Calendar-thematic planning in computer science, grade 8

Work program in computer science, grade 8 (FSES)

Explanatory note

The work program in computer science for grade 8 is compiled on the basis of the requirements of the Federal State Educational Standard for Basic General Education, an approximate basic educational program of an educational institution.

General characteristics of the item:

Computer science is the science of the patterns of information processes in

systems of various natures, about methods, means and technologies for automating information processes. It contributes to the formation of a modern scientific worldview, the development of intellectual abilities and cognitive interests of schoolchildren; mastering information technologies based on this science is necessary for schoolchildren both in the educational process itself and in their everyday and future lives.

The priority objects of study in the computer science course of the basic school are

information processes and information technologies. The theoretical part of the course is based on revealing the content of information technology for solving a problem, through such generalizing concepts as: information process, information model.

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

A number of important concepts and course activities are developed regardless of the means

information technologies, some in a combination of “machineless” and “electronic” environments. For example, the concept of “information” is initially introduced without regard to the technological environment, but immediately receives reinforcement in the practical work of recording images and sound. This is followed by practical issues of processing information on a computer, and students’ understanding of various types of information objects (texts, graphics, etc.) is enriched.

The course is aimed at developing skills using modern digital technologies

nologies and without them, independently or in joint activities: record information about the world around them; search, analyze, critically evaluate, select information; organize information; give information; design objects and processes,

plan your actions; create, implement and adjust plans.

The program involves short practical work (20-25 minutes) aimed at developing individual technological techniques, and workshops -

integrated practical work focused on obtaining holistic content

meaningful result that is meaningful and interesting for students. When performing the work of the workshop, it is expected to use relevant content material and tasks from other subject areas. As a rule, such work is designed for several classroom hours.

The study of computer science in 8th grade is aimed at achieving the following goals :

— The study of computer science in primary school is aimed at achieving the following goals :

• mastering knowledge that forms the basis of scientific ideas about information, information processes, systems, technologies and models;
• mastering the skills of working with various types of information using a computer and other means of information and communication technologies (ICT), organizing one’s own information activities and planning its results;
• development of cognitive interests, intellectual and creative abilities using ICT;
• fostering a responsible attitude towards information, taking into account the legal and ethical aspects of its dissemination; selective attitude to the information received;
• developing skills in using ICT tools in everyday life, when carrying out individual and collective projects, in educational activities, and further mastering professions in demand in the labor market.

Main objectives of the course:

• ensuring, in the process of studying the subject, conditions for achieving the planned results of mastering the basic educational program of basic general education by all students, including students with disabilities and people with disabilities;
• creating, in the process of studying the subject, conditions for:
• development of personality, abilities, satisfaction of cognitive interests, self-realization of students, including gifted ones;
• formation of students’ values, the foundations of their civic identity and social and professional orientations;
• formation of students' experience of independent learning activities;
• developing in students the skills of a healthy and safe lifestyle for humans and their environment;
• introducing students to the methods of scientific knowledge and methods of studying objects and phenomena, students’ understanding of the differences between scientific data and unverified information, the value of science for satisfying everyday, industrial and cultural human needs;
• formation of competencies in the field of practical use of information and communication technologies, development of information culture and algorithmic thinking, implementation of engineering education at the level of basic general education.

During the development of program content, conditions are provided for students to achieve the following personal, meta-subject and subject results:

Planned personal results are a system of value relations of students formed in the educational process towards themselves, other participants in the educational process, the educational process itself, objects of knowledge, and the results of educational activities. The main personal results formed during the study of computer science in primary school are:

-the presence of ideas about information as the most important strategic resource for the development of the individual, state, and society; understanding the role of information processes in the modern world;

-possession of primary skills of analysis and critical assessment of the information received; responsible attitude towards information, taking into account the legal and ethical aspects of its dissemination; developing a sense of personal responsibility for the quality of the surrounding information environment;

-the ability to link educational content with one’s own life experience, to understand the importance of training in the field of computer science and ICT in the context of the development of the information society; readiness to improve their educational level and continue learning using the tools and methods of computer science and ICT;

-ability and readiness to accept the values ​​of a healthy lifestyle through knowledge of the basic hygienic, ergonomic and technical conditions for the safe operation of ICT equipment.

