in a separate housing. In 1957, disk memory (aluminum magnetized disks with a diameter of 61 cm). G. Simon, A. Newell, J. Shaw created GPS - a universal problem solver. In 
1958 Jack Kilby of Texas Instruments and Robert Noyce of Fairchild Semiconductor independently invent the integrated circuit. 1955-1959 Russian scientists A.A. Lyapunov, S.S. Kamynin, E.Z. Lyubimsky, A.P. Ershov, L.N. Korolev, V.M. Kurochkin, M.R. Shura-Bura and others created “programming programs” - prototypes of translators. V.V. Martynyuk created a symbolic coding system - a means of accelerating the development and debugging of programs. 1955-1959 The foundation was laid for programming theory (A.A. Lyapunov, Yu.I. Yanov, A.A. Markov, L.A. Kaluzhin) and numerical methods (V.M. Glushkov, A.A. Samarsky, A.N. Tikhonov ). Schemes of the mechanism of thinking and genetic processes, algorithms for diagnosing medical diseases are modeled (A.A. Lyapunov, B.V. Gnedenko, N.M. Amosov, A.G. Ivakhnenko, V.A. Kovalevsky, etc.). 1959 Under the leadership of S.A. Lebedev created the BESM-2 machine with a productivity of 10 thousand operations/s. Its use is associated with calculations of launches of space rockets and the world's first artificial Earth satellites. 1959 The M-20 machine was created, chief designer S.A. Lebedev. For its time, one of the fastest in the world (20 thousand operations/s). This machine was used to solve most theoretical and applied problems related to the development of the most advanced fields of science and technology of that time. Based on the M-20, the unique multiprocessor M-40 was created - the fastest computer of that time in the world (40 thousand operations/sec.). The M-20 was replaced by the semiconductor BESM-4 and M-220 (200 thousand operations/s).
Development of computer technology
in the 60s of the 20th century.
IN 
1960 For a short time, the CADASYL (Conference on Data System Languages) group, led by Joy Wegstein and with the support of IBM, developed a standardized business programming language, COBOL (Common business oriented language). This language is focused on solving economic problems, or more precisely, on processing information. In the same year, J. Schwartz and others from the company System Development developed the Jovial programming language. The name comes from Jule's Own Version of International Algorithmic Language. Procedural language computer, version of Algol-58. Used mainly for military applications of the US Air Force. IBM developed a powerful computing system Stretch (IBM 7030). 1961 IBM Deutschland implemented the connection computer to a telephone line using a modem. Also, the American professor John McCartney developed the LISP language (List procssing language - a list processing language). J. Gordon, head of the development of modeling systems at IBM, created the GPSS language (general purpose modeling system). Employees of the University of Manchester under The leadership of T. Kilbourn created the Atlas computer, in which the concept of virtual memory was first implemented. The first minicomputer (PDP-1) appeared before 1971, the time of the creation of the first microprocessor (Intel 4004). In 1962, R. Griswold developed a programming language String-oriented SNOBALL Steve Russell developed the first computer game. What kind of game it was, unfortunately, is not known. E.V. Evreinov and Yu. Kosarev proposed a model of a team of computers and substantiated the possibility of building supercomputers on the principles of parallel execution of operations, variable logical structure and structural homogeneity. D. Slotnik from Wesinghouse Electric published an article about the SOLOMON system project. IBM released the first external memory devices with removable disks. Kenneth E. Iverson (IBM) published a book called “A Programming Language” (APL). Initially, this language served as a notation for writing algorithms. The first implementation of APL/360 was in 1966 by Adin Falkoff (Harvard, IBM). There are versions of interpreters for PC. Due to the difficulty of reading nuclear submarine programs, it is sometimes called “Chinese BASIC”. Actually, it is a procedural, very compact, ultra-high-level language. Requires a special keyboard. Further development – APL2. 1963 The American standard code for information exchange has been approved - ASCII (American Standard Code Informatio Interchange). General Electric created the first commercial DBMS (database management system). 1964 U. Dahl and K. Nygort created the modeling language SIMULA-1.B 
1967 under the leadership of S.A. Lebedev, V.M. Melnikov
Development of computer technology
in the 80s of the 20th century.
1981 Compaq released the first Laptop. Niklaus Wirth developed the MODULA-2 programming language. The first portable computer was created - Osborne-1, weighing about 12 kg. Despite a fairly successful start, the company went bankrupt two years later. 1981 IBM released the first personal computer, IBM PC, based on the 8088 microprocessor. 1982 Intel released the 80286 microprocessor. The American computer manufacturing company IBM, which previously occupied a leading position in the production of large computers, began manufacturing professional IBM personal computers PC with MS DOS operating system. Sun began producing the first workstations. Lotus Development Corp. released the Lotus 1-2-3 spreadsheet. The English company Inmos, based on the ideas of Oxford University professor Tony Hoare about “interacting sequential processes” and the concept of the experimental programming language of David May, created the OCCAM language. 1985. Intel released a 32-bit microprocessor 80386, consisting of 250 thousand transistors. WITH 
Eymur Krey created the CRAY-2 supercomputer with a capacity of 1 billion operations per second. Microsoft released the first version of the Windows graphical operating environment. The emergence of a new programming language, C++.
Development of computer technology
in the 90s of the 20th century.
1990 Microsoft released Windows 3.0. Tim Berners-Lee developed the HTML language (Hypertext Markup Language; the main format of Web documents) and the prototype of the World Wide Web. Cray released the Cray Y-MP C90 supercomputer with 16 processors and a speed of 16 Gflops. 1991 Microsoft released Windows 3.1. The JPEG graphic format was developed. Philip Zimmerman invented PGP, a public key message encryption system. 1992 The first free operating system with great capabilities appeared - Linux. Finnish student Linus Torvalds (the author of this system) decided to experiment with the commands of the Intel 386 processor and posted what he got on the Internet. Hundreds of programmers from around the world began to add and rework the program. It has evolved into a fully functional working operating system. History is silent about who decided to call it Linux, but how this name came about is quite clear. "Linu" or "Lin" on behalf of the creator and "x" or "ux" - from UNIX, because the new OS was very similar to it, only it now worked on computers with x86 architecture. DEC introduced the first 64-bit RISC Alpha processor. 1993 Intel released a 64-bit Pentium microprocessor, which consisted of 3.1 million transistors and could perform 112 million operations per second. The MPEG video compression format has appeared. 1994 Start of release by Power Mac of the Apple Computers series - Power PC. 1995 DEC announced the release of five new models of Celebris XL personal computers. NEC announced the completion of development of the world's first chip with a memory capacity of 1 GB. The Windows 95 operating system appeared. SUN introduced the Java programming language. The RealAudio format has appeared - an alternative to MPEG. 1996 Microsoft released Internet Explorer 3.0, a fairly serious competitor to Netscape Navigator. 1997 Apple released the Macintosh OS 8 operating system.
