Irina Zubkova, RIA Novosti

In a few years, a computer has turned from a piece of exclusively office equipment or an expensive home toy into an indispensable tool for work and study. Experts believe that the time is not far off when "paper" books, textbooks will be almost replaced by electronic ones. Time poses new challenges for students and their teachers.

Information and Communication Technologies (ICT) are revolutionizing education before our very eyes. Is modern technology enough for teachers? This question is answered by the study "Evaluation of the effectiveness of the use and demand for electronic educational resources (EER) in educational institutions." According to its results, presented by RIA Novosti within the framework of the Social Navigator project, on average in the country there are 12-16 schoolchildren per computer.

“Some schools have almost a computer for each student, while others have three or four computers per school,” commented Svetlana Avdeeva, head of the study, deputy executive director of the National Educational Training Foundation.

The study involved 78 regions and more than 6,000 schools. Its authors sought to find out to what extent the technical equipment of schools meets the needs of the time, whether information and communication technologies are actively and effectively used, or whether the computer remains only a means for studying computer science and preparing presentations.

As the results show, in most schools participating in the study, the level of equipment with modern technology is above average. At the same time, in cities with a million population, the share of highly equipped educational institutions is much higher than the national average, and in small towns - poorly equipped in technical terms is 3-3.5 times more than in megacities. The study confirmed the dependence of the level of ICT equipment on the status of the school: half of the gymnasiums and lyceums can be called highly equipped, but less than a third of the rest of the schools fall into this category.

Where is empty, where is dense

“If, as required by both fashion and the Department of Education, I want to show the guys something from what I found on the Internet, then I have to drag a projector, screen, laptop, all sorts of cords and coasters from floor to floor. Then you connect, set up, so half a lesson passes. And then you have to drag all this weight back to the computer science office, ”primary school teacher Ekaterina Pleshakova told RIA Novosti.

As teachers write on numerous professional websites and forums, it is precisely because of the lack of technical means in each school classroom that some teachers have no desire to use modern technology. Teachers complain that there are few computers, that even in computer science classrooms they are very outdated, often break down, modern programs cannot be installed on them, that the Internet speed is extremely low, and software - even antiviruses - have to be bought at their own expense.

“In any forum on school topics, you can find diametrically opposed opinions, even from teachers from the same region: from the optimistic “everything is great and we have everything” to “they don’t give us anything, we are poor as church rats,” considers the teacher of computer science, deputy director for informatization of the Yegoryevsk secondary school in the Altai Territory, Alexander Rosenfeld.

ICT equipment depends on many factors: on the financial well-being of the region, on the activity of regional officials and their ability not only to “knock out” what is required, but also to develop and protect some of their own undertakings and programs, and on how each individual school catches or doesn't catch mice,” says Rosenfeld.

In his opinion, the administration and the information-advanced team can improve the material and technical equipment of ICT on their own by winning grant programs, participating in various pilot projects of a regional and federal scale, winning competitions, and searching for sponsors.

For a teacher, it is important not only and not so much the availability of technical equipment at school as its availability: can a laptop or a projector be used at any time or only upon prior request, in turn. That is why the problems are difficult to assess by the figures in the ministerial reports, says Marina Livenets, a senior researcher at the Federal Institute for the Development of Education, an expert on Intel educational programs.

“In a school and in the region, the 'number of students per computer' indicator can be high, but the reports do not reflect the fact that most of the computers are in the offices of head teachers and directors,” she said. In addition, the school needs not only computers, but also projectors, interactive whiteboards, printers, scanners, document cameras, Lego robots and much more, the expert noted.

“Active-activity learning, provided for by the new standards of primary and secondary schools, is not only a computer, but a large number of peripheral devices connected to it: various laboratories, sensors that children should use in lessons, for example, to measure illumination, temperature, to fix a set of observations in different projects. At the same time, the student becomes a researcher, independently deduces laws, formulas and rules - and then he certainly will not forget them, ”explained Avdeeva.

The results of a study by the National Training Fund (NFTC) show that the real availability of technical means is insufficient to solve such global problems as a massive transition to innovative forms of education. Among those surveyed, only 30% of teachers were given the opportunity to work permanently in a computer class or use several computers in the working area of ​​the class. The Internet is constantly available for 70% of teachers, for students this value is even lower: no more than 50% of the students surveyed can use network resources at school.

Of the other devices, interactive tablets are the least accessible to teachers (not available for almost 80%); special digital devices - a digital microscope, sensors, measuring instruments, navigators, etc. (not available to 70%) and interactive whiteboards (every third of the teachers surveyed cannot use them). According to Avdeeva, it is on peripheral devices that help organize active-activity learning that funds should be spent in the first place, and not on computers.

I carry mine with me

“Another year or two, and school PCs can be thrown away as out of date. You need to focus not on the purchase of expensive equipment, which will become obsolete in six months, but on the BYOD (Bring You Own Device) model, ”says Livenets.

