Graduate work
On this topic:
"Organizational and pedagogical requirements for the computer science classroom in the context of the implementation of various forms of education"
In this connection special meaning acquires the didactic potential of the informatics classroom, where classes are held in informatics and information technology. Undoubtedly, under certain conditions, an informatics classroom can also become a center for extracurricular and extracurricular activities, professional training, a center for the formation of an information culture, and finally, a means of financial support for a school and an informatics teacher.
In modern conditions, the computer science classroom should become a center for the formation of an information culture, a deep mastery of new information technologies for their conscious use in the educational and professional activities of students.
Classes in the informatics office should serve the formation of:
Modern information picture of the world;
Skills in the use of information technology, as the main component of interdisciplinary and future professional activities,
Knowledge about the structure and functioning of modern computer technology;
Creative personality, development of students' thinking, memory, imagination;
Citizenship, morality and high morality.
With this in mind, the research topic was chosen - "Organizational and pedagogical requirements for the office of informatics in the context of the implementation of various forms of education."
Object of study- the process of teaching informatics to children of primary school age.
Subject of study– requirements for building the space of an informatics classroom in the context of the implementation of various forms of education.
Purpose of the study- to determine the most effective forms of education that allow using the didactic capabilities of the computer science classroom.
As research hypotheses it was suggested that if the didactic potential of the computer science classroom is used in the implementation of various forms of education, then the effectiveness of teaching computer science to younger students can be significantly increased.
Based on the goal and the hypothesis put forward, the following research objectives :
To study the organizational, pedagogical and didactic requirements for building the space of an informatics classroom;
Determine the didactic potential of the computer science classroom in the context of the implementation of various forms of education;
Develop informatics lessons taking into account the use of informatics classroom space;
To check the effectiveness of the study of the space of the computer science classroom in the context of the use of various forms of education.
Theoretical significance The research consists in the fact that the work substantiates the positive impact of the use of the didactic resource of the space of the computer science classroom on the effective teaching of schoolchildren in the study of computer science.
Practical significance research consists in developing lessons on organizing and conducting them using the didactic resource of the computer science classroom.
informatics didactic lesson cabinet
1. Organizational and pedagogical requirements for building the space of an informatics classroom
1.1 Organizational requirements for building the space of an informatics office
In this section, we will consider how the organizational requirements for building the space of a computer science classroom affect successful learning at school.
At present, the informatization of society and education acts as a means of intensifying the learning process, improving its forms and methods, moving to new learning technologies focused on mastering the ability to independently acquire new knowledge.
In connection with the implementation of state programs for the computerization of educational institutions, almost all schools in the country are equipped with computers. The operation of computer equipment, as a rule, is carried out in the office of computer science.
In this regard, the informatics classroom is of particular importance, in which classes are held both in informatics and information technology, and, obviously, in other school subjects. There is no doubt that, under certain conditions, an informatics classroom can become a center for extra-curricular and out-of-school work, professional training, and finally, a means of financial support for a school and an informatics teacher.
According to Robert I.V . Informatics classroom is an educational and educational unit of a modern educational institution, equipped with a set of educational computer equipment, educational visual aids, educational equipment, furniture, office equipment and devices for conducting theoretical and practical, classroom, extracurricular and optional classes in the course of computer science and other general educational subjects using information technology. The computer science cabinet can also be used to organize socially useful and productive work of students, automate the processes of information and methodological support of an educational institution and organizational management of the educational process.
Under certain conditions, an informatics classroom can also become a center for extra-curricular and out-of-school work, vocational training. The computer science cabinet is designed to solve the following tasks:
Formation of students' knowledge about the device, functioning and areas of application of modern computer technology; skills and abilities to solve problems with the help of CM, use the software of modern CM and work with information resources;
Familiarization of students with the use of computer technology in production, in design organizations, scientific institutions, educational process and management;
Improvement of teaching methods and organization of the educational process in an educational institution.
In the computer science office, the following work can be carried out:
Classes in informatics and other academic subjects using the means of new information technologies;
Drawing up application programs by students on the instructions of teachers and school management to meet the needs of the school and basic enterprises;
Extra-curricular and extra-curricular activities using NIT facilities.
An important prerequisite for successful learning in the computer science classroom is the creation of special conditions for the educational process, which include a complex of interrelated components:
material;
Hygienic;
aesthetic;
Ergonomic;
Safety engineering.
This set of conditions should also be supplemented:
Organizational and methodological.
In general, the classroom should represent a psychologically, hygienically and ergonomically comfortable environment, organized in order to maximize the promotion of successful teaching, mental development and the formation of an information culture of students, their acquisition of solid knowledge, skills and abilities in computer science and the basic sciences, while fully ensuring the requirements for health protection and safety of teachers and students.
Under the condition of the effective work of the informatics office in accordance with modern requirements, the following results can be expected: the transition of the school education system to a new, higher quality level; intensification of the educational process; widespread use of new technologies in education; more effective management of the educational process of the school; participation in telecommunication educational projects; generalization and replication of the pedagogical experience of school teachers; creation of a mechanism for the preparation of didactic and methodological materials commissioned by teachers; formation of information culture among students and teachers.
The development of informatization leads to the fact that in a number of schools there are 2 or more informatics classrooms. The introduction of informatics in the primary grades requires the creation of a separate informatics classroom, since for this age group of students a special solution is needed for aesthetic, ergonomic, hygienic, psychological and pedagogical problems.
The effective use of computer technology in education is possible only if there is a complete set of equipment, software, methodological support, documentation, organizational measures for the implementation, support and repair of computer technology, and teacher training. The computer science classroom is equipped with material resources in accordance with the "List of computer equipment, educational equipment, basic and applied software for computer science classrooms, classes with computer in educational institutions of the general secondary education system", as well as other material resources.
In the computer science classroom, information interaction between students and technical means of storing and processing information, between students and the teacher, necessary for the implementation of the educational process, should be provided. To solve these problems, it is necessary to fulfill a number of organizational and methodological conditions.
The organizational and methodological work of the informatics office is headed by the head of the office from among the teachers of informatics, who is appointed by order of the school principal and organizes the equipment of the office, the work of teachers and students on the use of computer technology and information technology in the process of teaching the course of informatics and certain topics of other general education subjects. Under his leadership, a long-term plan for the development of the classroom is drawn up, work is distributed between teachers and students.
The head of the office is responsible for the safety of the equipment, keeping an inventory log, maintaining the equipment in working order, timeliness and thoroughness of preventive maintenance. Maintenance computer technology, its correct use, registration of machine failures and organization of their debugging or repair, serviceability of fire fighting equipment and first aid in case of accidents, timely conduct of introductory and periodic safety briefings for students, compliance by teachers and students with safety rules, registration in the journal the start and end times of each activity, turning the power on and off.
The head of the office is responsible in accordance with the current labor legislation for accidents that occur with students during the educational process as a result of violations of the rules and regulations of labor protection. The head of the office is in charge of disks with software tools, general-purpose instructions, thematic literature, consumables, etc.
Teachers working in the informatics classroom must strictly monitor the students' compliance with safety requirements and the rules for working in the classroom, and note at each lesson in the journals of using the computer the start and end times of work, the state of the workplace, and machine failures. When introducing students to the classroom, the teacher must: distribute students and assign them to jobs, taking into account growth, visual and hearing conditions; Familiarize yourself with the rules of safety and work in the office.
The teacher leading the class must have disks with spare copies of the software used in the lesson. System disks and floppy disks must be protected from modification or accidental erasure.
For a situation of equipment failure or a power outage, the teacher should have a “homework” - a work plan for continuing the lesson: independent work prepared by the teacher in advance, role-playing game, etc. It is important, despite the circumstances, to keep students interested in the subject, or at least attention.
Students should familiarize themselves with safety precautions and rules for working in the classroom. Safety briefing is conducted by the teacher leading the class. The briefing log is signed by the one who conducted the briefing and the students.
Students must be responsible for the condition of the workplace and the equipment placed on it. If one of the students violates the rules of work, the attention of the whole class should be attracted, even if this is an accidental violation. In addition to the obvious requirements for hygiene and the safety of equipment, this creates an appropriate attitude among students both to the classroom and to classes in general. It's a good idea for students to wash and dry their hands before using the keyboard.
To prepare and finish the lesson, a teacher on duty may be involved to help the teacher. He can be entrusted with simple actions to turn on and off the workplaces of students, distribute programs over the local network.
The optimal number of jobs for students is from 9 to 15, depending on the class size. Taking into account the real situation in the field of education, opinions are expressed about the need to develop learning technologies based on one or four or five computers in the informatics classroom.
For computer science classes, classes are usually divided into two subgroups. In turn, when conducting practical classes in the computer science classroom, it is recommended to organize individual, group and collective work. At the same time, the work of only one student can be organized at the RMU; it is forbidden to use one computer by two or more students).
Consider the modes of training sessions in the computer science classroom.
The rational mode of studying students provides for compliance with the regulated duration of continuous work on the VM and breaks, as well as compliance with preventive measures aimed at protecting the health of students.
The duration of work on the computer during training sessions is determined by the age of the students, the start time of work, the duration of the changes preceding work at the video terminal, subject to hygienic requirements for conditions, organization of the workplace and proper fit.
The continuous duration of work at video terminals should not exceed:
For 1st grade students - 10 minutes;
For students of grades II-V - 15 minutes;
For students of grades VI-VII - 20 minutes;
For students of grades VIII-IX - 25 minutes;
For students of grades X-XI, with two lessons in a row, the first of them is 30 minutes, the second is 20 minutes. The interval between work on the VM in the first and second lessons should be at least 20 minutes.
For students of grades VIII-XI - after 15-20 minutes of work, and for the rest - after the established duration of classes on the VM, a set of exercises for the eyes should be carried out. During the lessons, it is desirable to conduct physical education pauses of purposeful action.
The duration of the break between lessons in which the VM is used should be at least 10 minutes, with the obligatory exit of students from the classroom and its airing. For students of grades X-XI before the fifth lesson, and for students of grades VIII-IX - before the fourth lesson, it is advisable to arrange a break of 50-60 minutes for lunch and rest for students.
In the industrial training of high school students with the use of VM, it is necessary to allocate 50% of the time for theoretical and practical classes. The mode of operation must comply with the requirements with mandatory preventive measures. At the same time, the total time of production practice using VM for students over 16 years old is up to 3 hours, and for students under 16 years old - up to 2 hours. Optional and circle work using VM for high school students should be carried out no earlier than 1 hour after the end of training sessions and no more than twice a week; by duration no more than 60 minutes for students of grades II-V and 90 minutes for students of grades VI-XI.
Computer games with an imposed rhythm are allowed at the end of circle classes lasting up to 10 minutes for students in grades II-V and up to 15 minutes for older students. The mode of classes in the circle must comply with the requirements set forth for the training sessions.
To prevent the general fatigue of students between computer science lessons, it is necessary to carry out physical pauses and physical exercises, including exercises of general impact, improving the functional state of the nervous, cardiovascular, respiratory systems, as well as cerebral circulation and eliminating congestion in the lower half of the body and legs, relieving fatigue from the muscles of the shoulder waist, arms, torso and legs.
Having studied the document, we found out what hygiene requirements are determined for the lesson schedule .
It has been established that the biorhythmological optimum of mental performance in schoolchildren falls within the interval of 10–12 hours. During these hours, the greatest efficiency of assimilation of the material is noted at the lowest psychophysiological costs of the body. The mental performance of students is also not the same on different days of the school week. Its level increases towards the middle of the week and remains low at the beginning and at the end of the week. Therefore, in the schedule of lessons for students of the 1st stage, the main subjects should be taught at 2-3 lessons, and for students of the 2nd and 3rd stages - at 2, 3, 4 lessons.
The distribution of the study load during the week should be built in such a way that its largest volume falls on Tuesday and Wednesday. On these days, the lesson schedule includes either the most difficult subjects, or subjects of medium and light difficulty, but in greater numbers than on the rest of the week.
When organizing work in the office, one should proceed from the need for intensive and at the same time effective use of VM. The study load of the office should be at least 36 hours a week, and taking into account extracurricular work, the office should function up to 12 hours a day.
The time free from compulsory classes in the computer science course program must be used for specialized training and circle work with students. At the same time, it is possible to involve elementary school students in such work. It makes sense to create a certain initiative group of the most creatively active students, which, along with participation in circle work, can simultaneously perform individual work related to the equipment of the classroom, the production and development of various kinds of teaching aids and software tools that allow other students to be involved in working with the computer. . This can be, for example, a wall or electronic newspaper about life at school, the creation of Web pages, etc. It is also desirable to involve their parents in extracurricular activities with students.
The Ministry of Education of Russia has developed a letter “On the organization of the use of information and communication resources in general educational institutions” dated 13.08.2003 No. 01-05-088 IN, which notes that the computers available in schools “are used mainly for studying computer science within the framework of the academic subject” .
The letter recommends that urgent measures be taken to increase the use of computers in teaching other subjects and to organize access and use of computer equipment by students outside of school hours. “School information and communication technology facilities can and should be used in a hygienic and safe manner for up to 12 hours a day.” In the "Recommendations on the organization of the effective use of a computer base in educational institutions" attached to the letter, it is noted that during extracurricular time it is necessary to organize:
Carrying out and consulting project activities of students in various subject areas in terms of the use of ICT;
Access to ICT tools, other resources and assistance in their application to students and employees of a general education institution;
Providing advisory assistance and extracurricular activities using ICT;
The work of school media using ICT;
Leisure of children in the school computer club.
In the computer science classroom, distance learning and participation in telecommunication projects and other types of extracurricular activities of students and teachers can also be organized.
Consider the material and sanitary and hygienic conditions for the functioning of the computer science cabinet.
Quite stringent requirements are imposed on the premises of the informatics office, determined primarily by SanPiN 2.2.2.542-96 and SanPiN 2.4.2.1178-02. These requirements apply to a number of parameters.
Requirements for the premises, microclimate, illumination, workplace equipment, work regime and organization, preventive measures are given in the Sanitary Rules and Norms SanPiN 9–131 RB2000 “Hygienic requirements for video display terminals, electronic computers and work organization”.
It is very important that the room for installing a PC meets the necessary hygiene requirements, the observance of which would contribute to the optimization of the educational process and the preservation of health.
To paint the walls of the room, paints of cold tones should be used: light green, light blue, light gray. It is allowed to paint the walls in light beige, light yellow or ivory. In this case, the surface of the walls should be matte.
Work on a PC leads to a decrease in the concentration of oxygen, an increase in ozone, the concentration of which may exceed the maximum allowable for atmospheric air. For these reasons, rooms with a PC should be equipped with supply and exhaust ventilation that provides optimal temperature and humidity conditions.
In the absence of ventilation and air conditioning, it is necessary to organize ventilation at every break and in any weather. If weather conditions allow, then classes are held with open transoms, sashes of window frames or windows.
When organizing an informatics cabinet, the rules of fire and electrical safety should be taken into account.
The office of informatics must be equipped with fire extinguishing equipment. Fire safety in the office is organized in accordance with the Fire Safety Rules for secondary schools, vocational schools, boarding schools, orphanages, preschool, out-of-school and other educational institutions.
All used demonstration, laboratory and other electrical appliances must comply with the requirements of the Rules for the technical operation of electrical installations and the Safety Rules for voltages up to 1000 V when conducting classes in the classrooms of an educational institution and the practice of students at industrial facilities.
Also, the computer science room should have natural and artificial lighting. Unfavorable lighting conditions make it difficult to work at video terminals and contribute to the formation of deviations in the function of vision.
Proper seating of students at a desktop with a PC contributes to the normal functioning of the organs and systems of the body, the prevention of posture and vision disorders, the preservation of health and good performance. Proper seating is ensured by the selection of a table and chair in accordance with the height of students in shoes. When properly seated, students should sit upright in front of the video monitor without slouching. The back should be supported in the region of the lower angles of the shoulder blades, the forearms should be at right angles to the shoulders and rest on the inclined surface of the table with the keyboard; thus, static tension is removed from the muscles of the shoulder girdle and arms.
A rational mode of classes using a PC provides for compliance with the regulated duration of continuous work at a PC and breaks, as well as the mandatory implementation of preventive measures aimed at protecting the health of students.
It is not necessary to neglect the implementation of sets of exercises for the eyes, physical exercises and physical pauses, since their implementation improves the functional state of the visual analyzer, the central nervous, cardiovascular, respiratory, muscular and other systems of the body, helps to eliminate congestion in the lower half of the body and legs, formed when working in a sitting position, improves the blood supply to the brain.
In the next paragraph, we will consider the pedagogical requirements for equipping an informatics classroom.
1.2 Pedagogical requirements for building the space of an informatics classroom
Accordingly, educational premises should include: a working area, a teacher's working area, additional space for placing educational visual aids, technical teaching aids, an area for individual studies of students and possible vigorous activity.
Consider the placement of jobs and equipment in the office of computer science. Basic requirements for optimal placement should include:
Safety of students, teachers and equipment;
Convenience for students;
Convenience for the teacher in terms of lesson management, combination of various forms of teaching, organization of control;
Ease of maintenance and repair;
Optimal use of space.
Consider and evaluate the main options for placing students' workplaces , which can be done in the following ways:
Row - historically the first type of computer placement in the computer science room, in which the tables are arranged in the traditional way;
Central placement , in which two rows of tables with VMs stand without a gap in the center of the cabinet, and their screens are turned in opposite directions;
Perimeter placement , in which tables with VM are located along the walls of the office. This accommodation option is the most consistent with the requirements of SanPiN.
The arrangement of students' workplaces in the classroom should provide free access for students and teachers during the lesson to the workplace, the possibility of active communication between students and the teacher. Work behind the VM should be carried out under artificial lighting and curtained windows, which makes it possible to provide a constant level of illumination on the desktops.
However, other options for the placement of RMUs are also possible. They often either do not comply with SanPiN, or are inconvenient for conducting classes, or use the office space irrationally.
Note that an original and interesting solution in many respects may not be allowed by the SES authorities. In particular, the requirements regarding the distance between the side surfaces of video monitors, orientation relative to window openings, and the number of people working on VMs are not met. Therefore, all author's developments regarding the layout of the computer science classroom and students' workplaces must be carefully thought out, planned and agreed with the State Sanitary and Epidemiological Supervision authorities.
New SanPiN impose increased requirements on educational furniture. So, in classrooms, student tables, classroom tables, drawing tables or laboratory tables can be used. The arrangement of tables is usually three-row, but options are possible with two-row or single-row arrangement of tables.
Students should be provided with a comfortable workplace at a desk or table in accordance with the height and condition of vision and hearing. For the selection of furniture according to the growth of students, its color marking is made.
To implement the functions of an informatics cabinet, it is equipped with material means, according to the "List of computer technology, educational equipment, basic and applied software for informatics classrooms, computer science classes in educational institutions of the general secondary education system."
The classroom should use a set of technical teaching aids available at the school.
To solve the problems facing modern education in general and school informatics in particular, it is necessary to create an educational and material and material and technical base for the infrastructure of new information technologies of education.
The study of domestic and foreign experience in using a computer for teaching purposes, theoretical research in the field of informatization of education allows us to conclude that the inclusion of a computer in the educational process has a certain impact on the role of teaching aids used in the process of teaching a particular subject, and the use of SNIT itself traditionally deforms the established structure of the educational process. At the same time, not only organizational forms, teaching methods, but also the volume and content of the studied material undergo changes. The latter is due to many factors, of which the most significant can be considered the saving of study time due to the exclusion of routine computational operations and numerical analysis; expansion and deepening of the studied subject area through modeling, imitation of the studied processes and phenomena, as well as the use of peripheral equipment of the computer, educational, demonstration equipment interfaced with the computer, in order to organize the research activities of students; expansion of the sphere of independent activity of trainees.
Thus, the effectiveness of training in the computer science classroom is determined, among other things, by the technical and operational characteristics of the computer used.
