EXPLANATORY NOTE

An exemplary computer science program for a primary school is based on the Federal State Educational Standard general education, Requirements for the results of mastering the basic educational program of basic general education. The need for development new program due, on the one hand, to the revision of the content of general education as a whole, on the other hand, the need for the development of information and communication technologies (ICT) and the associated need to pay more attention to the issues of algorithmization and programming in the informatics course. This takes into account the important role played by algorithmic thinking in the formation of personality.

Today, human activity in terms of technology is changing very quickly, existing technologies and their specific technical implementations are quickly replaced by new ones that a specialist has to master anew. Under these conditions, the role of fundamental education is great, which ensures the professional mobility of a person, his readiness to master new technologies, including information technologies. Therefore, in the content of the informatics course of the basic school, it is advisable to focus on the study of the fundamental foundations of informatics, the development of algorithmization skills, and to fully realize the general educational potential of this course. The basic school informatics course is part of the continuous informatics course, which also includes a propaedeutic course in primary school and specialized training in computer science in high school.

Informatics has a very large and growing number of interdisciplinary connections, both at the level of the conceptual apparatus and at the level of tools. Many provisions developed by computer science are considered as the basis for the creation and use of information and communication technologies (ICT) - one of the most significant technological achievements of modern civilization. Together with mathematics, physics, chemistry, biology, the informatics course lays the foundations for a natural-scientific worldview. The goals that the study of informatics at school is aimed at are determined based on the goals of general education formulated in the concept of the Federal State Standard of General Education. They take into account the need for the comprehensive development of the personality of students, the development of knowledge, the acquisition of the necessary skills, the development of cognitive interests and creativity, education of personality traits that are valuable for each person and society as a whole.

This exemplary program takes into account that today, in accordance with the new Federal State Educational Standard for Primary Education, by the end of primary school, students acquire ICT competence sufficient for further education. Further, in the basic school, starting from the 5th grade, they consolidate the acquired technical skills and develop them within the framework of application in the study of all subjects. The informatics course completing the basic school is based on the experience of constant use of ICT, which students already have, provides a theoretical understanding, interpretation and generalization of this experience.

Goals of studying computer science in basic school

formation of informational and algorithmic culture; formation of an idea of ​​a computer as a universal information processing device; development of basic skills and abilities to use computer devices;

formation of an idea about the main concepts being studied: information, algorithm, model - and their properties;

development of algorithmic thinking necessary for professional activity V modern society; development of skills to compose and write down an algorithm for a specific performer; formation of knowledge about algorithmic constructions, logical values ​​and operations; familiarity with one of the programming languages ​​and basic algorithmic structures - linear, conditional and cyclic;

formation of skills of formalization and structuring of information, the ability to choose a way of presenting data in accordance with the task - tables, charts, graphs, diagrams, using appropriate data processing software.

the formation of skills and abilities of safe and expedient behavior when working with computer programs and on the Internet, the ability to comply with the norms of information ethics and law.

The place of the object in curriculum

Informatics is studied in grades 7-9 of the basic school for one hour a week. A total of 105 hours. 78 hours of study time are allotted for the invariant part, the remaining 27 hours are used by the teacher at his own discretion.

Course completion requirements

The formulated goals are realized through the achievement of educational results. These results are structured according to the key objectives of general education, reflecting individual, social and state needs, and include subject, meta-subject and personal results. A feature of informatics is that many subject knowledge and methods of activity (including the use of ICT tools) are significant for other subject areas and are formed during their study. Educational results are formulated in an activity form, this serves as the basis for the development of control measuring materials for basic general education in computer science.

Personal results:

formation of a responsible attitude to learning, readiness and ability of students for self-development and self-education based on motivation for learning and cognition;

formation of a holistic worldview corresponding to the modern level of development of science and social practice;

development of a conscious and responsible attitude to one's own actions;

formation communicative competence in the process of educational, teaching and research, creative and other activities.

Metasubject results:

the ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity;

possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities;

the ability to define concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, reasoning (inductive, deductive and by analogy) and draw conclusions;

the ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive problems;

semantic reading;

the ability to consciously use speech means in accordance with the task of communication; proficiency in oral and written speech;

formation and development of competence in the field of the use of information and communication technologies (hereinafter referred to as ICT competencies).

Subject Results:

the ability to use the terms "information", "message", "data", "coding", "algorithm", "program"; understanding the differences between the use of these terms in everyday speech and in computer science;

the ability to describe the size of binary texts using the terms "bit", "byte" and derivatives from them; use terms that describe the data rate; write in the binary system integers from 0 to 256;

the ability to encode and decode texts with a known code table;

the ability to compose non-branching (linear) algorithms for managing executors and write them down in the selected algorithmic language (programming language);

the ability to use logical values, operations and expressions with them;

the ability to formally execute algorithms described using branching constructions (conditional statements) and repetition (loops), auxiliary algorithms, simple and tabular values;

the ability to create and execute programs for solving simple algorithmic problems in the chosen programming environment;

the ability to use ready-made applied computer programs and services in the chosen specialization, the ability to work with descriptions of programs and services;

skills in choosing a way to present data depending on the task.

Educational-methodical complex (EMC)- this is a set of documents and materials that determines the level of provision of the discipline with educational, methodological, reference, bibliographic and other literature, information resources, control and measuring materials and other sources, ensuring the effective work of the teacher in accordance with the requirements of the state educational standard and curriculum.

The minimum list of official documents that every teacher needs to know is:

• standard;
• sample programs;
• Federal list of recommended (approved) textbooks on the subject.

Based on these documents, taking into account the textbooks and logistics available in a particular school, the teacher developsworking programm Andcalendar and thematic planning on the subject being taught.

• If the work program developed by the teacher contains small adjustments (up to 10%), then it should be indicated that the teacher is working in accordance with model program recommended by the ministry.
  If there were more adjustments (up to 20%), then the same is indicated, but the program must be coordinated with the municipal methodological service.

• The teacher can also work on the author's programs in the subject. This programs of textbook authors with the stamp of the ministry.
  Since these textbooks were examined by the Federal expert council, then their content corresponds to the educational standard in the subject. It is possible to coordinate programs in the methodological service at the request of the administration of the educational institution, but it is not mandatory.

• Own author's program according to the course taught, the teacher is obliged to submit for examination in the prescribed manner, without which it cannot be used in an educational institution of general education.

Educational standards

Federal State Educational Standards (FSES)- this is a set of requirements that are mandatory for the implementation of basic educational programs of primary general, basic general, secondary (complete) general, initial professional, secondary professional and higher vocational education educational institutions with state accreditation.

Federal state educational standards provide:

• unity of educational space Russian Federation;
• continuity of the main educational programs of primary general, basic general, secondary (complete) general, primary vocational, secondary vocational and higher professional education.

Every standard includes 3 types of requirements:

1. requirements for the structure of the main educational programs, including the requirements for the ratio of parts of the main educational program and their volume, as well as the ratio of the mandatory part of the main educational program and the part formed by the participants educational process;
2. requirements for the conditions for the implementation of basic educational programs, including personnel, financial, logistical and other conditions;
3. requirements for the results of mastering the main educational programs.

first generation (2004) in Informatics and Information Technology

• STANDARD OF SECONDARY (FULL) GENERAL EDUCATION (basic level)
• STANDARD OF SECONDARY (FULL) GENERAL EDUCATION (profile level)

Federal state educational standard second generation (2010)

• GEF of primary general education (grades 1 - 4): Order of the Ministry of Education and Science of Russia No. 373 dated 06.10.2009
• GEF of basic general education (5th - 9th grade): Order of the Ministry of Education and Science of Russia No. 1897 dated 12/17/2010
• GEF of secondary general education (grades 10 - 11): Order of the Ministry of Education and Science of Russia No. 413 dated 05/17/2012

