The current stage of development of secondary education is characterized by an intensive search for new things in theory and practice. This process is due to a number of contradictions, the main one of which is the inconsistency of traditional methods and forms of teaching and upbringing with new trends in the development of the education system, the current socio-economic conditions of the development of society, which have given rise to a number of objective innovative processes. The social order of society in relation to secondary school has changed: the school should contribute to the formation of an individual capable of creativity, conscious, independent determination of his activities, and self-regulation, which ensures the achievement of the set goal.
The main organizational form of teaching in a secondary school is the lesson. But in the process of teaching computer science, you may encounter the following problems that are very difficult to solve with traditional teaching methods:

differences in the level of knowledge and skills of schoolchildren in computer science and information technology; searching for opportunities to realize the needs of students’ interests through the use of a variety of information technologies.

Therefore, a computer science lesson should be not just a lesson, but a “non-traditional lesson.” (A non-traditional lesson is an impromptu training session that has a non-traditional, unestablished structure. I. P. Podlasy)
For example, Lesson - game in the 5th grade “Journey to the planet Compik” (section “Computer structure”). During the lesson, the children put together puzzles (a picture with a computer drawn is cut up), assemble dominoes, and solve puzzles.

Lesson is a game in the 6th grade "Performer". Students work with the performer in a playful way, asking him commands that he must carry out and achieve his goal.

Lesson - research in 7th (mathematical) and 8th grades “Graphic editors”. Students are asked to create drawings in vector and raster editors and carry out a series of actions, after which they fill out a table of their observations.

Lesson - research in 7th grade “Saving images in various graphic formats using a raster editor.” Students are asked to create a drawing in a raster editor and save it with different extensions, see what has changed, and write down the findings on a piece of paper.

Lesson - conversation in 5th grade “Information coding”, “Visual forms of information”. In these lessons, there is a dialogue between teacher and student, which allows students to be full participants in the lesson.
Lesson - lecture used in high grades 9 - 11. For example, “Computer networks”. The theoretical material is read, and then it is applied and consolidated in practice.
Lesson - test in the 5th “Information. Forms of presenting information”, 6th grade - “Information coding”, 7th grade - “Hardware and software”. These lessons are lessons that test previously learned material.
The most effective means for any computer science lesson are visual aids: lesson presentations, cards, posters, videos.

Studying in the same class, using the same program and using the same textbook, students can learn the material in different ways. This depends on the knowledge and skills with which the student comes to class, on the enthusiasm and interest in the material, and on the psychological capabilities (perseverance, attentiveness, ability to fantasize, etc.) of the children. Therefore, in the classroom it is necessary to apply a differentiated approach to teaching and assessing students.
For example, students in grades 9-11 are given a list of tasks (Visual Basic, Pascal, Excel) and each student completes the tasks at a pace that suits them, without delaying other students in the class, or, for example, students in grades 5-6 a multi-level task is given

The following methods help track the level of students' knowledge: observation of work in class, oral control, written testing of theoretical material, practical work, didactic tests.
I would like to dwell on some methods to encourage students to acquire new knowledge and self-education.
Workshop - This is a common task for all students in the class, completed on the computer. Preparation for the workshop and implementation takes place in one lesson. At the end of the lesson a grade is given. The purpose of such work is to test students’ practical skills, abilities, and ability to apply knowledge when solving specific problems. Students receive assignments for practical work as they study the material. Systematic work on the computer during computer science lessons is an important factor in the development of self-control skills in children, since when debugging programs and other tasks, the computer automatically records all the student’s mistakes.
For example, you need to use ET Excel to construct a graph of the function y=ax2+bx+c. From the mathematics course, students know that the graph of a function is a parabola, therefore, when writing a program in Excel, we must also obtain a parabola, otherwise there will be an error in the program.
Individual practical work - mini-projects.
The content and scope of the course “Informatics and ICT” is based on the formation of information knowledge and is aimed at developing initiative, creativity, and the ability to apply a research approach in solving various kinds of problems by all students. And here project-based learning with research teaching methods comes to the fore.
The basis for students’ project (research) activities is laid already in secondary school. At the middle level, introduction to project activities is carried out through the implementation of creative work using computer technologies (Word, Excel, Power Point), as well as the preparation of reports and abstracts on the topics being studied.
The practical significance of project activities also lies in developing the ability to present one’s work at conferences at school, city, etc. levels. Therefore, a necessary stage in the implementation of the project is its defense and collective discussion. The children develop their communication skills. They are interested in seeing the work of other guys.
For example, projects of 5th grade students “Creating cartoons” using the capabilities of Power Point programs and the Paint graphic editor.
A project by 8B grade students who, using Power Point, created a game reminiscent of the TV game “Who Wants to Be a Millionaire?”

Currently, problem-based learning technologies are also of great importance in computer science lessons.
A problem situation is one of the types of motivation for the educational process. It activates the cognitive activity of students and consists in searching and solving issues that require updating knowledge, analysis, and logical thinking. A problematic situation can be created at all stages of learning: during explanation, reinforcement, control.
One of the methodological techniques for creating a problem situation is for the teacher to pose specific questions that encourage students to make comparisons, generalizations, conclusions from the situation, and compare facts.
For example, the implementation of this technique in a practical lesson on solving problems using databases in the Access program (9th grade).
At the beginning of the lesson, the following situation is presented: “You have arrived in a foreign city. You can't get into a hotel. But your friend lives in this city. You know his last name, first name, patronymic and year of birth. To find out the address, you go to the information desk, which has a directory containing information about all the residents of the city.”
Question: What data do you think is included in this directory?
Answer: Last name, initials of the person, year of birth, address.
Students' attention is drawn to the fact that if several residents in a city have the same initials and were born in the same year, then the computer will report the addresses of everyone.
Question: What will be the condition of the problem?
Students, with the help of the teacher, compose a problem and write down its condition: “The directory of data on city residents looks like: last name, initials, year of birth, address. Compile a database, build a query that finds the address of the desired person, if his last name, initials and year of birth are known.”
Problem-based learning is most often used in programming lessons (grades 8-11). Students are asked to write a program to solve a mathematical, economic, etc. problem, but to do this they need to remember formulas, language operators, arrange them sequentially, write the program on a computer, and test it using examples of particular solutions. And the teacher accompanies this entire process, asking guiding questions and guiding students in the right direction.
Not only lessons can improve the quality of computer science education, but also extracurricular activities and elective courses. For example, elective courses “Computer Design” (creating websites on HTML) - 11th grade, “Working in the Word text editor” - 6th grade, “Creating presentations. Power Point" - grades 5-7.
Each student attending an extracurricular activity prepares a project (research paper) on a topic of his choice. Here, for example, are some of the topics: (see illustrations).