As the results of the NFPC study show, the absolute majority of the students surveyed have a computer at home (in different regions, from 85% to 97% answered yes to this question). Moreover, almost half have a mobile device: laptop or netbook, tablet, smartphone. “We need to think about how to use children's personal computers and how to help the socially unprotected in acquiring them. There are many aspects, not only technical and technological: multi-browser, multi-platform, compatibility, but also regulatory: who is responsible for the security of property, personal data, copyright and property rights of educational content developers,” Avdeeva believes.

Help - "outback"

“About 3-15% of children who do not have a computer are, as a rule, rural or settlement residents,” says Avdeeva. - So, it is in rural schools that we need to supply equipment first of all, and in urban schools we should try to make the most of what students have. In fact, on the contrary, the city ones are better equipped with technology: there are more active directors and it is easier to find money.” It turns out, according to the expert, that there is a double gap in the countryside: the school cannot get the necessary equipment, and the parents cannot buy a computer. That is why regional education development programs require special measures to improve the level of technical equipment in rural schools.

“In life, we are surrounded by computers, which means that the school should teach how to work with them, and taking into account the changes that the computer has made to our world. Now the information competence of children depends little on the school - they learn how to work with electronic devices at home. If it goes on like this, then the school may turn out to be completely unnecessary. This state of affairs needs to be urgently changed - and the sooner the better, ”said Alexei Muranov, deputy director of the Education Center No. 1811 in Moscow, head of the elementary school, to RIA Novosti.

CHEREPOVETSK STATE UNIVERSITY

Abstract on TCO

Using a computer in the educational process

Student of group 9-FI-51

Mironov E.N.

Cherepovets

The use of a computer in educational activities.

A personal computer is a universal educational tool that can be successfully used in a variety of content and organization of educational and extracurricular activities. At the same time, it fits into the framework of traditional education with the wide use of the entire arsenal of teaching aids. The PC can contribute to the active involvement of the student in the educational process, maintain interest, and contribute to the understanding and memorization of educational material.

The programming language should be convenient for describing the condition and analyzing the problem, planning its solution, including writing a program, so that solving problems with the help of a computer, on the one hand, contributes to the development of thinking, and on the other hand, does not cause additional difficulties. The language should be convenient for communication between a person and a computer.

If a computer is used only as a means of educational activity, then its functions are not much different from those that it performs within the framework of other activities. The application possibilities are significant: from the help system to the simulation tool for some situations.

The performance of the learning function is the most essential characteristic of the use of a computer in teaching.

The tasks of using a computer in education:

1. providing feedback in the learning process;

2. ensuring the individualization of the educational process;

3. increasing the visibility of the educational process;

4. search for information from the widest sources;

5. modeling of the studied processes or phenomena;

6. organization of collective and group work.

According to the goals and objectives, educational computer programs are divided into illustrating, consulting, simulator programs, training control programs, and operating environments.

Some of them are designed to consolidate knowledge and skills, others are focused on the assimilation of new concepts. There are educational programs that allow students to become direct participants in discoveries, composers or artists.

Programs that implement problem-based learning have great potential. In labor and vocational training, programs that model and analyze specific situations are especially useful, as they contribute to the formation of the ability to make decisions in various circumstances.

Game programs contribute to the formation of learning motivation, stimulate initiative and creative thinking, develop the ability to act together, subordinate their interests to common goals. The game allows you to go beyond a specific academic subject, encouraging students to acquire knowledge in related areas and practical activities.

Often, several modes (training, training, control) are combined in one program. working in learning mode the program displays educational information on the display screen, asks a question for understanding the proposed information. If the answer is wrong, the machine either tells you how to find the correct answer, or gives you an answer and asks a new question. AT simulator mode only the texts of the questions are displayed, with an erroneous answer there is a comment; the results of the answers are not remembered, the time for their reflection is not limited. AT control mode task options are selected by a computer, thinking time is limited, the results of the answers are recorded, in case of an error, the correct answer and a comment are given. At the end, a list of topics for which a mistake was made and which are worth repeating is displayed, a mark is placed.

Thus, the computer in the educational process performs multiple functions: serves as a means of communication, creating problem situations, a partner, a tool, a source of information, controls the actions of the student and provides him with new cognitive opportunities.

Ways to use a computer as a means of teaching are different: this is work by the whole class and groups, and individual work. The listed methods are determined not only by the presence or lack of a sufficient amount of hardware, but also by didactic purposes. So, if there is only a teacher's computer in the class, or if the teacher sets himself the task of organizing collective work to find solutions to problems, posing problems, etc., he organizes the work of the class on the basis of the teacher's computer. In some cases, this approach is even more productive than the individual work of students with a computer.

In the pedagogical process, the choice of how to use a computer is directly dependent on the didactic task.