The papers consider the composition of the material - technical base, focused on the use of new information technologies in the process of studying the course of computer science and other subjects, which includes:
Informatics cabinet for teaching the course of informatics, technology and certain general education subjects using SNIT, which includes:
A set of educational computing equipment that has characteristics that meet psychological, pedagogical, ergonomic, sanitary and hygienic and technical requirements;
An educational and methodological complex focused on the use of NIT tools and intended for teaching general education subjects. It is advisable to form the teaching materials in the form of a block structure, allowing the possibility of "building up" to the main block of other blocks and their recompletion in accordance with the goals and objectives of the educational material being studied;
Specialized furniture and office equipment;
Devices and means providing safety precautions when working in an informatics office.
In case of individual, group, teamwork using VM, as well as if it is necessary to use educational, demonstration equipment interfaced with VM, students can study 2-3 times a week in the informatics classroom according to the schedule.
The information network of the educational institution, which provides:
Communication between the KUVT, located in the computer science room, and autonomous VMs distributed over other school rooms;
Access to the telecommunications server of the educational institution.
Thus, in order to implement the tasks and content of the work noted above, the computer science classroom is equipped with material resources in accordance with the "Typical list of teaching aids and educational and production equipment for general education and schools", "Requirements for hardware and software systems based on personal computers for educational institutions" and additional instructive and methodological recommendations, other normative and administrative documents of the Ministry of Education.
So, we have considered what pedagogical requirements the computer science office in a regular school imposes on the construction of its space: the placement of students and teachers jobs, the placement of equipment, the provision of material resources for the implementation of the functions of the computer science office.
The basis of computer equipment for a modern computer science classroom should be a teacher’s computer, since it can act as a “local server”, providing access from students’ computers to the local network of the entire educational institution, and through it to the Internet. All the necessary set of peripheral devices is connected to the teacher's computer, which may include:
A printer;
media projector;
Group video terminal for implementing distance learning technologies, conducting joint lessons via videoconference, etc.;
An audio system capable of outputting audio from a teacher's computer, analog audio, or other media technologies, etc.
1. Be provided with the means to teach the student practical subject, inter- and supra-subject skills
Necessary hardware and software for practical and laboratory work, didactic kits and sets of cards with terms, pictures, stationery, personal computers for individual work, simulation kits, programmable constructors, etc.
2. Be provided with facilities that provide comfortable conditions cognitive activity students with different characteristics of the psychophysiological sphere
In the computer science classroom, resources are needed that provide different ways of perceiving the same new material, all this is possible only if there is a variety of didactic equipment that requires the use of various channels for obtaining information;
3. Provide conditions that initiate and maintain motivation to study computer science
Various educational, cognitive, electronic and non-electronic resources can be presented in the office. Depending on whether this office is one of the specialized ones in this educational institution, more sophisticated equipment is required to form a high level of interest, the presence scientific texts and equipment that provides an in-depth level of study of computer science. In the subject non-core informatics classrooms, the teacher needs to be able to ensure the age change of the motives for the activities of their students;
The computer science subject cabinet should be equipped in accordance with the age and the main profile of the school.
Thus, the teacher needs to represent the computer science classroom, from the positions discussed above, as a means of student development. Only in this case, the unity of external requirements and the teacher's own professional position will create the necessary developing environment for the student.
The state of health of students is an important indicator of the work of each teacher in the field of using health-preserving principles of education. Conditions of fatigue, impaired attention, weakening of memory, immunity - all these are indicators of an improperly organized educational process at school. Negative emotional states, posture disorders, decreased visual acuity are indicators of an improperly organized lesson. An important role in these situations is played by the fulfillment of valeological requirements not only for the organization of the learning process, but also for the organization of the space of a particular informatics classroom.
The computer science teacher implements in his activity a system of competencies that provide him with the opportunity to optimally and effectively analyze and design the educational space of the lesson according to the principles of health-saving technologies:
1. Knowledge about the health-saving principles of organizing a lesson and the space of a subject cabinet.
2. Skills for organizing student learning through different channels of information perception, depending on the age characteristics of students, as well as the goals and objectives of the lesson.
3. Knowledge of weekly zones of working capacity and planning, in connection with this, lessons of varying degrees of complexity.
4. Knowledge of the student's performance levels during the working day.
5. Planning control works, lessons of new material, generalization lessons, creative lessons depending on the place of the lesson in the schedule grid.
6. Distribution of the intensity of the mental load during the lesson and the working day.
Creating a health-saving office space is a problem for many educational institutions. So, for example, the specifics of work in many lessons is the predominance of a written type of activity or an excess of time spent studying at a computer. It has been proven that intellectual fatigue in this type of activity is much higher than in dialogue, active listening, speaking. The teacher must definitely find out the presence among his children of students at risk for vision and posture.
An equally important role in ensuring health-saving conditions is played by the color scheme of the classroom space, which through the visual channel affects the human psyche, his emotional state. Undoubtedly, the influence of color is individual and specific to each person, but some general patterns have been identified that help the teacher to consciously use color in his classroom:
Psychological research recommends yellowish-green, yellow to orange colors for school spaces. If the cabinet windows face south, then blue and green shades are also suitable for painting walls. It is also necessary to take into account the age of students - in elementary school, use warm colors, and in high school, a calmer range - gray-blue and gray-green tones.
Knowing the psychological characteristics of color, we can solve the problems of relieving students' stress by exposing it to external colors. For example, under prolonged exposure to blue-green colors, a choleric person can become almost phlegmatic. We have already mentioned above that yellow or cream-colored walls in the classroom create a positive emotional mood for activity. But bare solid walls of the most “positive” color cause fatigue, if not diluted with “spots” of a contrasting color - a planter with bright green flowers, a painting depicting a landscape with a deep perspective, etc. The requirements of the methodologists “to remove everything from the classroom walls so that nothing distracts children from classes” are often taken literally by teachers, after which the classroom turns into a kind of reception room in an institution - neat, clean, but faceless, boring and not inspiring.
Valeological requirements for the use of technical teaching aids are one of the main sections of the requirements of health-saving technologies in the modern school.
Requirements for the regime and organization of the use of TSS are prescribed in section 2.9.11. "Hygienic requirements for the conditions of education in educational institutions, SanPiN 2.4.2.1178-02", approved by the Chief State Sanitary Doctor Russian Federation November 25, 2002 and entered into force on September 1, 2003.
In the computer science classroom, in order to provide students with information about the rules of conduct in a computer class, work at a computer and other technical teaching aids, a teacher needs to have folders with memos at each workplace.
Also, a computer science teacher should remember that a static posture and neuro-emotional stress that occurs during prolonged work at a computer causes, according to researchers, a kind of emotional stress, and a short-term strong concentration of attention causes pronounced fatigue. In order to reduce the negative impacts from the "idle" work of computer equipment and the work of schoolchildren at the computer, it is necessary to comply with the organizational and pedagogical requirements discussed above.
Professor N.K. Smirnov lists in his book on health-saving technologies 5 rules that help to minimize the adverse effects of a computer in an informatics classroom:
1. The computer should be placed in a corner or with its back to a wall;
2. in the room where the computer is used, daily wet cleaning is necessary, so the floor in it should not be covered with a carpet or carpet;
3. before and after working on the computer, wipe the screen with a slightly moistened clean cloth or sponge;
4. it is believed that cacti placed in front of the screen help to reduce the negative impact of the computer;
5. It is necessary to ventilate the room in which the computer is working more often, place an aquarium or other containers with water in it, which increases the humidity of the air.
The practice of using a computer in a subject room shows that one computer complete with a media projector provides great opportunities for implementing a variety of forms of work in an informatics lesson in combination with demonstrating video sequences and multimedia materials. At the same time, students' vision suffers less, and emotional uplift and increased interest in the subject due to the form of its presentation reduces fatigue from the academic load. Such an installation is quite mobile and allows even with a shortage of computers in the school to realize the advantages of multimedia technologies.
Valeological requirements for school furniture are partially spelled out in the above legal documents).
However, these recommendations in the current conditions of use and application of most new pedagogical technologies are not always feasible. For example, in the context of the use of collective teaching methods, it is required to make tables of two for working in groups, practical work for a common goal, as well as a debate lesson or a conference lesson, is much more effective when arranging tables in the form of a “square”. In this case, the requirements for ensuring the light regime may be violated. In practice, depending on the type of lesson, the teacher may vary the arrangement of tables. For an informatics classroom, these features can be taken into account when workplaces with computers are strictly fixed, and workplaces for theoretical classes are ordinary desks.
1.3 Using the didactic resource of the computer science classroom in the context of the implementation of various forms of teaching computer science
One of the basic principles in didactics was and remains the principle of student activity in the learning process. This principle implies the quality of activity, which is characterized by a high level of motivation, a conscious need for the assimilation of knowledge and skills, performance and compliance with social norms.
Unfortunately, in recent years there has been a trend towards a decrease in interest in knowledge among students. Every year it is more and more difficult to involve a modern schoolchild in the study of educational material. Schoolchildren of any grade go to computer science lessons with pleasure, and this is so far due to the fact that the computer itself is already an incentive to study the subject. But the penetration of computers into many spheres of human life will dull this factor over time and this must be taken into account.
The main motive for the study of computer science is primarily an interest in the computer, the study of the possibilities of computer technology. Therefore, in motivational introductions to their textbooks, instead of announcing the goals and objectives of the informatics course dictated by the social order, they rely on the computer component.
The main task of each teacher is not only to give students a certain amount of knowledge, but also to develop their interest in learning and creativity. The teacher needs to ensure that the learning process turns from boring, monotonous to joyful, willingly performed. The emergence of interest in learning among a significant number of students depends to a greater extent on the teaching methodology, on how skillfully the educational work will be built.
The teacher should make sure that each student works actively and enthusiastically in the lessons. Quite a few important role here allotted to didactic resources and various forms of education in the informatics classroom.
A variety of entertaining didactic resources and forms of teaching in the classroom creates a positive emotional background of activity, disposes to perform those tasks that are considered difficult and even insurmountable. Didactic resources color the material in a special way, make the process of mastering knowledge more attractive, and give food to experiences. The scope of the use of didactic resources in the classroom is very flexible.
Didactic resources can be used for all components of educational and cognitive activity. For motivation, it is advisable to use puzzles and tasks-drawings; for updating knowledge - scanwords, quizzes, entertaining tasks; for the formation of concepts and initial ideas about phenomena - games, tasks with an incomplete condition; for practicing skills - games; for repetition and generalization of the material - games, puzzles, quizzes, logical mini-tasks and joke tasks; for control - crossword puzzles and logical mini-tasks.
Interesting material on computer science can be found on the Internet. The number of sites with entertaining materials is increasing every year, and there are even sites that specialize in publishing only entertaining materials on computer science. The second way to search is to work with printed publications. Many developments are published in the journals "Computer Science and Education" and "Computer Science at School". The third method is more complicated - self-preparation of entertaining materials. You can make your job easier by including students in it.
Effective forms of developing interest in teaching computer science: didactic games, non-standard lessons, integrated lessons, group work, etc.
It is difficult to imagine a modern teacher who does not use other additional aids in his practice, except for a textbook. The teacher, who is interested in the successful assimilation of the material by students, will try to enrich the lesson as much as possible, using a variety of means, thereby enhancing the visibility of the material presented. It is quite difficult to dispute the fact that visibility in learning is far from the last place. However, the didactic principle of visualization, which is the leading one in teaching, should be understood somewhat broader than just the possibility of visual perception.
By influencing the senses, visual aids provide a more complete formation of an image or concept, which leads to a stronger assimilation of knowledge. Visualization contributes to the development of students' emotional and evaluative attitude to the knowledge gained. Conducting independent experiments, students are convinced of the reliability of those processes and phenomena that they learn from the teacher.
And confidence in the truth of the information received leads to awareness and strength of knowledge. Visual aids increase interest in knowledge, facilitate the process of their assimilation, support the child's attention.
The use of visualization in teaching children of primary school age is a necessary factor, since it corresponds to the level of their perception and thinking.
Consider which didactic resources are most effective in successfully teaching computer science.
During the lesson, it is advisable to use a computer to enhance the cognitive activity of students. Of course, if each of the students will have the opportunity to use a personal computer during the lesson, have access to the resources of the World Wide Web, then new techniques and methods of working in the lesson will be required.
The accumulated experience of conducting lessons using ICT allows us to formulate methodological recommendations for their design.
In his lessons, the teacher often uses a personal computer in the following ways: explanation of new material.
The main forms of activity are:
Selection of text and graphic material on the topic of the lesson;
Creation of educational and didactic presentation;
Creation of visual handouts;
Creation of multimedia aids.
An occasional use of a computer is always associated with a certain psychological reconfiguration of students and teachers to work in unusual conditions, which will take up a lot of time. organizational issues- familiarization with the instructions, changes in the schedule for loading cabinets. The use of ICT in the educational process has become an integral part of it.
The use of modern multimedia technologies in teaching informatics makes it possible to visually demonstrate the capabilities of the software being studied, including through multimedia presentations, to increase the efficiency and motivation of learning.
The methodology for using multimedia technologies involves:
Improving the learning management system at various stages of the lesson;
Strengthening the motivation for learning;
Improving the quality of education and upbringing, which will increase the information culture of students;
Increasing the level of training of students in the field of modern information technologies;
Demonstration of the capabilities of the computer, not only as a means for the game.
Multimedia lessons help to solve the following didactic tasks:
Acquire basic knowledge of the subject;
Systematize acquired knowledge;
Build self-control skills;
To form motivation for teaching in general and for computer science in particular;
Provide educational and methodological assistance to students in independent work on educational material.
This technology can be considered as an explanatory and illustrative teaching method, the main purpose of which is to organize the assimilation of information by students by communicating educational material and ensuring its successful perception, which is enhanced when visual memory is connected.
It is known that most people remember 5% of what they hear and 20% of what they see. The simultaneous use of audio and video information increases memorability up to 40-50%.
Multimedia programs present information in various forms and thus make the learning process more efficient. The savings in the time required to study a particular material is on average 30%, and the acquired knowledge is stored in memory much longer.
Consider the possibilities of using multimedia technologies at various stages of the lesson:
| Lesson stages | Content | Goals | Conditions for achieving positive results |
| organizational | demonstration of the topic and objectives of the lesson | Prepare students for the lesson | friendly attitude of the teacher and students; quick inclusion of the class in the business rhythm; ensuring the complete readiness of the classroom and equipment for work |
| examination homework | demonstration of the correct solution for tasks that cause difficulties, questions to test knowledge, a test survey on theory | identify the level of knowledge of students on a homework assignment | identifying the fact that homework was done by the whole class; elimination of typical errors; discovering the reasons for not doing homework by individual students |
| updating of basic knowledge and methods of action | questions and tasks leading to the need to study the topic; a brief summary of the material covered | fill in the missing knowledge of students, recall the necessary basic knowledge and methods of action | formation of a didactic goal together with students; the use of various methods of organizing students' activities to achieve the goal |
| formation of new concepts and methods of action | basic concepts, diagrams, tables, drawings, animation, video clips illustrating the features of the new material | demonstration of new educational material | the use of various methods of activating the mental activity of students, including them in search work, in the self-organization of learning, systematization of new knowledge |
| application of knowledge, formation of skills | questions and tasks that require mental activity and creative understanding of the material, demonstration of the correct solution in case of difficulties | performance of training tasks | the use of various methods of consolidating knowledge; the teacher's appeal about the student's answer to the class with the requirement to supplement, clarify, correct, look at the problem under study from a different angle; students' ability to recognize and relate facts to concepts, rules, and ideas |
| control and accounting of knowledge | tasks of different levels of complexity, the use of non-standard situations in the application of knowledge being tested | organization of control and self-control | the use of various methods of control and self-control of knowledge; reviewing the work of students, indicating the positive aspects and shortcomings in knowledge |
Multimedia technologies can be used:
1. To announce the topic, the topic of the lesson is presented on slides that summarize the key points of the issue under consideration.
2. As an accompaniment to the teacher's explanation, i.e. when using multimedia presentations in the process of explaining a new topic, a linear sequence of frames is sufficient, in which the most advantageous moments of the topic can be shown. Definitions, diagrams may also appear on the screen, which the children write off in a notebook, while the teacher, without wasting time on repetition, manages to tell more.
A teacher who creates or uses information technology is forced to pay great attention to the logic of the presentation of educational material, which has a positive effect on the level of knowledge of students.
The attitude towards the PC is changing. The guys begin to perceive it as a universal tool for working in any area of human activity.
Interactive whiteboards have more potential for revealing the topic of the lesson than a simple whiteboard or even a computer with a projector. But you can only get the most out of using an interactive whiteboard by planning the lesson correctly and preparing the right materials. Lessons prepared for using an interactive whiteboard can be used by the teacher more than once, and further adaptation of the lessons may not be required, which ultimately saves time on preparing for the lesson.
“Interactive whiteboards have a number of advantages over other teaching aids,” say teachers who use an interactive whiteboard in their classroom. The greatest effect can be achieved by working on preparing for the lesson together with colleagues - this allows you not only to distribute responsibilities and save time, but also improve the quality of materials. Teachers also note that interactive software takes over some of their work, for example, when working with some materials on an interactive whiteboard, you can save all the notes and changes in a file to use them later or pass them on to a student who missed a lesson.
Teachers can save their time by creating databases of teaching materials using the materials of colleagues in their lessons.
The interactive whiteboard makes it possible to use a wider range of visual means when studying the material, so the material presented by the teacher becomes more understandable for students. It cannot be categorically stated that the results of all students improve with the use of an interactive whiteboard in the lesson, but most teachers note that students become more interested and more motivated in the lesson, they memorize the material faster. The interactive whiteboard improves the quality of the lessons, which also saves the teacher's time, because he does not have to explain the same material twice.
All over the world, interactive whiteboards are used in the educational field, they can be used in any lessons and in teaching any disciplines.
The main ways to use interactive whiteboards:
Make notes and overwrite on-screen images
Demonstration of websites through an interactive whiteboard to all listeners
Using group work forms
Collaborate on documents, spreadsheets, or images
Using a conference call
Computer control without using the computer itself
Using an interactive whiteboard as usual, but with the ability to save the result, print the image on the board on a printer, etc.
Change text in on-screen documents using the virtual keyboard configured in the whiteboard software
Change any documents or images on the screen, use any notes
Saving on the computer in a special file all the notes that the teacher makes during the lesson for further demonstration in other lessons or via the Internet
The teacher can transfer the notes saved during the lesson to any student who missed the lesson or did not have time to make the appropriate notes in his notebook
Demonstrating the work of one student to all other students in the class
Demonstration of training videos
Create drawings on an interactive whiteboard without using a computer mouse
Create drawings, diagrams and maps during the lesson, which can be used in the following lessons, which saves time in the lesson
With the appropriate software, the teacher can display an image of any student's monitor on the interactive whiteboard screen.
So, we have considered the opportunities provided by the use of an interactive whiteboard in education, we are convinced that an interactive whiteboard is a modern tool that allows you to make learning at school more effective, but what are the disadvantages?
1. Interactive whiteboards are much more expensive than standard whiteboards or a projector with a screen.
2. The surface of interactive whiteboards can be damaged, and replacing the damaged surface is also a very expensive service.
3. The image transmitted to the surface of the interactive whiteboard may be obscured by a person near the whiteboard.
4. Portable interactive whiteboards should be more secure against theft, damage, etc. Also, when using portable boards, each time you move to a new location, the board must be adjusted.
5. Illiterate use of the advanced features of the interactive whiteboard may result in the display of correct information on the screen.
6. If the interactive whiteboard is enabled for remote access, some users may send an unwanted message or drawing to the screen.
Consider the main advantages of an interactive whiteboard over a chalk one.
1. Interactive whiteboards are similar to ordinary whiteboards, but at the same time they help the teacher to use the learning tools easily and naturally, while being in constant contact with the class.
2. Interactive whiteboards help increase the use of e-learning tools because they convey information to learners more quickly than with standard tools.