Meta-subject results:

Regulatory UUD:

- ability to independently plan alternative ways to achieve goals,

consciously choose the most effective ways to solve educational and cognitive

tasks;

- ability to exercise control over the result and method of action at the level

voluntary attention and make the necessary adjustments;

- the ability to adequately assess the correctness or error of completing training

the task, its objective difficulty and one’s own possibilities for solving it;

- conscious mastery of logical actions of defining concepts, generalizations,

establishing analogies, classification based on independent choice of grounds and

criteria, establishing generic connections.

Cognitive UUD:

- ability to establish cause-and-effect relationships, build logical

reasoning, inference (inductive, deductive and analogical) and conclusions;

- the ability to create, apply and transform signs and symbols, models and

schemes for solving educational and cognitive problems.

— formation and development of educational and general user competence in

areas of use of information and communication technologies (ICT-

competence).

Communication UUD:

- ability to organize educational cooperation and joint activities with

teacher and peers: determine goals, distribute functions and roles of participants,

general ways of working; ability to work in a group: find a common solution and resolve

conflicts based on coordination of positions and consideration of interests; listen to your partner;

formulate, argue and defend your opinion

Subject-specific results include: skills mastered by students during the study of an academic subject that are specific to a given subject area, types of activities to obtain new knowledge within the framework of an academic subject, its transformation and application in educational, educational-project and social-project situations, the formation of a scientific type thinking, scientific ideas about key theories, types and types of relationships, knowledge of scientific terminology, key concepts, methods and techniques. In accordance with the federal state educational standard of general education, the main subject results formed when studying computer science in secondary school are:

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

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

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

- developing skills in formalizing and structuring information, the ability to choose a method of presenting data in accordance with the task at hand - tables, diagrams, graphs, diagrams, using appropriate data processing software;

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

Value guidelines for the content of the academic subject

The development of logical, algorithmic and systems thinking, the creation of prerequisites for students to successfully master invariant fundamental knowledge and skills in areas related to computer science, helps to orient students towards the formation of self-esteem and an emotionally positive attitude towards themselves, towards the perception of scientific knowledge as part of the culture of mankind. The orientation of the course towards awareness of the multiplicity of models of the surrounding reality allows us to develop not only a willingness to openly express and defend one’s position, but also respect for others, the ability to listen and hear a partner, and recognize the right of everyone to their own opinion.

Planned subject results for students at the basic level:

The student will learn:

• decode and encode information using given coding rules;
• operate with units of measurement of the amount of information;
• evaluate the quantitative parameters of information objects and processes (the amount of memory required to store information; the time of information transfer, etc.);
• write integers from 0 to 256 in binary;
• compose logical expressions with AND, OR, NOT operations; determine the value of a logical expression; build truth tables;
• analyze information models (tables, graphs, diagrams, diagrams, etc.); recode information from one spatial-graphic or sign-symbolic form to another, including the use of graphical representation (visualization) of numerical information;
• choose a form of data presentation (table, diagram, graph, diagram) in accordance with the task;

The student will have the opportunity to:

• deepen and develop ideas about the modern scientific picture of the world, about information as one of the basic concepts of modern science, about information processes and their role in the modern world;
• learn to determine the power of the alphabet used to write a message;
• learn to estimate the information volume of a message written in characters of an arbitrary alphabet
• convert small decimal numbers from octal and hexadecimal number systems to the decimal number system;
• become familiar with how information is represented on a computer, including binary coding of texts, graphics, and sound;
• learn to solve logical problems using truth tables;
• learn to solve logical problems by composing logical expressions and converting them using the basic properties of logical operations.