The main aspects that should guide the analysis of the training computer program and its application:

psychological - how this program will affect the motivation of learning, the attitude to the subject, increase or decrease interest in it, will students not have disbelief in their abilities due to difficult, incomprehensibly formulated or non-traditional requirements imposed by the machine;

pedagogical - how the program corresponds to the general orientation of the school course and contributes to the development of students' correct ideas about the world around them;

methodical - whether the program contributes to a better assimilation of the material, whether the choice of tasks offered to the student is justified, whether the material is methodically presented correctly;

organizational- whether the lessons are rationally planned using a computer and new information technologies, whether students are provided with enough computer time to perform independent work.

Computers in education should be used only when they provide knowledge that is impossible or rather difficult to obtain with non-computer technologies. But it is very important to build training in such a way that the student understands that he solves the problem, and not the machine, that only he is responsible for the consequences of the decision made. Schoolchildren lose interest in work if the fruits of their labor are destroyed at the end of the lesson, so it is necessary to use the work they have done in the classroom when creating software products or developing teaching materials.

The most valuable in the educational process are software tools without an unambiguous logic of actions, strict instructions, tools that provide the student with the freedom to choose one way or another to study the material, a rational level of complexity, and independently determine the form of assistance in case of difficulties.

Of all the types of TCO used to date, only a computer solves such problems as:

a) adaptability of educational material (depending on the individual characteristics of students);

b) multiterminality (simultaneous operation of a group of users);

c) interactivity (interaction between the TCO and the student, imitating to a certain extent natural communication);

d) control over the individual work of students in extracurricular time.

Computers are in many ways capable of solving the same methodological problems as traditional TSS. But in the conditions of computer training, this is done on a more powerful, perfect and high-speed technique. The computer implements learning in an interactive (TCO - student) mode. Computerized educational materials (educational computer programs) are able to more fully and deeply adapt to the individual characteristics of students.

This is due to the specifics of the computer as a new type of TCO, which is as follows.

1. A significant amount of memory of modern computers, which allows you to store and quickly use large arrays
educational information (statements of tasks, texts, exercises, examples and samples, reference - corrective and consulting - information, various remarks - reactions to certain actions of the student).

2. High computer performance (hundreds of thousands of operations per second). This allows you to significantly increase the reactivity of this type of TCO. On average, the reaction time of a computer to a student's request or response is 1-3 seconds.

3. The ability to analyze the answers and requests of students.

4. Dialogue mode of communication of educational material (computer program) with the student, which is carried out, imitating some functions of the teacher. Only a computer is able to carry out such a diverse form and content of communication with the student (informative, reference, consulting, productive, verbal, non-verbal - graphics, color, sound signaling).

5. The presence of feedback, i.e. the possibility of correction by the trainee himself based on consulting information. Consulting information is selected from the computer memory either by the student himself or on the basis of automatic diagnostics of errors made by the student in the course of work. The method of presenting this kind of information depends on the type of educational computer program.

6. Adaptability. The computerized lesson takes into account the individual characteristics of students. The study (study, training, repetition and control) of the same material can be carried out: with varying degrees of depth and completeness,
at an individual pace, in an individual (often chosen by the student) sequence.

7. Ability to automatically carry out multifactorial collection and analysis of statistical information about the work of the class, obtained in the process of a computerized lesson, without violating the naturalness of the lesson. At the same time, the computer is able to fix a sufficiently large number of parameters:

time spent by students on the whole program, group of tasks or with any specific task or exercise;

the number of correct/incorrect answers and their systematization;

the number of references to reference information, as well as the nature of the most frequently requested assistance by certain groups of trainees;

The number of attempts to complete tasks.

These data help the student to make adjustments to their learning activities, and the teacher to develop an individual approach to both the individual student and the group as a whole.

The problem of including a computer in the learning process is connected not only with the material capabilities of an educational institution, but also with the question of the age at which a child begins to learn a computer. Learning to work with a PC and multimedia technologies from grades 9-10 practically negates all the didactic possibilities of using a computer in the educational process at earlier stages. For example, in kindergartens, where only a teacher can use a computer, the computer practically turns into an almost ordinary technical tool with somewhat more advanced capabilities. Introducing children to the computer, apparently, is advisable from preschool age, but even an earlier introduction of computer science should not be allowed to be limited to the study of the computer itself and the principles of its operation. It is necessary to form the information culture of students, allowing them to use computer technology in the study of all school disciplines, in extracurricular and leisure activities. Schoolchildren must learn to evaluate the resources of computer technology and distinguish between what is really possible and what is expedient in its use.

Many authors of computer science programs believe that at the initial stage of training, it is necessary, first of all, to develop thinking capable of perceiving the logic of computer programs. “A delay in the development of thinking is a delay forever. Therefore, to prepare children for life in the modern information society, first of all, it is 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)" 1 . In connection with this point of view, many programs, methodological developments of developmental activities, coloring books and other materials have appeared, designed to develop the logical and algorithmic thinking of preschoolers and younger students.

The collection of programs mentioned above also contains a special algorithmic program for children in grades 5-7, pursuing similar goals (authors S. K. Lando, A. L. Semenov). “The ability to think algorithmically is understood as the ability to solve problems of various origins that require a plan of action to achieve the desired result” 2 .