Conclusion
The personal computer quickly entered our lives. Just a few years ago it was rare to see some kind of personal computer - they existed, but they were very expensive, and not even every company could have a computer in their office. Now, every third home has a computer, which has already deeply entered human life. Modern computing machines represent one of the most significant achievements of human thought, the influence of which on the development of scientific and technological progress can hardly be overestimated. The scope of computer applications is enormous and is constantly expanding.
My research
Test for knowledge of the history of computer development
1. The first tube computer was called:
a) Ural - 11; b) ENIAC; c) Dnieper.
2. Which of the following scientists is not associated with the history of the creation of computers:
a) Charles Babbage; b) Isaac Newton;
c) Blaise Pascal.
3. The first computers were created in the 20th century...
a) in the 40s; b) in the 60s; c) in the 70s.
4. The main element base of fourth generation computers are:
a) electromechanical circuits; b) VLSI.
c) electric vacuum lamps;
The test results showed that students in grades 5-9 have information about the development of computer technology
Increase in the number of computers among students:
| Number of students | Number of PCs |
|
The rise of computers in school
| Number of PCs |
|
Conclusion
Unfortunately, it is impossible to cover the entire history of computers within the framework of an abstract. We could talk for a long time about how in the small town of Palo Alto (California) at the Xerox PARK research center, the cream of the programmers of that time gathered to develop revolutionary concepts that radically changed the image of cars and pave the way for computers the end of the 20th century. As a talented schoolboy, Bill Gates and his friend Paul Allen met Ed Robertson and created the amazing BASIC language for the Altair computer, which made it possible to develop application programs for it. As the appearance of the personal computer gradually changed, a monitor and keyboard appeared, a floppy disk drive, the so-called floppy disks, and then a hard drive. A printer and a mouse became integral accessories. One could talk about the invisible war in the computer markets for the right to set standards between the huge corporation IBM, and the young Apple, which dared to compete with it, forcing the whole world to decide which is better, Macintosh or PC? And about many other interesting things that happened quite recently, but have already become history. For many, a world without a computer is a distant history, about as distant as the discovery of America or the October Revolution. But every time you turn on a computer, it is impossible to stop being amazed at the human genius that created this miracle. Modern personal IBM PC-compatible computers are the most widely used type of computer, their power is constantly growing, and their scope is expanding. These computers can be networked together, allowing tens or hundreds of users to easily exchange information and simultaneously access databases. Electronic mail allows computer users to send text and fax messages to other cities and countries using the regular telephone network and retrieve information from large data banks. The global electronic communication system Internet provides an extremely low cost opportunity to quickly receive information from all corners of the globe, provides voice and fax communication capabilities, and facilitates the creation of intracorporate information transmission networks for companies with branches in different cities and countries. However, the capabilities of IBM PC - compatible personal computers for processing information are still limited, and their use is not justified in all situations. To understand the history of computer technology, the reviewed abstract has at least two aspects: first, all activities related to automatic computing before the creation of the ENIAC computer were considered as prehistory; second, the development of computer technology is defined only in terms of hardware technology and microprocessor circuits.
Bibliography:
1. Guk M. “IBM PC Hardware” - St. Petersburg: “Peter”, 1997.
2. Ozertsovsky S. “Intel microprocessors: from 4004 to Pentium Pro”, Computer Week magazine #41 –
3. Figurnov V.E. “IBM PC for the user” – M.: “Infra-M”,
4. Computer science grades 5-6, Belyaeva N.A., Davydenko S.P.
Topics for computer science projects in 7th grade
Internet - a toy, a helper or an enemy?
MS PowerPoint - scope and hidden capabilities.
An algorithm is a model of activity.
Hardware and software for developing presentations.
Safe Internet at home.
The future of computers
Types of information technologies.
Business card.
The influence of computers on human health.
Opportunities and prospects for the development of computer graphics.
War of PC and books.
Select PC.
Performing geometric constructions in the KOMPAS computer drawing system.
Life cycle of software systems.
Visual illusions.
Measuring information.
Information and communication technologies in the film industry. Making the film "Avatar".
Historical perspective: from the abacus to the personal computer
History of Operating Systems for personal computers (comparison of old and new versions).
Information storage history
How to become a WEB designer.
How to steal information?
Keyboard. History of development.
Client programs for working with e-mail. Features of their use and configuration.
Computer graphics.
Computer revolution: social perspectives and consequences.
Computer slang.
Whoever owns the information owns the world.
The world of computer design
My favorite computer programs
Multimedia systems. Computer and video.
Multimedia systems. Computer and music.
About the hyperlink.
Educational resources on the Internet.
Leisure resources of the Internet.
Useful programs for your computer.
Various ways to encode information..
The role of computer games in the lives of students.
Russia and the Internet
Displays, their evolution, directions of development.
Printing devices, their evolution, directions of development.
Scanners and software support for their operation.
Means for input and output of audio information.
History of the formation of the worldwide Internet. Modern Internet statistics.
Internet structure. Internet governing bodies and standards.
Communication channels and methods of accessing the Internet.
Modems and exchange protocols.
Equipment and digital technologies for Internet access.
Creating Animation" (on a free topic) in Macromedia Flash
Creating a report style
Technologies in the clouds.
Text information processing technology.
Files and file system
Data storage
Binary coding of information.
Evolution of computers
Electronic textbooks on selected topics.
The language of computer and human.
Topics for computer science projects in 8th grade
3D - modeling.
Hardware&Software.
Viruses and the fight against them.
The influence of Internet media on the formation of morality.
"Visual" programming. VISUAL BASIC, C, PROLOG.
All about DELPHI.
Where and how can robots be used?
Graphics in the PascalABC programming environment.
Information society
Information in living and inanimate nature.
Using computer technology in learning English.
History and development of the concept of free software.
History of software piracy and information security systems.
How did different number systems come into being?
How a graphic image is encoded.
How does the Internet work?
Cybernetics is the science of control.
Communication technologies.
Computerization of the 21st century. Prospects.
Crosswords on computer science.
Methods of processing and transmitting information
Project management methods for developing software systems.
Methods for designing software systems.
Modular approach to programming.
Structural approach to programming.
Object approach to programming.
Declarative approach to programming.
Parallel programming.
Case - technologies for developing software systems.
Evidence-based programming.
External MS DOS commands.
History of the development of the WINDOWS operating system.
Comparative analysis of WINDOWS and MAC OS operating systems.
Features of the WINDOWS NT WORKSTATION operating system.
Prospects for the development of the WINDOWS operating system.
Features and capabilities of file shells such as VOLKOV COMMANDER, DOS NAVIGATOR, FAR, DISC COMMANDER, etc.
NORTON UTILITS and similar utilities.
Artificial intelligence and logic programming.
Macro programming in the Microsoft OFFICE environment.
Programming in HTML, JAVA.
Publishing system TEX as a programming system.
Niklaus Wirth. Structured programming. Pascal and Modula.
What do we know about Fortran?
History of the BASIC language.
Assembly language.
Ershov's algorithmic language.
All about Logo-worlds.
History of programming in faces.
ADA programming language.
Programming language PL/1.
Algol programming language.
C programming language.
About the firms-developers of programming systems.
Programming languages in DBMS.
About programming systems for educational purposes.
Internet software: server operating systems.