• Orders of the Ministry of Education of Russia and the Ministry of Education and Science of Russia regulating the Federal List of Textbooks are published on the website http://fpu.edu.ru
  • Order of the Ministry of Education of Russia dated December 28, 2018 No 345 “On the federal list of textbooks recommended for use in the implementation of state-accredited educational programs for primary general, basic general, secondary general education”
  • Order of the Ministry of Education of Russia No. 233 dated May 8, 2019 “On Amendments to the Federal List of Textbooks Recommended for Use in the Implementation of Educational Programs of Primary General, Basic General, Secondary General Education with State Accreditation, approved by Order of the Ministry of Education of the Russian Federation dated December 28, 2018. No 345"
• Extract fromfederal list of textbooks recommended for use (date of saving the document: 05/28/2019)
  • Recommended textbooks in "Informatics" from 2019

List of publishing organizations teaching aids

• Order of the Ministry of Education and Science of the Russian Federation dated December 14, 2009 No. 729"About approval list of organizations engaged in the publication of textbooks, which are allowed for use in the educational process in having state accreditation and implementing educational programs general education in educational institutions” (Registered by the Ministry of Justice of Russia on January 15, 2010, No. 15987).
• Order of the Ministry of Education and Science of the Russian Federation dated 13.01.2011 No. 2"ABOUT making changes in the list of organizations engaged in the publication of textbooks that are allowed to be used in the educational process in educational institutions with state accreditation and implementing educational programs of general education” (Registered in the Ministry of Justice of the Russian Federation on 08.02.2011 No. 19739).
• Order of the Ministry of Education and Science of the Russian Federation dated 16.01.2012 No. 16"ABOUT making changes in the list of organizations engaged in the publication of textbooks that are allowed for use in the educational process in educational institutions with state accreditation and implementing educational programs of general education” (Registered in the Ministry of Justice of the Russian Federation on February 17, 2012, No. 23251).
• Minutes of the meeting of the Scientific and Methodological Council on textbooks of the Ministry of Education and Science of the Russian Federation No. HF-19/08 dated 03.03.2016 (list of organizations publishing textbooks)

The procedure for the formation of the federal list of textbooks

• The procedure for developing work programs for educational subjects, making changes and adjusting them is determined local normative act educational institution.

  Elements of the structure of the Work Program (is an exemplary recommendation):

  1. title page;
  2. explanatory note;
  3. requirements for the level of training of students;
  4. calendar-thematic planning;
  5. program content training course;
  6. control and measuring materials;
  7. educational and methodological means of teaching the subject and a list of recommended literature (basic and additional) for teachers and students.

  Regulations:
  

  Federal Law "On Education in the Russian Federation" No. 273-FZ of December 29, 2012 (rev. 2019)

  Computer science programs
  

  
  

  PRIMARY GENERAL EDUCATION

  	Class	publishing house		Download
  Benenson E.P., Pautova A.G.	2 - 4 grades			Sample work program (buy)
  Goryachev A.V., Volkova T.O., Suvorova N.I.	2 - 4 grades	LLC "Balass"
  Matveeva N.V., Tsvetkova M.S.	2 - 4 grades		2016	Sample work program (download pdf: site lbz.ru)
  Mogilev A.V., Mogileva V.N., Tsvetkova M.S.	3 - 4 grades	LLC "BINOM. Knowledge Laboratory"	2016	Sample work program (download pdf: site lbz.ru)
  Natelauri N.K.	2 - 4 grades	Publishing house "Akademkniga/Textbook"	2013	course program (download pdf: site garmoniya.a21vek.ru)
  Averkin Yu. A., Pavlov D.I.	2 - 4 grades	LLC "BINOM. Knowledge Laboratory"	2016	Sample work program (download pdf: site lbz.ru)
  Plaksin M.A. and etc.	2 - 4 grades	LLC "BINOM. Knowledge Laboratory"		Sample Work Program (download doc: site lbz.ru) (download pdf: site lbz.ru)
  Rudchenko T.A., Semenov A.L.	1 - 4 classes			Collection of programs (download pdf: site prosv.ru)

  Extracurricular activities of elementary school students

  WORK PROGRAM ON EXTRA-COURSE ACTIVITIES in the context of the implementation of the Federal State Educational Standard of Primary General Education "I LEARN TO RESEARCH"

  BASIC GENERAL EDUCATION

  	Class	publishing house		Download
  Bosova L.L., Bosova A.Yu.	5 - 6 grades	LLC "BINOM. Knowledge Laboratory"	2016	Sample work program (download pdf: site lbz.ru)
  Semenov A.L., Rudchenko T.A.	5 - 6 grades	JSC "Publishing House" Enlightenment "
  Bosova L.L., Bosova A.Yu.	7 - 9 grades	LLC "BINOM. Knowledge Laboratory"	2016	Sample work program (download pdf: site lbz.ru)
  Polyakov K.Yu., Eremin E.A.	7 - 9 grades	LLC "BINOM. Knowledge Laboratory"	2016	Sample work program (download pdf: site lbz.ru)
  Semakin I.G., Tsvetkova M.S.	7 - 9 grades	LLC "BINOM. Knowledge Laboratory"	2016	Sample work program (download pdf: site lbz.ru)

  Extracurricular activities of primary school students

  The program of extracurricular activities for the course "Digital Hygiene" (grades 7-9)

  SECONDARY (FULL) GENERAL EDUCATION

  In accordance with the “Concept of specialized education at the senior level of general education” approved by the Ministry of Education, differentiation of the content of education in the senior classes is carried out on the basis of various combinations of three types of courses: basic, advanced, elective. Each of the courses of these three types contributes to the solution of the problems of specialized education. However, it is possible to single out a range of tasks that are priority for courses of each type.

  Basic general education courses reflect the invariant part of education, which is mandatory for all schoolchildren, and is aimed at completing the general education of students.
  

  	Class	Level	publishing house		Download
  Bosova L.L., Bosova A.Yu.	10 - 11 grades	base level	LLC "BINOM. Knowledge Laboratory"	2016	Sample work program (download pdf: site lbz.ru)
  Polyakov K.Yu., Eremin E.A.	10 - 11 grades	basic and advanced levels	LLC "BINOM. Knowledge Laboratory"	2016	Sample work program (download pdf: site lbz.ru)
  Semakin I.G.	10 - 11 grades	base level	LLC "BINOM. Knowledge Laboratory"	2016	Sample work program (download pdf: site lbz.ru)
  Gein A.G., Gein A.A., Yunerman N.A.	10 - 11 grades	basic and advanced levels	JSC "Publishing House" Enlightenment "		Work programs (download from the site prosv.ru)
  Ed. Makarova N.V.	10 - 11 grades	base level	LLC "BINOM. Knowledge Laboratory"	2016	Sample work program (download pdf: site lbz.ru)
  Ugrinovich N.D., Tsvetkova M.S., Khlobystova I.Yu.	10 - 11 grades	base level	LLC "BINOM. Knowledge Laboratory"	2016	Sample work program (download pdf: site lbz.ru)
  Kalinin I.A., Samylkina N.N.	10 - 11 grades	in-depth level	LLC "BINOM. Knowledge Laboratory"	2016	Sample work program (download pdf: site lbz.ru)
  Semakin I.G.	10 - 11 grades	in-depth level	LLC "BINOM. Knowledge Laboratory"	2016	Sample work program (download pdf: site lbz.ru)

  
  elective courses connected primarily with the satisfaction of individual educational interests, needs and inclinations of each student.
  • Elective courses hosted in . In this section, community members can publish copyright elective courses in informatics.
  • Elective courses in specialized training. Educational area "Informatics". Ministry of Education of the Russian Federation. National Training Foundation - M. Vita Press, 2004. Download (634045 bytes)
  • Semakin I.G., Khenner E.K. " Information Systems and models" Grades 10 - 11 (elective course) BINOM. Knowledge Lab Download (168448 bytes)
  • Ugrinovich N.D. "Investigation of Information Models" in high school

  There are several options for possible profiles. But these options exemplary and recommendatory.They should not be taken as the only possible ones for practical use. Choosing various combinations of basic and specialized subjects and taking into account the standards of study time established by the current sanitary and epidemiological rules and regulations, each educational institution has the right to form its own curriculum. This approach provides an educational institution with ample opportunities for organizing one or more profiles, and for students a choice of specialized subjects and elective courses, which together will form its individual educational trajectory.