In elementary school, as follows from the above, it is necessary to teach children elementary skills in using a computer and develop algorithmic thinking in them.

Among those programs for children that are aimed not only at their entertainment, but also at their development, there are several program and methodological complexes or educational and developmental programs. The first integrated packages for personal computers were Robotland and Kid (Computer and Children). Robotland system It is aimed at children who are starting to learn a personal computer, at a younger age group (usually this is an elementary school). Children learn how to control a universal robot, developing algorithmic thinking and developing the simplest skills and abilities to work with a computer. Robotland is equipped with methodological materials for the teacher. The second system is Kid, as well as the programs of the Nikita company, it includes educational and educational games. The meaning of the games is to teach children the alphabet, counting, and the simplest mathematical operations. For example, the KidD system is used mainly for computers with microprocessors up to Repin and is focused on the Dos operating system, but the KidD Association continues to develop new software products suitable for use not only with preschoolers, for whom they were originally created, but also in elementary school. . The Nikita company produces games that have educational and developmental overtones and are focused on both the Dos and Windows operating systems. Examples are the program "Birthday" - a game about the birthday of Winnie the Pooh, in which the simplest words of the English language are understood; or the “Magic Dream” program, a multimedia fairy tale game with various built-in mini-games aimed at mastering musical notes, a simple graphic editor, charades, puzzles, etc.

In all such programs, the concept of a performer is introduced on the basis of game material. The software includes several computer models-executors - "robot", "turtle", "drawer", etc. - with different functions, command sets and applications.

Classes with a turtle have the following goals:

a) to develop in children ideas about the ways of human movement in space;

b) to introduce students to planning when compiling a program, editing, correcting errors as an integral and very important part of the learning process.

The language of this program Logo is important not as a programming language, but as a means of personal development, knowledge of the world. The child learns to analyze any problem, treat any mistake not as a disaster, but as something that should be found and corrected. The Turtle allows children to learn space and movement in the most natural way, develop the skills necessary to analyze the content and structure of the source data. Students, having mastered the direct and program modes of working with the turtle, get an idea of ​​\u200b\u200bthe algorithm as an organized sequence of commands. Such activities form in children the skills necessary to solve problems that require a well-thought-out sequence of actions, analysis of the content and structure of the initial data. Working with the Logo, children learn to create procedures, write them to disk and call them from disk, find and correct errors in the program, construct complex geometric shapes from simple geometric shapes, master such elementary concepts as programming, performing operations, etc. Adaptation takes place in the learning process. child to the computer environment, the study of the elementary foundations of computer literacy.

The Logo language was developed by the American scientist Seymour Papert in the 80s, together with colleagues, as a constructive learning environment for elementary school children. Logo concept: a child is learning various educational subjects by teaching a turtle. Some varieties of turtles have the ability to change their appearance, turning into anything their creator chooses. In the environments of Logo, inhabited by a large number of turtles, complex cartoon pictures and games are created. A further development was the LogoWriter program, which contains text editing capabilities. In the mid-80s, a new product in this series appeared - Lego Logo. This is a system in which the Logo is paired with Lego blocks equipped with motors, sensors and actuators. Children, having built a robot, car, other technical device or animal out of them, begin to control it. They can explore the behavior of artificial organisms in various habitats and their interaction with other creatures.

With the help of this environment, schoolchildren of grades 4~5 can not only get acquainted in a playful way with the basics of geometry and algorithmic thinking, but also master musical notation, which causes great difficulties when learning in traditional ways.

In the mid-90s, another product from the Logo-MicroWorlds series appeared (the Russian version was developed by the Institute of New Education Technologies). LogoWorlds contains many additional tools: drawing and drawing tools, a shape editor, devices for composing music and importing graphics and sound, the possibility of a multitasking mode of operation, which allows you to create multimedia projects, games and imitations, cartoon stories with two or more characters. The StartLogo system is a version of Logo that uses massively parallel processes: thousands of turtles can function in parallel, interacting with each other and with elements of their environment. There are also a number of modernized versions of the Logo family of environments. A set of projects created by Russian developers based on PervoLogo software appeared.

Thus, in elementary school, with the availability of software, a computer can be used in almost all academic subjects, from teaching literacy to writing and printing one's own essays, studying mathematics, a foreign language, and mastering the computer itself. There are programs that teach to recognize and understand text at the stage of learning to read. The screen shows a simple picture and a sentence below it.

For example: in the picture there is a sea and a bathing girl. Suggestion: "The boy bathes in the river." If the picture and the sentence match, the student enters “yes”, if they do not match, “no”. If a discrepancy is found, the child must correct the sentence.

And there are already enough such programs. The specific technology of using a computer is determined on the basis of the above general psychological and pedagogical provisions and on the basis of the content and methodology incorporated by the developers into the program itself.

All classes can use a variety of computer software products. Thus, using word processing systems, teachers can prepare tests and other materials for their students. At the same time, you can make different options, include many additional questions and tasks, which are then easy to expand, update, change. Students can be given deformed texts: with missing pieces, mistakes, incorrectly used words. Students on the computer in a text editor will edit the text. There are programs that can only be launched if you enter the correct spelling of the word.