The topic of creative tasks covers not only the subject area “Informatics and ICT”. Students present their most successful works at gymnasium, city, etc. competitions and conferences. For example, some of them:

multimedia project “Seabed” (5th grade, laureate of the city festival of drawings and presentations); combined work of mathematics and computer science “Drawings on a coordinate plane” (6th grade, III place - NPK gymnasium, 2nd place - NPK city); combined work of mathematics and computer science “Using Visual Basic in solving uncertain equations” (9th grade, 1st place - NPK gymnasium, 1st place - Dubna University NPK); project-program “If you don’t have VB at hand” (9th grade, 1st place – NPK gymnasium, 1st place – NPK city, 3rd place – International Conference in Serpukhov, 3rd place – “Step into the Future”, Moscow); creation of a website “Human Anatomy” (grade 11, 2nd place - NPK gymnasium, 2nd place - NPK city),

The quality of computer science lessons can also be improved through interdisciplinary connections. For example, with lessons

mathematics: solving problems using the coordinate method - grades 5, 6, constructing graphs and diagrams in ET Excel - grade 9; solving mathematical problems in the Pascal, Visual Basic programming environment - grades 9, 10; economics (solving simple economic problems using Excel and the Visual Basic programming environment) - grades 9-10; works for boys: building a floor plan in the graphic editor Paint - 5th grade, constructing drawings in the vector editor Compass - 7th grade; geography: creating presentations grade 7

This relationship allows students to clearly see the significance of computer science lessons and the scope of application in life of the programs being studied.

Modern professions offered to graduates of educational institutions are becoming more and more intellectually intensive.

Information technologies, which place high demands on the intelligence of workers, occupy a leading position in the international labor market. But, if the skills to work with a specific technical device can be acquired directly at the workplace, then thinking that is not developed within the time frame determined by nature will remain so.

Therefore, to prepare children for life in a modern information society, it is first of all necessary to develop logical thinking, the ability to analyze (isolate the structure of an object, identify relationships, understand the principles of organization) and synthesis (create new schemes, structures and models).

Informatics is one of the fundamental branches of scientific knowledge, forming a system-information approach to the analysis of the surrounding world, studying information processes, methods and means of obtaining, transforming, transmitting, storing and using information.

The course of the fundamentals of computer science, as a general education subject, faces a set of educational tasks that are determined by the specifics of its contribution to solving the main problems of general human education.

Formation of the foundations of a scientific worldview. In this case, the formation of ideas about information (information processes) as one of three fundamental concepts: matter, energy, information, on the basis of which the modern scientific picture of the world is built.
Development of theoretical, creative thinking, as well as the formation of a new type of thinking, the so-called operational (modular-reflexive) thinking, aimed at choosing optimal solutions.

In many ways, the role of computer science education in the development of thinking is due to modern developments in the field of objective-oriented modeling and design, based on conceptual thinking inherent to humans.

The ability to identify a system of concepts for any subject area, present them as a set of attributes and actions, describe an algorithm of actions and logical inference schemes (i.e., what happens during information-logical modeling) improves a person’s orientation in this subject area and indicates his developed logical thinking.

A person deals with the simplest “prototypes” of information-logical modeling even in non-computer everyday life: a culinary recipe, a vacuum cleaner operating manual - all these are attempts to describe a real object or process. The more accurate the description, the easier it is for another person to deal with it. The more errors and uncertainties there are, the more scope there is for the performer’s “creative insights” and the higher the likelihood of an inadequate result.

In the field of computer science, the end user of such a description is not a person, but a computer, devoid of intuition and insight. Therefore, the description must be formed, i.e. compiled in compliance with certain rules.

Such a formalized description is an information-logical model.

Studying a course in computer science involves students developing logical thinking and problem solving using algorithmic and heuristic approaches, using computer technology as a means of automating work with information.

So, the development of students’ logical thinking is one of the important and pressing problems of pedagogical science and teaching practice at school.

The purpose of this work is to study existing methods of students’ mental activity in computer science lessons.

study the basic patterns of development of thinking of students in secondary schools;

classify the different types of thinking used by students depending on the task assigned to them;

highlight the main stages of solving a problem situation;

review the main types of tasks for the development of logical thinking in computer science lessons.

Chapter 1. Thinking

1.1 Basic patterns of development of thinking

Developmental education in the broad sense of the word means the cumulative formation of mental, volitional and emotional qualities of an individual, contributing to his self-education, which is closely related to the improvement of the thinking process: only by independently comprehending an educational or life task, a student develops his own way of mental activity, finds an individual style of work, consolidates skills of using mental operations.

In a number of pedagogical studies in recent years, special attention has been paid to the special formation of thinking, the targeted development of intellectual skills, in other words, teaching mental actions and methods of cognitive search.

The task of thinking includes the correct determination of causes and effects, which can perform each other’s functions depending on conditions and time.

Techniques of mental activity include analysis, synthesis, comparison, abstraction, generalization, specification, classification. The main ones are analysis and synthesis. The rest are derivatives of the first two. Which of these logical operations a person uses will depend on the task and on the nature of the information that he is subjected to mental processing.

Analysis - this is the mental decomposition of the whole into parts or the mental isolation of its sides, actions, and relationships from the whole.

Synthesis - the opposite process of thought to analysis, this is the unification of parts, properties, actions, relationships into one whole. Analysis and synthesis are two interrelated logical operations. Synthesis, like analysis, can be both practical and mental.

Analysis and synthesis were formed in the practical activities of man. In their work, people constantly interact with objects and phenomena. Their practical mastery led to the formation of mental operations of analysis and synthesis.

Comparison - this is the establishment of similarities and differences between objects and phenomena. The comparison is based on analysis. Before comparing objects, it is necessary to identify one or more of their characteristics by which the comparison will be made.

The comparison can be one-sided, or incomplete, and multilateral, or more complete. Comparison, like analysis and synthesis, can be at different levels - superficial and deeper. In this case, a person’s thought goes from external signs of similarity and difference to internal ones, from visible to hidden, from appearance to essence.

Abstraction - this is the process of mental abstraction from certain features, aspects of a particular thing in order to better understand it. A person mentally identifies some feature of an object and examines it in isolation from all other features, temporarily distracting from them. Isolated study of individual features of an object while simultaneously abstracting from all the others helps a person to better understand the essence of things and phenomena. Thanks to abstraction, man was able to break away from the individual, concrete and rise to the highest level of knowledge - scientific theoretical thinking.