To implement program content, ICT and health-saving teaching technologies are used, and practical teaching methods are used.

1 hour per week is allocated for studying the computer science course in the 8th grade. The program lasts 34 hours (34 academic weeks).

Forms of organizing educational activities : dialogue, conversation, discussion, debate, practical work. Options for individual, individual-group, group and collective teaching methods are used.

Methods and forms of control and evaluation:

Personal learning activities are not subject to teacher evaluation.

Meta-subject: observation, comprehensive testing work

Subjects: test, independent work, oral questioning, oral answer, practical work, test.

Program content

Educational - methodological and material - technical support for the educational process:

The implementation of the program is ensured by the following educational and methodological set:

— Textbook “Informatics” for 8th grade. Semakin I.G., Zalogova L.A., Rusakov S.V., Shestakova L.V. - M.: BINOM. Knowledge Laboratory, 2017.

— Problem book-workshop (in 2 volumes) edited by I.G. Semakin, E.K. Henner. Publishing house BINOM. Knowledge Laboratory. 2017

— Methodological manual for teachers (authors: Semakin I.G., Sheina T.Yu.). Publishing house BINOM. Knowledge Laboratory, 2017

Calendar and thematic planning of computer science lessons, grade 8

1 hour per week

Work program in computer science 8th grade Federal State Educational Standard for the textbook Bosova L.L.

EXPLANATORY NOTE

1. The work program for computer science in grade 8 is compiled on the basis of the following regulatory documents:

1. Federal State Educational Standard LLC (Approved by order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010 No. 1897);
2. Approximate basic educational program of basic general education (protocol dated April 8, 2020 No. 1/15)
3. OOP LLC of a general educational institution (Approved by the protocol of the pedagogical council No. 4 of May 27, 2014)
4. Educational plan of the educational institution (Approved by the order of the director dated ______________ No._________);
5. Educational calendar of the educational institution (Approved by the order of the director dated ______________ No._________);
6. Computer science programs for general education institutions L.L. Bosova, A.Yu. Bosova; publishing house "BINOM. Knowledge Laboratory", 2013.

To implement this program, a teaching and methodological set in computer science for grade 8 is used.

1. Bosova, L.L. Computer Science [Text]: Textbook for 8th grade / L.L. Bosova, A.Yu. Bosova. –5th ed. - M.: BINOM. Knowledge Laboratory, 2016
2. Borodin M. N. Informatics. Educational and training complex for primary school [Electronic resource]: grades 5–6. 7-9 grades. Methodological manual / Author-compiler: M. N. Borodin. —El. ed. - M.: BINOM. Knowledge Laboratory, 2013

Features of the class.

The basic school computer science course is part of a continuous computer science course, which includes a propaedeutic course in grades 5-6 and a basic course in grades 7-9. The class is filled with children with mental retardation.

The class teaches children with mental retardation (VII type) - mental retardation, therefore the main content of computer science education is preserved, but is supplemented with originality, providing for a remedial focus of education.

Mental retardation manifests itself, first of all, in a slowdown in the rate of mental development. Children with mental retardation have an insufficient general stock of knowledge, limited ideas about the world around them, immaturity of thought processes, insufficient focus of intellectual activity, rapid satiety, and a predominance of gaming interests. In some cases (various types of infantilism), a delay in the development of the emotional-volitional sphere predominates in children. In other cases, mental retardation primarily manifests itself in a slowdown in the development of cognitive activity.

The most important remedial objectives of the computer science course are the development of logical thinking and speech of students, the formation of their mental work skills - planning work, finding rational ways to carry it out, and exercising self-control.

Due to the peculiarities of their mental development, children with mental retardation have difficulty mastering the computer science curriculum. In this regard, it is necessary to make some changes to the general education school curriculum: increase the number of exercises and tasks related to the practical activities of students; Some topics are given as introductory ones; theoretical material is recommended to be presented in the process of solving problems and performing tasks of a visual and practical nature.