3. Interactive whiteboards allow the teacher to increase the perception of the material by increasing the amount of illustrative material in the lesson, whether it is a picture from the Internet or a large-scale table, a text file or a geographical map. The interactive whiteboard becomes an indispensable companion of the teacher in the classroom, an excellent addition to his words.
4. Interactive whiteboards allow the teacher to create simple and quick corrections to the available methodological material right in the lesson, while explaining the material, adapting it to a specific audience, to specific tasks set in the lesson.
5. Interactive whiteboards allow students to absorb information faster.
6. Interactive whiteboards allow students to participate in group discussions, making the discussions even more interesting.
7. Interactive whiteboards allow students to work together, solve a common problem set by the teacher.
8. Interactive whiteboards allow you to test the knowledge of students in the entire classroom at once, and allows you to organize competent feedback "student-teacher".
9. With the full integration of interactive whiteboards in education, the creation of a single database of methodological and demonstration materials for teaching, teachers have more free time.
When for the first time students of the 3rd grade were asked to answer the questions of the computer test "Sources and receivers of information", made in this program using macros. Absolutely all the students coped with the proposed task, they really liked this type of work. The test allowed to check the quality of students' knowledge on the topic "Sources and receivers of information"; working with him contributed to the education of diligence; through repeated performance of the same type of actions - a conscientious attitude to learning; education of self-control skills; the development of cognitive interest of students, the selectivity of their attention, the ability to perform interactive tasks.
The test "Sources and receivers of information" was created on the basis of a test template for elementary school and has the ability to correct mistakes made by the student. The first two tasks of the test require the choice of one correct answer. In all subsequent tasks, students must choose several correct answers from those offered. To run a test in Microsoft Office PowerPoint 2003-2007, you need to click "Slide Show" and click on the "Start Test" button on the title page. After completing all the test items, students are automatically graded. On the "Test Results" sheet, you can click the "Fix" button and complete tasks in which errors were made. In this case, if the student answers incorrectly, the message "Answer is incorrect" is displayed. For the test to work correctly, the security level must be lowered.
Used in the educational process and such an opportunity, PowerPoint 2003-2007. The use of "hot zones" technology can significantly improve feedback from students, provide more comfortable conditions for conducting classes and an individual approach to learning. The created didactic games arouse interest in younger students, satisfaction from a successful answer. Students really enjoy doing similar tasks on the interactive whiteboard.
There is a large number organizational forms learning through which didactic resources can be realized. Most often, such forms are used in elementary school - these are travel lessons, fairy tale lessons, quiz lessons, etc.
IN last years non-traditional forms of lessons are used by teachers quite widely. Interest in them is caused by many circumstances. Approved a new style pedagogical thinking, focused on the intensive and effective solution of educational problems within the shrinking volume of study time, on the creative and search independence of schoolchildren, and the modernization of the learning process. The teacher seeks to surprise the student, who spends his time not with a book or in the library, but at the TV, at the computer, video games, etc.
Non-traditional forms of the lesson can be considered as one of the forms of active learning. This is an attempt to increase the effectiveness of learning opportunities to bring together and put into practice all the principles of learning using various means and teaching methods.
For students, an unconventional lesson is a transition to a different psychological state, a different style of communication, positive emotions, a sense of themselves in a new quality, which means new duties and responsibilities.
Such a lesson is an opportunity to develop one's creative abilities and personal qualities, to evaluate the role of knowledge and see its application in practice, to feel the interconnection of different sciences, this is independence and a completely different attitude to one's work.
Non-traditional forms of conducting lessons make it possible not only to raise students' interest in the subject being studied, science, but also to develop their creative independence, teach them to work with various, the most unusual sources of knowledge.
The very organization of such a lesson leads students to the need for a creative assessment of the phenomena being studied, especially the results of human activity, i.e. contributes to the development of a certain positive attitude towards nature.
In the process of conducting these lessons, favorable conditions are created for the development of skills and abilities for quick thinking, for the presentation of brief but accurate conclusions.
Interest in the work is also caused by the unusual form of the lesson, which removes the traditional nature of the lesson and enlivens the thought. Such classes allow you to introduce elements of entertainment more widely, which increases interest in the subject.
Non-traditional forms of lessons contain unlimited possibilities in eliminating overload of students with homework by using various ways of learning new material in the lesson.
Examples of non-traditional lessons include:
| Lesson types | ||||
| Lesson Forms | Lessons in the formation of new knowledge | Skills training lessons | Lessons of repetition and generalization of knowledge, consolidation of skills | Lessons for testing and accounting for knowledge and skills |
expedition lessons research lessons dramatization lessons educational conferences integrated lessons. |
workshops creative practical work dialogue lessons and seminars lessons with role-playing, business game. |
seminars iterative-generalizing disputes game KVN "What? Where? When?" "Field of Miracles", "Lucky Chance" integrated theatrical consultation lessons. lessons-competitions competition lessons. |
test quizzes, contests, review of knowledge protection creative works, projects, creative |
|
An important role is given to games in computer science lessons - a modern and recognized method of teaching and education, which has educational, developing and educating functions that operate in organic unity. The inclusion of gaming moments in the lesson makes the learning process interesting and entertaining, creates a cheerful working mood among students, and facilitates overcoming difficulties in mastering educational material.
Non-standard forms of education allow using all levels of knowledge acquisition: from reproducing activity through transformative activity to the main goal - creative search activity. Creative search activity is more effective if it is preceded by reproducing and transforming activity, during which students learn teaching techniques.
Further, we propose the practical implementation of various non-standard forms of education when conducting various types of lessons in the lower grades using various didactic tools, through the methodology of their conduct in the computer science classroom.
At present, the informatics classroom is of great importance in education, in which classes should be held both in informatics and information technology, as well as in other school subjects.
An important prerequisite for successful learning in the computer science classroom is the creation of special conditions for the educational process, which include a complex of interrelated components: material, hygienic, aesthetic, ergonomic, safety, organizational and methodological requirements.
In addition to organizational requirements, the informatics office also imposes pedagogical requirements on the construction of the office space.
In the second paragraph, we examined the placement of jobs and equipment in the computer science room. We determined the basic requirements for the optimal placement of jobs and equipment.
To implement the functions of the computer science cabinet, it must be equipped with material means, according to the "List of computer technology, educational equipment, basic and applied software for computer science classrooms, computer science classes in educational institutions of the general secondary education system."
The main purpose of the computer science classroom is the need to become part of a holistic information and educational environment in which each student is guaranteed the necessary conditions for successful learning. Therefore, the computer science cabinet should reflect the implementation of the four main components of personality development:
Motivate the student to search and acquire knowledge, skills and abilities;
To form a system of subject knowledge in the student;
To form a system of subject, inter-subject and over-subject skills and abilities in the student;
To develop his cognitive sphere and the development of psychophysiological properties.
Effective forms of developing interest in teaching computer science are didactic games, non-standard lessons, integrated lessons, group work, etc.
The result of the educational process also largely depends on how it is provided with a variety of teaching aids.
2. Experimental verification of the use of the space of the computer science classroom in the context of the implementation of various forms of teaching computer science
In this chapter, we will conduct an experimental verification of the use of the space of the computer science classroom in the context of the implementation of various forms of teaching computer science.
The state educational standard makes high demands on the modern student. Short terms, large volumes of information and strict requirements for the knowledge and skills of the student - these are the modern conditions for the educational process. High demands cannot be satisfied based on traditional methods, forms and means of pedagogical technologies. New approaches to the organization of the educational process are needed, based on progressive information technologies and, in particular, on multimedia technologies. The main goal is seen in the competent use of didactic resources during the educational process.
Currently, the use of information technology has a significant impact on the content, forms and methods of teaching. Modern schoolchildren actively use modern information technologies, they are brought up on audio-video products, computer games and other elements of computer culture.
The use of modern multimedia technologies in teaching informatics makes it possible to visually demonstrate the capabilities of the software being studied, including with the help of video lessons, to increase the effectiveness and motivation of learning.
At the school where the pilot study a good material and technical base has been created: the classroom has an interactive whiteboard, a permanently installed screen, a multimedia projector and computers. All this creates the prerequisites for the active introduction of ICT in the learning process.
2.1 The technology of conducting informatics lessons in the context of the implementation of various forms of education using a variety of didactic resources
The objective of this section is to develop a methodology for conducting informatics lessons in the context of the implementation of various forms of education using a variety of didactic resources, as well as to identify indicators of the effectiveness of such lessons.
The purpose of this experimental study is to consider what forms of teaching informatics using a variety of didactic resources make the learning process more effective, the activity of students in the lesson increases, the assimilation of the material is facilitated, and interest in learning and creativity develops.
Consider, as an example, how interesting it is to repeat the studied material according to the textbook by N.V. Matveeva "Informatics", we give a summary of the lesson - games in 3 "B" class.
Lesson - game “Actions with information. Repetition"
Lesson topic: “Actions with information. Repetition"
The purpose of the lesson: repetition and generalization of the studied material on the topic "Actions with information", preparation for the test.
Educational: repetition of the knowledge, skills and abilities acquired by students in the second chapter "Actions with information"; updating of basic concepts and terms; application of knowledge in an unfamiliar and somewhat changed situation; formation of general educational and general cultural skills of working with information.
Developing: continue to develop the cognitive interest of students; develop selectivity of attention, creative activity, logical thinking; form ideas about the computer as a learning tool.
Educational: to cultivate diligence, independence; to cultivate self-control skills, the ability to work in a group.
Type of lesson: lesson-game to consolidate the studied material and prepare for the test.
Forms of work in the lesson: independent, group and individual work.
Equipment: computer class, multimedia projector, Hitachi FX-77 StarBoard interactive whiteboard, author's digital educational resource - didactic game-presentation "Actions with information", workbooks, textbook "Informatics and ICT" N.V. Matveeva for grade 3, handout.
Lesson plan:
I. Organizational moment
II. Repetition of the studied material during the team game
b) Working with an interactive whiteboard
c) Physical education
d) Working on computers
III. Summing up the lesson, awarding the winners
IV. Homework
During the classes.
I. Organizational moment.
Repetition of the studied material during the team game.
- Hello guys. Today we have an unusual lesson with you - a lesson-game. The teams had to prepare a greeting and an emblem. Let's see what you got.
Teams are formed a week before the lesson under the guidance of a teacher so that the level is approximately the same. The emblem and greeting of the team are prepared independently, in consultation with the computer science teacher during the week.
a) Team greeting, emblem
Look at the board and listen carefully to the rules of the game.
- On the left are the actions with information that we have studied: collecting information, presenting information, encoding information, decoding information, storing information, processing information. On the right - categories of questions, the more difficult the question, the more points you get by answering correctly. You can choose a question worth 5, 10 and 15 points. The team that received the right to make the first move chooses a question, naming an action with information and the cost of the question, then one of the team members goes to the interactive whiteboard and answers this question. The right to choose a question then passes to the next team, and so on, until all questions have been selected. Distribute so that team members take turns coming to the board and completing the selected tasks.
- So, let's play with you the right of the first move. We listen to the question: “What is another name for tactile information?”.
b) Working with an interactive whiteboard.
The team that first answered the question: “What is another name for tactile information?” the right of the first move and, accordingly, the choice of the category and complexity of the question is given. Then a member of this team goes to the ID and answers the selected question, making notes in the multimedia presentation. Then a check is carried out: the student clicks on the Check button and the correct answer appears. Depending on the correctness of the answer, the team is assigned 1 or 0 points.
Didactic game-presentation "Actions with information"
5 B. Gathering information is...
a) observation; b) memorization; c) game; d) recording; e) thinking;
e) coloring the picture.
Answer: a, b, d.
10b. Gathering information means...
15b. Information is collected through...
5 B. They say about the drawing that it is ...
a) text representation of information; b) numerical representation of information; c) graphical presentation of information.
10b. What information gives a visual representation of a rose?
15b. You can represent information in computer memory in the form of ....
5 B. Information encoding is...
a) transformation of one form of presentation of information into another; b) transmission of information at a distance.
10b. The green light of the traffic light is a coded command: a) Stop! It's dangerous to go! b) Go! c) You can't go!
15b. Encode information about 5 balls:
| 12 | 16 | 14 | 17 | 30 | 32 | 20 | 06 | 18 |
5 B. How did people store information in ancient times?
10b. Set the chronology of the appearance of information storage methods:
a) Magnetic and laser discs for computers; b) Recordings on birch bark; c) Primitive rock paintings; d) Handwritten and printed books.
Answer: a-4, b-2, c-1, d-3.
15b. For long-term storage of information are intended ....
5 B. Choose the right continuation
When processing textual information with a change in punctuation at the end of a sentence ...
a) there is a change in the meaning of the sentence;
b) there is no change in the meaning of the sentence.
10b. Perform Numeric Data Processing
Answer: 80, 600.
15b. Select the name of the action that was performed when formatting the text from option 2:
a) The text is right-aligned; b) The text is center aligned; c) The text is left aligned; d) The text is justified.
c) Physical education
Good morning, hello Ivan.
Good morning, hello Stepan.
Good morning, hello Sergey.
Good morning, hello Andrey.
Good morning, hello Anton.
d) Working on computers
- Guys, now we sit down at computers and do the task of formatting text in Word. Run the file Practical work.doc. The one who completes the proposed task first receives 10 points to the team's piggy bank, II - 9 points, III - 8 points, IV - 7 points, V - 6 points, VI - 5 points, VII - 4 points, VIII - 3 points, IX - 2 points , X – 1 point.
The file Practical work.doc contains the text:
A person performs actions with information to ensure his life and safety.
Actions with information are the collection of information, the presentation of information in the form of data, the encoding and decoding of information, the storage of information, the processing of information, and others.
Data is coded information.
A person can process numerical, textual, graphical information.
When processing information, both the form of information presentation and the meaning of messages can change.
A computer can process data if it is stored in its memory. The programs with which he processes this data are also stored in his memory.
1) Apply formatting to the first paragraph: font size 26 pt.
2) For the second paragraph, apply formatting: the text color is blue.
3) For the third paragraph, apply formatting: italics.
4) For the fourth paragraph, apply formatting: underline.
5) For the fifth paragraph, apply formatting: bold.
6) Find the word information in the entire text and apply the following formatting to it: text color - red, italic, bold.
7) Find the word computer in all the text and apply the following formatting to it: text color - green, underline, bold.
III. Summing up the lesson.
- So our lesson-game has come to an end. And now let's process the numerical information and calculate the number of points scored by the teams.
Calculation of points and rewarding of winners with diplomas.
IV. Homework.
Preparation for control work. Workbook No. 1, p. 22–62.
Lesson analysis - lesson - game “Actions with information. Repetition".
The lesson was in the form of a game. The following didactic resources of the computer science classroom were used: a multimedia projector, an interactive whiteboard Hitachi FX-77 StarBoard, an author's digital educational resource - a didactic game-presentation "Actions with information", workbooks, a textbook "Informatics and ICT" by N.V. Matveeva for grade 3, handout.
Thanks to the use of a variety of didactic resources of the informatics classroom in the lesson, the activity of students during the lesson was increased. The use of new computer technologies in the lesson helps to increase the level of visibility in the lesson, increase the productivity of the lesson, establish interdisciplinary connections, foster students' interest in the subject, and make the learning process interesting and rich. Due to the chosen non-traditional form of education, the lesson was exciting and exciting.
The combination of active cognitive activity in this lesson, entertainment, gambling passion of competing teams during the game contributes to a better repetition of the studied material. The use of an interactive whiteboard in a computer science lesson has a positive effect on the motivation of learning, the creative activity of students, and therefore improves the quality of children's knowledge.
All students, without exception, at every lesson want to work at the blackboard and perform the most difficult tasks. The technique of the 21st century helps to keep the attention of children, to raise interest in the subject.
Easy to explain with interactive whiteboard educational material student, you can draw diagrams, tables, it is just as easy to erase them.
It is visibility and interactivity that is the main advantage of an interactive whiteboard.
Here are just some of the features of the interactive whiteboard in computer science lessons that a teacher can use:
- the use of a special program that allows you to "drag and drop" objects;
- using the opportunity to add over the presentation, both individual characters and whole sentences;
- using the board as a large screen for working on test tasks;
- adding the correct answers over the presentation with their subsequent verification, etc.
Thus, you can use the interactive whiteboard in the educational process in such modes as:
– projection-demonstration;
- graffiti;
– online;
- an object.
The lesson can be built in the form of a video sequence, starting from the topic being studied and ending with a homework assignment.
The first and one of the most popular features of an interactive whiteboard is the demonstration of text, diagrams, diagrams, drawings, videos, etc.
The large ID screen, wide field of view and visibility solve the problem of producing a large amount of handouts. It is enough to type the necessary material on the slide once - and the task is ready for the whole class.
It is convenient to place illustrated tasks on a slide when conducting independent work or recapitulating lessons.
When learning a new topic, you can use the "shutter" function, which allows you to close part of the screen, both from top to bottom and from right to left. For example, students in the classroom reflect, decide problematic issue, and the answer to it is hidden behind the "curtain". After a collective discussion, the whole class checks the correctness of the answer: the teacher lowers the “curtain”, behind which is the correct answer.
Great opportunities have the use of objects for movement. It is then that the sensory principle of ID operation is fully realized. You can move both individual words and whole sentences. For example, in the "File Types" task, you should correctly correlate extensions with file types by moving the extensions to the appropriate cells in the table.
You can create "drag and drop" objects both in StarBoardSoftware and in Adobe Flash. However, the downside of creating "drag and drop" objects in StarBoardSoftware is that they cannot be used on boards of other brands. In the course of developing resources for an interactive whiteboard, we came to the conclusion that the Adobe Flash program has great opportunities for creating tasks for a whiteboard of any brand.
To diversify computer science lessons for elementary school students, author's digital educational resources created in the Adobe Flash program allow. Animation is an important medium for conveying information. Animated videos, when used correctly, can significantly increase the effectiveness of training, and also serve as an excellent illustration during lessons. In addition, the creation of animation clips is an important way to develop the creative abilities of schoolchildren.
Modern software provides ample opportunities for teacher creativity when creating copyrighted digital educational resources for any lesson and on any topic.
Using the graffiti function, in computer science lessons in elementary school, you can perform a task with the “bring in line” technique. Write, draw, draw, draw, underline, cross out - all this is available with the electronic ID pen.
Working with ID makes the lesson interesting; There are always many students who want to work at the blackboard. The child does not just see what is happening on the screen, he himself participates in the process.
The huge possibilities of the board allow you to include in the educational process a variety of activities in the lesson-lecture, lesson-game, etc.
The work does not require special knowledge and skills. Having projected the image on the board, users control it with a light touch of a pencil, make appropriate notes and corrections.
Separate images, fragments of text can be highlighted, which allows students to focus on this material.
One hundred percent clarity, the ability to illustrate any type of material.
The lesson was dominated by a high level of activity of children; lack of fear to answer at the blackboard.
ID helps students to assert themselves, self-actualize; encourages exploration; develops performance skills.
A good pace of the lesson allows you to "condense" the material being studied.
Ultimately, the use of an interactive whiteboard in a computer science lesson has a positive effect on the quality of students' educational achievements, and this is the main thing.
And now let's look at the outline of a computer science lesson with a traditional form of education, conducted in grade 3 "A", but with a smaller variety of didactic resources. Let's analyze the lesson.
An example of a lesson is the study of new material on the topic “Actions with information. Data storage."
Lesson learning new material “Actions with information. Data storage."
The purpose of the lesson: to give an idea of the concepts: the action of information, the storage of information.
Educational: generalize and systematize the knowledge and skills of students on this topic, strengthening the practical orientation of training, applying knowledge in an unfamiliar and somewhat changed situation, developing general educational and general cultural skills for working with information.
Developing: the formation of the ability to exercise self-control, the formation of the ability to rationally plan work, the development of independence, attentiveness, logical thinking, the formation of an idea of \u200b\u200bthe computer as a learning tool.