Internet software: server software.
Protocols and services of the Internet.
Development of standards for encoding email messages.
Usenet teleconference.
Microprocessors, history of creation, use in modern technology.
World without Internet
Modeling geometric operations in graphic editors.
Markov normal algorithms and associative calculus in artificial intelligence research.
Popular antivirus software.
Constructing charts and graphs in spreadsheets.
Rules of etiquette when working with a computer network.
Application of binary, octal and hexadecimal number systems in digital electronics.
Printers - comparison of old and new models.
Programming in PHP DevelStudio.
Text recognition and computer translation systems.
The most popular online games.
Modern information storage devices used in computing.
Modern programming paradigms. What's next?
Creation of artificial intelligence as artificial intelligence: myth or reality?
Social networks in the lives of students at our school.
Spam and protection against it.
Safety precautions when working with a PC 30 years ago and now.
Encryption of information.
Programming languages - the history of their creation, use, further development
Computer Science Research Project Topics Grade 9
Selected on this page current topics of projects in computer science and ICT for grade 9, on the basis of which the student, together with the teacher, can choose the idea for study that best suits the requirements. The topic must contain an informative basis - research methods, theoretical significance, practical significance of the work, etc.
This section contains topics for computer science projects for the 9th grade of school, dedicated to such areas of the study of computer technology - the Internet, copyright on the Internet and cybercrime, the history of the creation and development of computers, information reference and search systems, etc.
Featured below research paper topics in computer science for grade 9 can be modified by specifying or expanding the wording. For example, you can add practical research methods - observation, interviews, questionnaires, surveys. These research methods help not only to collect facts, but to test them, systematize them, identify non-random dependencies and determine causes and consequences.
These topics of project research work in computer science are recommended for 9th grade schoolchildren who want to improve their knowledge in the subject of computer science and further continue their study of information technology and programming.
Copyright and the Internet.
Vector graphic editors.
Capturing and editing digital video using a non-linear video editing system.”
Internet addiction is a problem of modern society.
Information business.
Artificial intelligence and computers.
Cybercrime.
Coding and processing of audio information.
The computer is inside us. (what information processes occur inside a person (unconditioned reflex, sensation of pain) and evaluate them from the point of view of information theory)
World information wars.
Training systems. Tools for creating electronic textbooks.
About Internet browser programs.
About Internet search programs.
Training systems. Tools for creating diagnostic and knowledge control systems.
MathCad package.
Development of mathematical computing software from Eureka to Mathematica.
Information system (database) "Borey".
Information reference systems in human society.
Information search systems in human society.
Databases and the Internet.
Geographic information systems.
Database design and programming.
Information system "Galaktika".
Information system "Consultant Plus"
Information system "Garant Plus".
Pre-computer history of the development of computer technology.
Ch. Babbage's contribution to the development of the principles of operation of automatic digital computers.
Works of J. von Neumann on the theory of computers.
History of the creation and development of 1st generation computers.
History of the creation and development of 2nd generation computers.
History of the creation and development of 3rd generation computers.
History of the creation and development of 4th generation computers.
Microprocessors, history of creation, use in modern technology.
Personal computers, history of creation, place in the modern world.
Supercomputer, purpose, capabilities, principles of construction.
5th generation computer project: concept and reality.
Multiprocessor computers and program parallelization.
Interactive elements of Web pages and scripts.
Search sites and technologies for searching information on the Internet.
E-commerce and advertising on the Internet.
Youth computer slang
Operating system. Principles and objectives.
Data organization
Color palettes in RGB, CMYK and HSB color rendering systems.
The problem of protecting intellectual property on the Internet.
Development of Web sites using the hypertext markup language HTML.
Raster graphic editors.
Distributed database management systems. ORACLE and others.
Comparison of mobile operating systems iOS and Android.
Network and telecommunications service programs.
Computer algebra systems.
Ministry of General and Professional Education of the Russian Federation
Municipal educational institution
Secondary school No. 1
Analytical report
for the inter-certification period
(2005-2010)
IT-teacher
Gribovskaya Natalya Ivanovna
2 k.k.
Kamyshlov 2010
Introduction……………………………………………………………………………….......... 3
1.Analytical part……………………………………………………5
1.1 Theoretical foundations of teaching using the method of creative projects... 5
1.2 Advantages of the project method…………………………………….. 8
1.3 Project topics……………………………………………………14
1.4. Design stages………………………………………………………15
1.5 Evaluation of a creative project, evaluation criteria……………….18
1.6 Application of the project method during the development of a basic computer science course………………………………………………………………20
1.7 Table of indicators of quality of training…………………………….24
2. Analysis of the conditions for professional growth of a teacher during the inter-certification period………………………………………………………….26
Design part………………………………………………………......28
Conclusion……………………………………………………………......31
Literature……………………………………………………………........32
Appendix………………………………………………………………..33
INTRODUCTION
Activity is the only path to knowledge
Bernard Show
The main tasks of modernizing Russian education are to increase its accessibility, quality, and efficiency. This presupposes not only large-scale, structural, organizational and economic changes, but, first of all, significant renewal, bringing it into line with the requirements of the time and the tasks of the country's development.
In today's conditions, it is no longer enough for a high school graduate to have deep and solid knowledge; he needs
- developed thinking;
- the ability to use knowledge in any changed situation;
- the ability to competently and creatively solve problems;
- the ability to defend one’s point of view;
- to be spiritually rich;
- desire for an active independent working life.
In this regard, the teacher must structure his work in such a way as to ensure the holistic development of the student’s personality.
To carry out pedagogical activities at the teacher level, an analysis of the state of computer science teaching was carried out from the perspective of implementing methods of creative projects. In general, all this is aimed at promoting the overall moral development of the individual.Thus, it is possibleidentify the following contradictions:
- Between the requirements of the State Educational Standard and the level of education of some of the school graduates.
- Between the theoretical nature of training and the reality of students' practical activities.
- The presence of ideas about the need to form holistic knowledge and insufficient knowledge of techniques, means and methods of cognitive activity.
- Between knowledge of phenomena and the inability to transfer this knowledge into the sphere of practical activity.
Based on the identified contradictions and analysis of psychological and pedagogical literature, the research problem is to develop and theoretically substantiate the use of the project method in the process of forming an appropriate system of attitudes towards learning among students.
Based on the above, the topic of the analytical report was determined:
“Using the project method in developing students’ creative thinking.”
Object of study- the process of professional self-development during the inter-certification period
Subject of study – pedagogical conditions for the development of students’ creative abilities in computer science lessons, as conditions for professional self-development
Purpose of the analytical report:
To analyze the conditions that contribute to the development of students’ research skills through educational activities and professional self-development during the inter-certification period
Hypothesis: implementation The project method in teaching activities promotes students' communicative competence and creative thinking.
Based on the purpose, hypothesis and taking into account the specifics of the subject of research, the following are determined: TASKS:
- To study the level of development of students' research skills.
- To develop students’ ability to generalize and systematize acquired knowledge.
- Identify problems in the development of students' creative abilities.
- Increase professional and personal potential through self-education and course training.