Specification - a process that is the opposite of abstraction and is inextricably linked with it. Concretization is the return of thought from the general and abstract to the concrete in order to reveal the content.

Mental activity is always aimed at obtaining some result. A person analyzes objects, compares them, abstracts individual properties in order to identify what they have in common, in order to reveal the patterns that govern their development, in order to master them.

Generalization Thus, there is a selection of the general in objects and phenomena, which is expressed in the form of a concept, law, rule, formula, etc.

Each act of thinking is a process of solving a problem that arises in the course of cognition or practical activity. The result of this process may be concept - a form of thinking that reflects the essential properties, connections and relationships of objects and phenomena, expressed in a word or group of words.

The assimilation of concepts and the development of students' psyche in learning is a classic problem of educational psychology. True mastery of concepts, i.e. free and creative handling of them is achieved by controlling the mental activity of students.

It is significant that domestic and foreign teachers and psychologists are unanimous that in order to form correct concepts, students must be specially taught techniques and methods of mental activity.

1.2 Types of thinking

A system of techniques and methods of mental activity helps students discover, highlight, and combine the essential features of the objects and phenomena being studied.

In psychology, the following types of thinking are considered (Table 1).

Table 1

Organization mental activity	Types of thinking
	visual-figurative (specifically figurative) visually - effective (specifically effective) abstract (verbal-logical)
By the nature of the tasks being solved	theoretical practical.
By degree of deployment	analytical (logical) intuitive
According to the degree of novelty and originality	reproductive (reproducing) productive (creative)

The earliest (typical for children under 3 years of age) is visual-effective thinking - a type of thinking based on the direct perception of objects, the real transformation of the situation in the process of actions with objects.

Specific action thinking is aimed at solving specific problems in the conditions of production, constructive, organizational and other practical activities of people. Practical thinking is, first of all, technical, constructive thinking. It consists of understanding technology and a person’s ability to independently solve technical problems. The process of technical activity is a process of interaction between the mental and practical components of work. Complex operations of abstract thinking are intertwined with practical human actions and are inextricably linked with them. Characteristic features of concrete-action thinking are pronounced observation, attention to details, particulars and the ability to use them in a specific situation, operating with spatial images and diagrams, the ability to quickly move from thinking to action and back. It is in this type of thinking that the unity of thought and will is most manifested.

At 4-7 years old, a child develops visual-figurative thinking - a type of thinking characterized by reliance on ideas and images; the functions of figurative thinking are associated with the representation of situations and changes in them that a person wants to obtain as a result of his activities that transform the situation.

Concretely figurative , or artistic thinking, is characterized by the fact that a person embodies abstract thoughts and generalizations into concrete images.

In the first years of schooling, abstract-logical (conceptual) thinking develops - a type of thinking carried out using logical operations with concepts. For middle and older schoolchildren, this type of thinking becomes especially important.

Abstract , or verbal-logical, thinking is aimed mainly at finding general patterns in nature and human society. Abstract, theoretical thinking reflects general connections and relationships. It operates mainly with concepts, broad categories, and images and ideas play a supporting role in it.

It reflects facts, patterns and cause-and-effect relationships that are not amenable to the visually effective and figurative way of cognition. At this stage, schoolchildren learn to formulate tasks in verbal form, operate with theoretical concepts, create and master various algorithms for solving problems and activities, etc.

All three types of thinking are closely related to each other. Many people have equally developed concrete-actional, concrete-imaginative and theoretical thinking, but depending on the nature of the problems that a person solves, first one, then another, then a third type of thinking comes to the fore.

1.3 Stages of mental activity and signs of its development

Despite the variety of specific mental tasks, any of them can be considered as a process of gradual movement towards its resolution. ( Annex 1).

In specific cases, individual stages of mental action may be absent or overlap one another, but basically this structure is preserved.

Psychology has established that simple communication of knowledge, simple transfer of techniques and methods of mental action by showing a model and training does not develop thinking.

The development of students' thinking in the learning process is understood as the formation and improvement of all types, forms and operations of thinking, the development of abilities and skills in applying the laws of thinking in cognitive and educational activities, as well as the ability to transfer methods of mental activity from one area of knowledge to another.

Thus, the development of thinking includes:

Development of all types of thinking and at the same time stimulation of the process of their development from one type to another.
Formation and improvement of mental operations.
Skill development:
- highlight essential properties of objects and abstract them from non-essential ones;
- find the main connections and relationships between objects and phenomena of the real world;
- draw correct conclusions from facts and check them;
- prove the truth of judgments and refute false conclusions;
- reveal the essence of the main forms of correct inferences (induction, deduction and analogy);
- express your thoughts clearly, consistently, consistently and reasonably.
Developing the ability to transfer operations and thinking techniques from one area of knowledge to another; forecasting the development of phenomena and the ability to draw conclusions.
Improving skills in the application of laws and requirements of formal and dialectical logic in educational and extracurricular cognitive activities of students.

Pedagogical practice shows that these components are closely interrelated. The importance of mental operations (analysis, synthesis, comparison, generalization, etc.) underlying any of them is especially great. By forming and improving them in students, we thereby contribute to the development of thinking in general and theoretical thinking in particular.

As criteria for the development of thinking, indicators (significant signs) are used that indicate the achievement of a particular level of development of students’ thinking.

Criterion 1 - degree of awareness of operations and techniques of mental activity. By this it should be understood that the teacher must not only develop in students the ability to think, which is indirectly done in a lesson in any school subject, but also demonstrate to them in a clear way the process of this specific activity and its results.

Criterion 2 - the degree of mastery of operations, skills and techniques of mental activity, the ability to perform rational actions to apply them in educational and extracurricular cognitive processes.

Criterion 3 - the degree of ability to transfer mental operations and thinking techniques, as well as skills in using them, to other situations and objects.

The ability to carry out transference is, according to a number of psychologists (L.S. Vygotsky, S.L. Rubinstein, A.N. Leontyev, S. Erickson, V. Brownelli, etc.), an important sign of the development of thinking.

Criterion 4 - the degree of formation of various types of thinking.

Criterion 5 - the stock of knowledge, its consistency, as well as the emergence of new ways of acquiring knowledge.

Criterion 6 - the degree of ability to creatively solve problems, navigate new conditions, and act quickly.

Criterion 7 - the ability to assimilate logical judgments and use them in educational activities.

All criteria are inextricably linked with each other, representing a single whole.

Currently, special attention is paid to developing the thinking of high school students.