Or such an interesting task.

Children are invited to download a finished fragment from any highly artistic work (A. Chekhov, F. Nietzsche, F. Dostoevsky, etc.). Then it is necessary to make a new text from the existing text on a given or self-selected topic, observing the following rules: a noun is replaced by a noun, a verb is replaced by a verb. Texts are accepted only in normally formatted form, after automatic control of spelling errors.

Such work can be used to develop an artistic style in schoolchildren.

Students can collaborate on written assignments. Working on the same story or article, students independently make changes, print their versions and compare them with what their co-authors got.

You can create programs that help students work on the texts of primary sources in literature lessons.

In foreign language lessons, you can use translation programs, use a text processing system to compose stories in the target language.

Widespread use in the learning process can have graphics capabilities of the computer. Computer-generated images and animations are used in movies, TV shows, commercials, and games. Computer graphics are not limited in their capabilities: graphics objects can appear and disappear, change colors, move direction, turn into other objects, etc. Any object can be simulated on the screen - from the simplest to the most complex - and test its capabilities, put it to the test of the reality of functioning. With the help of graphic programs, tables, graphs, charts, etc. are drawn. Spreadsheets allow you to solve problems in which the computer acts as a computer, which makes it possible to process significant amounts of information. There are graphic editors that allow you to draw maps.

All these possibilities of computer graphics make it possible to use a PC in mathematics, geography, physics, drawing, in the study of economics, to achieve a variety of didactic goals: from introducing new material to generalization and control over the assimilation of knowledge and the development of skills and abilities.

The computer can be widely used in music lessons. It has already been said that with the help of a computer you can learn musical notation, understand the sound of notes and musical instruments, play them, compose music, and understand different musical styles. In addition to their own ability to create sounds, computers can control special musical instruments connected to them. With the help of a computer, you can create a wide variety of sound effects: the sound of the sea, the growl of an animal, the singing of birds, the rumble of an airplane, etc.

With the opportunity broadcasts via computer video information software and methodological tools began to include fragments of documentaries and feature films, musical fragments. Works of literature, painting, music are reproduced in the training programs (for example, in the series "Hermitage", "Kremlin Museums", "Bolshoi Theatre", etc.), which contributes to the humanization of modern education.

When studying the natural sciences, you can use various modeling programs.

Students using a computer can create any ecological model with flora and fauna, and then, polluting the reservoir with industrial waste, and the atmosphere - harmful emissions, to observe the tragic consequences of this. Then they can develop a program to save and protect the created natural area.

There are curricula in mathematics and physics created as virtual constructors. The Living Geometry software package is an environment in which students can conduct their own mathematical research, set up experiments, formulate hypotheses, prove them or reject them. A similar software product in physics is "Live Physics".

For the study of physics in high school, a software and methodological complex has been developed for one of the largest sections of the school course "Electrodynamics", which includes 6 main demonstrations (electric current in electrolytes, work and power of alternating current, etc.); 10 laboratory works (study of capacitors, power and efficiency of a real electrical circuit, etc.); 2 experimental and 11 computer oriented problems. This complex makes it possible to conduct training experiments that are fundamentally unfeasible under traditional conditions within the framework of the program material, to carry out a real differentiation of training in the process of working with experimental tasks with a constant time resource, to get rid of numerous routine operations, etc.

Simulation of chemical reactions allows students to conduct experiments on mixing various solutions and substances. Modeling in astronomy will make it possible to place stars in the sky in accordance with their position at different times of the year. Together with the teacher, students can develop interesting models for history.

In the classroom and outside of school hours, you can create games on the computer: competitions, adventures, puzzles, fictional worlds, write fantastic stories. In games, the computer counts points, monitors the implementation of the rules, and conducts technical preparatory work. Many games can be educational in nature and can be used on different subjects. Entertaining material can be developed by both teachers and children. Such programs take into account the flexibility of computers and their ability to interact.

However, it should be noted that the development of a program for conducting a lesson is a rather difficult task that requires special knowledge and joint efforts of teachers, psychologists, software developers and programmers.

The second chapter described such auxiliary devices used in conjunction with a computer or in addition to it, such as a scanner, a digital camera and a camera, devices for laminating and stitching, a printer, a copier. All of them will help to solve a number of problems that arise during the educational process in a short time, and sometimes even at the lesson itself.

But no matter how exciting and multifunctional new information technologies are, the role of the teacher remains the leading one in the educational process, and the student truly turns into the subject of the pedagogical process. All computer programs are developed with the obligatory active participation of teachers, which determines the influence of the teacher even in the case of independent work with a computer program. The direct importance of the teacher in the process of communication between the student and the computer does not decrease either. It is difficult for a student without a teacher to imagine what needs to be learned. The teacher decides, based on the individual characteristics of the student, what kind of program is more appropriate to use at a particular stage of learning - reproductive or problematic, training or simulator programs, etc. The computer, freeing up the teacher's time by performing many routine tasks, allows him to do more pay attention to individual work with students, creatively approach the educational process. The student will always value the smile and lively encouragement of the teacher than the image of a smiling person on a computer screen or a formal inscription: “You are done!”