Educational: the formation of a scientific worldview, the education of organization, concentration, a positive attitude in learning.
Lesson motivation: stimulate interest in learning computer science.
Techniques: creating entertainment, surprise in the lesson, creating a situation of success, rewarding for the successful fulfillment of one's duties, operational control over the fulfillment of requirements.
Equipment: computer class, computers, multimedia projector, presentation, cards for tasks 2 and 3.
Lesson Plan
During the classes.
I. Organizational moment.
II. Motivational start of the lesson, setting the goals of the lesson.
III. Explanation of new material.
- If you cut down a tree, then by the rings on the trunk you can determine how old it is, whether it was rainy or dry every year of its life, and much more. This means that the tree stores information about its entire life.
A long time ago, when primitive people lived on Earth, it became necessary to store various information about the methods of hunting and farming. For this, people used drawings, notches on sticks, knots on ropes. From this information we learn how they lived.
With the advent of writing, people began to store information on papyrus, clay tablets, birch bark scrolls, and paper.
Modern man uses photographic film, film, magnetic tapes and disks, laser disks and other media to store information.
Technical devices and other devices on which information is stored are called information carriers. Everyone is familiar with the information carrier - the book. A notebook, a diary in which a student writes down the lesson schedule and homework, are also information carriers. The door frame, on which parents annually mark the growth of their child, is also an information carrier.
You already know that you have to deal with the storage of information very often, but it is not enough just to store information, you need to make it so that later, when you need it, you can quickly find it. To do this, people came up with the organization of information storage.
For example, you decide to save the addresses and phone numbers of classmates. What's the best way to do it? That's right, you need to write down the names in a notebook on the pages marked with letters - indexes in alphabetical order. If you store information in this order, then you can very quickly find the right surname, because we know the alphabet well.
How to find the right place in the book? You can, of course, just flip through the book page by page until you find the page you need, but this method will take a lot of time. It's much faster to look at the table of contents. And what method is used to record students in the class journal?
Actions that can be performed with information are divided into the following classes:
– information transfer;
- receiving information;
- data processing;
- data storage.
Broadcast. Very often, any person has to participate in the process of transmitting information. The transmission takes place during a direct conversation between people, through correspondence, telephone, radio, television. The transfer of information is always a two-way process: there is a source and there is a receiver of information. Each person constantly has to move from the role of a source to the role of a receiver of information and vice versa.
Treatment. The process of processing information is associated with obtaining new or changing the form or structure of this information, searching for information on external media.
Storage. A person stores information in his own memory and on external media: paper, magnetic tape, disks, etc. Our internal memory is not always reliable. A person often forgets something. Information on external media is stored longer, more reliably. It is with the help of external media that people pass on their knowledge from generation to generation.
I. Task 1.
Actualization of knowledge related to operations performed with information; development of thinking, ingenuity.
“The younger brother of an XI grade student came happy after school: “Today we studied the topic “Actions with information” at the informatics lesson. It turns out to be so interesting, because any person can always transmit, receive, store and process information at the same time. For example, looking at you and talking to you, I transmit and receive information, and you only receive information. When we read books or watch a movie, we perform all four actions with information at the same time - we receive, transmit, store and process, and looking out the window - only three. Looking into the directory, I perceive the information, and then store it.
Question. What mistakes or inaccuracies are made in the story of the younger brother?
II. Task 2.
The names are written on the cards. computing "devices": fingers, abacus, adding machine, computer. You need to arrange them in order of "appearance". Numbers are written on the back of the cards, if the task is completed correctly, then the year of the creation of the first ENIAK computer is obtained;.
From the words on the card, make words related to computer science and computer. Letters in words can pov Gadfly, disk.
Baby, si.
Sor, process.
Kol, horses.
III. Task 3. Use additional literature and select for each date indicated in the left column the corresponding event in the right column.
Recording example: 1–11
Event date
1)
1)
2)
2)
On the basis of the lesson, it can be concluded that due to the fact that the didactic resource was not sufficiently diverse and the lesson had a traditional form of education, the activity of students during the lesson was not high.
It cannot be said that the class was not at all interested in the lesson, the students worked, answered questions, completed the proposed tasks.
But it should be noted that not the whole class worked. The pace of the lesson was average. At the end of the lesson, all students had to complete task number 2, but not all of them did it. The material was presented by the teacher accompanied by a presentation. The lesson learned the usual and monotonous.
In my opinion, the effectiveness of the lesson will increase in all respects if the developed didactic resources are used and the lesson should be presented in an interesting non-traditional form.
2.2 Pilot study results and conclusions
Based on the lessons learned, it can be concluded that learning should be fun.
Conducting a lesson in the study of new material in the traditional form, we faced the problem of reducing the level of cognitive activity of students in the lesson, unwillingness to work independently, and just study. Among the reasons that children lose interest in classes, of course, it is necessary to name the monotony of lessons. The absence of daily search leads to a pattern in teaching, and this manifestation of constancy destroys and kills interest, especially children's. Only a creative approach to building a lesson, its uniqueness, saturation with a variety of techniques, methods, forms, didactic resources can ensure effectiveness.
Using a variety of didactic resources in the lessons, as well as conducting a lesson in a non-traditional game form, teaching becomes exciting. We were convinced of this by conducting two lessons in computer science, the topic of which was the same, they were different in the form of training, and a different amount of didactic resource was used. Using electronic interactive whiteboards in the classroom, multimedia in the classroom is supported by a lively atmosphere of communication, the lesson becomes lively, exciting, dynamic. With the help of an interactive whiteboard, I was able to fully capture the attention of students in the classroom and got the opportunity to communicate with the class without leaving the board, continuing to work with the material.
Children and parents claim that the educational process has become more fun, interesting and exciting. Students love non-traditional interactive whiteboard lessons! They like to work with a tool that can be controlled with just a few touches. They themselves sometimes ask for a knowledge test in order to work with the board once again. All this fills the class with genuine enthusiasm. In my experience, students are more attentive, engaged, and interested when using an electronic whiteboard than when using a regular whiteboard.
Students achieve their goals best when they have the opportunity to observe how a person who enjoys respect and sympathy in their environment does it. Thanks to the electronic interactive whiteboard, in front of which the recognized class leader demonstrated his skills, the assimilation of the material became much more desirable for all other students. In addition, researchers argue that absent-minded students perceive information best on a television or computer screen, and the board meets these requirements. The use of electronic interactive whiteboards can make the educational process more exciting, bringing real pleasure to students, and they begin to pay more attention to learning.
An interactive whiteboard can enrich any lesson and keep students focused on learning. This technology helps educators to creatively capture the attention and activate the imagination of their students. The visibility of interactive whiteboards is a valuable way to focus and hold students' attention. The visibility of learning is especially valuable for working with restless children, it completely captivates them. All students in the class pay more attention to the teacher's explanations.
Now there are queues of people who want to answer, I feel that my lessons have become more interesting and informative. It is very useful to use the software on a large screen interactive whiteboard for educational purposes. This helps me keep the attention of the children throughout the lesson. The kids are always active in class and are really excited when I work with the interactive whiteboard. I can say from personal experience that the new tool makes them want to participate in the work and respond to the actions of the teacher. Children say that it is much easier to understand how to do this or that when the correct actions are shown rather than explained verbally. Those of the students who had previously been completely inaudible and invisible in the classroom, now actively began to discuss assignments with their comrades, and I was finally able to find out what they think about the subject. Electronic interactive whiteboards encourage discussion and also improve the ability of students to express their thoughts.
Teachers are constantly striving to find new ways and methods of working with students. Effective use of all opportunities by the teacher new technology vital to the expansion of the learning process. After installing and connecting a new device, information and communication technologies should naturally enter the educational process and help the teacher prepare for the lessons.
Every teacher dreams that all children work in the lesson - I feel a great sense of joy when all children, without exception, work at each lesson using an interactive whiteboard. They already have favorite programs and tasks, sometimes they ask me to install them. They are easy and fun to learn. Every day they are ready to learn new things, because they want it themselves.
The learning process is quite easy, interesting and fun. Children like to work at the lesson, it is easy and interesting for them - this is the main thing. They like to move objects and words, build geometric shapes, draw diagrams for tasks, write with markers, erase from the board.
The use of modern information technologies in teaching informatics makes it possible to visually demonstrate the capabilities of the software being studied, including through slide presentations, to increase the effectiveness and motivation of learning.
At present, no one will dispute the fact that the use of information technology has a significant impact on the content, forms and methods of teaching.
Before and at the end of experimental training, we conducted a survey of students to find out how the didactic potential of the computer science classroom is used, which affects the effectiveness of training and learning motivation.
The survey was conducted among 3rd grade students according to the questionnaire, the content of the questionnaires is given in Appendix 12.
Based on the survey, the following results were recorded.
According to the answers of 3rd grade students of questionnaires No. 1 and No. 2, it turned out that their favorite school subject is: computer science, mathematics, physical education, music, i.e. The subject of computer science is on the list of favorite subjects at school. To the question "Do you like the computer science lesson?" the students answered - yes, explaining their answer that "it is very interesting, exciting, exciting", "because you can work on a computer, an interactive whiteboard." To the second question, “When I go to a computer science lesson, I feel…”, the students answered that the mood at the end of the lesson is good, no one feels tired. To the question “What would you change in the lesson?” the guys answered either nothing, left everything the same, and some students regret that there is no opportunity to work at the computer more time. These responses confirm interest in the subject.
To the questions: “What computer equipment is in your class?” and “Is this technique often used?” the students answered that the office had: a projector, computers, an interactive whiteboard. The teacher very often uses this technique in his work, in almost all lessons.
To the question “Did the lessons become more interesting?” the guys answered “it became interesting to work with complex equipment”, “complex material began to be presented clearly, clearly”, “lessons began to be conducted in a playful way”.
Using modern technologies, the teacher turns the lesson into a joyful, willingly doable one, develops an interest in learning, in creativity. Children are active and enthusiastic. The didactic material of the computer science classroom colors the material being studied, makes the process of mastering knowledge more attractive.
Also in the questionnaire, it was asked to assess their fatigue in the lesson, the students all answered that they did not get tired in computer science lessons, and did not even notice how the lesson was going.
To the question "Does a computer science teacher often use interesting types of work and new computer technologies in the classroom?" the children answered “very often” and pointed out that in such a lesson new material is presented simply and interestingly.
If the tasks are uninteresting in the lesson, then the students quickly get tired. Also, students do not like to do monotonous work for a long time. Therefore, the teacher should give tasks for a short time, change tasks, introduce 2-3 minute entertainment.
When preparing for the lessons, it is important to think over their structure, what activities the children will do. The informatics lesson in this sense has its own specifics: younger students get tired faster, so they need a constant change of activity.
The results of the survey allowed us to conclude that elementary school students are interested in the subject, strive to learn new, modern, and show a willingness and desire to perform additional tasks. The learning process becomes exciting, according to students, only through the use of a variety of didactic material by the teacher and the lesson in an unconventional form.
Based on the lessons and analysis of the questionnaires, it can be concluded that the effectiveness of training depends not only on the equipment of the computer science classroom, but also on the form of the lesson.
In elementary school, a special place is occupied by such forms of classes that ensure the active participation of each student in the lesson, increase the authority of knowledge and individual responsibility of students for the results of educational work. These tasks can be successfully solved through the technology of non-standard forms of education.
Students are attracted by the novelty of conducting multimedia lessons. In the classroom during such lessons, an atmosphere of real communication is created, in which students strive to express their thoughts “in their own words”, they complete tasks with desire, show interest in the material being studied, and students lose their fear of the computer. Students become interested in getting a better result, willingness and desire to perform additional tasks.
New information technologies play a positive role in learning. The use of interactive whiteboards in computer science lessons in elementary school becomes an indispensable assistant for the teacher in the struggle for perseverance, interest in the subject and organization of the collective work of the class. Working with an interactive whiteboard in elementary school becomes a continuation of the game, accompanied by sound and video effects.
It is important to note that increasing the effectiveness of teaching in elementary school does not happen by itself with the purchase of an interactive whiteboard. It is important for the teacher to choose the material for the lessons or to make it independently at the proper level.
Conclusion
A theoretical analysis of the problem and an analysis of the results of the lessons and questionnaires conducted showed the validity of the research hypothesis: the use of the didactic potential of the computer science classroom in the implementation of various forms of education, which helps to increase the effective teaching of computer science to younger students. For this purpose, computer science lessons and questionnaires were developed.
The conducted studies have confirmed the effectiveness of the proposed lessons using the didactic resource of the space of the computer science classroom to improve the quality of education, the level of cognitive activity, learning motivation.
Analysis of the literature on the research topic allowed:
Consider the concept of an informatics cabinet, the requirements for building the space of an informatics cabinet;
To study the didactic potential of the computer science classroom in the context of informatization and the implementation of various forms of teaching computer science;
Compose lessons of non-traditional form using the didactic resource of the computer science classroom.
In the thesis, the organizational, pedagogical didactic requirements for the computer science classroom were considered. The positive impact of the didactic potential of the space of the computer science classroom on the effective teaching of schoolchildren is substantiated due to:
Inspiration and awakening of interest in the study of the fundamental foundations of computer science and technologies for working with computer equipment;
Self-knowledge in the process of non-traditional lessons and the development of mental activity;
Making positive changes in the structure of personal indicators.
On the basis of taking into account the identified requirements for the construction of the space of the informatics cabinet, an experimental study was organized and conducted, the purpose of which was to identify the effectiveness of the space of the informatics cabinet in the conditions of using various forms of education.
The results and conclusions of the experimental part of the study of this work are given in the second chapter. When teaching computer science lessons in elementary school, the teacher needs to use a variety of didactic resources of the classroom, while, if possible, the lesson should be conducted in an unconventional form.
The motivation and involvement of elementary school students in computer science classes can be increased through the use of a variety of didactic classroom resources: computers, multimedia, interactive whiteboards, various cards, crossword puzzles, workbooks, crossword puzzles, textbooks, etc.
We must not forget that a teacher who introduces interactive teaching aids into his practice must not only be a confident PC user himself, be able to work on the Internet, but also master the methodology for constructing a lesson using interactive equipment and multimedia resources.
The most important factor for success in learning is the interest of students in the subject. The teacher should make sure that each student works actively and enthusiastically in the lessons. An important role here is assigned to didactic resources and various forms of education in the informatics classroom.
The most effective forms of developing interest in teaching computer science to younger students: didactic games, non-standard lessons, integrated lessons, group work, etc.
The result of the educational process also largely depends on how it is provided with a variety of teaching aids.
We came to the conclusion that teaching computer science to younger students will be significantly effective through the use of the didactic potential of the computer science classroom in the implementation of various forms of education.
It is a non-traditional lesson with a variety of didactic resources that is designed to inspire and encourage young children to strive to acquire new knowledge.
Thus, the tasks that we set in our study were solved.
Bibliography
1. Bochkin, A.I. Methods of teaching informatics. - Minsk: Higher School, 2000. - 431 p.
2. Galeeva, N.L. Modern biology classroom. The work of a teacher based on the didactics of a personality-oriented educational process., 2005. - M .: ed. "5 for knowledge" - 192 p.
3. Grebenyuk, O.S., Grebenyuk, T.B. Theory of learning: Proc. for stud. higher textbook establishments. - M.: VLADOS-PRESS, 2003. - 384 p.
4. The didactic resource of the classroom is a necessary condition for ensuring effective teaching of computer science. Vestnik MGPU. Series: "Computer science and informatization of education". – M.: MGPU, 2009, 2. – S. 28–35.
5. Driga, I.G. Equipment for KBT. Informatics and education., 1986. - No. 2. - With. 66–69.
6. Lapchik, M.P. and other methods of teaching informatics. – M.: Academy, 2001. – 624 p.
8. Nazarova, T.S., Polat, E.S. Teaching aids: technology of creation and use. – M.: Ed. URAO, 1998. - 204 p.
9. Nechaev, M.P., Galeeva, N.L. Modern Cabinet of Mathematics - 1st ed. – 2006; 2nd ed. - 2007. - M .: ed. "5 for knowledge" - 208 p.
"Passport of the study room of informatics Contents Data on the study of informatics No. 42 REQUIREMENTS FOR THE PREMISES OF OFFICES ..."
Municipal budgetary educational institution
Elizovskaya Secondary School No. 7 named after O.N. Mamchenkova"
Yelizovo, Kamchatka Territory
study room
informatics
Information about the office of informatics No. 42
RULES OF USE OF THE OFFICE
Instructions on safe working conditions in the computer science room for students .. 11 INSTRUCTIONS on labor protection when working in the computer science room
INSTRUCTIONS for labor protection when working on personal electronic computers (PC)
INSTRUCTIONS for fire safety in the computer science room
INSTRUCTION on first aid in the computer science room
The list of dressings and medicines for the first-aid kit of the school computer science office:
Cabinet equipment
Educational and methodical literature
Schedule of employment of the office of informatics 2015-2016 academic year
ACT on the readiness of the study room to ensure the conditions for the implementation of the educational program for the 2015-2016 academic year
Assessment of the state of the office
Information about the office of informatics No. 42 Full name head office Grechanovskaya Nadezhda Viktorovna Purpose of the study room computer class
Room area - 50 m2
Room height - 2.8 m
Room decoration (walls) painted with water-based paint
Ceiling painted with water-based paint
The floor is wooden
Linoleum coating
Wet cleaning daily
First aid kit available
Workplace equipment:
Arrangement - along the walls
Distance between monitors 1.5 m
Furniture (special, adapted, adjustable in height)
The local network
Internet access Microclimate
Heating - central
Ventilation natural
Air temperature 19-21 C
Humidity 55-62% Lighting
Orientation of windows to the northeast
Artificial lighting (general, local, combined) general
Luminaire type LED
Placement of fixtures on the ceiling in rows
Artificial light level in the workplace 500 lx Software information
– – –
Student Safety and Protection System:
Primary fire extinguishing means (fire extinguisher: powder) OPz)-ABSE there is 1 pc.
The device of protective shutdown of power supply - carried out;
Grounding - carried out Health and Safety Corner
Act - permission (for the operation of the informatics office) is available
HSE instructions - available
Student guide on safe PC use - Available
Journal of TB is maintained
A set of exercises for the eyes - carried out
Cabinet plan
LABORANTING
REQUIREMENTS FOR THE PREMISES OF INFORMATICS OFFICES,
LOCATION OF JOBS AND EQUIPMENT
The office of informatics should be isolated from rooms with high noise levels (gym, workshops).Premises with a PC should have natural and artificial lighting.
Windows should be oriented mainly to the north and northeast.
Artificial lighting should be provided by a system of general uniform lighting. In cases of predominant work with documents, it is allowed to use combined lighting (additionally, local lighting fixtures). Illumination on the table surface should be 300-500 lux.
Reflected and direct glare should be limited.
As sources of artificial lighting, fluorescent lamps of the LB type should be used predominantly. The use of luminaires without diffusers and shielding grilles is not allowed. In the premises, the glass of window frames and lamps should be cleaned at least twice a year and timely replacement of burned-out lamps should be carried out.
The area per one workplace with a PC must be at least 6.0 sq.m, and the volume
- not less than 24.0 cubic meters.
The soundproofing of the premises must meet hygienic requirements and ensure the normalized noise parameters in accordance with the requirements of SanPiN 2.2.2.542 no more than 50 dBA.
Premises should be equipped with heating, air conditioning or efficient supply and exhaust ventilation.
In the room where the PC is operated, the following climatic conditions must be maintained:
– – –
During operation of the equipment, the vents and window frames must be closed.
The equipment must be protected from direct rays.
In rooms with a PC, wet cleaning should be carried out daily.