  The school independently determines the choice of profile. This can be one or more profiles for the option of interschool profiling or work on individual curricula within an educational institution or with networking of several institutions.

  A basic level of study of the subject "Informatics and ICT" can be implemented when choosing any profile , if necessary.

  Examples of possible distribution of hours for teaching the subject "Informatics and ICT" within the framework of various profiles.

  For physico-mathematical and information technology profiles the subject "Informatics and ICT" is presented as a specialized general education subject 4 hours a week annually, therefore, is studied at the appropriate (profile) level. The number of hours per subject can be increased up to 2 hours per week annually. It is also possible to expand with elective courses from 1 to 5 hours per week annually. Such training in informatics and ICT is aimed at the formation of specialized ICT competencies as the main element of the future professional activity chosen by students.

  • "Artificial intelligence";
  • "Database";
  • "Sequential and parallel algorithms";
  • "Programming Windows-applications";
  • "Programming in Lisp";
  • "Fundamentals of computer-aided design (Avtocad. Compass)";
  • "Data protection".
  • « computer mathematics»;
  • "Theory of Algorithms";
  • "Automated workplace mathematics";
  • "Workshop on OOP";
  • "Construction geometric shapes on the computer screen;
  • "Using software for solving problems in physics and mathematics";
  • "Algebra, Analysis and Computer Technologies";
  • "Probabilistic modeling";
  • "Technology for creating sites";
  • "Methods of mathematical processing of experimental data (development of programs for various areas of scientific research)";
  • “Fundamentals of computer-aided design (Avtocad, Compass)”;
  • "Representation of graphs and the study of algorithms for working with them";
  • "Ensuring information security on a personal computer when working on a network."
  • "Artificial intelligence";
  • "Maintenance of computers";
  • "Computer networks and telecommunications";
  • "Logic programming";
  • "Computer failures: diagnostics, prevention, treatment";
  • "Database";
  • "Design of information systems";
  • "Network technologies";
  • "Standardization of software tools and information technologies»;
  • «Development of software for creating test shells. "Fundamentals of development of graphic applications (3D graphics applications based on the Open GL library)";
  • "Development of interactive models based on the DirectX interface";
  • "Development of interactive portable applications based on Macromedia Flash";
  • "Processing of digital images";
  • "Packing/Compression Algorithms (Archivers)".
  • "Logic in computer science";
  • "Research of information models using systems of object-oriented programming";
  • "Computer Mathematics";
  • "Computer graphics";
  • "Theory of Algorithms";
  • "Game Theory and Computer Games";
  • "Technology for creating sites";
  • "Fundamentals of Web-design";
  • "Artificial intelligence";
  • "Ensuring information security on a personal computer when working on a network";
  • "Development of Web applications using scripting languages ​​(DSC, Jscript, PHP. ASP)";
  • "Development of applications based on client-service databases";

  IN socio-economic, industrial and technological profiles and in the universal education "Informatics and ICT" is included as a basic general education subject, therefore, it is studied at the basic level 1 hour a week annually. Studying a subject can be expanded due to the regional component up to 2 hours per week annually and elective courses 1 to 4 hours per week annually. Such a study of informatics and ICT supported by elective courses in specialized subjects based on the use of ICT will allow students to form information activity in the use of ICT as an integral part of further education and professional growth.

  • "Technologies for processing economic information in an Excel spreadsheet";
  • "Methods and means of computer processing of statistical data";
  • "Information technologies in business";
  • "Research of information models using object-oriented programming systems and spreadsheets";
  • "Fundamentals of algorithmization and programming";
  • "Tools for the development of WEB-resources";
  • "Peripheral devices of computer technology";
  • "Computer Engineering and Programming";
  • "Artificial intelligence";
  • "Fundamentals of network etiquette";
  • "Technology for creating sites";
  • "Development of software for creating test shells".
  • "Information business";
  • "Communication technologies in commerce";
  • "Database Design and Ecological Systems";
  • "Geoinformation systems for solving economic tasks»;
  • "Information support of marketing";
  • “Telecommunication systems for organizing daily business activities (payment systems, teleshops, delivery services, search for information about goods and services)”;
  • "Fundamentals of Economic Forecasting".

  IN industrial and technological profile we can recommend a fairly wide range of elective courses in computer science, deepening profile subject:

  • "Computer in national economy»;
  • "Fundamentals of microelectronics";
  • "Computer architecture";
  • « Technical means informatics";
  • "Maintenance of the computer";
  • "Artificial intelligence";
  • "Production management models";
  • "The use of information technology in management";
  • "Fundamentals of Cybernetics";
  • "Engineering graphics";
  • "Robotics";
  • "Computer modeling: spheres and limits of application".
  • "Management of changes with the help of computer technologies";
  • "Game Theory and Computer Games";
  • "Database Design and transport systems»;
  • "Learning to design on a computer";
  • "Technology for creating sites";
  • "Computer graphics";
  • "Organization and conduct of video and audio broadcasts by means of telecommunication networks";
  • "Ensuring information security on a personal computer when working on a network";
  • "Ensuring information security on a personal computer when working on a network";
  • "Means and basics of architectural modeling 9+";
  • "Fundamentals of Computer-Aided Design (Avtocad, Compass)".

  For physical-chemical, chemical-biological, biological-geographical, agro-technological profiles "Computer Science and ICT" can be studied through elective courses based on the program of study of the subject at the basic level from 1 hour per week annually or at the expense of the regional component up to 2 hours a week annually. Thus, stable ICT is formed - the competence of students in informatics and ICT in application to specialized knowledge and skills, as the basis of the modern information culture of a school graduate.

  • "Computer modeling: spheres and limits of application";
  • « Expert systems»; "Information processes in wildlife systems";
  • "Tools for simulation modeling";
  • "Programming in Delphi";
  • "Methods of mathematical processing of experimental data (development of programs for various areas of scientific research)";
  • "Modeling in the Visual FoxPro DBMS";
  • "Modeling and system analysis using a computer";
  • « Information Security and information protection.
  • "Measurement of physical quantities and their processing on a computer";
  • "Physical experiment and computer";
  • "Physics: observation, simulation on a computer";
  • "Control Models chemical production»;
  • "Chemical experiment and computer";
  • "Organization of collection and analysis of experimental data";
  • "Information Systems".
  • "Managed and self-managed systems";
  • "Technical means of informatics";
  • "Preparation for the delivery of a unified state exam in informatics";
  • "Research of biological models using object-oriented programming systems and spreadsheets";
  • "The biological processor - on the way to the biocomputer".
  • "Animation as a simulation of dynamic systems";
  • "Modeling of information processes in biological systems";
  • "Organization and conduct of video and audio broadcasts on means and telecommunication networks";
  • "Development of Web applications using scripting languages ​​(DSC, Jscript, PHP. ASP)";
  • "Biology and Cybernetics";
  • "Computer science, biology and the Chinese "Book of Changes"";
  • "Data protection".
  • "Game" Life "as a tool for modeling biological processes";
  • "Fundamentals of modeling and interpretation of chemical models";
  • "Designing databases in medicine";
  • "Bionics ( information processes in biological systems)”;
  • "Computer modeling of non-equilibrium reactions (reaction of Zhabotinsky, etc.)";
  • "How DNA stores information".
  • "Fundamentals of Modeling and Interpretation of Models";
  • "Information culture and network etiquette";
  • "Information systems and models";
  • "Tools for creating Web-resources";
  • "Technical means of informatics";
  • "Social Consequences of Informatization";
  • "Automated Information Systems".