Taking into account the psychological characteristics and capabilities of these children, it is advisable to give the material in small doses, gradually complicating it, increasing the number of training exercises, including daily material for repetition and independent work. Mechanical counting and formal memorization of rules should be avoided. Correctional and developmental work with children who have difficulties in mastering computer science should be built in accordance with the following basic principles:

• a differentiated approach to children - taking into account the development of knowledge, skills and abilities, carried out by highlighting the following stages of work: performing actions in a materialized form, in a speech plan without visual support, in a mental plan;

• formation of the operation of reversibility and the associated flexibility of thinking;

• development of general intellectual skills and abilities – activation of cognitive activity: development of visual and auditory perception, formation of mental operations;

• activation of children's speech in unity with their thinking;

• development of positive learning motivation, formation of interest in the subject;

• formation of skills in educational activities, development of self-control skills.

Any educational material should be used to develop in children various methods of mental activity, to correct deficiencies in their development.

In computer science lessons, it is advisable to constantly use lesson materials created in the MS Power Point program. Here it is possible to use graphic, video, and audio materials.

The lesson plan must be written on the board.

Activities should be alternated: lecture part with demonstration of presentation slides, work in a notebook, work on a PC. Alternate each type of activity with physical education minutes, including exercise minutes for the eyes.

To complete the work on the computer, students are given a detailed instruction card describing each step of the task.

Tasks should be selected individually, thereby ensuring the child’s self-esteem, since children do not have the opportunity to compare the pace of completing their own task with the result of completing the task by other students.

Corrective games are used that develop observation, attention, memory and imagination, as well as physical education sessions.

The study of computer science in grade 8 is aimed at achieving the following goals:

• formation of general educational skills and methods of intellectual activity based on computer science methods;
• formation in students of readiness for information and educational activities, expressed in their desire to use the means of information and communication technologies in any subject to achieve educational goals and self-development;
• propaedeutics of the concepts of the basic course of school computer science;
• development of algorithmic thinking,

  creative and cognitive abilities of students;

• fostering a culture of project activities, including the ability to plan and work in a team; a sense of responsibility for the results of one’s work used by other people; attitudes toward positive social activity in the information society, the inadmissibility of actions that violate legal and ethical standards for working with information;
• focusing on the individualization of educational activities and preparation for passing the state final certification in accordance with the requirements of the Federal State Educational Standard for basic general education;
• formation of a holistic worldview,

  corresponding to the modern level of development of science and social practice through the development of ideas about information as the most important strategic resource for the development of the individual, state, and society; understanding the role of information processes in the modern world;

• improving general educational and general cultural skills in working with information in the process of systematizing and summarizing existing knowledge and acquiring new knowledge, skills and methods of activity in the field of computer science and ICT; development of skills in independent educational activities of schoolchildren (instructional design, modeling, research activities, etc.);
• fostering a responsible and selective attitude towards information, taking into account the legal and ethical aspects of its dissemination, fostering a desire to continue education and creative activities using ICT tools.

In 8th grade
you need to solve the following problems :