Student workplaces should consist of a single table and one or two chairs. The size of the table top should be 1300x700mm to accommodate a PC, a textbook and a place to work with a book. A PC with all peripheral devices is installed on the student's desk. Width - should provide a place in front of the keyboard 30 cm for the location of the notebook and support for the forearms of the hands to relieve static stress from the muscles of the shoulder girdle. The surface of the table for installing the monitor must be horizontal, and the surface on which the keyboard is located must be inclined (angle of inclination 12 - 15°). The height of the edge of the table facing the person working behind the video monitor and the height of the chair above the floor should be taken in accordance with the height of the student. The tables are supplied with power supply and LAN cable. General circuit diagram power supply for the informatics cabinet is included in the accompanying documentation supplied with the set of electrical equipment for KUVT. The surface of the floor must be flat, free of pits, non-slip and easy to clean, with antistatic properties.
The teacher's workplace is equipped with a table and two cabinets - for a printer and a multi-projector. The dimensions of the teacher's table are 1300x700 mm.
Cabinets should have 1-2 drawers with a size of at least 350x500x100 mm for accessories:
magnetic media, banners based on the current day of classes. The table is used for setting up a PC and keeping records. It may have a niche for notebooks, a class magazine, etc. In the process of classes, the teacher connects the power supply to the workplaces of students and turns it off.
The arrangement of workplaces in the computer science classroom should provide free access for students and teachers during the lesson to the workplace. Arrangement of workplaces with a PC can be of three options: perimeter; rows (1-3 row);
central.
The best option from the point of view of the safety of students and teachers, electrical safety and the creation of constant levels of illumination during work is the perimeter arrangement of workplaces with a PC.
With the perimeter arrangement of workplaces, the following distances are established:
The width of the computer science room: the distance between the wall with window openings and tables should be at least 0.8 m; The distance between the wall opposite the window openings and tables with a PC (personal computer) must be at least 10 cm, and in some cases, depending on the video monitors used, tables can be installed directly against the wall;
Along the length of the computer science cabinet: double tables with a PC should be placed without a gap. Single tables should be spaced with a gap, while the distance between the tables is determined by the area of \u200b\u200bthe office and the number of students' workplaces. When the perimeter arrangement of tables with a PC, the computer science room should be additionally equipped with student tables and chairs for theoretical classes, questioning students, performing written tests, drawing up programs and solving problems in notebooks, based on the number of students.
It is not allowed to connect double student tables (the distance between rows is at least 0.5 m) When 1-3-row arrangement of single tables with a PC, the following distances must be observed:
Along the length of the cabinet: the distance in each row between the desktops should be 1.0-1.1 m; between the last table and the wall - at least 0.8 m; when located in the office of computer science, the doors at the last tables - the distance between them and the end wall is at least 1.2 m.
According to the width of the office: the distance between the wall with window openings and the first row of tables with a PC - 0.8 - 1.0 m; between rows of work tables 0.8 -1.0 m; between the third (from window openings) next to and the wall - 0.8 - 0.9 m.
The front wall of the computer science classroom is equipped with a blackboard, a screen, a cabinet for storing visual aids and information media, and a demonstration TV. The demonstration TV is installed at a height of 2m from the floor on a bracket to the left of the blackboard. Drawers for tables are installed under the board. Holders for hanging tables are attached to the upper edge of the board.
Teaching aids and equipment are placed and stored in the classroom according to the sections of the program. Demonstration aids and equipment for independent work - are stored separately. To store visual aids and equipment, the computer science room is equipped with a cabinet that can be installed in the laboratory.
Demonstration aids are stored as follows: disks with software - in special small boxes, protected from dust and light, according to classes and sections of the program; drawers are placed in the closet and marked with inscriptions; tables - in boxes under the board or in special departments for sections of the program and classes, taking into account the dimensions; audiovisual aids are stored on shelves in cabinets; reference, educational and methodical, popular scientific literature is stored on the shelves of the cabinet and is supplied by the school library.
On the wall opposite the windows, there are stands with reference tables permanently located in the classroom, acquainting students with safety regulations, the main PC components and their functions, types of algorithms, etc. The manuals necessary for the study of individual sections and topics are recommended to be placed on the wall opposite the blackboard.
RULES OF USE OF THE OFFICE
The classroom must be open 15 minutes before class starts.At the first lesson in the classroom, students get acquainted with the instructions for 2.
labor protection.
Students are in the classroom only in changeable shoes and without top 3.
Students must be in the classroom only in the presence of 4.
teacher.
Students take only the jobs assigned to them.
Students must be careful and disciplined, exactly 6.
follow the instructions of the teacher.
Students start working with computers only after permission 7.
Students keep the classroom clean and tidy.
To prevent the development of overwork, mandatory 9.
activities are:
conducting exercises for the eyes every 20 - 25 minutes of work for a PC;
Turning off the glow of information on the screens of video monitors;
Carrying out cross-ventilation of the premises during breaks with the obligatory exit of students from it;
Carrying out physical exercises for 1-2 minutes to relieve local fatigue, performed individually;
Change sets of exercises every 2-3 weeks.
The teacher should organize the cleaning of the classroom at the end of classes at 10.
INSTRUCTIONS FOR TRAINING AND INSTRUCTIONS
STUDENTS ON OCCUPATIONAL HEALTH AND SAFETY
In order to instill in students a conscientious attitude and assimilate correct and safe working methods and techniques, the teacher is obliged to instruct and train students in compliance with the requirements of occupational safety and health.Instruction and training on labor protection are carried out with all students at an introductory lesson in the office, and then before practical work on a PC.
At the introductory briefing, the teacher should familiarize students with the rules of the order in the office, the rules of safety and occupational health; with the hazards that may be encountered in the course of work, and the corresponding precautions. Introductory briefing is carried out by the head of the informatics office in the form of a lecture, conversation, approved by the head of the institution.
Briefing before working on a PC (primary at the workplace) supplements the introductory briefing and aims to familiarize students with the requirements for the proper organization and maintenance of the workplace, with safe methods, with the duties of the worker at his workplace, as well as dangerous situations and rules of conduct when they occur . Primary briefing at the workplace is carried out in accordance with the instructions for labor protection, developed and approved by the administration of this educational institution.
The initial briefing at the workplace should contain clear and specific instructions on labor safety and, where necessary, be accompanied by a demonstration of correct and safe work practices.
At the end of the initial briefing at the workplace, the teacher allows you to start independent work only after making sure that all students have learned the briefing.
In the process of doing the work, the teacher is obliged to systematically monitor the implementation by each student of the instructions given to him when instructing him on a safe way to do the work.
All information on the instructing of students is recorded in the class journal.
Verizhnikova E.A.
Instructions on safe working conditions in the computer science classroom for students.
Expensive, complex equipment that requires careful handling is installed in the informatics office. Equipment must be handled with care; to enter the office calmly, slowly, without pushing, without hitting the tables on which the computers are standing, to take the place allotted to everyone, without changing it at each lesson. On the desktop are the components of the computer - the system unit, keyboard, monitor (display). During operation, the monitor operates under high voltage.
Improper handling of the equipment, cables, and monitor can result in severe electric shock or equipment fire.
1. STRICTLY PROHIBITED:
Touch the connectors of the connecting cables;
Touch the screen and the back of the monitor, keyboard;
Turn on and off the equipment without instructions from the teacher;
Put discs, books, notebooks on the monitor and keyboard;
Work in wet clothes and with wet hands.
If you smell smoke, burning, immediately stop work, turn off the equipment and inform the teacher. If necessary, help to extinguish the fire.
2. BEFORE WORKING IT IS NECESSARY:
Make sure that there are no visible causes and damage to the workplace;
Sit down so that the line of sight is in the center of the screen, so that, without bending over, use the keyboard and perceive the information transmitted to the monitor screen;
Place a notebook on the table tutorial so that they do not interfere with work on a PC;
Listen carefully to the teacher's explanation, try to understand the purpose and sequence of actions; if necessary, contact the teacher;
Start work only at the direction of the teacher.
DO NOT WORK in poor lighting and if you feel unwell.
4. DURING WORK IT IS NECESSARY:
is at a distance of 60-70 cm, but not less than 50 cm, from the monitor screen, observing the correct posture, without stooping, without bending over.Students who wear eyeglasses must wear glasses.
Working on a PC requires a lot of attention, clear actions and self-control.
strictly follow all the above rules, as well as the current instructions of the teacher;
monitor the health of the equipment. Stop work immediately if an unusual sound appears or the equipment turns off spontaneously and inform the teacher about it;
smoothly press the keys of the keyboard, avoiding sharp blows;
do not use the keyboard if the computer is not turned on;
work on the keyboard with clean hands;
do not attempt to troubleshoot the equipment yourself;
do not get up from your seats when visitors enter the office.
6. AT THE END OF WORK IT IS NECESSARY:
turn off the PC;Wipe the equipment with a soft, clean cloth.
Knowledge and proper implementation of these rules will help to avoid accidents, successfully acquire knowledge, skills, and save state property - computer equipment and equipment.
NON-COMPLIANCE WITH THE RULES IS A GREAT VIOLATION OF ORDER AND
DISCIPLINES."Approved by the Director of MBOU "ESSH No. 7 named after. O.N. Mamchenkova"
Verizhnikova E.A.
INSTRUCTIONS for labor protection when working in the computer science office
1. General safety requirements Students from the 1st grade are allowed to work in the computer science classroom, 1.1.
who have been instructed in labor protection, medical examination and do not have contraindications for health reasons.
When working in the computer science classroom, students must comply with rules 1.2.
behavior, the schedule of training sessions, the established modes of work and rest.
When working in an informatics classroom, students may be affected 1.3.
the following hazardous and harmful production factors:
Adverse effects on the human body of non-ionizing electromagnetic radiation from monitors;
Adverse effects on vision of visual energy parameters of monitors that are outside the optimal range;
Electric shock.
The informatics cabinet should be equipped with a first aid kit with a set of 1.4.
necessary medicines and dressings for first aid in case of injuries or if you feel unwell.
Personal electronic computers (PCs) must 1.5.
be equipped with monitors that meet the hygienic requirements of the Sanitary Rules and Norms (SanPiN).
When working in an informatics office, follow the rules of the fire department 1.6.
safety, know the location of the primary fire extinguishing equipment. The computer science room should be equipped with two carbon dioxide fire extinguishers.
About each accident, the victim or eyewitness of the accident 1.7.
incident must be reported to the teacher immediately. If the equipment malfunctions, stop work and inform the teacher about it.
In the process of working with a PC, students must follow the procedure 1.8.
work, personal hygiene rules, keep the workplace clean.
Students who have committed non-compliance or violation of instructions in 1.9.
occupational safety, are held accountable and all students are given unscheduled briefings on labor protection.
2. Safety requirements before starting work Thoroughly ventilate the computer room and make sure that the temperature is 2.1.
the air in the office is in the range of 19 - 210C, the relative humidity of the air is in the range of 55 - 62%.
Verify that the equipment has a protective earth connection.
With the permission of the teacher, turn on the PC and check the stability and 2.3.
screen image clarity.
3. Safety requirements during work Do not turn off the PC without the permission of the teacher.
It is unacceptable for two or more people to work on one PC.
When the monitor is working, the distance from the eyes to the screen should be 0.6 - 3.3.
0.7 m, eye level should be at the center of the screen or at 2/3 of its height.
Place a notebook for notes on a well-lit surface 3.4.
table at a distance of 55 - 65 cm from the eyes.
The image on the monitor screens must be stable, clear and 3.5.
extremely clear, not to have flickering symbols and background, on the screens there should be no glare and reflections of lamps, windows and surrounding objects.
The duration of work with a PC should not exceed: for students 1 3.6.
classes (6 years) - 10 min., for students in grades 2 - 5 - 15 min., for students in grades 6 - 7 - 20 min., for students in grades 8 - 9 - 25 min., for students in grades 10 - 11
- with two lessons in a row on the first of them - 30 minutes, on the second - 20 minutes, after which take a break of at least 10 minutes. to perform special exercises that relieve visual fatigue.
During the production practice, the daily duration of work for 3.7.
The PC should not exceed 3 hours for students over 16 years old and 2 hours for students under 16 years old with mandatory eye exercises every 20-25 minutes. work and exercise every 45 minutes. during breaks.
Classes in circles with the use of a PC should not be conducted 3.8.
earlier than 1 hour after the end of school hours, no more than 2 times a week with a total duration: for students in grades 2-5 - no more than 60 minutes, for students in grades 6 and older - up to 90 minutes.
chalk board.
4. Safety requirements in emergency situations In case of a malfunction in the PC, you should turn it off 4.1.
and report it to the teacher.
If you feel unwell, have a headache, dizziness and 4.2.
etc. stop work and inform the teacher about it.
In case of electric shock, turn off the PC immediately, 4.3.
provide first aid to the victim, if necessary, send him to the nearest medical institution and inform the administration of the institution.
– – –
1. General safety requirements
1.1. Individuals at least 18 years of age who have undergone special training, including electrical safety group III, a mandatory medical examination and instruction in labor protection, who do not have contraindications for health reasons, are allowed to work independently with a PC. Women from the time of the establishment of pregnancy and during the period of breastfeeding are not allowed to perform all types of work related to the use of a PC.
1.2. PC users must comply with the internal labor regulations, established work and rest regimes.
1.3. When working with a PC, the following dangerous and harmful production factors may affect the workers:
Ionizing and non-ionizing radiation from monitors;
Electric shock when working on equipment without protective grounding, as well as with the rear cover of the PC system unit removed;
Visual fatigue, as well as adverse effects on the vision of flickering characters and the background during unstable monitor operation, a fuzzy image on the screen.
1.4. The PC must be equipped with monitors that meet the hygienic requirements of the Sanitary Rules and Norms (SanPiN).
1.5. The room with a PC should be equipped with a first aid kit, an air conditioning system or exhaust ventilation.
1.6. PC users are required to comply with fire safety rules, know the location of primary fire extinguishing equipment. The room with a PC must be equipped with two carbon dioxide fire extinguishers and an automatic fire alarm system.
1.7. The victim or eyewitness of the accident is obliged to immediately inform the administration of the institution about each accident with an employee.
1.8. In the course of work, PC users must comply with the rules for the use of personal and collective protective equipment, observe the rules of personal hygiene, and keep the workplace clean.
1.9. Persons who have failed to comply with or violate the instructions on labor protection are subject to disciplinary liability in accordance with the internal labor regulations and, if necessary, are subjected to an extraordinary examination of knowledge of the norms and rules of labor protection.
2. Safety requirements before starting work
2.1. Thoroughly ventilate the room with a PC, make sure that the microclimate in the room is within acceptable limits: air temperature in the cold season - 22 - 240C, in the warm season 23 - 250C, relative humidity in the range of 40 - 60%.
2.2. Verify that the equipment has a protective earth connection.
2.3. Turn on the PC and check the stability and clarity of the image on the screens.
3. Safety requirements during operation
3.1. When working with a PC, the values of visual parameters should be within the optimal range.
3.2. The keyboard should be placed on the table surface at a distance of 100 - 300 mm from the edge facing the user.
3.3. Place a notebook for notes on a well-lit table surface at a distance of 55 - 65 cm from the eyes.
3.4. When the monitor is in operation, the distance from the eyes to the screen should be 0.6 - 0.7 m, the eye level should fall on the center of the screen or 2/3 of its height.
3.5. The image on the monitor screens must be stable, clear and extremely clear, do not have flickering symbols and backgrounds, there should be no glare and reflections of lamps, windows and surrounding objects on the screens.
3.6. The total time of direct work with a PC during the working day should be no more than 6 hours, for teachers - no more than 4 hours a day.
3.7. The duration of continuous work with a PC without a regulated break should not exceed 2 hours. After each hour of work, a regulated break of 15 minutes should be taken.
3.8. During regulated breaks, in order to reduce neuro-emotional stress, fatigue of the visual analyzer, eliminate the influence of hypodynamia and hypokinesia, and prevent the development of postural tonic fatigue, sets of exercises for the eyes, physical training minutes and physical training pauses should be performed.
4. Safety requirements in emergency situations
4.1. In the event of a malfunction in the operation of the PC, turn it off and inform the administration of the institution. Continue work only after the problem has been eliminated.
4.2. In the event that the user experiences visual discomfort and other adverse subjective sensations, one should limit the time of working with a PC, correct the duration of breaks for rest, or change activities to another activity not related to the use of a PC.
4.3. In case of electric shock, immediately turn off the power supply, provide first aid to the victim, if necessary, send him to the nearest medical institution and inform the administration of the institution.
– – –
1. GENERAL FIRE SAFETY REQUIREMENTS
1.1. The office space must be kept clean at all times.
1.2. Fire extinguishers should be placed in easily accessible places where their damage, direct sunlight, direct exposure to heating and heating devices is excluded.
1.3. At the end of classes, the teacher must carefully inspect the room of the office and close it by de-energizing the power grid.
1.4. Faulty electrical networks and electrical equipment should be immediately disconnected to bring them into a fireproof state.
2.1. Smoking in the office.
2.2. Use non-standard (home-made) electrical appliances
2.3. Use electrical wires with damaged insulation, homemade fuses.
2.4. Use faulty plug connections to connect electrical appliances to the network.
3. ACTIONS IN THE EVENT OF FIRE
3.1. Immediately report a fire to the fire department by calling 01 and the school principal or substitute worker.
3.2. Take measures to evacuate children from the office and school building.
3.3. At the same time, with the help of a voluntary squad, start extinguishing the source of fire and its localization using primary fire extinguishing equipment until the arrival of the fire brigade.
3.4. When leaving the office, close all doors and windows behind you to prevent the spread of fire and smoke into adjacent rooms.
I approve the Director of MBOU ESH No. 7 ________ Verizhnikova E.A.
INSTRUCTION on first aid in the computer science room
No. 1. RULES OF ARTIFICIAL RESPIRATION.
Artificial respiration is necessary only if the victim is not breathing or breathing very badly (rarely, spasmodically) or his breathing gradually worsens. Before starting the procedure, you must:A) put the victim on a hard surface;
B) quickly release a person from clothing that restricts breathing - unbutton the collar, untie the scarf, unbutton the trousers, etc .; put a roll of folded clothes under the shoulders;
C) it is also necessary to quickly free the victim's mouth from foreign objects.
If the mouth is tightly clenched, then it should be opened by pushing the lower jaw:
with four fingers of both hands, placing the corners of the lower jaw, push it so that the lower teeth are in front of them. If it is not possible to open the mouth in this way, then carefully insert a strong thin board, the handle of a spoon, etc. between the back molars. and unclench your teeth.
During artificial respiration, it is necessary to carefully observe the face of the victim. If he moves his lips or eyelids, or makes a swallowing movement with his larynx, you need to check if he does not take a breath on his own. As soon as he begins to breathe independently and evenly, artificial respiration should be stopped, otherwise it may interfere with his own breathing and harm him.
Currently, mouth-to-mouth and mouth-to-nose artificial respiration is used.
In the first method, the assisting person throws the head of the victim back as much as possible, placing a roller of clothes under his shoulders. Then he cleans his mouth of mucus and everything else with the index finger, wrapped in gauze, handkerchief, etc. Holding the victim's mouth half open, the rescuer takes a deep breath and, firmly putting his mouth through the handkerchief to the mouth of the rescued and holding his nose, exhales the air. The exhalation of the victim occurs passively. The frequency of the inhalation-exhalation cycles depends on the age of the victim: for an adult - 10-12 per minute, for a schoolchild 15-18, but the air is blown in less abruptly and with an incomplete entry (and hence exit) of an adult providing assistance.
Mouth-to-nose artificial respiration should only be performed if mouth-to-mouth breathing produces the desired expansion chest did not come and if the jaws of the victim remained tightly clenched. Then the assisting hand holds the head of the victim in a tilted position, takes a deep breath and, covering his nose tightly with his lips through a handkerchief, blows out the air.
You can do it a little differently - use a tube of dense rubber:
insert its end into one of the nasal passages of the rescued person, close the other nasal passage with your finger and, taking the free end of the tube into your mouth, periodically blow in air.