  IN biological and geographical profile cognitive interests schoolchildren:

  • "Creation and use of databases";
  • "Programming in VisualBasic";
  • "Means for processing tabular information";
  • "Means for processing graphic information";
  • "Software for computer networks and WEB-servers";
  • "Organization and conduct of video and audio broadcasts by means of telecommunication networks";
  • "Development of Web applications using scripting languages ​​(DSC, Jscript, PHP. ASP)";
  • "Animation as a simulation of dynamic systems";
  • "Computer encyclopedias: creation and use";
  • "Computer visualization (package "Statistica")".
  • "Geoinformation systems";
  • "Tools of geoinformation systems";
  • "Tools for creating maps";
  • "Fundamentals of Process Modeling in Biological and ecological systems»;
  • "Organization of collection and analysis of experimental data".
  • "Tools for modeling biological processes"

  IN socio-humanitarian, philological and psychological-pedagogical, artistic and aesthetic profiles individual thematic blocks of the course "Informatics and ICT" can be studied as elective courses from 1 to 4 hours per week through elective courses annually. Such a study of sections of informatics that are relevant in the profile contributes to the formation of applied aspects of the information activity of students in their future profession.

  • "Hypertext technologies";
  • "Logic programming";
  • "Database management systems";
  • "Fundamentals of object-oriented programming";
  • "Social Consequences of Informatization".

  IN social and humanitarian profile we can recommend the following list of elective courses in computer science, focused on satisfaction cognitive interests schoolchildren:

  • "Means and fundamentals of architectural modeling";
  • “Preparation of images (illustrations) using digital modeling tools for art materials (tablet, CorelPainter)”;
  • "Digital video editing with Adobe Premiere";
  • "The use of three-dimensional graphics for the preparation of animated films";
  • "Organization and conduct of video and audio broadcasts by means of telecommunication networks";
  • "Ensuring information security on a personal computer when working on a network";
  • "Personal Organizer and Teamwork";
  • "Software Development".
  • "Electronic encyclopedias: creation and use";
  • "Fundamentals of information security";
  • "Information and legal systems";
  • "Principles of building worldview models";
  • "Cognitive informatics";
  • « cognitive psychology and programming";
  • "The use of a computer in psychological testing»;
  • "Modeling in History and Interpretation of Models";
  • "Technology of work with library and network resources";
  • "Data protection".

  IN philological profile the following elective courses in computer science can be presented, deepening the basic subject:

  • "Information culture and network etiquette";
  • "Corporate automated library and information systems";
  • "Information retrieval systems";
  • "Information Security";
  • "Preparation for the Unified State Exam in Informatics".
  • « Search engines the Internet".
  • "Programming in VisualBasic";
  • "Means for processing tabular information";
  • "Means for processing graphic information";
  • "Creation and use of databases";
  • "Technology for creating sites";
  • "Ensuring information security on a personal computer when working on a network";
  • "Personal Organizer and Teamwork";
  • "Computer encyclopedias: their creation and use".
  • "Hypertext technologies";
  • "Fundamentals of machine translation of foreign texts";
  • "Means of processing text information";
  • "Publishing systems";
  • "Technology of work with library and network resources";
  • "Techniques and methods of computer imposition".
  • «Automation systems accounting V agriculture»;
  • "Information technologies in animal husbandry" (within this course, it is advisable to introduce students to the application software used in animal husbandry: accounting for animals and feed, calculation of feed rations, accounting for technological operations, etc.);
  • "Information technologies in crop production" (during the study of this course, students get acquainted with the functional content, purpose, features of functioning, directions for improving the application software used in crop production: designing soil and seed preparation processes, designing individual technological processes of crop cultivation).

EXAMPLE PROGRAM OF BASIC GENERAL EDUCATION
INFORMATION SCIENCE AND INFORMATION TECHNOLOGY

EXPLANATORY NOTE

Document status

An exemplary program in informatics and information technology is based on the federal component state standard basic general education.

An exemplary program specifies the content of the subject topics of the educational standard, gives an approximate distribution of teaching hours by sections of the course and a possible sequence of studying sections and topics of the subject, taking into account inter-subject and intra-subject connections, logic educational process specific educational institution, the age characteristics of students, determines the minimum set of practical work necessary for the formation of information and communication competence of students.

An exemplary program is a guideline for compiling author's curricula and textbooks, and can also be used in the thematic planning of a course by a teacher. Authors of textbooks and teaching aids, computer science teachers can offer their own approach in terms of structuring educational material, determining the sequence of studying this material, as well as ways to form a system of knowledge, skills and methods of activity, development and socialization of students. Thus, an exemplary program contributes to the preservation of a single educational space, without restricting the creative initiative of teachers, and provides ample opportunities for implementing various approaches to building a curriculum.

Document structure

The exemplary program includes three sections: an explanatory note; the main content with an approximate distribution of teaching hours by sections of the course and the recommended sequence of studying sections and topics; requirements for the level of training of graduates.

general characteristics subject

Informatics is the science of the patterns of information processes in systems different nature, about methods, means and technologies of automation of information processes. It contributes to the formation of a modern scientific worldview, the development of intellectual abilities and cognitive interests of schoolchildren; the development of information technologies based on this science necessary for schoolchildren, both in the educational process itself and in their everyday and future life.

The priority objects of study in the informatics course of the basic school are information processes and information technologies. The theoretical part of the course is built on the basis of disclosing the content of information technology for solving the problem, through such generalizing concepts as: information process, information model and information management fundamentals.

The practical part of the course is aimed at mastering the skills of using information technology tools by schoolchildren, which is significant not only for the formation of functional literacy, the socialization of schoolchildren, and the subsequent activities of graduates, but also for increasing the efficiency of mastering other academic subjects. In this regard, as well as to increase motivation, the effectiveness of the entire educational process, the sequence of study and structuring of the material is structured in such a way as to start using the widest possible range of information technologies as early as possible to solve problems that are significant for schoolchildren.

A number of important concepts and activities of the course are formed regardless of the means of information technology, some - in a combination of "machineless" and "electronic" environments. So, for example, the concept of "information" is initially introduced regardless of the technological environment, but it immediately receives reinforcement in practical work on recording images and sound. This is followed by practical matters processing information on a computer, students' ideas about various types of information objects (texts, graphics, etc.) are enriched.

After getting acquainted with information technologies for processing text and graphic information in an explicit form, another important concept of computer science arises - discretization. By this time, students are already sufficiently prepared to master the general idea of ​​discrete representation of information and description (modeling) of the world around us. Dynamic tables and databases as computer tools requiring relatively high level preparation already to start working with them are covered in the second part of the course.

One of the most important concepts of the course of informatics and information technologies of the basic school is the concept of an algorithm. To write algorithms, formal languages ​​of block diagrams and structured programming are used. From the very beginning, work with algorithms is supported by a computer.

Important concept information model is considered in the context of computer modeling and is used in the analysis of various objects and processes.

The concepts of control and feedback are introduced in the context of working with a computer, but are also transferred to the wider context of social, technological and biological systems.

In the last sections of the course, telecommunication technologies and technologists of collective project activities with the use of ICT.

The course is aimed at developing the skills to record information about the world around; search, analyze, critically evaluate, select information; organize information; give information; design objects and processes, plan their actions; create, implement and update plans.

The program involves short practical work (20-25 minutes) aimed at developing individual technological methods, and workshops - integrated practical work focused on obtaining a holistic meaningful result that is meaningful and interesting for students. The content of the theoretical and practical components of the informatics course of the basic school should be in the ratio of 50x50. When performing the work of the workshop, it is expected to use up-to-date content material and tasks from other subject areas. As a rule, such works are designed for several hours of study. Part of the practical work (primarily preparatory stage that does not require the use of information and communication technology) can be included in homework students, in project activities; the work can be broken up into parts and carried out over several weeks. The scope of work can be increased through the use of the school component and integration with other subjects.

In the absence of a proper technical basis for the implementation individual works workshop, the resulting reserve of time is recommended to be used for a deeper study of the "Algorithmization" section, or the development of user skills with the available basic ICT tools.

Goals

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

learning, which form the basis of scientific ideas about information, information processes, systems, technologies and models;

mastery of skills work with various types of information using a computer and other means of information and communication technologies (ICT), organize their own information activities and plan their results;

development cognitive interests, intellectual and creative abilities by means of ICT;

upbringing responsible attitude to information, taking into account the legal and ethical aspects of its dissemination; selective attitude to the information received;

skills development application of ICT tools in Everyday life, in the implementation of individual and collective projects, in learning activities further development of professions in demand in the labor market.