When carrying out student-centered learning using a computer and new information technologies, one must remember that it is necessary to provide student the possibility of realizing personal aspirations, individuality, initiative and independence. Of particular importance is the formation of his ability to critically relate to the results, interpret them, draw generalizing conclusions and make independent decisions. BUT teacher it is important to receive sufficiently complete and objective information about the processes of the student's personal development, contributing in every possible way to this process.

It is very important that the student near the computer does not feel dependent on it, crushed by it. He must realize and accept the idea that a person controls the computer, controlling the process from beginning to end.

The community of SanPiN itself provided computers to schools on an urgent basis, determining the exact time for children and teachers to work for them. To know these frames, you just need to read the article!

As a result of the fact that the Russian government is striving to make the country more educated and modern, computer classes were introduced into schools, computers for which were purchased by the local administration of each city. The children, of course, were very happy with such reforms, and the teachers were not bad either: many children quickly got used to computers, and it made no sense to teach anyone.

Until some time, children, especially younger students, worked at computers for the entire 45 minutes that a lesson lasts, even without a break for physical education. wait a minute. But when the addition of a computer class to every school was over, rules were written out according to which children had to study at computers for a certain time.

Participants of "SanPina" for the computer class have identified special limits for which the teacher should not go, allowing children to sit at the computer for a long time. So, the standard rules for an ordinary Russian school are as follows:

for children who are in first grade, ages six to seven, the normal time for computer work in a computer science class is 10 minutes. For children studying in classes ranging from the second to the fifth, the total duration of work at the computer is 15 minutes.

Pupils of the sixth - seventh grades can be at the computer during the lessons for 20 minutes, but starting from this age category, it is necessary to interrupt the lessons on the computer 10 minutes before the end so that the children can relax and get distracted from the computer screens.

Eighth and ninth graders can spend 25 minutes at the computer at computer science lessons, but, of course, spending physical. for a minute once with the teacher, and several times on my own, simply by looking away from the radiation of the screen.

Pupils of the tenth and eleventh grades have two lessons of working with computers and theory at once. These children are allowed to work on the computer for 30 minutes in the first lesson, and only 20 in the second, in order to save their eyesight and energy for the remaining lessons.

These are the rules and norms issued to each school by SanPiN. These rules are mandatory, but some teachers ignore this fact, which is why at an early age the child has to wear glasses or clear lenses. If it is possible to explain to the child what the harmful habit of sitting at the computer for a long time can lead to, then perhaps he will stop and at the computer science lesson he will tell the teacher that he no longer wants to work at the computer, focusing on the rules and recommendations of such associations as SanPiN. Moreover, the teacher does not have the right to refuse the child to sit at his workplace, therefore, children can safely present this information to their teacher.

By the way, there is also a special schedule for teachers, which also contains the amount of time that a teacher can spend at the computer. For a full day of work, 4 hours of continuous work at the computer is the maximum figure. For school employees, for example, for an accountant or a programmer, the maximum time is 6 hours. School staff are also not recommended to exceed it, as this can lead to loss of vision, or to rapid fatigue.

But for children, in addition to lessons, some schools offer extra classes after school hours in a computer class. And there are also time limits for this, allowing you to save your own health! So, for students of the first grades, such sections and circles are not provided, but for the second - fifth grades, the maximum time for working at a computer is one hour, no more!

For the sixth grade and older children, this time is one hour and thirty minutes. And at this time you need to do at least four physical. minutes, because sitting for an hour and a half without a break, looking at the monitor screen, is very harmful to human health, especially for children's health and a growing body!

So, in general, the community of SanPiN is considered. The computer class also succumbed to criticism, but now parents know how much a child can work at a computer at home or in a school circle!

Sanitary and hygienic requirements for the use of ICT in primary school.

I. Sanitary and hygienic requirements for the use of ICT.

According to the norms and requirements of SanPiN, the recommended continuous duration of work related to fixing the gaze directly on the screen in the lesson should not exceed 10 minutes for students in grade 1, 15 minutes in grades 2-4, listening to audio recordings - 20 minutes. It is possible to use the computer in fragments of 2-3 minutes, distributing the time of interaction of children with computer programs in the frontal activity mode throughout the lesson. The optimal number of classes using a PC during the school day for students in grades 1-4 is 1 lesson. Extracurricular activities using a PC are recommended to be carried out no more than 2 times a week with a total duration for students in grades 1-4 - no more than 60 minutes.

Classes in circles using a PC should be organized no earlier than 1 hour after the end of classes at school. This time should be set aside for rest and eating.

For elementary school students, classes in circles using computer technology should be held no more than twice a week. The duration of one lesson is no more than 60 minutes. After 10-15 minutes of continuous exercise at the PC, you need to take a break for physical education and gymnastics for the eyes.