No. 2. RULES OF INDIRECT HEART MASSAGE
When conducting an indirect massage, it is necessary to put the victim on his back on a hard surface and unfasten the belt and collar that constrain the body; then stand on the left side of the victim and put the palm of your hand on the lower third of the chest;the other hand is placed on the back of the first to increase pressure.
Then periodically it is necessary to press on the sternum, transferring the efforts of the entire body of the person providing assistance to the hands.
The degree of pupillary constriction may be the most rigorous indicator of the effectiveness of care. Narrow pupils indicate a sufficient supply of oxygen to the brain; on the contrary, their beginning expansion indicates a deterioration in blood circulation and the need to strengthen measures to revitalize the body.
An additional useful technique is to raise the victim's legs 0.5 m from the floor and fix them in this position during the entire time of massaging the heart from the veins of the lower body.
No. 3. FIRST AID FOR BRUISES AND WOUNDS
bruises. First aid for any bruise is complete rest. To reduce pain and prevent subcutaneous hemorrhage, a pressure bandage is applied to the bruised area, and “cold” is applied over it, for example, ice in a plastic bag or a heating pad with cold water. Head injuries are especially dangerous, the result of which may be a concussion. The latter case is characterized by loss of consciousness, vomiting, disappearance from the memory of the circumstances of the injury. After providing first aid to the victim, his treatment must be carried out under the supervision of a doctor.Wounds and cuts. When working with cutting and stabbing tools, students can get cut, lacerated, stab and bruised wounds. The most dangerous stab wounds, as they often penetrate into the internal organs. The danger of lacerated and bruised wounds is that they are usually heavily contaminated. With all types of wounds, at the beginning it is necessary to stop or slow down the bleeding with clean hands: clean the skin surface around the wound from dirt in the direction from the edges outward; treat the edges of the wound with iodine tincture or "brilliant green", preventing them from getting inside the wound, onto damaged tissues; stop bleeding with a 3% solution of peroxide H2 O2 ("hydrogen peroxide") or an aqueous solution of ferric chloride. Then you should put a tampon on the wound and bandage it. If the bandage gets wet with blood, then another layer of material is applied on top of it. After that, the student is sent to the doctor.
If the wound is accompanied by severe bleeding, then a rubber tourniquet is applied above the wound. In order to avoid tissue necrosis, blood circulation should not be delayed for more than 2 hours, therefore, before being sent to the doctor, the wounded person is given or put in a bandage a note indicating the time the tourniquet was applied.
No. 4. FIRST AID FOR FAINTENING, HEAT OR
SUN STRIKE, CARBON OXIDE POISONING.
In case of fainting (sudden dizziness, nausea, tightness in the chest, darkening of the eyes), the patient should be laid down, raising his legs, and let him smell ammonia; Do not put "cold" on your head.Thermal or sunstroke strikes a person in stuffy calm weather or when he is in a hot room, in the sun. At the same time, he feels sudden weakness, headache, dizziness. It must be immediately removed to fresh air in a cool place. When signs of malaise appear, it is necessary to immediately lay the victim (in a cool place), undress him and cool the body, face, chest by sprinkling them with cold water. When breathing stops or its sharp disorder, it is necessary to do artificial respiration.
Carbon monoxide poisoning (carbon monoxide, as well as lighting gas) occurs in most cases due to improper handling of heating and lighting devices. Since carbon monoxide is odorless, poisoning (fading) occurs gradually and is not noticeable. Other gases, which are formed simultaneously with it, smell of waste; they then warn that poisonous carbon monoxide has appeared in the air. The first signs of carbon monoxide poisoning are headache, palpitations, general weakness. The victim begins to complain of "ringing in the ears", "knocking in the temples", dizziness, nausea. He may have vomiting, weakening of cardiac activity and respiration, an unconscious state. If at this time he is not provided with urgent assistance, death may occur. The affected person should be taken out to fresh air immediately. If possible, you should urgently get an oxygen pillow so that he breathes oxygen.
First aid for carbon monoxide poisoning is the same as for fainting. When vomiting occurs, you need to put the ugly on its side or turn its head on its side. If the victim is breathing spasmodically, rarely or not breathing at all, it is necessary to do artificial respiration before the doctor arrives.
Since poisoning is accompanied by a decrease in body temperature due to a slowdown in the heat of oxidative processors, the victim is given hot tea and milk to drink, and warm clothes are thrown over his shoulders or covered with a warm blanket.
No. 5 RELEASE
CURRENT.Touching the current-carrying parts of live installations in most cases causes convulsive muscle contraction, which can be very dangerous. Therefore, a person who accidentally gets under voltage should immediately, before the arrival of a doctor, provide first aid, after releasing him from the action of electric current. To do this, turn off the circuit using the nearest switch (knife switch) or by unscrewing the plugs on the shield. If the switch is far from the scene of the incident, you can cut the wires or cut them (each wire separately!) With any cutting tool, but with a dry handle made of insulating material! If the handle of the tool is metal, you need to wrap it with a dry silk, woolen or rubberized cloth.
When releasing a person from electric current, the following must be considered:
When the installation is turned off, the electric lighting may go out at the same time, so you need to immediately, without delaying the shutdown of the installation, take care of another source of lighting;
If the installation cannot be turned off quickly enough, it is necessary to separate the victim from the current-carrying parts to which he touches; for this (at voltages up to 500 V), you can use dielectric materials (it is unacceptable to use metal or wet objects) or take hold of the victim’s clothes if it is dry and lags behind his body (for example, the skirts of a jacket). When pulling the victim by the legs, one should not touch his shoes, as they may be damp, and the nails or hooks for lacing in it are conductors of electric current;
For better insulation, you need to put on dielectric galoshes on your hands or throw a rubberized or dry cloth over the victim;
When separating the victim from current-carrying parts, one should act with one hand.
After the release of the victim, it is necessary to provide him with assistance.
Since first aid measures depend on his condition, you must:
Lay him on his back immediately;
Check by lifting the chest whether he is breathing;
Check for a pulse (on the radial artery at the wrist or on the carotid artery in the neck);
Look at the state of the pupil - narrow or wide (a wide fixed pupil is a sign of a lack of cerebral circulation).
Determination of the victim's condition should be carried out quickly, within 15 - 20 s.
If the victim is conscious, he must be laid on a flat surface (couch, sofa, table) and until the doctor arrives, ensure complete rest and monitor the pulse and breathing. (If it is not possible to call a doctor, the victim must be transported to a medical facility using vehicles or a stretcher.) Under no circumstances should he be allowed to move, since the absence of severe symptoms immediately after an electric shock does not exclude the possibility of a subsequent deterioration in the condition.
In the absence of consciousness, but preserved steady breathing and pulse, an urgent need to call a doctor, lay the victim comfortably, evenly, unfasten clothes, create an influx of fresh air, remove unnecessary people, give him a sniff of ammonia, sprinkle with water, rub and warm the body.
If the victim is breathing poorly - very rarely, superficially, or vice versa, convulsively, it is recommended to do artificial respiration.
In the absence of signs of life (breathing, heartbeat, pulse), the victim cannot be considered dead. In the first minutes after the defeat, the lifeless state may be apparent; it is reversible with proper care.
The victim must immediately do artificial respiration with simultaneous heart massage, and continuously and at the scene (without moving the person) all the time until the doctor arrives.
Sets of exercises for working at a computer.
Sets of exercises for physical education sessions, to relieve tension in the arms, neck, torso and eyes.
1. Exercises for fatigue, for the eyes, for the head and neck, for the arms, for the torso.
2. Complexes of exercises for the eyes. Appendix 16 (recommended) SanPiN 2.2.2.542-96
3. Complexes of exercises of physical culture minutes. Annex 17 (recommended) SanPiN 2.2.2.542-96
4. Complexes of exercises of physical culture pauses. Annex 18 (recommended) SanPiN 2.2.2.542-96
5. An approximate set of exercises for the eyes.
Fatigue exercises.
Effect: relaxation of the body, relieving nervous tension, restoring the normal rhythm of breathing.
Slowly lower your chin to your chest and stay in this position for 5 seconds. Do 5-10 times.
Lean back in your chair, put your hands on your hips, close your eyes, relax and sit like this for 10-15 seconds.
Straighten your back, relax your body, gently close your eyes. Slowly tilt your head forward, backward, right, left.
Sitting straight with your hands down, sharply tighten the muscles of the whole body. Then quickly completely relax, lower your head, close your eyes. Sit like this for 10-15 seconds. Do the exercise 2-4 times.
Sit comfortably with your legs slightly apart. Put your hands on the middle of your stomach. Close your eyes and take a deep breath through your nose. Hold your breath (as far as possible). Exhale slowly through your mouth (completely). Do the exercise 4 times (if dizziness does not occur).
Eye exercises.
Close your eyes, relax your forehead muscles. slowly shift the eyeballs to the extreme left position with tension, after 1-2 seconds, also look to the right. Do 10 times. Make sure that the eyelids do not tremble. Don't squint.
Effect: relaxation and strengthening of the eye muscles, getting rid of pain in the eyes.
Blink for 1-2 minutes.
with tension, close one and the other eye alternately for 3-5 s.
Within 10 seconds, close your eyes tightly several times.
Within 10 seconds, change the direction of gaze: straight, right, left, up, down.
Rub your palms together to create a feeling of warmth. Cover your eyes with your palms, crossing your fingers in the center of your forehead. Completely exclude access to light. Do not press on the eyes and eyelids.
Relax, breathe freely. Stay in this position for 2 minutes.
Effect: chemical restoration of eye receptors, relaxation of the eye muscles, improvement of blood circulation in the visual apparatus, getting rid of the feeling of eye fatigue.
Exercises for the head and neck.
Massage your face to relieve facial muscle tension.
Pressing your fingers on the back of the head for 10 s, make rotational movements to the right, then to the left.
Effect: relaxation of the muscles of the neck and face.
Close your eyes and take a deep breath. As you exhale, slowly lower your chin, relax your neck and shoulders. Again a deep breath, a slow circular movement of the head to the left and exhale. Do 3 times to the left, then 3 times to the right.
Effect: relaxation of the muscles of the head, neck and shoulder girdle.
Hand exercises.
In a sitting or standing position, place your hands in front of your face. Palms out, fingers extended.
Tighten your palms and wrists. Gather your fingers into fists, quickly bending them one by one (starting with the little fingers). The thumbs will be on top. Turn strongly clenched fists so that they "look" at each other. Movement - only in the wrists, the elbows are not mobile. Unclench your fists, relax your hands. Do the exercise a few more times.
Effect: relieving tension in the hands and wrists.
In a sitting or standing position, lower your arms along the body. Relax them. Take a deep breath and slowly exhale for 10-15 seconds, shake your hands slightly. Do this several times.
Effect: getting rid of hand fatigue.
Interlock your fingers, join your palms and raise your elbows. Turn the brushes with your fingers inward (toward the chest), then outward. Do it several times, then lower your arms and shake your relaxed hands.
Snap the fingers of both hands while moving thumb alternately on all other fingers.
Spread your fingers wide and strain your hands for 5-7 s, then strongly clench your fingers into fists for 5-7 s, then open your fists and shake your relaxed hands. Do the exercise several times.
Body exercises.
Effect: muscle relaxation, straightening of the spine, improved blood circulation.
Stand up straight, legs slightly apart. Raise your hands up, rise on your toes and stretch.
Get down, arms along the body, relax. Do 3-5 times.
Raise your shoulders as high as possible and gently move them back, then slowly push them forward.
Do 15 times.
Standing bend over, put your palms on your legs behind your knees. Pull in the stomach and tighten your back for 5-6 s.
Straighten up and relax. Do the exercise 3-5 times.
Stand straight, feet shoulder-width apart. Spread your arms out to the sides at shoulder level. Turn your torso to the right as much as possible, then to the left. Do this 10-20 times.
Feet shoulder-width apart, slightly relaxed and bent at the knees. Taking a deep breath, relax.
As you exhale, raise your hands up, pull them to the ceiling. Feel the tension in the muscles of the fingers, shoulders, back and again - a deep breath.
As you exhale, lean forward and touch the floor in front of your toes with your hands. Lower your head, relax. Inhale - and on the exhale straighten up. Do the exercise 3 times.
Option 1.
1. Close your eyes, strongly straining the eye muscles, at the expense of 1 - 4, then open your eyes, relaxing 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 gaze at the count 1 - 4, then look into the distance directly at the count 1 - 6. The exercises are carried out in the same way, but with the fixation of the gaze to the left, up and down. Repeat 3-4 times.
4. Move your gaze quickly diagonally: up to the right - down to the left, then straight ahead to the count 1, then left up to the right down and look into the distance to the count 1 - 6. Repeat 4 - 5 times.
Option 2.
1. Close your eyes, without straining the eye muscles, at the expense of 1 - 4, open your eyes wide and look into the distance at the expense of 1 - 6. Repeat 4 - 5 times.
2. Look at the tip of the nose for a count of 1 - 4, and then look into the distance for a count of 1 - 6. Repeat 4
3. Without turning your head (head straight), make slowly circular eye movements up-right-down-left and in the opposite direction: up-left-down-right. Then look away at the count of 1
6. Repeat 4-5 times.
4. With a motionless head, move the gaze with fixing it to the count 1 - 4 up, to the count 1 - 6 straight;
then in the same way down-straight, right-straight, left-straight. Make a movement diagonally in one direction and the other with the translation of the eyes directly to the account 1 - 6. Repeat 3 - 4 times.
Option 3.
1. Keep your head straight. Blink, without straining the eye muscles, at the expense of 10 - 15.
2. Without turning your head (head straight) with eyes closed, look to the right at a count of 1 - 4, then to the left at a count of 1 - 4 and straight ahead at a count of 1 - 6. Raise your eyes up to a count of 1 - 4, look down at a count of 1 - 4 and look directly at a count of 1 - 6. Repeat 4-5 times.
3. Look at the index finger, distant from the eyes at a distance of 25 - 30 cm, at the expense of 1 - 4, then look into the distance at the expense of 1 - 6. Repeat 4 - 5 times.
4. At an average pace, do 3-4 circular movements to the right side, the same amount to the left side and, relaxing the eye muscles, look into the distance at the expense of 1-6. Repeat 1-2 times.
Sanitary rules and norms SanPiN 2.2.2.542-96 Appendix 17 (recommended) Sets of exercises for physical culture minutes Physical education minute (FM) helps to relieve local fatigue. According to the content of FM, they are different and are intended for a specific effect on a particular muscle group or body system, depending on well-being and a feeling of fatigue.
Physical education minute of general impact can be used when it is not possible to perform a physical education break for any reason.
1. FM general impact
1. I.p - o.s. 1 - 2 - stand on your toes, arms up and out, reach up for your hands. 3 - 4 - in arcs to the sides, arms down and relaxed in front of the chest, tilt the head forward. Repeat 6 times. The pace is fast.
2. I.p. - stand legs apart, arms forward., 1 - turn the body to the right, swing the left hand to the right, right back behind the back. 2 i.p. 3 - 4 - the same in the other direction. Exercises are performed sweepingly, dynamically. Repeat 6 - 8 times. The pace is fast.
3. I.p. 1 - bend the right leg forward and, clasping the lower leg with your hands, pull the leg to the stomach. 2 put your foot, arms up and out. 3 - 4 - the same with the other leg. Repeat 6 - 8 times. The pace is average.
2. FM of general impact
1. I.p. - o.s. 1 - 2 - arcs inward two circles with hands in the front plane. 3 - 4 - the same, but circles outward.
2. I.p. - stand legs apart, right hand forward, left on the belt. 1 - 3 - circle with the right hand down in the lateral plane with the body turning to the right. 4 - finishing the circle, right hand on the belt, left forward. The same on the other side. Repeat 4 - 6 times. The pace is average.
3. I.p. - o.s. 1 - with a step to the right, arms to the sides. 2 - two springy slopes to the right. Hands on the belt. 4 i.p. 1 - 4 - the same to the left. Repeat 4-6 times on each side. Average pace.
3. FM of general impact
1. I.p. - stand legs apart, 1 - arms back. 2 - 3 - arms to the sides and up, stand on your toes. 4 relaxing the shoulder girdle, arms down with a slight forward inclination. Repeat 4 - 6 times. The pace is slow.
2. I.p. - stand legs apart, arms bent forward, hands in fists. 1 - with a turn of the torso to the left "hit" with the right hand forward. 2 - i.p. 3 - 4 - the same in the other direction. Repeat 6-8 times. Don't hold your breath.
4. FM of general impact
1. I.p - hands to the sides. 1 - 4 - figure-of-eight hand movements. 5 - 8 - the same, but in the other direction. Do not strain your hands. Repeat 4 - 6 times. The pace is slow. Breathing is arbitrary.
2. I.p. - stand legs apart, hands on the belt. 1 - 3 - three springy movements of the pelvis to the right, keeping the i.p. shoulder girdle. 4 i.p. Repeat 4
6 times in each direction. The pace is average. Don't hold your breath.
3. I.p. - o.s. 1 - arms to the sides, torso and head turn to the left. 2 - hands up. 3 - hands behind the head. 4 - i.p. Repeat 4-6 times on each side. The pace is slow.
Physical education to improve cerebral circulation:
Tilts and turns of the head have a mechanical effect on the walls of the cervical blood vessels, increase their elasticity; irritation of the vestibular apparatus causes the expansion of the blood vessels of the brain. Breathing exercises, especially breathing through the nose, change their blood supply. All this enhances cerebral circulation, increases its intensity and facilitates mental activity.
1. FM to improve cerebral circulation
1. I.p. - o.s. 1 - hands behind the head; spread your elbows wider, tilt your head back. 2 - elbows forward. 3 arms relaxed but down, tilt your head forward. Repeat 4 - 6 times. The pace is slow.
2. I.p. - stand legs apart, hands in fists. 1 - swing left hand back, right up - back. 2 opposite strokes to change the position of the hands. Mahi finish with jerks with hands back.
Repeat 6 - 8 times. The pace is average.
3. I.p. - sitting on a chair. 1 - 2 take your head back and gently tilt back. 3 - 4 - tilt your head forward, do not raise your shoulders. Repeat 4 - 6 times. The pace is slow.
2. FM to improve cerebral circulation
1. I.p. - standing or sitting, hands on the belt. 1 - 2 - circle with the right hand back with a turn of the torso and head to the right. 3 - 4 - the same with the left hand. Repeat 4 - 6 times. The pace is slow.
2. I.p. - standing or sitting, arms to the sides, palms forward, fingers apart. 1 - wrapping your arms around your shoulders as tightly as possible and further. 2
I.p. The same to the left. Repeat 4 - 6 times. The pace is fast.
3. I.p. - sitting on a chair, hands on the belt. 1 - turn your head to the right. 2 - i.p. The same to the left. Repeat 6
8 times. The pace is slow.
3. FM to improve cerebral circulation
1. I.p. - standing or sitting, hands on the belt. 1 - swing your left hand over your right shoulder, turn your head to the left. 2 - i.p. 3 - 4 - the same with the right hand. Repeat 4 - 6 times. The pace is slow.
2. I.p. - o.s. Clap your hands behind your back, raise your hands back as high as possible. 2 - movement of the hands through the sides of the clap of the hands forward at the level of the head. Repeat 4 - 6 times. The pace is fast.
3. I.p. - sitting on a chair. 1 - tilt your head to the right. 2 i.p. 3 - tilt your head to the left. 4 - i.p.
Repeat 4 - 6 times. The pace is average.
4. FM to improve cerebral circulation
1. I.p. - standing or sitting. 1 - hands to the shoulders, hands into fists, tilt the head back. 2 - turn your arms with your elbows up, tilt your head forward. Repeat 4 - 6 times. The pace is average.
2. I.p. - Standing or sitting, arms at sides. 1 - 3 - three jerks with bent arms inward: right in front of the body, left behind the body. 4 i.p. 5 - 8 - the same in the other direction. Repeat 4 - 6 times. The pace is fast.