The place of the subject in the curriculum

Federal Core Curriculum for educational institutions Russian Federation allocates 105 hours for compulsory study computer science and information technology at the level of basic general education. Including in grade VIII - 35 study hours at the rate of 1 study hour per week and grade IX - 70 study hours at the rate of 2 study hours per week. The exemplary program provides for a reserve of free study time in the amount of 11 hours (10.5%) for the implementation of author's approaches, the use of various forms of organization of the educational process, the introduction of modern teaching methods and pedagogical technologies, taking into account regional conditions.

The distribution of content by year of study can be variable, moreover, it can be partially mastered already in primary school through the use of the component of the educational institution and the regional components of the curriculum (the initial acquaintance of students with information technology should take place in the courses " The world"and" Technology "elementary school). The content of the educational field "Informatics and information and communication technologies" is mastered as part of a separate school subject with such a name, and in interdisciplinary project activities. It is not allowed to divide the subject into two (“Computer Science” and “Information Technology”) when filling out journals and attestation documents.

General educational skills, skills and methods of activity

The exemplary program provides for the formation of students' general educational skills, universal methods of activity and key competencies. In this direction, the priorities for the subject "Informatics and information and communication technologies (ICT)" at the stage of basic general education are: determining adequate ways to solve learning task based on given algorithms; combining known activity algorithms in situations that do not involve the standard use of one of them; the use of various sources of information for solving cognitive and communicative problems, including encyclopedias, dictionaries, Internet resources and databases; mastery of skills joint activities(coordination and coordination of activities with its other participants; objective assessment of one's contribution to solving the common tasks of the team; taking into account the peculiarities of different role behavior).

Learning Outcomes

The obligatory results of studying the course "Computer Science and Information Technology" are given in the "Requirements for the level of graduates" training, which fully complies with the standard. Requirements are aimed at the implementation of activity and personal oriented approaches; development by students of intellectual and practical activities; mastering the knowledge and skills necessary in everyday life.

The “Know/Understand” rubric includes requirements for learning material which is acquired and reproduced by students. Graduates should understand the meaning of the concepts, principles and patterns being studied.

The “To be able” heading includes requirements based on more complex activities, including creative ones: create information objects, operate them, evaluate the numerical parameters of information objects and processes, give examples of the practical use of the acquired knowledge, and independently search for educational information. Apply information technology tools to solve problems.

The section “Use the acquired knowledge and skills in practical activities and everyday life” presents requirements that go beyond the scope of a specific academic subject and are aimed at solving various life problems.

The main result of training is the achievement of the basic information and communication competence of the student.

Main content (105 hours)

Information and information processes (4 hours)

Information. Information objects various kinds.

Basic information processes: storage, transmission and processing of information.

Perception, memorization and transformation of signals by living organisms.

The role of information in people's lives.

The concept of the amount of information: different approaches. Units for measuring the amount of information.

Practical work:

Fixation of audio and video information, observations, measurements related to objects and events of the surrounding world, the use of digital cameras and sound recording devices for this.

Computer as a universal information processing device (4 hours)

The main components of a computer and their functions (processor, input and output devices, operative and long-term memory).

Hygienic, ergonomic and technical conditions for the safe operation of the computer.

The software principle of the computer. Software, its structure. Operating systems, their functions. Computer loading.

Data and programs. Files and file system.

Command user interaction with the computer, graphical user interface (desktop, windows, dialog panels, menus).

Practical work:

Connecting blocks and devices of a computer, connecting external devices, turning on the understanding of signals about readiness and failure, obtaining information about the characteristics of the computer, turning off the computer.

Operating computer information objects in a visual-graphic form (studying the interface elements of the used graphical operating system).

Planning your own information space, creating folders in accordance with the plan, creating, naming, saving, moving, deleting objects, organizing their families, saving information objects on external media.

Text information processing (14 hours)

Creation and simple editing of documents (inserting, deleting and replacing characters, working with text fragments). Page numbering and orientation. Page dimensions, margins. Headers and footers.

Spell check.

Create documents using wizards and templates ( business card, report, abstract).

Font options, paragraph options.

Inclusion in a text document of lists, tables, charts, formulas and graphic objects.

Development and use of style: paragraphs, headings.

Hypertext. Create bookmarks and links.

Recording and highlighting changes.

Text recognising.

Computer dictionaries and text translation systems.

Save the document in various text formats. Document printing.

Practical work:

Acquaintance with the techniques of qualified keyboard writing, the "blind" ten-finger method of keyboard writing and techniques for mastering it.

Creation of small text documents through skilled keyboard writing using basic text editor tools.

Formatting text documents (setting document page parameters; formatting characters and paragraphs; inserting headers and footers and page numbers).

Insert formulas into a document.

Creating and formatting lists.

Inserting a table into a document, formatting it and filling it with data.

Creation of a hypertext document.

Text translation using machine translation system.

Scanning and recognition of a "paper" text document.

Workshop: workI

Processing of graphic information (4 hours)

Raster and vector graphics.

Graphic editor interface.

Drawings and photographs.

Graphic file formats.

Practical work:

Creating an image using the tools of a raster graphics editor. Using primitives and templates. Geometric transformations.

Creating an image using the tools of a vector graphics editor. Using primitives and templates. Construction of graphic objects: selection, union. Geometric transformations.

Entering images using the graphic panel and scanner, using ready-made graphic objects.

Scanning graphic images.

Workshop: workII

multimedia technologies(8 hours)

Computer presentations. Presentation design and slide layouts.

Sounds and video images. Composition and montage.

Techniques for recording sound and video information.

Use of simple animated graphic objects.

Practical work:

Create a presentation using ready-made templates, selection of illustrative material, creation of slide text.

Presentation demonstration. Using a microphone and a projector.

Workshop: workIII , JobIV

Processing of numerical information (6 hours)

Spreadsheet calculations and spreadsheets (columns, rows, cells).

Data types: numbers, formulas, text.

Built-in functions.

Practical work:

Entering data into a ready-made table, changing data.

Creation and processing of tables.

Entering mathematical formulas and calculating them. Creating tables of function values ​​in spreadsheets.

Construction of charts and graphs.

Workshop: workV

Presentation of information (6 hours)

Language as a way of presenting information: natural and formal languages. discrete form presentation of information.

Computer representation of textual information.

Coding of graphic information (pixel, raster, color encoding, video memory).

Audio encoding.

Representation of numerical information in various number systems. Computer representation of numerical information.

Practical work:

Translation of numbers from one number system to another and arithmetic calculations in different number systems using a software calculator.

Encoding of text information. Determination of numeric character codes and transcoding of Russian-language text in a text editor.

Coding of graphic information. Setting the color in the RGB palette in the graphics editor.

Audio encoding. Recording sound files with different quality sound (coding depth and sampling frequency).

Algorithms and performers (19 hours)

Algorithm. Algorithm properties. Ways of writing algorithms; block diagrams. Ability to automate human activities.

Algorithm executors (purpose, environment, operating mode, command system). Computer as a formal executor of algorithms (programs).

Algorithmic constructions: following, branching, repetition. Partitioning a task into subtasks, an auxiliary algorithm.

Algorithms for working with quantities: data types, data input and output.

Programming languages, their classification.

Data presentation rules.

Rules for writing basic operators: input, output, assignment, branching, loop. Program recording rules.

Stages of program development: algorithmization - coding - debugging - testing.

Processed objects: character strings, numbers, lists, trees, graphs.

Practical work:

Development linear algorithm(program) using mathematical functions when writing an arithmetic expression.

Development of an algorithm (program) containing a branch operator.

Development of an algorithm (program) containing a loop operator.

Development of an algorithm (program) containing a subroutine.

Development of an algorithm (program) for processing a one-dimensional array.

Development of an algorithm (program) that requires the use of logical operations to solve the problem.

Workshop: workVI

Formalization and modeling (8 hours)

Formalization of the description of real objects and processes, examples of modeling objects and processes, including computer modeling. computer controlled models.

Types of information models. Blueprints. 2D and 3D graphics. Diagrams, plans, maps.