Firstly, because by this age the child:

an active life position is developed;
attitude towards choosing a future profession becomes more conscious;
the need for self-control and self-esteem increases sharply;
self-esteem and self-awareness become more pronounced;
thinking becomes more abstract, deep and versatile;
there is a need for intellectual activity.

Secondly, due to their age characteristics, high school students have qualities that allow them to purposefully develop their thinking. These include a high level of generalization and abstraction, the desire to establish cause-and-effect relationships and other patterns between objects and phenomena, critical thinking, and the ability to give reasons for one’s judgments.

Thirdly, the self-awareness of high school students moves to a higher level, which is expressed in deepening self-control, self-esteem, the desire for independence and improvement, and ultimately contributes to the formation of self-education and self-education skills.

Chapter 2. Development of logical thinking when studying the section “Basics of Algorithmization”

2.1 Formation of concepts

The basis of the students' knowledge system is the formation of the system of concepts of the subject area being studied.

Mastery of the conceptual apparatus largely determines the understanding of educational material and its use to solve applied problems. Each new introduced concept must be clearly defined, the essence of the concept being studied must be revealed, in addition, the connections of this concept with other concepts, both already introduced and still unknown to students, must be determined.

When forming computer science concepts, it is necessary to take into account that they are of a very abstract nature (for example, the concept of “information model”, “information”).

“Educational psychology, based on the study of the process of formation of many concepts in schoolchildren, makes the following recommendations: the more abstract the concept, the more specific objects should be analyzed in order to identify its essential features, the more broadly this concept should “work” when describing and explaining specific objects. Only on the basis of the analysis of specific objects and in the process of use does the concept appear in its full scope, and all its essential aspects are highlighted. Otherwise, the assimilation of a concept is of a verbal, bookish nature; its verbal designation does not evoke any association in students.

Logical schemes of concepts are precisely such a presentation of information to a person when the semantic content of a concept is supplemented not only by listing the characteristics of a given concept, but also by a visual representation of its relationship with other concepts.

The inclusion of a concept in a set of relationships helps the emergence of additional associations, consolidation of the concept in students’ thinking patterns, and the transfer of knowledge about the concept from one area to knowledge from another area.

The practice of using logical schemes of concepts in computer science lessons confirms the position that the more mental effort we put into organizing information, giving it a coherent, meaningful structure, the easier it is then remembered.

The work of students is very interesting when they “look for a place” for a new concept in the existing structure. In the process of such activities, students must analyze the structures of their own knowledge, which helps them incorporate new knowledge into the structures of existing knowledge and ideas. Students’ independent compilation of information and logical diagrams using unfilled (empty) web diagrams helps to increase students’ cognitive interest and achieve success in learning. The ability to systematize knowledge and present it in various forms also has independent value for the development of students’ thinking.

This form of organizing work in computer science lessons is a good propaedeutic method for studying the topic “Fundamentals of Algorithmization.”

2.2 Development of algorithmic thinking in the process of studying the topic “Cycles”

The development of logical thinking is facilitated by the formation of skills in constructing algorithms. Therefore, the computer science course includes a section “Fundamentals of Algorithmization.” The main goal of the section is to develop the foundations of algorithmic thinking among schoolchildren.

The ability to think algorithmically is understood as the ability to solve problems of various origins that require drawing up an action plan to achieve the desired result.

Algorithmic thinking, along with algebraic and geometric thinking, is a necessary part of the scientific view of the world.

Every person constantly performs algorithms. Usually there is no need to think about what actions are performed and in what order. If an algorithm needs to be explained to a person who was previously unfamiliar with it (or, say, a computer), then the algorithm must be presented in the form of a clear sequence of simple actions.

Any formal performer (including a computer) is designed to perform a limited set of actions (operations). When working with it, students are faced with the need to construct algorithms using a fixed set of operations (command system).

The algorithmic culture of schoolchildren is understood as a set of specific ideas, skills and abilities associated with the concept of an algorithm and the means of recording it.

Thus, the concept of an algorithm is the first stage in the formation of students’ ideas about automatic information processing on a computer.

Algorithms are used to solve not only computational problems, but also to solve most practical problems.

When constructing algorithms, students learn to analyze, compare, describe action plans, and draw conclusions; They develop the skills to express their thoughts in a strict logical sequence.

When selecting tasks when studying basic algorithmic structures, it is necessary to take into account the following aspects:

What mental operations will “work” when solving it;
Will the formulation of the problem itself contribute to the activation of students’ thinking;
What criteria for the development of thinking can be applied in solving this problem.

In order to direct the discussion in the right direction when analyzing a problem, it is recommended to use stimulating questions. These questions are open-ended, i.e. do not imply any single “correct” answer. Students conduct an active and free intellectual search, in accordance with their personal thinking abilities.

For example, you can use the following block of motivating questions followed by recording the mental operations that students will use when solving the problem “Given a one-dimensional array A, the dimension of which is 10. Determine the number of elements in the array whose value is a multiple of 5.”

*Question*	*Mental operations that students will use*
Read the problem. How many stages do you think the solution will consist of? (3 stages - input, array output and multiplicity determination)	1. Analysis of the task (selection of initial data, result), synthesis (selection of stages).
What is the essence of the mathematical concept of “multiplicity”? (Division without remainder by a given number; quotient - integer)	2. Analysis - synthesis - specification - generalization - judgment (the student must select the necessary one from the multitude of available information - the concept of “multiplicity”, remember its essence, generalize, draw a conclusion).
Based on what mathematical laws and rules do we draw conclusions about the multiplicity of numbers? (divisibility signs, multiplication table).	3. synthesis - generalization - judgment (repetition of signs of divisibility)

The structural elementary unit of the algorithm is a simple command, denoting one elementary step of processing or displaying information. A simple command in circuit language is depicted as a function block that has one input and one output (Appendix 2). From simple commands and checking conditions, compound commands are formed that have a more complex structure and also have one input and one output. In accordance with the principle of minimal sufficiency of methodological means, only three basic constructions are allowed - following, branching (in full and abbreviated forms), repetition (with postcondition and precondition). By connecting only these elementary structures (sequentially or by nesting), you can “assemble” an algorithm of any degree of complexity.

When developing algorithms, it is necessary to use only basic structures and depict them in a standard way, which will make it easier to understand the structure of the algorithm, distract from unimportant details and concentrate students’ attention on finding a way to solve the problem.

Using a flowchart allows you to highlight the essence of the process being performed, define the branching and repetition commands, which will be understood by students, remembered and applied in their educational activities.