3. I.p. - sitting. 1 - tilt your head to the right. 2 - i.p. Tilt your head to the left. 4 - i.p. 5 - turn your head to the right. 6 - i.p. 7 - turn your head to the left. 8 - i.p. Repeat 4 - 6 times. The pace is slow.
Physical education to relieve fatigue from the shoulder girdle and arms:
dynamic exercises with alternating tension and relaxation of individual muscle groups of the shoulder girdle and arms, improve blood circulation, reduce tension.
1. FM to relieve fatigue from the shoulder girdle and arms
1. I.p. - o.s. 1 - raise your shoulders. 2 - lower your shoulders. Repeat 6-8 times, then pause for 2-3 seconds, relax the muscles of the shoulder girdle. The pace is slow.
2. I.p. - arms bent in front of the chest. 1 - 2 - two springy jerks back with bent arms. 3 - 4 - the same with straight arms. Repeat 4 - 6 times. The pace is average.
3. I.p. - stand legs apart. 1 - 4 - four consecutive circles with arms back. 5 - 8 - the same forward.
Do not strain your arms, do not turn your body. Repeat 4 - 6 times. Finish with relaxation. The pace is average.
2. FM to relieve fatigue from the shoulder girdle and arms
1. I.p. - o.s. - brushes in fists. Counter swings with arms forward and backward. Repeat 4 - 6 times. The pace is average.
2. I.p. - o.s. 1 - 4 - with arcs to the sides of the arm up, at the same time making small funnel-shaped movements with them. 5 - 8 - arcs to the sides of the arms relaxed down and shake the brushes.
Repeat 4 - 6 times. The pace is average.
3. I.p. - with the back of the hand on the belt. 1 - 2 - bring forward, tilt your head forward. 3 - 4 - elbows back, bend. Repeat 6-8 times, then arms down and shake relaxed. The pace is slow.
3. FM to relieve fatigue from the shoulder girdle and arms
1. I.p. - stand legs apart, arms to the sides, palms up. 1. - arc upwards relaxed right hand to the left with clapping in the palm of your hand, at the same time turn the body to the left. 2 - i.p. 3 - 4 - the same in the other direction. Do not strain your hands. Repeat 6 - 8 times. The pace is average.
2. I.p. - o.s. 1 - hands forward, palms down. 2 - 4 zigzag hand movements to the sides. 5 - 6
Hands forward. 7 - 8 - arms relaxed down. Repeat 4 - 6 times. The pace is average.
3. I.p. - o.s. 1 - hands freely swing to the sides, bend slightly. 2 - relaxing the muscles of the shoulder girdle, "drop" the arms and raise them crosswise in front of the chest. Repeat 6 - 8 times. The pace is average.
4. FM to relieve fatigue from the shoulder girdle and arms
1. I.p. - o.s. 1 - arcs inward, arms up - to the sides, bend over, head back. 2 - hands behind the head, tilt the head forward. 3
- "drop" hands. 4 - i.p. Repeat 4 - 6 times. The pace is average.
2. I.p. - hands to shoulders, hands in fists. 1 - 2 - tensely turn your arms with your forearms and straighten them to the sides, hands with the back side forward. 3 - arms relaxed down. 4 - i.p.
Repeat 6-8 times, then relax down and shake with brushes. The pace is average.
3. I.p. - o.s. 1 - right hand forward, left up. 2 - change the position of the hands. Repeat 3-4 times, then relax down and shake your hands, tilt your head forward. The pace is average.
Physical education to relieve fatigue from the trunk and legs:
Physical exercises for the muscles of the legs, abdomen and back increase venous circulation in these parts of the body and help prevent congestion of blood and lymph circulation, swelling in the lower extremities.
1. FM to relieve fatigue from the trunk and legs
1. I.p. - o.s. 1 - step to the left, hands to the shoulders, bend. 2 - i.p. 3
4 - the same in the other direction. Repeat 6 - 8 times. The pace is slow.
2. I.p. - stand legs apart. 1 - crouching emphasis. 2 - i.p. 3 lean forward, hands in front. 4 - i.p. Repeat 6 - 8 times. The pace is average.
3. I.p. - stand legs apart, hands behind the head. 1-3 - circular movements of the pelvis in one direction. 4 - 6 - the same in the other direction. 7 - 8 - hands down and shake your hands relaxed. Repeat 4 - 6 times. The pace is average.
2. FM to relieve fatigue from the trunk and legs
1. I.p. - o.s. 1 - lunge to the left, arms arcing inward, up to the sides. 2 - with a push of the left leg, put the arches inward with the arms down. 3 - 4 - the same in the other direction. Repeat 6 - 8 times. The pace is average.
2. I.p. - o.s. 1 - 2 - squat on toes, knees apart, arms forward - to the sides. 3 - stand on the right, swing the left back, hands up, 4 - put the left, hands freely down and shake your hands. 5 - 8 - the same with a swing of the right foot back. Repeat 4 - 6 times. The pace is average.
3. I.p. - stand legs apart. 1 - 2 - tilt forward, the right hand slides down along the leg, the left, bending, along the body up. 3 - 4 - i.p. 5 - 8 - the same in the other direction. Repeat 6 - 8 times. The pace is average.
3. FM to relieve fatigue from the trunk and legs
1. I.p. - hands crossed in front of the chest. 1 - swing the right leg to the side, arms with arcs down, to the sides. 2 - i.p. 3 - 4 - the same in the other direction. Repeat 6 - 8 times. The pace is average.
2. I.p. - stand legs apart wider, arms up - to the sides. 1 - semi-squat on the right, turn the left leg with the knee inward, hands on the belt. 2 - i.p. 3 - 4 - the same in the other direction. Repeat 6 - 8 times.
The pace is average.
3. I.p. - lunge left forward. 1 - swing your arms to the right with a turn of the torso to the right. 2 - swing arms to the left with a turn of the torso to the left. Perform exercises with sweepingly relaxed hands.
The same with the right lunge. Repeat 6 - 8 times. The pace is average.
4. FM to relieve fatigue from the trunk and legs
1. I.p. - stand legs apart, arms to the right. 1 - half-crouching and bending over, hands swing down. Unbending the right leg, straightening the body and transferring the weight of the body to the left leg, swinging the arms to the left.
2 - the same in the other direction. Perform exercises together. Repeat 4
6 times. The pace is average.
2. I.p. - hands to the side. 1 - 2 - squat, knees together, hands behind the back. 3 - straightening the legs, leaning forward, touch the floor with your hands. 4 - i.p. Repeat 6 - 8 times. The pace is average.
3. I.p. - stand legs apart, hands behind the head. 1 - sharply turn the gas to the right. 2 - sharply turn the pelvis to the left. During turns, the shoulder girdle should remain motionless. Repeat 6 - 8 times. The pace is average.
Sanitary rules and norms SanPiN 2.2.2.542-96 Appendix 18 (recommended) Sets of exercises of physical culture pauses Physical culture pause (FP) - increases motor activity, stimulates the activity of the nervous, cardiovascular, respiratory and muscular systems, relieves general fatigue, increases mental performance.
Physical break 1.
Walking in place for 20 - 30 seconds. The pace is average. 1. Starting position (ip) - main stance (o.s.) 1 - arms forward, palms down. 2 - arms to the sides, palms up, 3 - stand on toes, arms up, bend over. 4 - i.p. Repeat 4 - 6 times. The pace is slow.
2. I.p. - legs apart, slightly wider than shoulders. 1 - 3 tilt back, hands behind the back. 3 - 4 - i.p. Repeat 6 - 8 times. The pace is average.
3. I.p. - Feet shoulder width apart. 1 - hands behind the head, turning the torso to the right. 2 - torso in SP, arms to the sides, tilt forward, head back. 3 - straighten up, hands behind the head, turn the torso to the left. 4 - i.p. 5 - 8 - the same in the other direction. Repeat 6 times. The pace is average.
4. I.p. - hands to shoulders. 1 - lunge to the right, arms to the sides. 2 - i.p. 3 - sit down, hands up. 4 - i.p. 5 the same on the other side. Repeat 6 times. The pace is average.
Physical culture break 2 Walking in place 20 - 30 s. The pace is average. 1. I.p. - o.s. Hands behind head. 1 - 2 - stand on your toes, bend over, take your elbows back. 3 - 4 - get down on your feet, lean forward slightly, elbows forward. Repeat 6 - 8 times. The pace is slow.
2. I.p. - o.s. 1 - step to the right, arms to the sides. 2 - turn the palms up. 3 - put your left foot, arms up. 4 arms with arcs to the sides and down, cross in front of the chest with a free swing.
5 - 8 - the same to the left. Repeat 6 - 8 times. The pace is average.
3. I.p. - stand legs apart, arms to the sides. 1 - tilt forward to the right leg, clap in the palm of your hand. 2 - i.p.
3 - 4 the same in the other direction. Repeat 6 - 8 times. The pace is average.
4. I.p. - stand legs apart, left in front, arms to the sides or on the belt. 1 - 3 - three springy semi-squats on the left leg. 4 - change the position of the legs. 5 - 7 - the same, but the right foot is in front of the left. Repeat 4 - 6 times. Go to walking 20 - 25 s. The pace is average.
5. I.p. - stand legs apart wider. 1 - with the body turning to the left, tilting back, arms back. 2 - 3 keeping the position of the body in the turn, springy lean forward, arms forward. 4 - i.p. 5 - 8 the same, but turning the body to the right. Repeat 4-6 times on each side. The pace is slow.
6. I.p. - holding on to the support, bend the right leg, grabbing the shin with the hand. 1 - standing on the left toe, swing the right foot back, right hand to the side - back. 2 - i.p. 3 - 4 - the same, but bend the left leg. Repeat 6 - 8 times. The pace is average.
7. I.p. - o.s. 1 - arms back to the sides, palms out, head tilted back. 2 - hands down, tilt your head forward. Repeat 6 - 8 times. The pace is slow.
Gym break 3
1. Walking in place 20 - 30 s. The pace is average. 1. I.p. - o.s. Right hand arc inward. 2 - the same with the left and hands up, stand on your toes. 3 - 4
Arms in arcs to the sides. I.p. Repeat 4 - 6 times. The pace is slow.
2. I.p. - o.s. 1 - with a step to the right, arms to the sides, palms up. 2 - with the body turning to the right with an arc upwards, the left hand to the right with a clap in the palm of your hand. 3 - straighten up. 4 - i.p. 5 - 8 - the same in the other direction. Repeat 6 - 8 times. The pace is average.
3. I.p. - stand legs apart. 1 - 3 - arms to the sides, lean forward and three sweeping turns of the torso to the sides. 4 - i.p. Repeat 6 - 8 times. The pace is average.
4. I.p. - o.s. 1 - 2 - squat, knees apart, hands forward. 3 - 4 - stand up, right hand up, left behind the head. 5 - 8 - the same, but right behind the head. Repeat 6 - 10 times. The pace is slow.
5. I.p. - o.s. 1 - lunge to the left, arms to the sides. 2 - 3 - arms up, two springy tilts to the right. 4 i.p. 5 - 8 - the same in the other direction. Repeat 4 - 6 times. The pace is average.
6. I.p. - right hand on the belt, left hand supported by the support. 1 - move the right foot forward. 2 - swing the right leg back, sweeping the shin. Do the same with the left foot. Repeat 6-8 swings with each leg. The pace is average.
7. I.p. - o.s. 1 - 2 - right leg back on the toe, arms slightly back with the palms turned outward, tilt the head back. 3 - 4 put your foot down, lower your arms relaxed, tilt your head forward. 5 - 8 the same, putting the other leg back. Repeat 6 - 8 times. The pace is slow.
An 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 score 1-4. Then look into the distance directly at the score 1-6. Exercises are carried out similarly, but with fixation of the gaze to the left, up, down. Repeat 3-4 times.
4. Move your eyes quickly diagonally: right up - left down, then straight into the distance at the expense of 1, then left up - right down and look into the distance at the expense of 1-6. Repeat 4-5 times.
– – –
Folders with practical tasks (handouts):
Teaching materials for grade 8 Teaching materials for grade 9 Teaching materials for grade 10 Teaching materials for grade 11
List of useful sites to help teachers of Informatics and ICT:
1. metod-kopilka.ru - a site for a computer science teacher. Lesson plans, thematic planning. Knowledge control in computer science, entertaining computer science.
2. informatiku.ru - a collective blog of computer science teachers. Everything for successful lessons.
3. openclass.ru - Open class. A large number of different CORs.
4. ipkps.bsu.edu.ru - normative documents, textbooks, thematic planning, competitions and much more. Everything for computer science teachers.
4. klyaksa.net - a site for a computer science teacher. There is information for teachers and students. Materials for the exam, the results of surveys. there is an opportunity to download programs.
5. uchitelinformatiki.narod.ru - many useful developments of lessons on various topics
6. school.dentro.ru - a site for a computer science teacher. Normative-legal documents. Software. Tasks for working on a PC, homework, presentations.
7. sgu.ru - olympiad tasks, help in preparing for lessons
8. lazy.rusedu.net - a site for a computer science teacher. A large number of links to various resources. A list of rare sections that are often needed in the work.
9. omu.ru - school university. Virtual methodological association of teachers, advanced training, monitoring center.
10. wiki.saripkro.ru - educational sites to help computer science teachers
11. infoschool.narod.ru - computer science at school. Overview of Internet technologies, information technologies, materials for the lesson, planning, etc.
12. pedsovet.su - an educational website, an online community (social network) of teachers, educators and other educators. A huge selection of various materials, a forum, preparation for the exam and much more.
13. www.oivt.ru community of computer science teachers
14. marklv.narod.ru - a rich resource for computer science assignments on various topics, and many other useful materials
15. kpolyakov.narod.ru is a very useful site, especially when preparing for the exam in computer science.
16. it-n.ru - a community of creative computer science teachers. You know yourself - teach another!
17. zabaeva.edurm.ru - KTP, lessons, extracurricular activities, tests and more
18. fmf.chgpu.edu.ru - the site of the Faculty of Physics and Mathematics of the Chechen State Pedagogical University, where I studied; here are links to resources on astronomy, computer science, mathematics, and physics.
19. infoosy.narod.ru - many useful links for computer science Employment schedule for the computer science cabinet 2015-2016 academic year 1st half of the year
– – –
– – –
The work plan of the informatics office for the 2015-2016 academic year
Tasks of the informatics cabinet:
Ensuring the high-quality implementation of the program in informatics and ICT in grades 9-11.
Organization of frontal educational activities using a multimedia projector, as well as Internet resources and copyright DERs.
Organization of training and access of teachers and students to Internet resources.
Organization of distance learning and networking.
Ensuring comfortable working conditions at the computer, compliance with sanitary and hygienic standards in the office.
Maintaining the computers in the office.
Replenishment of the office with modern computer equipment.
Organizational activities in preparation for the new academic year:
– – –
Office No. 42 office Grechanovskaya N.V.
Notes:
no comments
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
______________________________________________________________________
Solution:
the office is ready for the academic year _________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
________________________________________________________________
– – –
accidents, incidents, violations of safety regulations in the classroom and in extracurricular activities were not identified.
PROGRAM for the entrance exam to the master's program in the specialty 1-45 80 02 "Television" of a high level Language and its implementation Compiler, interpreter, converter Metalanguages Genealogy of programming languages The first generation ... "of differential equations for problems of satellite navigation technologies Comparative analysis of numerical methods of integrating the equations of motion for navigation ... "NATIONAL RESEARCH STATE UNIVERSITY" (NOVOSIBIRSK STATE UNIVERSITY, NSU) Faculty of Information Technology Department of General Information ... "professional education" KUBAN STATE AGRARIAN UNIVERSITY "FACULTY OF APPLIED INFORMATICS I APPROVE Dean of the Faculty of Applied Informatics, Professor _ S.A. Kurnosov April 25, 2016 R... ""NOVOSIBIRSK NATIONAL RESEARCH STATE SCHOOL" of the educational and methodological committee of the Faculty of Physics Compiled by: Stenin Yu.M. Khutorova O.G. Fakhrtdinov R.Kh. 10/12 VIRTUAL REALITY IN EDUCATION: DOUBTS AND HOPES S. S. Yelesin, A. V. Feshchenko National Research Tomsk State University, Tomsk,...»
“Draft GOVERNMENT OF THE LENINGRAD REGION ORDER dated _ No. On the draft regional law “On Informatization in the Leningrad Region”1. Approve the draft Regional Law "On Informatization in Leni..."
2017 www.site - "Free electronic library - various documents"
The materials of this site are posted for review, all rights belong to their authors.
If you do not agree that your material is posted on this site, please write to us, we will remove it within 1-2 business days.
Requirements for the office of informatics and computer technology
(excerpt from a document developed by the Institute of Informatization of the Russian Academy of Education and posted on the Internet at /pos_rus/baza/baz_inform.htm)
2.10. Cabinet of Informatics and Computer Engineering (IVT)
2.10.1. Sanitary and hygienic requirements
2.10.1.1. The premises of the IWT cabinet must have natural and artificial lighting in accordance with SanPiN 2.2.2.542-96.
2.10.1.2. The main stream of natural light should be on the left. The orientation of window openings should be north or northeast. It is not allowed to direct the main luminous flux of natural light behind and in front of the PC operating. With double-sided lighting at a depth of more than 6 m in the cabinet, a right-sided lighting device is required, the height of which must be at least 2.2 m from the floor.
2.10.1.3. In the lighting installations of the IWT cabinet, a general lighting system should be used, made by ceiling or pendant fluorescent lamps, evenly spaced along the ceiling in rows in the form of solid lines on both sides of the desktop with a PC or VDT. Lamps, as well as window light apertures, should not be reflected on the screens of a PC or VDT.
2.10.1.4. The illumination of the surface of student tables under artificial lighting should be in the range of 300-500 lux. Luminaires must have light-scattering fittings.
2.10.1.6. For classrooms with PCs and VDTs, lamps of the LP036 series with high-frequency ballasts (VChPRA) should be used. It is possible to allow the use of luminaires without VChPRA in the "oblique light" modification.
2.10.1.7. In rooms with a PC, due to air pollution by anthropogenic organic substances and carbon dioxide, it is recommended to have supply and exhaust ventilation that provides optimal temperature and humidity conditions for all climatic zones.
Optimal parameters | Valid parameters |
||
Temperature, C | Relative humidity, % | Temperature, C | Relative humidity, % |
2.10.1.8. In the absence of supply and exhaust ventilation, air conditioning can be arranged using household air conditioners.
Calculation of air conditioners should be carried out by a ventilation engineer depending on their performance, the amount of excess heat from cars, people, solar radiation and artificial lighting sources.
2.10.1.9. The IWT office should be equipped with a washbasin with hot and cold water supply.
2.10.1.10. The power supply of the cabinet must be carried out in accordance with the requirements of GOST 28139-89 and PUE.
2.10.1.11. The supply of electrical voltage to the tables of students and teachers must be stationary and hidden.
2.10.1.12. The location of the electrical panel and the Residual Current Device should give the teacher the ability to instantly turn off the power supply system. Recommended placement is to the left or right of the chalkboard.
2.10.1.13. To ensure fire safety, the office of the MBT must be equipped with 2 carbon dioxide fire extinguishers (type OU-2).
2.10.1.14. For painting walls and panels, light colors of paints should be used (p = 0.5-0.6). The composition of the paints must exclude the occurrence of lime dust.
2.10.1.15. The surfaces of the enclosing structures of the cabinet, blackboard, desktops should be matte.
2.10.1.16. The surface of the floor must be smooth, without potholes, non-slip, easy to clean and wet cleaning, and have antistatic properties.
2.10.1.17. The content of harmful chemicals in indoor air using video display terminals (VDTs) and personal electronic computers (PCs) should not exceed the average daily concentrations for atmospheric air.
2.10.1.18. For interior decoration of the interior of premises with PCs and VDTs, it is not allowed to use synthetic materials that emit harmful chemicals and compounds into the air. These include chipboard, laminated paper plastic, washable wallpaper, rolled synthetic coatings, etc.