1. Analytical part.
1.1 Theoretical foundations of teaching using the method of creative projects
The computer science teacher faces the most important task: not only to impart to students a certain amount of knowledge in accordance with modern requirements of social and scientific and technological progress, to develop their skills, but, most importantly, students must be instilled with a desire for continuous improvement of knowledge, the ability to independently replenish them and apply them in practice.
Modern teaching should focus on the interests and needs of students and be based on the child’s personal experience. The main task of education is the actual study of the surrounding reality. Teacher and students walk this path together, from project to project.
The project method is based on the development of students’ cognitive and creative skills, the ability to independently construct their knowledge, the ability to navigate the information space, and the development of critical thinking. A curriculum that consistently applies this method is structured as a series of interrelated projects arising from various life problems. To complete each new project (conceived by the child himself, a group, a class, independently or with the participation of a teacher), it is necessary to solve several interesting, useful and real-life problems. The child is required to be able to coordinate his efforts with the efforts of others. To succeed, he has to obtain the necessary knowledge and, with its help, do specific work. The ideal project is one that requires knowledge from various fields to solve a whole range of problems.
The project method can be used in the study of all subjects. Examples of using the project method in the work of various educational institutions made it possible to highlight the positive aspects of the project method that are significant for pedagogy:
· focus on individualization of learning;
· intensification of teaching;
· stimulation of initiative and growth of creative possibilities.
Of course, a modern analytical look at the pedagogy of the project method also reveals the weaknesses of this method:
· insufficient development of students’ theoretical thinking;
· reducing the role of the teacher to only an advisory one;
· inability to develop common approaches to solving problems.
Project-based learning is dictated by time. Scientific and technological progress requires the development of effective means of independent learning activities, accessible to any person. Design thinking also includes fundamental methods of cognition that are necessary in any creative activity; its development is seen by specialists as a necessary component of the general education system. But at the same time, to develop design thinking you need:
· continuity in the formation of a project culture;
· the sufficiency of a “critical” mass of project culture carriers, whose training and education prepares and provides a certain understanding of the integration of various knowledge;
· the presence of an established communication system for the free dissemination of project culture.
The fundamental provisions essential for using the project method in the educational process are:
· independent individual or joint activities of students in groups working on a project;
· ability to use research, problem, search methods, methods of joint creative activity;
· mastery of a culture of communication in different small teams (the ability to calmly listen to a partner, express one’s point of view with reason, help partners in difficulties that arise during the work, focusing on a common, joint result);
· the ability to distribute roles (responsibilities) to complete a common task, fully aware of responsibility for the joint result and for the success of each partner.
The development of students' creative abilities is carried out in many ways: special knowledge in the form of educational games, solving entertaining problems, competitions; developing creative activities for each age group of students, and of course, creative projects.
The project method solves many learning problems: teaching, developmental, and educational. When completing a particular project, children generalize all their knowledge in this area and learn something new.
E. S. Polat gives the following definition of the project method in the modern sense:“...method”, which involves “a certain set of educational and cognitive techniques that make it possible to solve a particular problem as a result of independent actions of students with the obligatory presentation of these results.”
Design - this is an activity carried out in the environment (natural and artificial). Projective education is education that involves, on the one hand, mastering knowledge in the form of projects, and on the other, learning to use old and new knowledge in the form of new projects.
Modern multimedia educational complexes provide, of course, great opportunities for the effective study of school disciplines; the project method, like no other method, improves the quality of training in computer science, forms interdisciplinary connections and increases the efficiency of studying the school discipline for which the project was implemented.
The project method contributes to the formation of adequate self-esteem in students, raising their image in the environment, strengthening “I myself”, “I will do”, “I can”. Preserving and enhancing the child’s innate “independence” is the most important task in the education of the younger generation;
The basis of the project method is a humanistic approach to technology and a creative project-based technology system for teaching schoolchildren. With this approach, technology is created not for victories, but to solve technological problems that improve human life, ensure the happy longevity of a child, preserve and enhance the human environment, and outer space.
With this approach, students should study not just technology, but technology, in which technology is a means of resolving technological processes that meet the requirements of ergonomics and design. We are talking about the creation and study of such technological (non-technical) systems that would be aimed at improving human life, preserving and enhancing native nature. The center of such technologies is the happy longevity of a person.
A thing created with one’s own mind and made with one’s own hands, taking into account the achievements of scientific and technological progress, the requirements of design and technoethics, makes a person kinder, more humane, and more thrifty. Labor education of students in the process of comprehending technological culture, design and technological activities through educational and gaming, educational and experimental and educational and production activities.
It is important to note that creative projects should be varied according to a certain pattern - from simple to complex: warm-up - cognitive tasks designed to prepare the child for performing creative tasks (projects); logical search tasks - for the development of memory, attention, imagination, observation; partially search tasks of different levels - for the development of independent, non-standard thinking; and, finally, creative tasks, which are designed for search activity and creative application of one’s knowledge.
1.2 Advantages of the project method.
- Students see the end result in front of them - a video that they made themselves, put their soul into it, and for this it is worth working hard. Creating something beautiful with your own hands exalts a person in his own eyes and educates him morally.
- Conducting lessons using the method of creative projects allows you to identify and develop the creative capabilities and abilities of students, teach you how to solve new atypical problems, and identify the business qualities of a new type of employee.
- Professional self-determination - it is when completing a creative project that students think about the questions: what am I capable of, where to apply my knowledge, what still needs to be done and what to learn so as not to be redundant on the path of life.
- When choosing a project topic, the individual abilities of students are taken into account: strong - complex, weak - according to their real capabilities. Individual work with students also means learning about each person’s personality, character traits and habits. Accepting the student for who he is, you need to do everything possible so that the good and kind in the soul, combined with desire and abilities, become the basis for creating the intended product.
- Project-based learning develops the social aspect of the student’s personality by including him in various activities in real social and industrial relations, helps to adapt in competitive conditions, and instills in students vital knowledge and skills.
Design in computer science.
How to get schoolchildren interested in design?
This formulation of the question already contains the assertion that the core of motivation for project activity is the range of interests that is specific to each age group.
Thus, younger schoolchildren are characterized by the desire to reproduce objects that have aroused interest, imitation, and the expectation of personal success. Although middle school students gravitate towards choosing familiar and “necessary” objects and are aimed at a successful result, they are already showing attempts to achieve originality. High school students are characterized by a focus on understanding the process, a desire to test their capabilities, and an anticipation of creativity, although they also have a desire for personal success and trouble-free performance of tasks.
It is also impossible not to take into account the typological characteristics of personality. Creative children are interested in the very fact of finding solutions, answering questions and problems.
The teacher can use some procedures for generating interest in design tasks and the design process, for example the following:
An explanation of the essence of the design method is the introduction of the broad concept of “project” using examples of engineering, design, economic, social and other types, as well as presenting it as a way to improve the technical, economic, social, ergonomic and environmental indicators of the production of goods, products and services.
Design goals.
By completing projects, students must gain an understanding of the life cycle of products through their own experience - from the inception of ideas to material implementation and use in practice. At the same time, an important aspect of design is the optimization of the objective world, the correlation of costs and achieved results.