• to develop in students the ability to organize their own educational activities, including: goal setting; planning, dividing a task into subtasks, developing a sequence and structure of actions necessary to achieve a goal using a fixed set of means; forecasting; control – interpretation of the obtained result, its correlation with the available data in order to establish compliance or non-compliance (error detection); correction; grade;
• to develop in students the skills and abilities of information modeling: the ability to transform an object from a sensory form into a spatial-graphic or sign-symbolic model; the ability to build a variety of information structures to describe objects; the ability to “read” tables, graphs, diagrams, diagrams, etc., independently recode information from one sign system to another; the ability to choose the form of information presentation depending on the task at hand, to check the adequacy of the model to the object and the purpose of modeling;
• to form in students the basic universal skills of an informational nature: setting and formulating a problem; search and selection of necessary information, application of information retrieval methods; structuring and visualization of information; choosing the most effective ways to solve problems depending on specific conditions; independent creation of activity algorithms when solving problems of a creative and search nature;
• to develop in students a wide range of skills and abilities: the use of information and communication technologies to collect, store, transform and transmit various types of information;
• to form in students the basic skills of independent work, primary skills of research, decision-making and object management using algorithms compiled for them;
• to develop in students the skills and abilities of productive interaction and cooperation with peers and adults: the ability to correctly, clearly and unambiguously formulate a thought in a form understandable to the interlocutor; group work skills; the ability to speak in front of an audience, presenting the results of their work using ICT tools.

The work program includes lessons in which students carry out project, educational and research activities.

• The planned results of mastering the educational subject of computer science in the 8th grade
  are reflected in the educational program of the educational institution.
• The content of the educational subject computer science in the 8th grade is reflected in the calendar and thematic planning and educational program of the educational institution.
• The content of the computer science subject contributes to the further development of students’ ICT competence and the development of strategies for semantic reading and working with text.
• The structure of the work program includes a system for recording and monitoring planned results. The main forms of control are:

Current

control is carried out upon completion of a large block (topic) or at the end of the academic year. It allows you to assess the knowledge and skills of students acquired over a fairly long period of work. The main form of control is testing and control work.

When grading, it is advisable to adhere to the following generally accepted ratios:

• 50-70% — «3»;
• 71-85% — «4»;
• 86-100% — «5».

Forms of current control:

• oral (oral response to a question posed, a detailed response on a given topic, oral communication on a chosen topic, recitation of poetry, etc.);
• written (written training exercises, laboratory, practical work, independent work, written assessment work, test work, test, etc.);
• completing tasks using ICT (computer testing, on-line testing using Internet resources or electronic textbooks, performing interactive tasks).

• The general characteristics of the educational subject computer science are reflected in the educational program of the educational institution.
• Description of the place of the subject in the curriculum.

  34 hours per year (1 hour per week) are allocated for teaching the subject of computer science.

• Personal, meta-subject and subject results of mastering the educational subject of computer science at the educational level are reflected in the educational program of the educational institution.

2.
Thematic planning indicating the number of hours allocated to mastering each topic

Calendar-thematic planning in computer science for 8th grade

3. Description of educational, methodological and logistical support of the educational process.

Educational, methodological and logistical support of the educational process meets the requirements for the organization of the educational process and ensures the implementation of the curriculum.

Work program in computer science, grade 8 Bosova L.L. (FSES)

Explanatory note

Normative base

The work program in computer science is developed on the basis of:

1) Federal Law “On Education” 2012 (2020 edition)

2) Federal state standard 2004

3) Approximate basic educational program in computer science

4) The main educational program of the MBOU “On the structure, procedure for developing work programs of educational courses and disciplines” order No. 95/1 of 06/04/2015

7) This computer science program for primary school is compiled in accordance with: the requirements of the Federal State Educational Standard for Basic General Education (FSES LLC); the author's program of the course "Informatics" by L.L. Bosova, recommended by the Ministry of Education of the Russian Federation, which is a key component of the educational and methodological set in computer science for primary schools (authors L.L. Bosova, A.Yu. Bosova; publishing house "BINOM. Knowledge Laboratory .

It maintains continuity with the federal state educational standard for primary general education; the age and psychological characteristics of schoolchildren studying at the level of basic general education are taken into account, and interdisciplinary connections are taken into account.