In a number of textbooks, the first construction studied after the follow command is a loop, since this makes it possible to shorten the writing of the algorithm. As a rule, this is the construction " repeat n times" This approach leads to difficulties in mastering cycles as a structure for organizing actions that is qualitatively different from the linear one.

Firstly, other types of cycles with a precondition and a postcondition (a “while” cycle, a cycle with a parameter, a “before” cycle) are perceived as isolated from each other and the main feature - repetition of actions - does not act as a system-forming one.

Secondly, the basic skills that are necessary when developing cycles remain unattended: correctly identifying the condition for continuing or ending the cycle, correctly identifying the body of the cycle. Checking the condition in the “repeat n times” loop is practically invisible, and the cyclic algorithm often continues to be perceived by students as linear, only differently designed, which gives rise to an incorrect stereotype among students in the perception of cycles in general.

The study of the repetition command should begin with the introduction of a cycle with a postcondition, since in this case the student is given the opportunity to first think through the commands included in the cycle, and only after that formulate the condition (question) for repeating these commands. If you immediately introduce a loop with a precondition, then students will have to perform both of these actions simultaneously, which will reduce the effectiveness of the lessons. At the same time, a cycle with a postcondition is considered as a preparation for students’ perception of a cycle with a precondition, ensures the transfer of knowledge to another type of repetition command, and makes it possible to work by analogy. Students should pay attention to the fact that these types of loop differ in the place where the condition is checked and in the condition for returning to repeating the execution of the loop body. If in a repeat command with a postcondition the loop body is executed at least once, then in a repeat command with a precondition it may not be executed even once.

Among the definitions of the concept “repetition command” in the educational literature there is the following: a cycle is an algorithm command that allows you to repeat the same group of commands several times. This formulation does not say why repetition is possible and how many times it can be repeated, why a group of commands is necessarily repeated. Based on the block diagram of the repeat command (Appendix 2), we can offer the following definition.

Repetition is a compound command of an algorithm in which, depending on the fulfillment of a condition, the execution of an action can be repeated.

Conclusion

Logical thinking is not innate, which means that throughout all years of schooling it is necessary to comprehensively develop students’ thinking (and the ability to use mental operations), teach them to think logically.

Logic is necessary where there is a need to systematize and classify various concepts and give them a clear definition.

To solve this problem, special work is needed to form and improve the mental activity of students.

Necessary:

develop the ability to conduct performance analysis to build an information and logical model;
teach how to use basic algorithmic constructs to build algorithms (in order to develop algorithmic thinking);
develop the ability to establish a logical (cause-and-effect) connection between individual concepts;
improve the intellectual and speech skills of students.

In high school, the importance of the learning process itself, its goals, objectives, content and methods increases for students. This aspect influences the student’s attitude not only to learning, but also to himself, to his thinking, to his experiences.

Learning an algorithmic language is one of the most important tasks of a computer science course. An algorithmic language performs two main functions. Firstly, its use makes it possible to standardize and give a unified form to all algorithms discussed in the course, which is important for the formation of an algorithmic culture among schoolchildren. Secondly, learning an algorithmic language is a propaedeutic for learning a programming language. The methodological value of the algorithmic language is also explained by the fact that in conditions where many schoolchildren will not have a computer, the algorithmic language is the most suitable language oriented for human execution.

Organizing material in the form of diagrams contributes to its better assimilation and reproduction because it greatly facilitates subsequent search.

Pedagogical practice shows that such a presentation of educational material contributes to the meaningful structuring of perceived information by students and, on this basis, to a deeper understanding of logical patterns and connections between the basic concepts of the topic being studied. Structuring information should be used both when explaining educational material (short lecture notes), and for more effective organization of practical work on a computer (laboratory texts), to enhance students' independent work.

Zag A.V. How to determine the level of thinking of schoolchildren.
Zorina L.Ya. Didactic foundations for the formation of knowledge systems for high school students. M., 1978.
Ivanova L.A. Activation of students' cognitive activity when studying physics. M.: Education, 1983.
Levchenko I.V., Ph.D. ped. Sci. Moscow City Pedagogical University // Informatics and Education No. 5’2003 p.44-49
Ledenev V.S., Nikandrov N.D., Lazutova M.N. Educational standards for Russian schools. M.: Prometheus, 1998.
Lyskova V.Yu., Rakitina E.A. Application of logical schemes of concepts in a computer science course.
Pavlova N.N. Logic problems. Computer Science and Education No. 1, 1999.
Platonov K.K., Golubev G.G. Psychology. M.: Education, 1973.
Ponamareva E.A. Basic patterns of development of thinking. Computer Science and Education No. 8, 1999.
Pospelov N.N., Pospelov I.N. Formation of mental operations in schoolchildren. M.: Education, 1989.
Samvolnikova L.E. Software and methodological materials: Computer science. 1-11 grade.
Stolyarenko L.D. Basics of psychology. 3rd edition. M., 1999.

Elimination of associations;

emergence of an assumption

Testing the Assumption

(not confirmed?)

The emergence of a new

assumptions

The solution of the problem

Action

“Pedagogical techniques for forming UUD in computer science lessons”

Performance

computer science teachers

MBOU "Podoynitsyn Secondary School"

Cherentsova Nadezhda Aleksandrovna

Hello, dear colleagues!

I am glad to welcome you to my master class.

Show your mood with a corresponding card.

(I show it too).

The topic of my Master Class “Teaching is learning.”

Purpose of the master class: to introduce colleagues to the “flipped classroom” model of blended learning and the possibility of its use in teaching computer science.

Master tasks:

Generalization of the work experience of a computer science teacher,

The teacher conveys his experience through direct and commented demonstration of the sequence of actions, methods, techniques and forms of pedagogical activity.

Joint development of the teacher’s methodological approaches and techniques for solving the problem posed in the master class program.

Why did I call my master class “Teaching to Learn” because the development of the foundations of the ability to learn (the formation of universal educational actions) is defined by the Federal State Educational Standard (FSES) of the second generation as one of the most important tasks of education. New requests determine the following goals of education: general cultural, personal and cognitive development of students, solving the key pedagogical task of “teaching how to learn.”

How to do it? Modern teachers are in search of various methods and means to encourage students to study subjects. Well, once again, wandering the Internet in search of something interesting and original. I paid attention to such a form of teaching as the “flipped lesson” or “flipped classroom” as a form of blended learning. What is “mixed” here? “Blended learning” refers to the traditional classroom-lesson system and learning using distance learning. Those. Students are given home access to electronic resources (video lessons, presentations and not only video reports “from the scene”, excerpts from TV shows, interviews, slide shows, interactive material, etc.) on the topic that will be discussed in the next lesson.