Table as a means of modeling.

Cybernetic control model: control, feedback.

Practical work:

Setting up and conducting an experiment in a virtual computer laboratory.

Building a genealogical tree of the family.

Creation of a diagram and drawing in a computer-aided design system.

Construction and study of a computer model that implements the analysis of the results of measurements and observations using a programming system.

Construction and study of a computer model that implements the analysis of the results of measurements and observations using dynamic tables.

Construction and research of a geoinformation model in spreadsheets or a specialized geoinformation system.

Workshop: workVII

Information storage (4 hours)

Tabular databases: basic concepts, data types, database management systems and principles of working with them.

Entering and editing records.

Terms of information search; logical values, operations, expressions.

Search, delete and sort data.

Practical work:

Search for records in the prepared database.

Sorting records in the finished database.

Workshop: workVIII

Communication technologies (12 hours)

Information transfer process, source and receiver of information, signal, encoding and decoding, distortion of information during transmission, information transfer rate. Local and global computer networks.

Information resources and services of computer networks: World Wide Web, file archives, interactive communication.

E-mail as a means of communication, rules of correspondence, attachments to letters.

Search for information. Computer encyclopedias and reference books; information in computer networks, non-computer sources of information. Computer and non-computer catalogs; search engines; requests. Archiving and unarchiving.

Practical work:

Registering a mailbox Email, create and send a message.

Journey through the World Wide Web.

Participation in collective interaction: forum, teleconference, chat.

Creating an archive of files and opening the archive using an archiver program.

Search for a document using the directory system and by entering keywords.

Preservation for individual use of information objects from global computer networks (Internet) and links to them.

Creation of a complex information object in the form of a web page, including graphic objects using templates.

Workshop: workIX

Information technology in society (4 hours)

Organization of information in the environment of collective use of information resources. Organization of group work on the document.

Information resources of society, educational information resources.

Ethics and law in the creation and use of information.

Information Security.

Legal protection of information resources.

The main stages in the development of information technology tools.

Practical work:

Evaluation of the speed of transmission and processing of information objects, the cost of information products and communication services.

Protection of information from computer viruses.

Installation of a licensed, shareware and freeware program.

Workshop: workX

Free study time reserve (11 hours)

Workshop

Creation and processing of a complex information object in the form of an educational publication (work report, report, abstract, school newspaper).

Planning the text, creating a table of contents.

Search for the necessary information in the school-wide database (school information system, databases of subject areas), on external media (CDs), in the library of paper and non-digital media. Search for information on the Internet.

Entering text, formatting text using a given style, including tables, graphs, images in a document.

Use of quotes and references (hypertext).

Use of text translation systems and dictionaries.

Using a scanner and printed text recognition programs, students deciphering recorded oral speech.

informatics and information technologies, philology, history, social science, natural sciences, art.

Creating a graphic object

Creation of a graphic object using ready-made fragments in digital form.

Creating images using the tools of a graphic editor (raster and vector).

Create images using the graphics panel.

Capturing images using a scanner, digital camera,

Subjects and educational areas in the study of which it is advisable to implement this section of the workshop: informatics and information technology, mathematics, natural sciences, art.

Creation and processing of a complex information object in the form of a presentation withusing templates.

Plan your presentation and slide.

Creating a presentation; insert images.

Animation settings.

Oral presentation followed by a presentation on a projection screen.

Subjects and educational areas in the study of which it is advisable to implement this section of the workshop: informatics and information

Video recording and processing

Recording images and sound using various devices (digital cameras and microscopes, video cameras, scanners, tape recorders).

Music recording (including using a musical keyboard).

Processing of material, installation of information object.

Subjects and educational areas in the study of which it is advisable to implement this section of the workshop: informatics and information technology, art, philology, social science.

Creation and processing of tables with measurement results (including those using sensors attached to a computer) and polls.

Changing data, entering data into a ready-made table, moving to a graphical representation of information (charting).

Filling in a dynamic table prepared on the basis of a template with data obtained as a result of observations and surveys, finding the largest and smallest values, the average value using ready-made templates.

Creation and processing of tables with measurement results (including those using sensors attached to a computer) and polls. Entering mathematical formulas and calculating them, representing the formula dependence on a graph.

Subjects and educational areas in the study of which it is advisable to implement this section of the workshop: informatics and information technology, mathematics, natural sciences, social science.

Creation of an algorithm (program) that solves the problem

Development of an algorithm that solves the problem using mathematical functions for writing arithmetic expressions, branching and loop operators.

Development of an algorithm for solving a given problem using auxiliary algorithms, including those for processing a one-dimensional array.

Subjects and educational areas in the study of which this section of the workshop is implemented: informatics and information technologies, mathematics, natural sciences.

Work with training base data.

Search for the necessary information.

Entering information.

Query Processing.

Subjects and educational areas in the study of which it is advisable to implement this section of the workshop: informatics and information technologies, mathematics, natural sciences, social science, philology.

Working with models

The use of models and modeling programs in the field of natural science, social science, mathematics.

Using the simplest features of the computer-aided design system to create drawings, diagrams, diagrams.

Subjects and educational areas in the study of which it is advisable to implement this section of the workshop: computer science and information technology, mathematics, drawing, technology, natural science.

Creation and processing of a complex information object in the form of a web page (web site) using templates.

Planning a web page (website).

Search for the necessary information.

Entering text, formatting text, including tables, graphs, images in the document.

Use of links (hypertext).

Subjects and educational areas in the study of which it is advisable to implement this section of the workshop: informatics and information technologies, philology, social science, natural sciences, art.

Organization of a group information space for solving a collective problem.

Work planning.

Organization teamwork above the document, the use of e-mail.

Saving for individual and collective use of information objects from global computer networks and links to them.

Protecting information from computer viruses, working with an anti-virus program.

Using access restriction rules to provide protection against computer viruses.

Subjects and educational areas in the study of which it is advisable to implement this section of the workshop: computer science and information technology, social science, natural science.

REQUIREMENTS FOR THE LEVEL OF TRAINING OF GRADUATES OF EDUCATIONAL INSTITUTIONS OF THE BASIC GENERAL EDUCATION IN COMPUTER SCIENCE AND INFORMATION TECHNOLOGIES

As a result of studying computer science and information technology, the student must

know/understand

types of information processes; examples of sources and receivers of information;

units of measurement of quantity and speed of information transfer; the principle of discrete (digital) representation of information;

basic properties of the algorithm, types of algorithmic constructions: following, branching, loop; the concept of an auxiliary algorithm;

software principle of computer operation;

the purpose and functions of the information and communication technologies used;

be able to

perform basic operations on objects: strings of characters, numbers, lists, trees; check the properties of these objects; execute and build simple algorithms;

operate information objects using a graphical interface: open, name, save objects, archive and unarchive information, use menus and windows, help system; take anti-virus security measures;

evaluate the numerical parameters of information objects and processes: the amount of memory required to store information; information transfer rate;

create information objects, including:

Structure the text using pagination, lists, links, tables of contents; check spelling; use tables, images in the text;

Create and use various forms of information presentation: formulas, graphs, charts, tables (including dynamic, electronic, in particular - in practical tasks), move from one data presentation to another;

Create drawings, drawings, graphic representations of a real object, in particular, in the design process using the basic operations of graphic editors, educational systems automated design; carry out the simplest processing of digital images;

Create records in the database;

Create presentations based on templates;

search for information using search rules (query building) in databases, computer networks, non-computer sources of information (reference books and dictionaries, catalogs, libraries) when performing assignments and projects in various academic disciplines;

use a personal computer and its peripheral equipment (printer, scanner, modem, multimedia projector, digital camera, digital sensor); follow the requirements of safety, hygiene, ergonomics and resource saving when working with information and communication technologies;

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

creation of the simplest models of objects and processes in the form of images and drawings, dynamic (electronic) tables, programs (including in the form of flowcharts);

holding computer experiments using ready-made models of objects and processes;

creation of information objects, including for registration of results of educational work;

organizing an individual information space, creating personal collections of information objects;

transmission of information via telecommunication channels in educational and personal correspondence, use of information resources of the society in compliance with relevant legal and ethical standards.