During design, experience is gained in using knowledge to solve so-called ill-posed problems, when there is a shortage or excess of data, and there is no standard for solution.
Thus, an opportunity is provided to gain creative experience, i.e. combining and modernizing known solutions to achieve a new result dictated by changing external conditions.
Design allows you to achieve an increase in the level of communication skills, i.e. expanding the circle of constructive and purposeful communication, updated by the homogeneity of activity.
An important goal of computer science design is diagnostics, which allows one to evaluate the results as the dynamics of the development of each student, as well as identifying creative (“gifted”) children and maintaining and stimulating their activities (studies) in the future. Monitoring the implementation of project activities allows us to obtain data on the formation of students’ life and professional self-determination. It should be considered that design goals are achieved when the effectiveness of the teacher’s pedagogical efforts and the educational process is assessed by the dynamics of the growth of indicators that are recorded for the educational group and (or) for each student:
Information security (ideas, knowledge, thesaurus, understanding);
Functional literacy (education of attitudes and explanations, written texts, ability to ask constructive questions);
Handle technical objects, safe work, etc.);
Technological skill (the ability to perform previously learned labor operations, competently using tools and machines);
Achieve a given level of quality, understand the properties and materials, ensure personal safety, rational organization of the workplace, etc.;
Intellectual preparedness (the ability to verbalize work operations, understanding the formulation of educational theoretical and practical tasks, sufficient memory capacity, comparison of objects by size, shape, color, material and purpose, conscious perception of new information, ability to use literature, etc. for rational planning of activities , including jointly with other people);
Volitional preparedness (desire to complete assigned educational tasks, attentive attitude to the teacher’s speech and to the learning situation, maintaining a work culture, friendly interaction with other students, desire to complete the task (work) at a high level of quality, tolerant attitude towards comments, wishes and advice, choice topics of completing a task, successfully overcoming psychological and cognitive barriers, the ability to request and receive help, etc.)
The use of the project method contributes to the emergence of such interaction and relationships among schoolchildren with each other, with adults, in which the creative efforts of the individual are realized to achieve the goal, not only the planned result is achieved, but also the development of the inner world of a growing person occurs. The educational role of design depends on the reflection of these labor relations in the spiritual life of students, in the refraction of their feelings and thoughts, in the breadth and depth of the individual’s volitional efforts. Fostering love for work as the core of labor education in general is possible only when the child is imbued with the beauty of relationships between people that arise in the labor process.
Carrying out a creative project is one of the aspects of education. It is aimed at making children and adolescents aware of the value of starting life at work. The moral and value attitude towards work includes an understanding of not only social, but also its personal significance as a source of self-development and a condition for the self-realization of the individual. In this case, an important factor becomes a person’s formed ability to experience joy from the process and result of work, the play of intellectual, volitional and physical forces.
At each stage, design must connect the child’s meaning with actions and action with thought, humanitarian culture with technical culture, work with creativity, artistic activity with design and construction, the environmental and social consequences of transforming the objective world.
Organizing projects requires careful special training for teachers and students. The teacher is required to:
· the ability to see and select the most interesting and practically significant project topics;
· possession of the entire arsenal of research and search methods, the ability to organize research and independent work of students;
· reorientation of all educational work of students in their subject to the priority of various types of independent activity of students, individual, paired, group types of independent activity of research, search, creative plan. This does not mean that we should completely abandon traditional types of work, explanatory-illustrative and reproductive methods, the classroom-lesson system, and collective, frontal forms of work. It's about priorities, shifting emphasis and nothing more.
· mastery of the art of communication, which includes the ability to organize and conduct discussions without imposing one’s point of view;
· the ability to generate new ideas and direct students to find ways to solve problems;
· ability to establish and maintain a stable, positive emotional attitude in the project group;
· practical knowledge of the partner’s language, sufficient awareness of the culture and traditions of the people, the state and political structure of the country, its history (international project);
· computer literacy;
· ability to integrate knowledge from various fields to solve problems of selected projects.
Students are required to:
· knowledge and mastery of basic research methods (literature analysis, searching for sources of information, collecting and processing data, scientific explanation of the results obtained, putting forward hypotheses, methods for solving them);
· computer literacy: the ability to enter and edit information (text, graphic), processing obtained quantitative data using spreadsheet programs, using databases, printing information on a printer;
· possession of communication skills;
· the ability to independently integrate previously acquired knowledge in various academic subjects to solve cognitive problems.
Design tasks
In the process of completing project tasks, students must acquire various skills (which will, of course, have different levels of success depending on gender, age and individual characteristics).
These include the meaningful execution of the following mental and practical actions:
- Understanding the setting of tasks, the essence of the educational task, the nature of interaction with peers and the teacher, requirements for the presentation of completed work or its parts;
- Planning the final result and presenting it in verbal form, i.e. Without limiting their imagination, schoolchildren must give themselves and others a detailed answer according to the scheme: “I would like to...”;
- Action planning, e.g. determining their sequence with approximate estimates of time spent on a stage, disposing of budgets of time, effort, and funds;
- Execution of public design algorithm;
- Making adjustments to previously made decisions;
- Constructive discussion of the results and problems of each design stage, formulation of constructive questions and requests for help (advice, additional information, equipment, etc.;
- Expression of ideas, design solutions using technical drawings, diagrams, sketches, drawings, layouts;
- Independent search and finding of necessary information;
- Drawing up a diagram of the necessary calculations (structural, technological, economic), presenting them in verbal form;
- Assessing the result by achieving what was planned, by the volume and quality of what was completed, by labor costs, by novelty;
- Evaluating projects completed by others;
- Understanding the criteria for evaluating projects and their protection, the procedure for public protection of projects;
1.3 Project topics.
The array of project topics is only indicative, since it is impossible to predict exactly which topics will arouse the greatest interest among specific students. Probably the way out is to constantly expand the existing topics and present them to students. Actually, it is intended for the student to formulate an associated new topic, which can already be considered a creative act.
Students must choose for themselves a design object, a project topic, i.e. a product that they really would like to improve, offer to the market, introduce into the objective world in order to satisfy the real needs of people.
There are requirements for choosing a project topic that should be perceived by students almost as an instruction, a guide: the object (product) must be familiar, understandable, and most importantly, interesting; the future new product must be manufactured industrially or artisanally with a specific production program and targeting a mass or individual consumer; a premonition is necessary that the object will allow the developer to realize himself in creativity, that he is capable of it; it’s okay if topics are repeated in the study group; During the design process, students themselves will understand that no one can offer two identical products (or services) to the market.
Types of projects
A creative project is understood as an independently developed and manufactured product from its idea to its implementation, which is novel and completed under the guidance of a teacher. When using project methods, students develop:
- Technological literacy, i.e. conscious and creative choice.
- Optimization of methods of activity from a mass of alternative approaches.
- Ability to think systematically and comprehensively, identify needs and provide information support for activities.
- The necessary amount of knowledge, skills and abilities that provide the opportunity to enter the future.
- future professional activity.