That is, children should get acquainted with a new topic at home, and in class, together with the teacher and classmates, study and research it, find out questions that they could not answer on their own. Thus, when constructing training using the “flipped classroom” model, the teacher becomes not a source of knowledge, but a consultant and organizer of educational activities.

I will introduce you to a fragment of a lesson conducted using this model.

: frontal, steam room, individual.

Before the lesson begins, children are given assessment sheets.

Preparing students for the lesson

In the previous lesson, students were given an assignment.

2. Continue the phrase:

1. Information is………………………………………………………………………………………………………………. (this is knowledge and information about the world around us, obtained from various sources).

Therefore, we begin the lesson with a discussion of the completed assignment, which the students sent for verification, and it was checked by the teacher. The task of the current stage of the lesson is to check the degree of students’ comprehension of the material.

What are the types of information based on the form of perception? Give examples.

(human sensory organs)

What are the types of information based on the form of presentation? Give examples.

(numeric, text, graphic, sound, video information)

Complete tasks in RT: No. 2, No. 3

I suggest completing creative tasks No. 4

Students can complete the tasks independently or in pairs (optional).

(formation of communicative UUD, and we offer the right to choose)

We check the assignments and ask the children to evaluate each other’s creativity (on a 5-point scale).

So, with the help of our senses, we receive signals from the outside world and perceive it.

Then I propose to answer the questions within 3 minutes:

Reflection:

How do you evaluate your work in class?

What tasks did you find easy and interesting to complete? Why?

What tasks do you not understand? Did you find it difficult to complete them at the beginning of the lesson?

Which UUD were formed during the lesson and preparation for it?

Personal:

Conditions for acquiring knowledge and skills, conditions for creativity and self-realization, mastering new types of independent activities.

Regulatory:

Ability to set personal goals and define academic goals

Decision making ability

Implementation of individual educational activities

Cognitive:

Information search, fixation (recording), structuring, presentation of information

Creating a holistic picture of the world based on your own experience.

Communicative:

Ability to express your thoughts

Communication in the digital environment

Ability to work in pairs.

Is it possible and necessary to turn everything over at once? Of course not. Students should also be ready to learn according to this model. Therefore, the transition must be gradual. And, in my opinion, start from grades 5-6 with no more than 10% of lessons on topics that will be available to students for independent study, where they have some knowledge or have life experience. Homework should not be limited to just viewing resources; it is imperative to give a task to comprehend the material viewed: make notes, prepare questions for discussion in class, find answers to the teacher’s questions, complete the assignment, etc. That is, school work at home should involve analysis and synthesis of educational material.

What resources can a teacher use when preparing a lesson?

1. Your own recordings of video lessons and presentations.

2. Use ready-made (for example, on the sites http://videouroki.net, http://infourok.ru/, http://interneturok.ru), videos, documentaries, etc. All this, if desired, can be found in Internet.

Problems and difficulties that arise or may arise.

1. In the first stages, about 10% of students will conscientiously complete the task thoughtfully (and this is good). Therefore, the teacher needs to come up with some powerful incentive so that the child, when he gets to the computer, does not get carried away by playing or communicating on the Internet, but by watching educational material.

2. Technical difficulties may arise (lack of Internet access at home), especially in rural areas. In this case, the teacher must organize viewing at school or dump the information onto storage devices.

3. The teacher will need 2 times more time to prepare the lesson.

Sources used:

1. Bosova L.L., Bosova A.Yu. Testing and measuring materials in computer science for grades V-VII.//Informatics at school: Supplement to the journal “Informatics and Education”, No. 6-2007. – M.: Education and Informatics, 2007. -104 p.

2. Bosova L.L. Modern computer science lesson in primary school taking into account the requirements of the Federal State Educational Standard. http://www.myshared.ru/slide/814733/

5. Bogdanova Diana. Flipped lesson. [Electronic resource] URL: http://detionline.com/assets/files/journal/11/prakt11.pdf

6. Kharitonova Maria Vladimirovna. [Electronic resource] URL: http://nauka-it.ru/attachments/article/1920/kharitonova_mv_khabarovsk_fest14.pdf

Download:

Preview:

Master class for computer science teachers “Teaching to learn”

“Pedagogical techniques for forming UUD in computer science lessons”

Performance

computer science teachers

MBOU "Podoynitsyn Secondary School"

Cherentsova Nadezhda Aleksandrovna

2016

Hello, dear colleagues!

I am glad to welcome you to my master class.

Show your mood with a corresponding card.

(I show it too).

The topic of my Master Class“Teaching is learning.”

Purpose of the master class: to introduce colleagues to the “flipped classroom” model of blended learning and the possibility of its use in teaching computer science.

Master tasks:

Generalization of the work experience of a computer science teacher,

The teacher conveys his experience through direct and commented demonstration of the sequence of actions, methods, techniques and forms of pedagogical activity.

Joint development of the teacher’s methodological approaches and techniques for solving the problem posed in the master class program.

I will introduce you to a fragment of a lesson conducted using this model.

Fragment of a lesson in 5th grade on the topic “Information around us” (UMK L. L. Bosova)

Forms of organization of educational activities: frontal, steam room, individual.

Before the lesson begins, children are given assessment sheets.

Continue the sentence:

Information is………………………………………………………………………………………………………………. (this is knowledge and information about the world around us, obtained from various sources).

Actions with information are actions related to………………………………………………………..

What are the types of information based on the form of perception? Give examples.

(human sensory organs)

What are the types of information based on the form of presentation? Give examples.

(numeric, text, graphic, sound, video information)

Complete tasks in RT: No. 2, No. 3

I suggest completing creative tasks No. 4

Students can complete the tasks independently or in pairs (optional).

(formation of communicative UUD, and we offer the right to choose)

We check the assignments and ask the children to evaluate each other’s creativity (on a 5-point scale).

So, with the help of our senses, we receive signals from the outside world and perceive it.

Then I propose to answer the questions within 3 minutes:

http:// methodist .lbz.ru

Reflection:

How do you evaluate your work in class?

What tasks did you find easy and interesting to complete? Why?

What tasks do you not understand? Did you find it difficult to complete them at the beginning of the lesson?

Which UUDs were formed in the lesson and preparation for it?

Personal:

Conditions for acquiring knowledge and skills, conditions for creativity and self-realization, mastering new types of independent activities.

Regulatory:

Ability to set personal goals and define academic goals

Decision making ability

Implementation of individual educational activities

Cognitive:

Information search, fixation (recording), structuring, presentation of information

Creating a holistic picture of the world based on your own experience.