List of ICT tools required for the implementation of the program

Hardware

Computer– universal information processing device; The basic configuration of a modern computer provides the student with multimedia capabilities: video image, high-quality stereo sound in headphones, speech input from a microphone, etc.

Projector, connected to a computer, VCR, microscope, etc.; the technological element of the new literacy - radically increases: the level of visibility in the work of the teacher, the opportunity for students to present the results of their work to the whole class, the effectiveness of organizational and administrative speeches.

Printer- allows you to record on paper information found and created by students or a teacher. For many school applications, a color printer is necessary or desirable. In some situations, it is highly desirable to use paper and a large format image.

Telecommunication unit, devices providing connection to the network- gives access to Russian and world information resources, allows you to correspond with other schools.

Audio output devices- headphones for individual work with sound information, loudspeakers with final amplifier for scoring the whole class.

Devices for manual input textual information and manipulation of screen objects - keyboard and mouse (and various similar devices). Special modifications of these devices play a special role for students with motor problems, for example, with cerebral palsy.

Devices for creating graphic information(graphic tablet) - used to create and edit graphic objects, enter handwriting and convert it to text format.

Devices for creating musical information(musical keyboards, together with the corresponding software) - allow students to create musical melodies, arrange them with any composition of instruments, hear their performance, edit them.

Devices for recording (inputting) visual and audio information: scanner; camera; camcorder; digital microscope; audio and video tape recorder - make it possible to directly include information images of the world around in the educational process. Headphones often come with an individual microphone for inputting the student's speech.

Sensors ( distance, illumination, temperature, force, humidity, etc.) – allow you to measure and enter information about the world around you into a computer.

Computer controlled devices- enable students to master the simplest principles and technologies of automatic control (feedback, etc.), simultaneously with other basic concepts of computer science.

Software

Operating system.

File manager (as part of the operating system or others).

Antivirus program.

Archiver program.

Keyboard trainer.

An integrated office application that includes a text editor, raster and vector graphics editors, a presentation design program and spreadsheets.

Sound editor.

A simple database management system.

A simple geographic information system.

Computer-aided design system.

Virtual computer laboratories.

Translation program.

Optical text recognition system.

Multimedia player (included in operating systems or others).

Programming system.

Mail client (included in operating systems or others).

Browser (included in operating systems or others).

Interactive communication program

Simple Web Page Editor

Municipal formation Belorechensky district

municipal budgetary educational institution

average comprehensive school No. 5 of the city of Belorechensk

Municipal Formation Belorechensky District

APPROVED

decision pedagogical council

dated August 29, 2016, protocol No. 8

Chairman _________N. G. Makarova

WORKING PROGRAMM

Informatics and ICT.

Level of education (class) secondary general education, grades 10-11.

Number of hours 68.

Teacher Avdonina Margarita Evgenievna

Materials of the Unified Collection of Digital Educational Resources

Technical training aids

Student's workplace (system unit, monitor, keyboard, mouse).

Headphones (student's workplace).

Teacher's workplace (system unit, monitor, keyboard, mouse).

Speakers (teacher's workplace).

Projector.

Laser printer black and white.

1. ADSL modem.

   The local network.

   Wi-fi router.

Software

Operating system Windows XP and Windows 7.

File Manager Explorer (included with the operating system).

Raster editor Paint (included in the operating system).

Simple text editor Notepad (included with the operating system).

Windows Media Player (included with the operating system).

The Sound Recorder program (included in the operating system).

Outlook Express mail client (included in the operating system).

Internet Explorer browser (included with the operating system).

Anti-virus program Kaspersky Anti-Virus 6.0.

WinRar archiving program.

Keyboard simulator "Hands of the soloist".

Microsoft Office 2003 office application, including a Microsoft Word word processor with a built-in vector graphics editor, a Microsoft PowerPoint presentation design program, Microsoft Excel spreadsheets, and a Microsoft Access database management system.

Optical text recognition system ABBYY FineReader 8.0.

The PascalABC Programming System.

Requirements for the level of training of graduates of educational institutions of basic general education in computer science and information technology

As a result of studying computer science and information technology, the student mustknow/understand :

different approaches to the definition of the concept of "information";

methods for measuring the amount of information: probabilistic and alphabetical. Know the units of measurement of information;

the appointment of the most common means of automating information activities (text editors, word processors, graphic editors, spreadsheets, databases, computer networks;

purpose and types of information models describing real objects or processes;

using the algorithm as a model for automating activities;

purpose and functions of operating systems;

be able to:

evaluate the reliability of information by comparing various sources;

recognize information processes in various systems;

use ready-made information models, evaluate their compliance with the real object and the goals of modeling;

to choose the method of presenting information in accordance with the task;

illustrate academic work using information technology tools;

create information objects of complex structure, including hypertext ones;

view, create, edit, save records in databases;

search for information in databases, computer networks, etc.;

present numerical information in various ways (table, array, graph, chart, etc.);

comply with safety regulations and hygiene recommendations when using ICT tools;

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

effective organization of individual information space;

automation of communication activities;

effective use of information educational resources in educational activities.

LITERATURE

Semakin I. G., Khenner E. K. Informatics and ICT. Basic level: textbook for grades 10-11. - M.: BINOM. Knowledge Lab, 2012.

Task book on computer science in the II part / I. Semakin, E. Henner - M .: Laboratory of Basic Knowledge, 2012.

Semakin I. G., Khenner E. K., Sheina T. Yu. Informatics and ICT. Basic level: workshop for grades 10-11. - M.: BINOM. Knowledge Lab, 2012.

Semakin I. G., Khenner E. K. Informatics and ICT. A basic level of. 10-11 grades: Toolkit- M.: BINOM. Knowledge Lab, 2012.

SemakinI. G.,Sheina T. YU.teaching basic course informatics in high school: manual M.: BINOM. Knowledge Lab, 2010.

An exemplary program of secondary general education in computer science and information technology.

Programs for educational institutions. Computer science. Grades 2-11: manual - M.: BINOM. Knowledge Lab, 20012.

AGREED

A protocol of a meeting

M.: 20 1 5. - 576 p. M.: 201 0. - 584 p.

IN this collection computer science programs for all levels of general education are presented. A vertical of a continuous informatics course has been built with access to an in-depth or basic level of studying the subject in all educational profiles. For computer science teachers, methodologists, administration of educational organizations and students of higher educational institutions.

Format: pdf (2015 , 576s.)

Size: 8.7 MB

Watch, download: google drive

Format: pdf (2010 , 584s.)