Undoubtedly, fatigue largely depends on the nature of computer activities. The most tiring for children are computer games, designed mainly for quick reaction. Therefore, you should not take the time of the entire lesson for such games. Sitting at a computer for a long time can lead to overstrain of the nervous system, sleep disturbance, deterioration of well-being, and eye fatigue. Therefore, for students of this age, computer games are allowed only at the end of a lesson lasting no more than 10 minutes.

To reduce eye strain, it is important to ensure that the image on the computer screen is clear and contrasting. It is also necessary to exclude the possibility of backlighting the screen, as this reduces the contrast and brightness of the image. When working with textual information, preference should be given to positive contrast: dark characters on a light background. The distance from the eyes to the computer screen should be at least 50 cm. At the same time, one child should work on the computer, since the conditions for viewing the image on the screen deteriorate sharply for those sitting on the side.

The optimal parameters of the microclimate in the display classes are as follows: temperature - 19-21 ° C, relative humidity - 55-62%.

Before and after each academic hour of training sessions, computer classes should be ventilated, which will improve the quality of the air. Introducing children to the computer should begin with teaching the rules of safe use, which must be observed not only at school, but also at home.

There is an effect of the frequency of use of audiovisual aids on the effectiveness of the learning process. It is due to the fact that ICT tools affect the evaluative and motivational sphere of the individual. If ICT tools are rarely used, then each of their use turns into an emergency event, again creating increased emotional excitement among students, which interferes with the perception and assimilation of educational material. On the contrary, too frequent use for many lessons in a row leads to students losing interest in them.

The optimal frequency and duration of the use of ICT tools is determined by the age of students, the nature of the subject and the need for their use in the cognitive activity of students.

The effectiveness of the use of ICT also depends on the stage of the lesson. Using them at the beginning of the lesson (by 5 minutes) reduces the preparatory period from 3 to 0.5 minutes, and fatigue and loss of attention occur 5-10 minutes later than usual. The use of ICT in the intervals between the 30th and 35th minutes allows you to maintain a steady attention of students almost throughout the lesson. This is due to the fact that during each lesson, students periodically change the characteristics of visual and auditory perception (their sharpness, thresholds, sensitivity), attention, fatigue. With the monotonous use of one means of teaching new material, by the 30th minute, students experience transcendental inhibition, which almost completely excludes the perception of information. At the same time, the correct alternation of means and methods of teaching can eliminate this phenomenon. Periods of intense mental work and strong-willed efforts must be alternated with emotional relaxation, relaxation of visual and auditory perception.

To prevent visual and general fatigue in the classroom, the following recommendations must be observed.

The optimal duration of continuous lessons with a computer for students in grades 2-4 should be no more than 15 minutes.

In order to prevent visual fatigue of children after working on personal computers, it is recommended to carry out a set of exercises for the eyes, which are performed sitting or standing, turning away from the screen, with rhythmic breathing, with a maximum amplitude of eye movements. For greater attractiveness, they can be carried out in a playful way.

Approximate set of exercises for the eyes.

1. Close your eyes, strongly straining the eye muscles, at the expense of 1-4, then open your eyes, relax the muscles of the eyes, look into the distance at the expense of 1-6. Repeat 4-5 times.

2. Look at the bridge of your nose and hold your gaze at the expense of 1-4. Do not bring your eyes to fatigue. Then open your eyes, look into the distance at the expense of 1-6. Repeat 4-5 times.

3. Without turning your head, look to the right and fix your eyes on the count 1-4, then look into the distance directly on the count 1-6. Exercises are carried out in a similar way, but with fixation of the gaze to the left, up and down. Repeat 3-4 times.

4. Move your eyes quickly diagonally: up to the right - down to the left, then straight into the distance at the expense of 1-6; then left up - right down and look into the distance at the expense of 1-6. Repeat 4-5 times.

Carrying out gymnastics for the eyes does not exclude the conduct of a physical education minute. Regular exercise for the eyes and physical exercises effectively reduces visual and static stress. Classes with a PC, regardless of the age of children, should be conducted in the presence of a teacher or teacher.

When developing a lesson using computer technology, special attention is paid to taking care of the health of students. ICT should perform a certain educational function: to help the child understand the flow of information, perceive it, remember it, and in no case undermine health. Computerization should concern only that part of the educational process where it is necessary.

We all now live in a difficult time, difficult socially, psychologically, morally. There is a reassessment of values, a stratification of society, a change in the psychological stereotype of people. The school is part of society, and it reflects the same problems as in the whole country, like in a drop of water. And if in our everyday life they are solved by adults, already formed people, then at school the same questions are faced by children who do not have their own moral and moral values, psychological attitudes. Undoubtedly, this affects the attitude of children to learning, the formation of their general educational skills and character traits necessary for the successful assimilation of knowledge. At the same time, it is extremely important to teach each child to master, transform and use huge amounts of information in practical activities in a short period of time. A combination of traditional teaching methods and modern information technologies, including computer ones, can help the teacher in solving this difficult task. After all, the use of a computer in the classroom allows you to make the learning process mobile, strictly differentiated and individual. Let us dwell in more detail on the possibilities of using a computer in elementary school.