Communicative:

Ability to express your thoughts

Communication in the digital environment

Ability to work in pairs.

Motivation in computer science lessons

The driving force behind any activity (including educational activities) is its motivation.
According to Wikipedia: " Motivation- this is an incentive to action; a dynamic psychophysiological process that controls human behavior, determining its direction, organization, activity and stability; a person’s ability to actively satisfy his or her needs.”
In pedagogy, there are a number of methods aimed at creating positive motivation for learning by intensifying the activities of students.

I. Research activities at school

Research activity is one of the ways a person understands the world around him. It is aimed at the education, upbringing and development of students, at stimulating the child’s cognitive activity, civilized creative inclinations, and the formation of logical and scientific thinking.
Introducing children to scientific activities, developing projects, and performing creative tasks prepares children for research activities in high school and at university, and forms a socially active life position. The purpose of such assignments is to improve knowledge, expand scientific horizons, and experimental activities.
In general, the concept "activity" has the meaning of “creation, discovery, manifestation and definition of the subject” (Rubinshtein S.L., Brushlinsky A.V.).
Study- this is a creative process of learning about the world, associated with students solving a creative research problem.
Thus, research activities is an educational work related to students solving a creative research problem.
There are five main types of creative work by schoolchildren:
1. Information and abstract- written on the basis of several literary sources in order to provide the most complete coverage of any problem.
2. Problem-abstract- involving a comparison of data from different literary sources, on the basis of which one’s own interpretation of the problem posed is given. (A well-executed problem-abstract paper can be considered research).
3. Experimental- based on independently conducted experiments.
4. Naturalistic and descriptive- associated with the observation and description of a phenomenon.
5. Research- as a result of which our own experimental material was obtained, allowing us to draw analysis and conclusions.
Research work allows each student to experience, try out, identify and actualize at least some of their talents and gifts.
Firstly, a teenager can get involved in a new activity for him only if he is given the opportunity to participate in it as one of its subjects.
Secondly, this activity, especially at the initial stage, should be aimed at achieving very specific goals that are understandable to the child, at solving specific problems.
Third, the student must feel the social significance of this activity.
The teacher’s job is to create and maintain a creative atmosphere in this work.

II. Creative tasks in the classroom

The main goal of computer science is not only teaching how to use a computer, but also using it as a means for student development. Undoubtedly, the formation and development of students’ creative abilities through educational and educational games, through the implementation of various creative tasks is an important stage on the path to actual research activities.
In computer science lessons, students are introduced to many new concepts and terms: algorithm, information, cursor, processor, etc. Children of this age are able to remember a large amount of material quite well, “memorize” it, i.e. study without awareness. As a result, when at subsequent stages it is necessary to assimilate new information on the basis of what has already been learned, this base may not exist or it will be fragile: mechanically learned material is not a good support. In addition, computer science cannot be learned or memorized without highlighting and understanding the relationships, without developing logical thinking.
One of the methods that promotes understanding of the material is imagery method. Most children perceive information well when presented in the form of an entertaining plot: a fairy tale, a story, etc.
For example:
Keyboard theme. I use the “Emelya” program in which the pike gives Emelya a computer and teaches him how to work with input devices.
File system theme. We compare the directory tree with a family tree. The children take great pleasure in depicting their family tree (learning new things about their ancestors) and very quickly remember the concepts: root directory, parent directory and location of files on the disk.
By determining the location of the file on the disk, we are looking for treasure buried by pirates.

III. Creative homework

Firstly, multi-level homework is one of the most effective ways to review previously studied topics.
First level– a mandatory minimum – it is feasible for any student.
Second level– training. It is performed by students who want to know the subject well and cope with the program without much difficulty.
Third level- creative homework. It is performed on a voluntary basis and is stimulated by the teacher with high marks or praise.
The range of creative tasks is wide:
1. Crosswords, chainwords, puzzles, comics, posters (results on the stand).
2. The theme “Computer of the Future” has inspired many people to start their project. Moreover, in terms of diversity of ideas, seventh-graders were not inferior to ninth-graders. During the lesson, a press conference of the 25th century was held, where the children gave their reports in the role of professors (results on the stand).
3. When studying the topic “Algorithms and Performers,” the guys create algorithms for fantastic robots (results on the stand).
4. As an example of organizing children’s literary creativity when studying computer science, the following tasks can be cited: write an essay “About the algorithm, file, directory and...”. The main characters of the work are the concepts of computer science that the children had become familiar with by this time. The characters of the selected characters must correspond to the content of the concept being described (for example, the Algorithm will most likely be characterized by consistency, accuracy, rigor, etc.)
5. When studying methods of transmitting information, we master various methods of encoding it; Students themselves invent their own codes, while remembering where they came across codes for encoding letters. And here famous literary works come to the rescue. In Arthur Conan Doyle's story "The Dancing Men," the criminal uses an ingenious code to record his threats. In Edgar Poe's story "The Gold Bug", the main character finds treasure by solving a coded letter. Students also encounter an example of encoded information in “Journey to the Center of the Earth” by Jules Verne.
After reading these stories, you can fill out the “dancing men” sign and decipher the inscription using it.
Write a secret note yourself using this code.
Come up with your own ways of encoding information.
6. Getting acquainted with various number systems, children learn to convert numbers from one number system and at the same time perform various creative tasks. For example: convert the coordinates of points from the binary number system to the decimal number system. Mark the points on the coordinate plane and connect them to get a cute animal. The kids like to come up with such tasks themselves even more.
7. And with what pleasure do 7th grade students, when repeating and consolidating the topics they have studied, such as “Number Systems”, “File System”, “Computer Device”, “Algorithms and Performers”, independently come up with questions for quizzes, hold competitions “What, where, when?”, “Millionaire”, KVN, “The Weak Link”. Prepare questions at home and play games in class
8. High school students provide invaluable assistance by creating presentations and tutorials that allow other students to learn.
9. I have students to whom I can give advanced homework. For example, prepare the topic for the next lesson and teach it yourself.
10. Of course, one cannot overestimate the capabilities of traditional methods of research activity: problem-abstract and information-abstract. For example, on topics such as “The role of the computer in modern society”, “History of the creation and development of the computer”, “Computer crimes”, “Computer viruses”, etc. students prepare these works in order to more fully cover this topic and express their own interpretation the problem posed.