2.10.1.19. The noise level at the workplace in all classrooms with VDT and PC should not exceed 50 dBA. (Sanitary norms for permissible noise in the premises of residential and public buildings and on the territory of residential development N 3077-84, clause 7.2).
2.10.2. Requirements for the premises of the ICT office
2.10.2.1. The office of informatics and computer technology (MWT) is organized as an educational unit of a secondary general education and vocational school, a training and production plant, equipped with a set of educational computer equipment (KUVT), teaching and visual aids, educational equipment, furniture, office equipment and devices for conducting theoretical and practical, classroom, extra-curricular activities in the course "Fundamentals of Informatics and Computer Engineering" (OIVT), both basic and specialized. In addition, KIVT can be used in teaching various subjects, labor training.
2.10.2.2. The area of the premises of the IWT office is determined in accordance with the requirements of the regulatory document "Educational and material base of an educational institution of general secondary education" part I. "Norms and requirements for educational buildings and school plots", as well as SanPiN 2.2.2.542-96.
2.10.2.3. Placement of KIVT in all educational institutions in the basement and basement is not allowed.
2.10.2.4. The minimum area per one PC must be at least 6 sq.m., and the volume - at least 24.0 cubic meters. with a height of at least 4 m. With a lower height of the training room, it is recommended to increase the area by one workplace.
2.10. 2. 5. At the office of IWT, a laboratory area of at least 18 sq.m. should be organized. The laboratory room should have two exits: to the training room and to the landing or to recreation.
2.10.2.6. The area of the office should allow you to arrange furniture in it in compliance with sanitary and hygienic standards.
2.10.2.7. The front wall of the KIVT is equipped with a blackboard for felt-tip pens, a screen, a cabinet for storing visual aids and information media.
2.10.2.8. At the entrance to the IWT office, built-in or wall-mounted cabinets (shelves) for briefcases should be provided.
2.10.2.9. To the left of the blackboard, in the teacher's working area, an electrical switchboard with a control panel for power supply to the workplaces of the teacher and students should be fixed on the wall.
2.10.2.10. Drawers for tables are installed under the board or separately under the stands. Holders (or a bar with holders) are attached to the upper edge of the board for hanging tables.
2.10.2.11. On the wall opposite the windows, exposition boards with permanent and temporary information are placed.
2.10.2.12. Along the back wall, it is possible to install a sectional cabinet for storing educational equipment and information media, depending on the area of the office.
2.10.2.13. The upper part of the back wall of the classroom should be designed to display the manuals necessary for studying individual topics of the program.
2.10.3. Requirements for a set of furniture in the classroom
2.10.3.1. The office and the laboratory room must be equipped with a certain set of specialized furniture that meets the requirements of GOST 22046-89, which has a certificate of conformity with technical documentation and a hygiene certificate.
The office should have furniture for:
Organization of the teacher's workplace;
Organization of workplaces for students;
For rational placement and storage of teaching aids;
To organize the use of equipment.
2.10.3.2. The laboratory room should have the following furniture: radio editing table, office desk; shelving for storage of tools and a safe.
2.10.3.3. Furniture for organizing a teacher's workplace should include a table with a place for equipment (graphic projector) and a computer, a cabinet for a printer, a chair, and a blackboard.
2.10.3.4. Furniture for the organization of students' workplaces includes single student desks for a computer (GOST 11015-93) with chairs of different height groups No. 4,5,6) with color marking with lifting and swivel chairs.
2.10.3.5. Furniture for the rational placement and storage of educational equipment should consist of a combined cabinet in accordance with GOST 18666-95.
2.10.4. Requirements for the organization, jobs of teachers and students
2.10.4.1. The teacher's workplace is located on the podium and is equipped with a table equipped with equipment in accordance with the Lists, two cabinets (for a printer and a graph projector), a blackboard, a screen and an electrical switchboard with a control panel. The teacher's table must be supplied with power to connect a PC, printer, graph projector.
2.10.4.2. Dimensions of the teacher's table: cover length - not less than 1300 mm, mm, width - not less than 700 mm.
2.10.4.3. The pedestals should have 1-2 drawers with dimensions of 350x500x100 mm for accessories, magnetic media and banners based on the current day of classes.
2.10.4.5. Students' workplaces equipped with personal computers (PCs) should consist of a single table and a lifting and swivel chair.
Additionally, the computer science room is equipped with double student tables (GOST 11015-93) in accordance with the number of jobs for students when working on a PC or VDT. Student tables are located in the center and are designed for theoretical classes. Tables and chairs should be of different height groups with color indication.
Furniture group | Chair seat front edge height, mm | Growth group, mm | Marking color | Table height, mm |
2.10.4.6. The modular dimensions of the working surface of the table for VDT and PC, on the basis of which the design dimensions should be calculated, should be considered: width - 800, 1000, 1200, 1400 mm, depth - 800 and 1000 mm with its unregulated height equal to 725 mm.
2.10.4.7. The student's desk must be connected to the power supply and the LAN cable. The table must be anchored to the floor.
2.10.4.8. The arrangement of workplaces for students in KIVT should provide free access for students and teachers during the lesson to the workplace.
2.10.4.9. To ensure the safety of students and teachers, electrical safety and the creation of constant levels of illumination during work, a perimeter arrangement of desktops with a PC is recommended (row arrangement of student tables with a PC or VDT is not recommended.
2.10.4.10. The following distances must be observed for the perimeter arrangement of workplaces:
a) by the width of the office:
The distance between the wall with window openings and tables should be at least 0.8 m;
The distance between the wall opposite the window openings and the tables with a PC should be about 0.1 m, and in some cases, depending on the video monitors used, the tables can be installed directly against the wall;
b) along the length of the KIVT tables with a PC can be placed without a gap and with a distance between them.
2.10.4.11. When tables with PCs are arranged in rows, each table must have a protective screen on the back of the video monitor. The screen is attached to the table at a distance of 3-5 cm, its area should be sufficient to protect the power wires.
2.10.4.12. The number of jobs for students can be 9, 12, 15, depending on the class size.
2.10.5. Requirements for equipping the office with equipment and
fixtures.
2.10.5.1. The number of student PCs required to equip the ICT room should be at the rate of one computer per student, taking into account the division of the class into two groups.
2.10.5.2. The IWT cabinet should include one machine for the teacher with appropriate peripheral equipment.
2.10.5.3. The IWT cabinet must be equipped with a graphic projector, a video recorder, a TV set (diagonal not less than 61 cm), a slide projector and a screen.
2.10.5.4. The demonstration TV is mounted 1.5 m from the floor on a bracket to the left of the blackboard.
2.10.5.5. The graphic projector should be located on a pedestal next to the teacher's desk.
2.10.5.6. When demonstrating filmstrips and transparencies (with a screen width of 1.2-1.4 m), the distance from the screen to the first tables of students (for theoretical classes) should be at least 2.7 m, and to the last tables no more than 8.6 m.
The height of the lower edge of the screen above the podium is at least 0.8 m.
The optimal zone for watching TV shows and videos is located at a distance of at least 2.7 m from the TV screen to the first double tables of students (during theoretical classes).
2.10.6. Requirements for equipping the classroom with educational equipment and necessary documentation.
2.10.6.1. The composition of educational equipment in the office of the MVT is determined by the "List of computer equipment, educational equipment, basic and applied software for computer science classrooms, classes with VDT and PC in educational institutions of the general secondary education system."
2.10.6.2. The IT cabinet should be equipped with:
Educational software for the course "Fundamentals of Informatics and Computer Engineering", both basic and specialized;
Tasks for the implementation of an individual approach in teaching, organizing independent work and exercises for students on computers;
A set of popular science, reference and methodological literature;
Journal of introductory and periodic safety briefings for students (recommended);
Journal of the use of a set of educational computer equipment at each workplace;
Journal of machine failure and repair;
Holders for demonstrating tables and stands for exhibiting students' work;
An inventory book for accounting for the educational equipment available in the classroom, annual plans for the retrofitting of KIVT approved by the school principal;
pharmacy first aid;
Fire extinguishing equipment.
2.10.6.3. In the IWT office there should be a card file of educational equipment indicating the storage locations.
2.10.7. Requirements for placement and storage of equipment
2.10.7.1. Educational equipment and aids should be placed and stored in a sectional cabinet located in the laboratory and having adjustable shelves and half-shelves, according to the sections of the program.
2.10.7.2. Demonstration aids and DIY equipment should be kept separate.
2.10.7.3. Discs with software should be stored in special small boxes, protected from dust and light, according to classes and sections of the program; the drawers are placed in the cabinet, and the places for storing disks in it are marked with inscriptions.
2.10.7.4. Tables should be stored in boxes under the blackboard or in special compartments according to sections of the program and classes, taking into account the dimensions.
2.10.7.5. Audiovisual aids should be stored on cabinet shelves, filmstrips and transparencies - in stacks with recesses for boxes. Cells and boxes must be labeled.
2.10.7.6. Reference, educational and methodical and popular scientific literature should be stored on the shelves of the cabinet.
2.10.8. Requirements for the interior design of the office of informatics and computer technology
2.10.8.1. The manuals necessary for the study of individual topics, sections of the course, should be exhibited on the wall of the office, opposite the blackboard.
2.10.8.2. For the exposition of books and materials, the cabinet should be equipped with removable stands.
2.10.8.3. On the wall opposite the windows, boards are placed with reference tables permanently located in the classroom, acquainting students with safety regulations, the main computer components and their functions.
2.10.8.4. On one of the walls, along with the stands, a table "Rules for the work of students on a PC and VDT" should be placed.
2.10.8.5. Different fonts can be used in the design of stands: printed and handwritten, Arabic and Gothic. Headings and subheadings should be in the same style.
I.APPOINTMENT OF THE CABINET OF INFORMATICS
The computer science cabinet is organized as an educational unit of a secondary general education and vocational school, equipped with a set of educational computer equipment (KUVT), teaching and visual aids, educational equipment, furniture, office equipment and devices for conducting theoretical and practical, classroom and extracurricular classes on the course "INFORMATICS" both basic and specialized. In addition, the computer science classroom can be used in teaching various subjects, labor training, in organizing socially useful and industrial work of students, for the effective management of the educational process.
The informatics cabinet is created as a psychologically, hygienically and ergonomically comfortable environment. The classroom is organized in such a way as to contribute to the maximum extent to successful teaching, mental development and the formation of an information culture of students, their acquisition of solid knowledge, skills and abilities in computer science and the basics of science, while fully ensuring the requirements for the health and safety of teachers and students.
Classes in CI should contribute to:
- the formation of an active life position of students by means of academic discipline;
- the formation of knowledge, skills and abilities in the subject;
- integrated use of equipment, training materials;
- effective conduct of classes, individual and differentiated work with students;
- the formation of knowledge about the structure and functioning of modern computer technology, the skills and abilities to solve problems using a PC, to use software and work with information resources;
- to familiarize students with the use of computer technology in production, in design organizations, scientific institutions, the educational process and management;
- improvement of teaching methods and organization of the educational process at school.
In the computer science classroom:
- classes in the subject using modern technical and visual teaching aids, teaching aids;
- extra-curricular and optional classes in the subject;
- experimental lessons and practical exercises.
The number of jobs for students can be 9, 12, 15, depending on the class size. To conduct practical classes on a PC, it is recommended to organize individual, collective and group work. Depending on the methodological tasks, the work of one or two students can be organized at one workplace.
II. REQUIREMENTS FOR EQUIPMENT OF THE EDUCATIONAL ROOM OF INFORMATICS
1. As part of the computer science classroom, designed to teach the course of computer science and other individual general education subjects using SNIT.
Material and technical base
- The table is double or single with a PC.
- Teacher's desk with PC.
- Table - stand for the printer.
- TV.
- Graphic projector multimedia or with transparent tapes.
- multimedia equipment.
- Wall cabinet.
- Chalkboard or marker board.
- Fire-fighting equipment.
- Signaling.
- Electrical shield.
- Curtains or blinds.
- First aid kit.
- Water dispenser.
Methodical zone:
- Sets of teaching and visual aids.
- Reference-informational and didactic literature.
- Guidelines for conducting theoretical and practical classes, both basic and specialized courses.
- Holders for displaying tables and stands for exhibiting student work.
- Tables.
- Cards with tasks for the implementation of an individual approach to learning, organization of independent work of students.
- Video library.
- Electronic textbooks.
- Educational software for the course "Fundamentals of Informatics and Computer Engineering", both basic and specialized training.
- Journals of introductory and periodic safety briefings for students.
- A log of the use of KUVT at each workplace.
- An inventory book for accounting for the educational equipment available in the classroom.
- Annual plans for the retrofitting of KIVT, approved by the director of the school.
- Disks, compact disks (with software in special small boxes protected from light dust, according to classes and sections of the program; the boxes are placed in a cabinet, and the places for storing disks in it are marked with inscriptions).
- Tables - in boxes under the board or in special departments for sections of programs and classes.
- Audiovisual aids.
- Journal of failure of machines and their repair.
2. A laboratory designed to conduct experimental research using SNIT.
3.Means and devices that ensure the functioning of the telecommunications network (synthesis of computer networks and means of telephone, television, satellite communications) of regional and global scales.
4. Systematization of didactic materials on computer science, a card file of available educational equipment is being created with indication of storage locations and a methodical card file, which makes it easier for the teacher and the laboratory assistant to prepare the equipment for classes.
III. Requirements for the premises of computer science classrooms
Considering a wide contingent of potential users, including children, the safety level of all KUVT equipment should be no worse than for household radio-electronic equipment - GOST 12.2006-83.
The design of all KUVT elements should exclude the possibility of a person touching parts and elements under voltage over 36V at any, incl. erroneous, user actions not related to opening the case. The power supply system of the KUVT should:
- provide galvanic isolation from the ground potential with a resistance of at least 1 MΩ;
- be equipped with a protective shutdown device that provides power off from workplaces in the event of a leakage to the "ground" of more than 10 mA;
- provide protective shutdown in case of overloads and short circuits in load circuits, as well as emergency manual shutdown.
The design of connectors and connectors must exclude the possibility of erroneous connection to lines with the wrong voltage, power supply cables must have sufficient mechanical strength.
General fire safety requirements must comply with the standards for educational and household electrical equipment. In case of fire, toxic gases and fumes must not be emitted. After disconnecting the power supply, it must be possible to use any fire extinguishing means.
Factors that have harmful effects on health from all elements of the KUVT should not exceed the current standards for children, and in the absence of them, the corresponding standards for adult operators who constantly work with such equipment. The optimum temperature in the office is 19-21 C 0 ; temperature 18-22 С 0 is allowed. Ultraviolet radiation in the range of 200-315 mm should not exceed 10 W/m 2 . Noise level should not exceed 50 decibels.
Requirements for the correct fit of students when working on a PC
When working on a PC, you must maintain the correct fit. The edge of the chair should extend 3-5 cm beyond the edge of the table facing the student. The back in the area of the lower corners of the shoulder blades should be supported. The forearms should rest on the surface of the table (in front of the keyboard) to relieve static muscle tension from the shoulder girdle and arms. Eye level with a vertical screen should be in the center of the screen or 2/3 of its height. The line of sight must be perpendicular to the center of the screen.
The optimal eye distance of students to the PC screen should be within 0.6–0.7 m, admissible - not less than 0.5 m.
Lighting Requirements
The main stream of natural light should be on the left. The direction of the main flow to the right, behind and in front of the worker is not allowed. The sun's rays and glitter should not fall into the field of view of students.
The premises of the computer science cabinet should have natural or artificial lighting with windows oriented to the north or northeast. Lights should not reflect on the PC screen.
You can not paint the walls located opposite the monitor screens with dark colors. The surfaces of working tables should be natural wood, blue, light green, light gray, the surface of the tables should be matte. Blinds are mounted on the windows, in color in harmony with the color of the walls.
Types of lighting allowed in the computer science room:
- General fluorescent lighting and curtained windows - when monitors are located around the perimeter of the room and with a central arrangement in 2 rows;
- Combined lighting (natural + artificial) only with 1-3 row arrangement of workplaces, when the screen and the surface of the desktop are perpendicular to the light-bearing rays;
- Natural lighting - when the workplaces are located in one row along the length at a distance of 0.8 - 1 m from the wall with window openings, when the screen is perpendicular to this wall.
Rationing of illumination levels:
|
Character work |
Working surface |
Plane |
Illumination LC, not less than |
|
Work on a PC (training sessions, practice) |
Screen |
200-300 |
|
|
Keyboard |
400-500 |
||
|
Table |
400-700 |
||
|
Blackboard |
400-500 |
Extracts from the Decree of the Chief State Sanitary Doctor of the Russian Federation dated December 29, 2010 N 189 "On the approval of SanPiN 2.4.2.2821-10" Sanitary and epidemiological requirements for the conditions and organization of training in educational institutions "(with changes and additions)
4.11. The area of computer science classrooms and other classrooms where personal computers are used must comply with hygienic requirements for personal electronic computers and the organization of work.
5.9. The equipment of informatics classrooms must comply with hygienic requirements for personal electronic computers and the organization of work.
7.1.7. The windows of the classrooms should be oriented to the south, southeast and east sides of the horizon. The windows of the drafting and drawing rooms, as well as the kitchen room, can be oriented to the northern sides of the horizon. Orientation of computer science classrooms - north, northeast.
7.1.9. The absence of insolation in the classrooms of informatics is allowed.
7.2.4. In classrooms, classrooms, laboratories, illumination levels must comply with the following standards: on desktops - 300 - 500 lux, in technical drawing and drawing rooms - 500 lux, in computer science classrooms on tables - 300 - 500 lux, on a blackboard 300 - 500 lux, in assembly and sports halls (on the floor) - 200 lux, in recreation (on the floor) - 150 lux.
When using computer technology and the need to combine the perception of information from the screen and keeping records in a notebook, the illumination on the tables of students should be at least 300 lux.
10.8. When scheduling lessons, subjects of various complexity should be alternated throughout the day and week: for students of primary general education, the main subjects (mathematics, Russian and foreign languages, natural history, computer science) should be alternated with music lessons, visual arts, labor, physical culture; for students of basic general and secondary general education, subjects of natural and mathematical profile alternate with humanitarian subjects.
Extracts from the Decree of the Chief State Sanitary Doctor of the Russian Federation of June 3, 2003 N 118 "On the Enactment of Sanitary and Epidemiological Rules and Regulations SanPiN 2.2.2 / 2.4.1340-03" (with amendments and additions)
XI. Requirements for the organization and equipment of workplaces with a PC for students in general educational institutions and institutions of primary and higher professional education
11.1. Premises for classes are equipped with single tables designed to work with a PC.
11.2 The design of a single table for working with a PC should include:
- two separate surfaces: one horizontal for placing a PC with smooth adjustment in height within 520 - 760 mm and the second - for a keyboard with smooth adjustment in height and tilt angle from 0 to 15 degrees with reliable fixation in the optimal working position (12 - 15 degrees);
- the width of the surfaces for the VDT and the keyboard is at least 750 mm (the width of both surfaces must be the same) and the depth is at least 550 mm;
- support of surfaces for a PC or VDT and for a keyboard on a riser, in which there should be power supply wires and a local network cable. The base of the riser should be aligned with the footrest;
- lack of boxes;
- increase in the width of surfaces up to 1200 mm when equipping the workplace with a printer.
11.3. The height of the edge of the table facing the person working with the PC and the height of the legroom should correspond to the height of students in shoes.
11.4. If there is a high table and chair that does not match the height of the students, a height-adjustable footrest should be used.
11.5. The line of sight should be perpendicular to the center of the screen and its optimal deviation from the perpendicular passing through the center of the screen in the vertical plane should not exceed +-5 degrees, the allowable is +-10 degrees.
11.6. A workplace with a PC is equipped with a chair, the main dimensions of which must correspond to the growth of students in shoes.