I use various types of projects in my teaching activities:
- Development of new technologies
- Design and technological
- Design
1.4. Design stages
Work on any project includes certain STAGES OF PROJECT IMPLEMENTATION, which should be clearly planned to achieve maximum efficiency of project work.
Stage I. Organizational. Involves introducing and creating a group of students to work on a project.
Stage II. Selection and discussion of the main idea of the future project. It includes defining goals and objectives (why this project, what students will learn and what they will learn upon completion of this project); discussing strategies for achieving goals and clarifying projects (i.e., what topics of future projects will help students learn this and that, and what is the overall plan for working on a specific project to ensure that the goal is achieved).
Stage III. Discussion of methodological aspects and organization of student work in class and outside of class.
Stage IV. Structuring the project with the allocation of subtasks for certain groups of students, selection of necessary materials. The general simple plan at this stage becomes expanded, the stages and their tasks (subtasks) are identified and distributed between groups of students, taking into account their interests, the planned results and methods for their solution and design are determined.
V stage. Actually working on the project. Carefully designed tasks for each group of students and selected (if necessary) material allow the teacher not to interfere with the work of the group, acting as a consultant. An intensive exchange of information, opinions, and results is expected.
Stage VI. Summarizing. At this stage, the groups talk about the work they have done, the results are summarized and presented in the form of a book, magazine, video, newspaper, or Web site.
When organizing work on projects, you should start by exploring student interests, choosing project topics, and preparing students to work on these projects.
First of all, it is necessary to decide on interests: should they be related to the subject being studied or can they relate to a wide range of cognitive and creative interests of students; to what extent these interests may be relevant for the region, for the development of the intellectual and creative abilities of your students. You need to try to see in every student’s proposal a problem, the solution of which could help someone practically in some way.
It is very important to pay as much attention as possible to students’ independent activities, which will help each student reveal their individuality, but this is hardly possible to do within the framework of a lesson. It is necessary to look for additional forms of organizing students’ independent activities. You can refer to the system of reports, abstracts and, of course, projects, coursework on individual issues of the subject being studied. Students, some alone, some in pairs, and some in a small group, can systematically perform independent work that requires them to search for additional information, collect data, analyze, and comprehend facts. These jobs for different guys can last a week or two, a month or more. Students who require certain conditions to perform work will have the opportunity to carry out certain types of work directly in class, at hours specially designated for such work, or after school. Some of these projects can be proposed for joint activities with children from other schools, and telecommunications will provide operational communication between them. This is especially useful in scientific and social terms when it comes to ecology and sociological problems.
So, based on all of the above, we can make the following generalization. The project method is always focused on independent activities of students - individual, pair, group, which students carry out over a certain period of time. This approach fits seamlessly with the collaborative learning method.
The project method always involves solving some problem, which involves, on the one hand, the use of various methods, and on the other, the integration of knowledge and skills from various fields of science, engineering, technology, and creative fields.
The project method is based on the development of students’ cognitive skills, the ability to independently construct their knowledge, the ability to navigate the information space, and the development of critical thinking. The results of completed projects must be, as they say, “tangible”, i.e., if it is a theoretical problem, then a specific solution, if it is a practical one, then a specific result, ready for implementation.
Working according to the project method presupposes not only the presence and awareness of a problem, but also the process of revealing it and solving it, which includes clear planning of actions, the presence of an idea or hypothesis for solving this problem, a clear distribution (if group work is meant) of roles, etc. .e. tasks for each participant, subject to close interaction. The project method is used when any research or creative task arises in the educational process, the solution of which requires integrated knowledge from various fields, as well as the use of research techniques
For the project method, the question of the practical, theoretical and cognitive significance of the intended results is very important (for example, a report at a conference; joint publication of a newspaper, almanac with reports from the scene, etc.).
It can be added that project-based learning is an area of scientific knowledge that allows us to move from universal literacy to universal education on the planet, reflecting the processes of intellectualization, informatization and humanization of education, as interdependent processes of the formation of a new stereotype of life - lifelong education in a multicultural environment planets.
Functions of the teacher when students complete the project:
I help in selecting projects;
I observe the progress of students’ work;
I provide assistance to individual students and stimulate educational and work activities;
I maintain a working environment in the classroom;
I evaluate educational and work activities at each stage;
I standardize the work of schoolchildren;
I analyze and summarize the work of individual students and the group as a whole;
Results of project activities:
1.5 Evaluation of a creative project, evaluation criteria
Evaluating the results of creativity is always dramatic and controversial. In any case, one should not absolutize its correctness. In contrast to the previously existing practice of individual assessment of success only by the teacher, the completed project is first assessed by the author himself, and then by the jury selected for this purpose, consisting of the teacher and students.
Evaluation criteria.
Evaluating the results of creativity is always dramatic and controversial. In any case, one should not assume its correctness. Closer to objective will be the rating assessment, which in total is equal to: average (for the group) + self-esteem + teacher assessment.
The evaluation of the project and its protection is carried out according to 10 criteria at four levels - 0; 5; 10; 20 points.
It is easier to put the assessment criteria in a table and offer it to the students and teacher who sit on the jury. Thus, the final assessment is more objective.
n\n | Criteria | Score in points |
Reasoning for the choice of topic, justification of the need, practical orientation of the project and the significance of the work performed. | ||
The volume and completeness of developments, implementation of accepted design stages, independence, completeness, preparedness for the perception of the project by other people, material embodiment of the project. | ||
Reasonedness of the proposed solutions, approaches, completeness of the bibliography, citation. | ||
The level of creativity, the originality of the theme, approaches, the originality of the material embodiment and presentation of the project. | ||
Quality of the note: design, compliance with requirements, quality of sketches, drawings. | ||
Video quality, originality. | ||
Quality of the report: composition, completeness of presentation of the work, approaches, results; argumentation, persuasiveness. | ||
The volume and depth of knowledge on the topic, erudition, interdisciplinary connections. | ||
Pedagogical orientation: speech culture, manner, impromptu beginning, maintaining the attention of the audience. | ||
Answers to questions: completeness, argumentation, persuasiveness, friendliness. |
The dynamics of ratings received for completed projects is an important indicator of the dynamics of the personality development of a growing person, his life and professional self-determination. The absence of such is an alarming signal that students have not yet found themselves in such activities and have not overcome various psychological barriers. They need more help, area replacement and design topics.
1.6 Application of the project method during the development of a basic computer science course.
The question has long arisen: how, with a small number of hours (1 hour per week), a fairly extensive program (everything, but “at the top”) and the enormous interest of schoolchildren, to make teaching a basic computer science course interesting, visual, and make the material being studied memorable for a long time, and not for a long time? one lesson. One of the methods that allows you to achieve positive motivation for learning and good results in activating cognitive processes is the project method.
In the basic computer science course, in addition to the mandatory theoretical material (number systems, the concept of information, the amount of information, algorithms, etc.), much attention is paid to the initial development of information technologies - text, graphics editor, electronic computational tables, databases, Internet technologies. With 1 hour a week, it is difficult to achieve stable skills in children, many of whom do not have a computer at home: practicing, although necessary, boring exercises to consolidate one or another skill, does not give a good result. There was a need to overcome such difficulties. The project method plays a significant role in this situation.