IV. Collective creativity

The result of studying the topic “Graphics Editor” is the project “Toy Store”. When completing this creative task, not only is the material learned on this topic consolidated, but information is also exchanged over the network.
First, the guys actively discuss what the final result should look like and distribute the work. After completing individual fragments of the drawing, each student assembles a picture via the network on his or her computer screen. This activity uses the mathematical term “symmetry.” After mastering the primary skills of working in a local network, schoolchildren apply them in such applied projects as “Vernissage of individual or group drawings”, “Publishing a wall newspaper” (using a text editor), etc.
Working in the Microsoft Word text editor, the guys create various crosswords and scanwords using the Clip Art collection, tables, graphics and other features of this program.
Studying the topic “Database” also provides enormous opportunities for creative and educational activities. The students are:
notebooks, which contain not only the names and addresses of friends, but also their hobbies, the type of sport they play, favorite music, books, films, etc.
a database of favorite artists (singers) listing their most famous roles (albums, songs), facts from their biography, etc. _

V. Problem-based learning

Problem-based learning is of great importance in the formation of cognitive activity. Why is it attractive?
1. Students receive new information while solving theoretical and practical problems.
2. In the course of solving a problem, the student overcomes all difficulties, his activity and independence reach a high level.
3. The pace of information transfer depends on the student or group of students.
Increased student activity promotes the development of positive motives and reduces the need for formal verification of results.
4. Learning results are relatively high and stable. Students more easily apply their acquired knowledge to new situations and at the same time develop their skills and creativity.
The technique of problem-based learning includes activities of the teacher and student such as:
Organization of a problem situation.
Formation of problems.
Individual or group problem solving by students.
Checking the solutions obtained, as well as systematizing, consolidating and applying newly acquired knowledge in theoretical and practical activities.
In general, five stages can be distinguished in the practical implementation of problem-based learning.
drawing up a plan to solve the problem;
putting forward and justifying a hypothesis;
proof of hypothesis;
checking the solution to the problem;
repetition and analysis of the solution process.
I will give an example of the implementation of problem-based learning ideas when studying a topic:
1. Topic “Algorithms”. How to swap the contents of two mugs. (Add one more).
2. Topic “Graphic editor”. Draw a bunch of grapes. How to quickly draw a large number of identical berries? (Copy operation).
3. Programming, studying the topic “Cyclic Operators”, problem: how to calculate the sum of the digits of a number where the same operation must be used several times.
Etc.

VI. Distance (software) learning

Computers have already become a common attribute in school. In connection with this, teachers are trying to find ways to use them that can significantly improve the quality of students’ learning of the material and the efficiency of their thinking. Computers can quite successfully serve as personal tutors for students, making the learning process faster and more efficient. Computer programs make it possible to carry out direct interaction between the student and the machine, implementing the technique of programmed teaching, which allows you to teach material in a certain sequence and adjust the volume of each lesson depending on the individual characteristics of the student.
I use this method of teaching when studying a number of topics, such as:
Computer architecture;
History of the emergence of computer technology;
The role of the computer in modern society;
etc.

VII. Interdisciplinary connections

It is difficult to overestimate the importance of training programs, both in computer science and in other disciplines; such as geography and English, where the student, by playing, experimenting, gains knowledge by trial and error. The student has the right to make mistakes and have his own opinion.
The TRAVEL program is a journey through all countries and continents, the history of their discovery. Acquaintance with the biography of travelers. While working with it, the children simultaneously learn to work with a computer, and get acquainted with important geographical discoveries, learn to use reference books and hypertext.
English is a journey through a magical land. Through game elements, children gain knowledge of the English language and improve their skills in working with input devices and learn to use reference books.
Studying the topic “Programming” makes it possible to solve tasks from a course in physics, geometry, and algebra on a computer.
The topic “Computer Modeling” opens up opportunities for solving a wide range of problems from different school courses: biological, economic, etc.
Here I would like to stop and once again emphasize that we have a close connection with the subjects: (geometry, algebra, literature, Russian language, geography, English, physics), we rely on the knowledge gained in these lessons, and sometimes We give initial concepts before the topic is studied by students.
For example: Graphics in BASIC, grade 8 (concepts: parallelogram, ellipse, arc, measure angles in radians)

Summarizing the above, we can say that since children are active researchers of everything new, it is necessary to structure the educational process in such a way that it has the character of a journey through an unknown country, where amazing discoveries await at every step. The teaching itself should bear a reward for labor in the form of new knowledge. External reinforcement, such as praise and approval, may not be the most optimal motivation for learning. Teachers should encourage children to make logical conclusions about the realities of this world and the connections between them, but not to do it for them and present ready-made formulations in the form of immutable truths.

“Cognitive activity in computer science” - Computer Science. A technique for making learning more entertaining. Method of relying on life experience. Development of cognitive activity. Creative character. Creative nature of activity. Vivid examples-images. Development of cognitive interests. Methods for stimulating learning. Main contradictions. Development of students' cognitive activity in computer science lessons.

“Critical Thinking in Computer Science Classes” - Research Methods. Table “I know - I found out - I want to know.” Bee hive. Technology of critical thinking. Students. Phases of development of critical thinking technology. Critical thinking. Information. Synectics method. Brainstorming method. Clusters. Those who can think. Cyclic algorithms. Socratic dialogue. Models. Methods and techniques. Basket of ideas. Working with key concepts. Teaching critical thinking.

“Modern computer science lesson” - Time. Methods, techniques and teaching aids. Setting educational, educational, developmental goals. Methodology of the lesson analysis system according to V.P. Simonov. Content part. Approximate diagram of self-analysis of the lesson. Educational aspect. Lesson time. Present the material and take the time into account. The main sections of the lesson are known. Lesson structure. Organizing time. Analytical part – self-analysis of the lesson. An example of a lesson plan table.

Entertaining tasks. How to organize a computer science lesson. Computer science lessons tailored to the profile. The integration of computer science lessons is closely related to the profile of students. Multimedia presentations. Various forms of lessons. Computer science. Logics. Word. Game elements and entertaining tasks. Test work.

“Features of a computer science lesson” - Knowledge and skills in computer science. A personal computer is used as an object of study. Educational goals. Working at the computer cannot exceed 10-30 minutes. Types of lessons. Systematic work of students on a PC. Organization of a modern computer science lesson. Features of a computer science lesson. Students begin to act as teacher assistants. Lesson structure. Insufficient number of hours to organize full control.

“Control in computer science lessons” - Disk drive. When studying the topic “Fundamentals of Procedural Programming: Branched Algorithms,” you can offer a number of tasks for solution and self-test. Independent work. Command files. Test. Puzzles. Information and information processes. Nothing will work out if there is no mutual understanding, cooperation between an adult and a child, and mutual respect. Dictation. Drive. Computer. Organization and forms of control in computer science lessons.