The study of computer science in grades 7–9 makes a significant contribution to achieving the main goals of basic general education

, contributing to:

• formation of a holistic worldview

  , corresponding to the modern level of development of science and social practice through the development of ideas about information as the most important strategic resource for the development of the individual, state, and society; understanding the role of information processes in the modern world;

• improving general educational and general cultural skills in working with information

  in the process of systematizing and summarizing existing and obtaining new knowledge, skills and methods of activity in the field of computer science and ICT; development of skills in independent educational activities of schoolchildren (instructional design, modeling, research activities, etc.);

• fostering a responsible and selective attitude to information

  taking into account the legal and ethical aspects of its dissemination, fostering a desire to continue education and creative activities using ICT tools.

General characteristics of the subject

Computer science is a natural science discipline about the patterns of information processes in systems of various natures, as well as about methods and means of their automation. Together with mathematics, physics, chemistry, biology, the computer science course lays the foundations of a natural science worldview.

Computer science has a very large and growing number of interdisciplinary connections, both at the level of the conceptual apparatus and at the level of tools. Many provisions developed by computer science are considered as the basis for the creation and use of information and communication technologies - one of the most significant technological achievements of modern civilization.

Many subject knowledge and methods of activity (including the use of ICT tools), methods of activity mastered by students on the basis of computer science, are used both within the educational process when studying other subject areas, and in real life situations, and become significant for the formation of personality traits, i.e. e. focused on the formation of meta-subject and personal results. Throughout the entire period of existence of school informatics, it has accumulated experience in the formation of educational results, which are now commonly called modern educational results.

One of the main features of our time is the ever-increasing variability of the world around us. In these conditions, the role of fundamental education is great, ensuring a person’s professional mobility and his readiness to master new technologies, including information ones. The need to prepare an individual for the rapidly approaching changes in society requires the development of various forms of thinking, the formation in students of the ability to organize their own educational activities, and their orientation towards an active life position.

In the content of the computer science and ICT course for grades 8–9 of primary school, the emphasis is on studying the fundamental principles of computer science, the formation of information culture, the development of algorithmic thinking, and the realization of the general educational potential of the subject.

The basic school computer science course is based on the experience of constant use of ICT that students already have, and provides theoretical understanding, interpretation and generalization of this experience.

Goals and objectives of the course

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

• formation of the foundations of a scientific worldview in the process of systematization, theoretical understanding and generalization of existing knowledge and obtaining new knowledge,
• skills and methods of activity in the field of computer science and information and communication technologies (ICT);
• improving general educational and general cultural skills in working with information, information modeling skills, research activities, etc.; developing the skills of independent learning activities of schoolchildren;
• nurturing a responsible and selective attitude towards information, taking into account the legal and ethical aspects of its dissemination, the desire for creative activity and continued education using ICT tools.

Tasks:

• mastering the skills of working with various types of information using a computer and other means of information and communication technologies (ICT), organizing one’s own information activities and planning its results;
• development of cognitive interests, intellectual and creative abilities using ICT;
• fostering a responsible attitude towards information, taking into account the legal and ethical aspects of its dissemination; selective attitude to the information received;
• developing skills in using ICT tools in everyday life, when carrying out individual and collective projects, in educational activities, and further mastering professions in demand in the labor market.

Place of the subject in the curriculum

The study of computer science in the 8th grade is implemented according to the extended course program in grades V–IX, 1 hour per week, 34 hours in total.

Value guidelines course content Informatics

The methodological basis of federal state educational standards is a system-activity approach, within which modern teaching strategies are implemented, involving the use of information and communication technologies (ICT) in the process of studying all subjects, in extracurricular and extracurricular activities throughout the entire period of schooling. The organization of the teaching and educational process in a modern information and educational environment is a necessary condition for the formation of the information culture of a modern schoolchild, and for him to achieve a number of educational results directly related to the need to use information and communication technologies.

ICT tools not only provide education using the same technology that students use for communication and entertainment outside of school (which is important in itself from the point of view of socialization of students in the modern information society), but also create conditions for individualizing the educational process and increasing its effectiveness and effectiveness. Throughout the entire period of existence of the school computer science course, the teaching of this subject was closely connected with the informatization of school education: it was within the computer science course that schoolchildren became acquainted with the theoretical foundations of information technology, mastered practical skills in using ICT tools, which could potentially be used in the study of other school subjects and in Everyday life.