Using the project method when studying the topic “Graphical information and computer” (7th grade)
In the basic computer science course, 5 hours are allocated to study the topic “Graphical Information and Computers”. During this time, students should get acquainted with the past and present of computer graphics, study ways of presenting graphic information on a computer, obtain initial information about the purpose and main capabilities of a graphics editor, and develop skills in working in a graphics editor.
While studying this topic, after analyzing the theoretical material, students are asked to complete two projects: “Drawing of your room” and “Greeting card”. The preparatory stage of working on projects is performing training exercises to master the basic techniques of working in the graphics editor MS Paint, preparing a drawing (postcard) on paper. The practical part of the work is performed at the computer using the basic techniques learned in a graphics editor: drawing straight and curved lines, circles and ellipses, rectangles, copying operations, cutting, inserting fragments of a picture and other simple operations.
During the lesson, most often it is necessary to use a group form of work, because children rarely sit at computers alone, so students have to solve, in addition to the educational task, a communicative task - they need to come to a common opinion, outline and agree on a work plan, and complete it. The more disputes and discussions arise, the more perfect the work is, the better the result.
To summarize, we can say that in studying the topic “Graphical information and the computer” the use of the ideas of the project method is completely justified. Practicing skills in the graphic editor MS Paint using the project method allows you to achieve better results than when working with conventional exercises.
Using the project method when studying the topic “Text information and computer” (7th grade)
The program allocates 6 hours to master the topic in 7th grade. During this time, it is necessary to give children an idea of the nature of electronic text, reveal the positive and negative aspects of electronic text, explain how characters are encoded for storage in computer memory, and develop skills in working in a word processor and processor. As already mentioned, simply performing training exercises does not give good results, because the child has no idea where and in what case he will be able to apply the acquired skills.
Since we are studying a word processor (in our case, MS Word), designed to work with text, we need to work with text, but with one that will be interesting and educational for students. In this case, a simple, mechanical reprinting of someone else’s, often boring and incomprehensible, text will not work, but everyone is pleased to see their own text in printed form, and even beautifully designed, without errors, with illustrations. A solution was easily found: the teacher of Russian language and literature first gave the children the task of composing a fairy tale, a story on any topic they liked, thus the students received grades not only in computer science, but also in Russian language and literature.
In computer science lessons, children had to type their text on a computer, format it, select and insert suitable illustrations. Students are still very slow typers, but this activity gives them the opportunity to improve their keyboarding skills. The result of working with these projects was an exhibition of students’ works and the publication of a literary almanac.
Comparing work with a text editor in “exercise mode” and in “project execution mode,” we can say that in the second case, the children received much more knowledge and pleasure. Such work allowed children to realize the advantages of working with electronic text and they saw the opportunity to apply the acquired knowledge and skills in everyday practice.
Using the project method when creating computer multimedia presentations in computer science lessons in the 8th grade.
7 hours are allotted for studying this topic. The topic is necessary for students, because They often have to speak at various kinds of conferences, make reports, messages, and defend abstracts. A computer presentation is an effective way to present the necessary information, text, and illustrations accompanying the report.
MS Power Point is traditionally used to create computer presentations. In the first lesson, students are given a goal: to create a presentation on a given topic. When performing this work, students learn the basics of designing presentations using multimedia technologies and master the MS Power Point application. Children learn to create new slides using AutoMake, place text, drawings and graphic primitives on them, choose a presentation design, edit and sort slides. In their work, children also use animation effects and sound. Much attention is paid to creating an interactive presentation and transitions between slides. After completing the “practice presentation,” children are asked to complete the following project: create a presentation that would cover a topic from any school course. In the case of creating a full-fledged presentation on topics in school subjects, the student (or small group) receives a grade.
Using the project method in the process of studying the topic “Web Site Development” (9th grade)
Today, the demands of the time are such that any educated person must be able to use the capabilities of the Internet and Internet technologies in their work. Increasingly, we are faced with the need to use the capabilities of the World Wide Web, e-mail, teleconferences, various search engines, there are a large number of different competitions, scientific conferences, both for students and teachers. A huge number of periodicals are now published on electronic media and published on the Internet.
Web site development is discussed in a simplified manner in the basic course; a total of 16 hours are allocated to study the topic. The project method is used in this topic as follows. After completing the theoretical part of the material and creating a training Web page on a topic proposed by the teacher, students also receive a project assignment. It consists of creating a small website on one of the proposed topics.
Students can create their own Web page if they wish.
Thus, the ideas of the project method in this topic are also successfully applied and produce good results.
Using the design method in the process of studying the topic “Modeling” (11th grade)
12 hours are allotted for studying this topic; after studying the theoretical part, students work on creating a graphical model of a process and presenting this process.
Goal: to show the importance of conducting competent system analysis when building a model. Practice the skill of identifying stages in the observed process.
Educational and pedagogical task: observing the process, highlight the main stages in it. Using system analysis, determine the main features that characterize the modeled object. Construct and present a graphical model of the process under study.
Application of the project method in elective classes
Some schoolchildren, attending computer science classes, discover a great interest in computer science and information technology. Optional classes allow you to gain in-depth knowledge on various topics, complete practical tasks at a higher level than in class, and prepare for participation in conferences and competitions. Prospects for working using the project method in lessons and electives in computer science and information technology.
When studying the topic “Database Management Systems” in the 11th grade, attempts were made and it is planned to continue work on creating student projects “Library Database”, “Our Class Database”.
The project method is objectively in demand by schools, but the success of the development and use of project-based learning, first of all, depends on the formation in the educational space of the school of necessary and sufficient conditions for its implementation: informatization of learning, the formation of a design style of thinking among teachers, or, as Russian and foreign experts emphasize , design procedures and instructional design tools. Pedagogical research in this area will help renew the school, including its methodological environment.
The use of the method of creative projects contributes to the development of students’ creative abilities, including improving the quality of education of students in the subject of computer science.
1.7 Table of training quality indicators.
Year | Academic performance | Quality |
2004-2005 academic year | 97, 6% | 79, 3% |
2005-2006 academic year | 98, 4% | 80, 1% |
2006-2007 academic year | 99, 6% | 81, 3% |
2007-2008 academic year | 100% | 82, 5% |
2008-2009 academic year | 100% | 88, 7% |
Over the past five years, student achievement has increased, 100% since 2007, and the percentage of quality in the subject has increased by 9.4%.
Participation of students of Municipal Educational Institution Secondary School No. 1 in the city round of the Olympiads in Informatics
Academic year | Last name, first name | Class | Place |
2005-2006 | Nikolaev Alexander | ||
2006-2007 | Ponomareva Oksana | ||
2007-2008 | Ponomareva Oksana Bykova Irina |
I have selected Olympiad tasks for students in grades 5–11.
Appendix No. 1
2. Analysis of the conditions for professional growth of a teacher during the inter-certification period.
The analysis of the dynamics of professional growth was carried out on the basis of the results of monitoring professional activities.