Size: 10.6 MB

Watch, download:docs.google.com

CONTENT
Introduction 3
PART I. MODELS OF TEACHING COMPUTER SCIENCE 7
1. Models of continuous information education at school 8
2. Conditions for the implementation of continuous information education 10
2.1. Regulatory conditions 10
2.2. Resourcing 14
2.3. Staffing 22
2.4. Educational and methodological support 24
3. Implementation of computer science teaching models at school 29
3.1. Model 1 (Information-mathematical trajectory) 30
3.2. Model 2 (Information Technology Trajectory) 38
3.3. Model 3 (Metasubject applied trajectory) 42
PART II. COMPUTER SCIENCE PROGRAMS FOR GRADES 2-11 47
4. Program for the teaching materials of N. V. Matveeva, E. N. Chelak, N. K. Konopatova, L. P. Pankratova, N. A. Nurova. 2-4 grades 48
4.1. The objectives of studying the course of computer science in elementary school 48
4.2. General characteristics of the subject "Informatics" in elementary school 49
4.3. Description of the value orientations of the content of informatics 52
4.4. Personal, meta-subject and subject results of the development of informatics 54
4.5. Description of the place of informatics in the curriculum 60
4.6. The content of the informatics course in elementary school (grades 2-4) 67
4.7. Thematic planning with the definition of the main types of educational activities of students 69
4.8. Lesson planning 73
4.9. Material and technical support of the educational process in primary school 77
5. Program for the teaching materials of A. V. Mogilev, V. N. Mogileva, M. S. Tsvetkova. 3-4 grades 81
5.1. The objectives of studying the course of computer science in elementary school 81
5.2. General characteristics of the subject "Informatics" in elementary school 82
5.3. Description of the value orientations of the content of informatics 83
5.4. Description of the place of informatics in the curriculum 85
5.5. Personal, meta-subject and subject results of the development of computer science in elementary school 87
5.6. The content of informatics in elementary school 90
5.7. Thematic planning with the definition of the main types of educational activities 90
5.8. Description of the logistics of the educational process 101
6. Program for the teaching materials of M. A. Plaksina, N. G. Ivanova, O. L. Rusakova. 3-4 grades 113
6.1. Explanatory note 113
6.2. Correspondence of the training course with personal, meta-subject and subject educational results 124
6.3. Subject learning outcomes for the course of informatics 132
6.4. Lesson-thematic planning option 136
6.5. Recommendations on the material and technical support of the subject 147
6.6. Educational and methodological support of the course 147
7. Program for teaching materials L. L. Bosova, A. Yu. Bosova. 5-6, 7-9 grades 151
7.1. Explanatory note 151
7.2. The contribution of the subject to the achievement of the goals of basic general education 151
7.3. General characteristics of the subject 153
7.4. Place of the subject in the curriculum 155
7.5. Personal, meta-subject and subject results of the development of informatics 155
7.6. The content of the subject 159
7.7. Thematic planning with the definition of the main types of educational activities 164
7.8. Suggested Lesson Planning 183
7.9. Material and technical and educational and methodological support of the educational process 194
7.10. Author's educational and methodical set for the course of informatics for the basic school 197
7.11. Planned results of studying informatics 201
8. Program for the teaching materials of I. G. Semakina, L. A. Zalogova, S. V. Rusakova, L. V. Shestakova. 7-9 grades 206
8.1. Explanatory note 206
8.2. Description of the place of the subject, course in the curriculum 210
8.3. Personal and meta-subject results of mastering a subject 210
8.4. Thematic planning, main types of educational activities and planned results of studying the subject 217
8.5. Sample Lesson Planning 228
8.6. Subject results formed during the study of the course "Informatics" in accordance with the requirements of the Federal State Educational Standard, and compliance with KIM GIA 254
8.7. The author's workshop of I. G. Semakin on the website of the methodological service of the publishing house "BINOM. Knowledge laboratory» 268
9. Program for the teaching materials of N. D. Ugrinovich. 7-9 grades 270
9.1. Goals of studying the course of informatics in basic school 2 70
9.2. General characteristics of the subject being studied and its place in the curriculum 272
9.3. Personal, meta-subject and subject results of the development of informatics 274
9.4. The content of the subject 279
9.5. Thematic planning of teaching materials by N. D. Ugrinovich "Informatics" for grades 7-9 282
9.6. Lesson planning 297
9.7. Description of educational and methodological support of the educational process 314
9.8. Planned results of studying informatics 316
10. Program for teaching materials by I. G. Semakin, E. K. Khenner, T. Yu. Sheyna for grades 10-11. Base level 320
10.1. Explanatory note. General characteristics and goals of studying computer science 320
10.2. Personal, meta-subject and subject results of mastering a subject 323
10.3. Description of the place of the subject in the curriculum 333
10.4. Content and planned learning outcomes, thematic planning 333
10.5. Description of the educational-methodical and material-technical support of the educational process. 351
11. Program for teaching materials by I. G. Semakin, E. K. Khenner, T. Yu. Sheyna, L. V. Shestakova for grades 10-11. Advanced Level 355
11.1. Explanatory note. Learning Objectives for an Advanced Computer Science Course 355
11.2. General characteristics of the subject 357
11.3. The place of the studied subject in the curriculum 359
11.4. Personal, meta-subject and subject results of mastering a subject 360
11.5. Course content 370
11.6. Description of the educational, methodological and logistical support of the educational process 387
12. Program for teaching materials by I. A. Kalinina, N. N. Samylkina for grades 10-11. Advanced Level 392
12.1. Goals of studying computer science in high school 392
12.2. General characteristics of the subject 393
12.3. Description of the place of the subject in the curriculum 394
12.4. Personal, meta-subject and subject results of the development of informatics 395
12.5. Contents of advanced level informatics. 406
12.6. Thematic planning with the definition of the main types of educational activities of students 416
12.7. Educational, methodological and logistical support of the educational process 438
13. Program for teaching materials K. Yu. Polyakova, E. A. Eremina for grades 10-11. Advanced Level 441
13.1. Objectives of studying an advanced course in computer science 441
13.2. General characteristics of the subject under study 444
13.3. The place of the studied subject in the curriculum 445
13.4. Personal, meta-subject and subject results of mastering the subject 446
13.5. The content of the subject 449
13.6. Thematic planning for the textbooks “Informatics. Advanced level” for grades 10 and 11 K. Yu. Polyakova and E. A. Eremina 452
13.7. Lesson planning for the textbooks “Informatics. Advanced level ”for grades 10 and 11 K. Yu. Polyakova and E. A. Eremina. Option 1 (276 hours) 455
13.8. Lesson planning for the textbooks “Informatics. Advanced level ”for grades 10 and 11 K. Yu. Polyakova and E. A. Eremina. Option 2 (138 hours) 491
13.9. Description of the educational, methodological and logistical support of the educational process.510
PART III. PROGRAMS FOR THE ORGANIZATION OF EXTRA COURSE ACTIVITIES 513
Introduction. How to decide on elective courses? 514
14. The program of the elective course "The first step into robotics" by D. G. Kolosov. 5-6 grades 520
14.1. Learning objectives for course 520
14.2. General characteristics of the course 520
14.3. Description of the place in the curriculum 523
14.4. Personal, meta-subject and subject results of mastering the training course 523
14.5. The content of the training course and description of the educational and methodological support of the educational process 524
14.6. Thematic planning 525
14.7. Planned results of studying the training course 532
15. Program of the course of choice " Creative tasks in the Scratch environment” by Yu. V. Pashkovskaya. 5-6 grades 534
15.1. Course Objectives 534
15.2. General characteristics of the course 534
15.3. Description of the place in the curriculum 536
15.4. Personal, meta-subject and subject results of mastering a particular training course 536
15.5. The content of the training course with a description of the educational, methodological and logistical support of the educational process 538
15.6. Recommended Lesson Planning for Course 538
15.7. Planned results of studying the training course 541
16. The program of the course for the choice of "Graphics Processing Technologies" 543
16.1. Course Objectives 543
16.2. General characteristics of the course 543
16.3. Personal, subject and meta-subject results of mastering the course 544
16.4. Elective course content 545
16.5. Thematic planning indicating the types of activities of trainees 546
16.6. Educational, methodological and logistical support of the educational process 546
17. Program of the elective course "Simulation in Any Logic" 548
17.1. Course Objectives 548
17.2. General characteristics of the course 548
17.3. Personal, subject and meta-subject results of mastering the course 549
17.4. Elective course content 550
17.5. Thematic planning indicating the types of activities of trainees 553
17.6. Educational, methodological and logistical support of the educational process 554
18. Curriculum of the elective course "Regular Expressions" 556
18.1. Course Objectives 556
18.2. General characteristics of the course 556
18.3. Personal, subject and meta-subject results of mastering the course 557
18.4. Elective course content 558
18.5. Thematic planning indicating the types of activities of trainees 559
18.6. Educational, methodological and logistical support of the educational process 559
19. Program of the elective course "Fundamentals of sound engineering" 561
19.1. Course Objectives 561
19.2. General characteristics of the course 561
19.3. Personal, subject and meta-subject results of mastering the course 562
19.4. Elective course content 563
19.5. Thematic planning indicating the types of activities of trainees 563
19.6. Educational, methodological and logistical support of the educational process 563
20. The program of the elective course "Information systems" 565
20.1. Course Objectives 565
20.2. General characteristics of the course 565
20.3. Personal, subject and meta-subject results of mastering the course 566
20.4. Elective course content 567
20.5. Thematic planning 567
20.6. Educational, methodological and logistical support of the educational process 568