First, it is difficult for children of primary school age to set long-term goals that stimulate the active participation of the child in the educational process. A prestigious job, a successful career, mastering the centuries-old experience of mankind for a seven-year-old child are not relevant. In this regard, to increase motivation, the teacher uses close goals to learn how to add and subtract, not upset mom, read faster than a neighbor on the desk, etc. The difficulty is that children become more and more infantile, so these goals may not be stimulating for the child.

Taking into account that the main activity of children of seven to nine years old is the game, it can be assumed that it is the computer with its wide range of interactive interaction capabilities that will help solve the above problem. Modern computer learning systems set a real, understandable, quite achievable goal for the child: if you solve the examples correctly, open the picture, insert all the letters correctly, you will move closer to the goal of the fairy-tale hero. Thus, during the game, the child has a positive motivation for learning.

Secondly, education in elementary school is the foundation on which all further human activity will be built. The teacher is faced with a responsible task - to achieve the assimilation of the program material in full by each child. Given the different levels of schoolchildren's preparation, differences in the development of memory, thinking, attention, the teacher, however, is forced to focus on the average level of readiness of students. As a result, most of the students are quite active in the classroom. There are well-known problems that arise with the education of schoolchildren who have a higher or lower level of mental activity, as well as those who missed classes due to illness. One of the ways to successfully teach these categories of students can be the use of computer teaching systems in the classroom.

Students with a high level of mental activity can use a computer to get acquainted with new material, gain new information or deepen their knowledge by performing exercises of increased complexity. Students with a low level of mental activity can work with a computer at their own pace, without slowing down the progress of the class through the program. Children who missed classes can fill in the gaps in their knowledge at certain stages of the lesson or during extracurricular time. Thirdly, the use of computer tests and diagnostic complexes in the classroom will allow the teacher to get an objective picture of the level of assimilation of the studied material in a short time and correct it in a timely manner.

Thus, the use of a computer in teaching primary school students seems appropriate. Let us dwell on the organizational and pedagogical aspects of this issue. The vast majority of educational institutions have computer classes equipped with 10-12 computers. As a rule, computer science lessons are held in these classrooms. The class is divided into two subgroups, which take turns.

There is experience of conducting lessons in informatics classrooms by subject teachers, for whom such a division is not provided, as well as for elementary school. This makes it difficult to organize effective training using a computer.

In addition, the specificity of teaching in the primary grades involves the multiple use of didactic techniques and teaching methods within a single lesson. Conducting a lesson in an informatics classroom psychologically sets students up for prolonged contact with a computer and reduces the motivation for mastering knowledge, skills and abilities by traditional methods. At the same time, the work of an elementary school student in accordance with sanitary standards cannot last more than 10-15 minutes. In this regard, the best option seems to be when there are 1-3 computers in the classroom all the time. In this case, the teacher can, when drawing up the lesson plan, provide for the moment when several students can perform individual tasks on the computer. It is most convenient to organize this during a frontal survey, oral counting, vocabulary work, and consolidation of previously covered material. This will allow, without violating the traditional course of the lesson, to solve the above problems.

The constant presence of a computer in the classroom, on which all students work as needed, will lead to the integration of this rare learning tool for younger students into the category of ordinary ones.

Let us consider in more detail the basic requirements for computer teaching systems that would allow the effective use of a computer in elementary school.

Firstly, it is necessary to maintain the structure of each thematic section, which is typical for a lesson in the primary grades: explanation of new material, initial consolidation and development of skills, control of assimilation.

Secondly, given the priority role of the teacher in the lesson, the explanatory part should not be overloaded with information. It is advisable to give it a reference role. You can use this section to study new material in small schools, as well as in case of skipping lessons by a student.

Thirdly, computer learning systems should include the most important, key aspects of the topics being studied.

Fourthly, when selecting educational material, it is necessary to comply with the basic didactic principles: systematic and consistent, accessibility, differentiated approach, scientific character, etc.

Fifthly, the means of controlling a computer training system should be as simple as possible and not distract the student from completing tasks.

Thus, the use of computer learning systems in elementary school seems promising, and the expected effectiveness of their use is quite high.

Literature:

Leontiev A.N. Activity, consciousness, personality. - M.: Politizdat, 1975.- 304 p.

Molokov Yu.G., Molokova A.V. Topical issues of informatization of education//Educational technologies: Sat. scientific Art. Issue 1./Ed. THEM. Bobko. - Novosibirsk: SIOT RAO, 1997-p.77-81.

Molokova A.V. On promising directions in the informatization of the educational process in secondary educational institutions file://Third Siberian Congress on Applied and Industrial Mathematics: Proceedings. dokl., part V.-Novosibirsk: inst. Mathematics SB RAS, 1998.-p.146-147. ==