Based on the results, the following conclusions can be drawn:
- There is a positive trend in the teacher’s professional and personal potential and qualifications.
- The results of positive dynamics of professional development are observed in the following indicators:
Competence in the field of self-development;
Social and professional competence;
Subject-related professional competence.
During the inter-certification period, my activity as a computer science teacher was subordinated to solving problems aimed at improving technological, content, creative control and evaluation conditions that ensure the quality of training of students within the framework of the discipline I implement and achieving results that meet the requirements of the State Standards.
As part of the generalization and dissemination of pedagogical experience, the following was done::
Participation in open events:
Year | Subject | Where does it take place? |
2007 | Seminar “Interregional Internet Olympiad of the Ural Federal District and Perm Territory” | Municipal educational institution "Lyceum" |
26.09.07 | Seminar “Taking into account gender differences in education.” | IRRO Representative Office |
17.10.07 | Seminar “The influence of gender stereotypes on the organization of educational organizations.” | IRRO Representative Office |
30.10.07 | Theoretical seminar “Methodological use of modern technologies in educational institutions.” | Municipal educational institution secondary school No. 1 |
27.11.07 | Seminar “Forms and methods of working with gifted children.” | Municipal educational institution secondary school No. 1 |
2009 | Seminar “Use of interactive devices in the educational process of school” | Municipal educational institution secondary school No. 3 |
I improve my teaching qualifications through course training:
Deadlines. | Subjects of the courses. | Based on which institution? |
2007 | “Current problems of television media education” | UrRAO Yekaterinburg city |
2008 | “Modern technologies of art education. Information technologies of art education". | IRRO |
Performances
At the teachers' meeting on the topic “Creating a situation of success in teaching students”,
At the methodological week “Health-saving technologies in the organization of the educational process.”
I conducted open lessons and extracurricular activities
"Fight of Erudites"
2008
"Weak Link"
2008
"Logical foundations of computers"
I also work closely with students of Kamyshlovsky State Pedagogical College, giving open lessons on the following topics:
- “Computer graphics” (2007 – 2008 academic year)
- “Databases” (2007 – 2008 academic year)
- “Electronic payments” (2007 – 2008 academic year)
- “Logical operations” (2008 – 2009 academic year)
- “Algorithmic structures” (2008 – 2009 academic year)
- “Creating charts and graphs in spreadsheets” (2008 – 2009 academic year)
- “Design of a personal computer” (2008 – 2009 academic year)
- "Text editor: main features and functions." (2008 – 2009 academic year)
Based on the above, I can say that all my activities are aimed at increasing the level of professional competence, achieving quality results in the training and education of students. An important condition is your own professional growth.
Project part.
After analyzing and summarizing the results of the work done on the topic “Using the project method in developing students' creative thinking"The problem was identified for the next inter-certification period:
Involving all subjects of the educational process in the system of work to develop the creative abilities of schoolchildren;
Based on the problem that has arisen, I set myself tasks for the next inter-certification period:
1.Expanding the range of use of the method of creative projects in extracurricular and extracurricular activities.
2. Continue work to improve the project method in teaching computer science, ensuring an increase in the quality of knowledge and communicative competence of students.
4. Dissemination of experience on this issue among colleagues.
Professional self-development program for the next inter-certification period.
Stage name | Deadlines | Planned result |
|
Prepare telny | 1. Development of a self-education plan. 2. Completion of course training. | 2010-2011 | Expanding the use of the project method in developing students' creative thinking. |
Implementation | 1. Work to improve the project method in teaching computer science, ensuring an increase in the quality of knowledge and communicative competence of students. 2.Publish a collection of sample topics for writing creative projects by students from grades 5 to 11. | 2011-2012 2013-2014 | Improving the quality of education. |
Analytical | 1.Identification of causes, problems, negative consequences, making adjustments to various components of the model 2.Presentation of work experience to the teaching community. | 2014-2015 | Highlighting contradictions and problems for the next certification period. Determine prospects for professional self-development. |
Conclusion.
Analyzing the results of our own teaching activities during the inter-certification period, we can draw the following conclusions:
1. Psychological and pedagogical literature on the problem has been studied;
2. And Using the project method in the process of studying computer science is an important way to form basic knowledge and skills, their further replenishment and development;
4. She dwelled in detail on the consideration of the technology of the project method, the feasibility and effectiveness of using the project method in the technological education of schoolchildren;
5. Compiled Olympiad assignments for students in grades 5–11, selected topics for students’ creative works;
6. The use of the project method promotes initiative in acquiring knowledge and independence in expanding the scope of their application, strengthens interdisciplinary connections, and serves as an effective means of education.
However, the use of project methodology is still inferior to the use of the traditional approach in the learning process. This is due to incomplete or untimely awareness of teachers about the specifics of using this alternative approach in the learning process, the conservative atmosphere of most secondary schools, as well as the existing difficulties in using the project methodology on the part of students: different levels of knowledge, insufficient ability for independent thinking, self-organization and self-learning. Therefore, organizing project work requires, first of all, research into the basic theoretical and practical foundations of using project methodology in the educational process. I hope that the experience presented will help accomplish this difficult task.
Analysis of the results of activities during the inter-certification period allows us to assert that the implementation of the above points increases the efficiency of the educational process, contributes to the improvement of schoolchildren’s learning, indicates the positive dynamics of the teacher’s professional development, and an increase in the growth of skill.
Literature.
1. Intel "Teaching for the Future" (Powered by Microsoft): Study Guide. - 5th edition, rev. - M.: Publishing and trading house "Russian edition", 2006.
2. Gein A.G., Senokosov A.I. Handbook of computer science for schoolchildren. – Ekaterinburg: “U-Factoria”, 2003
3. Makarova N.V. Computer science. Workshop on information technology. – St. Petersburg: Peter, 2001
4. Programs for general education institutions: Informatics. 2-11 grades. - M.: BINOM. Knowledge Laboratory, 2003. - 205 pp., illus.
5. Selevko G.K. "Modern educational technologies" - Moscow, "Public Education", 1998.
6. Semakin I., Zalogova L., Rusakov S., Shestakova L. Informatics. Basic course. Textbook for grades 7-9. – M.: Laboratory of Basic Knowledge, 2000 – 2003
7. Ugrinovich N.D. etc. Teaching the course "Computer Science and Information Technologies" in a computer class. Methodological manual for teachers. - M.: Laboratory of Basic Knowledge, 2002.
8. Ugrinovich N.D. Computer science and information technology. Textbook for grades 10-11. - M.: Laboratory of Basic Knowledge, 2002.
9. Ugrinovich N.D. Computer workshop on CD-ROM. Software and methodological support for the IIT course. - M.: Laboratory of Basic Knowledge, 2003.
10. Ugrinovich N.D. Workshop on computer science and information technology. Textbook for educational institutions. - M.: Laboratory of Basic Knowledge, 2002.
11. Encyclopedia of the personal computer and the Internet by Cyril and Methodius. Modern multimedia encyclopedia on CD, M.: “Cyril and Methodius”, 1997, 1999, 2001, 2003 with changes and additions.
Application