The study of computer science in grades 5–9 makes a significant contribution to achieving the main goals of basic general education, contributing to:

• development of general educational skills and abilities
  based on the tools and methods of computer science and ICT
  , including mastering the ability to work with various types of information, independently plan and carry out individual and collective information activities, present and evaluate its results;
• purposeful formation

  such
  general educational concepts
  as “object”, “system”, “model”, “algorithm”, etc.;

• fostering a responsible and selective attitude to information; development of cognitive, intellectual and creative abilities

  students.

• formation of a holistic worldview

  , corresponding to the modern level of development of science and social practice through the development of ideas about information as the most important strategic resource for the development of the individual, state, and society; understanding the role of information processes in the modern world;

• improving general educational and general cultural skills in working with information

  in the process of systematizing and summarizing existing and obtaining new knowledge, skills and methods of activity in the field of computer science and ICT; development of skills in independent educational activities of schoolchildren (instructional design, modeling, research activities, etc.);

• fostering a responsible and selective attitude to information

  taking into account the legal and ethical aspects of its dissemination, fostering a desire to continue education and creative activities using ICT tools.

Personal, meta-subject and subject-specific results of mastering computer science

Personal results

- this is a system of value relations of students to themselves, other participants in the educational process, the educational process itself, objects of knowledge, and the results of educational activities, formed in the educational process. The main personal results formed during the study of computer science in primary school are:

• the presence of ideas about information as the most important strategic resource for the development of the individual, state, and society;
• understanding the role of information processes in the modern world;
• possession of primary skills in analysis and critical assessment of received information;
• responsible attitude towards information, taking into account the legal and ethical aspects of its dissemination;
• developing a sense of personal responsibility for the quality of the surrounding information environment;
• the ability to link educational content with one’s own life experience, to understand the importance of training in the field of computer science and ICT in the context of the development of the information society;
• readiness to improve their educational level and continue learning using the tools and methods of computer science and ICT;
• the ability and willingness to communicate and cooperate with peers and adults in the process of educational, socially useful, teaching, research, and creative activities;
• ability and readiness to accept the values ​​of a healthy lifestyle through knowledge of the basic hygienic, ergonomic and technical conditions for the safe operation of ICT equipment.

Meta-subject results

– methods of activity mastered by students on the basis of one, several or all academic subjects, applicable both within the educational process and in other life situations. The main meta-subject results formed when studying computer science in primary school are:

• mastery of general subject concepts “object”, “system”, “model”, “algorithm”, etc.;
• possession of information and logical skills: define concepts, create generalizations, establish analogies, classify, independently select grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions;
• possession of the skills to independently plan ways to achieve goals; correlate your actions with the planned results, monitor your activities, determine methods of action within the framework of the proposed conditions, adjust your actions in accordance with the changing situation; evaluate the correctness of the learning task;
• mastery of the basics of self-control, self-esteem, decision-making and making informed choices in educational and cognitive activities;
• possession of basic universal skills of an information nature: setting and formulating a problem; search and selection of necessary information, application of information retrieval methods; structuring and visualization of information; choosing the most effective ways to solve problems depending on specific conditions; independent creation of activity algorithms when solving problems of a creative and search nature;
• mastery of information modeling as the main method of acquiring knowledge: the ability to transform an object from a sensory form into a spatial-graphic or sign-symbolic model; the ability to build a variety of information structures to describe objects; the ability to “read” tables, graphs, diagrams, diagrams, etc., independently recode information from one sign system to another; the ability to choose the form of information presentation depending on the task at hand, to check the adequacy of the model to the object and the purpose of modeling;
• ICT competence - a wide range of abilities and skills in using information and communication technologies to collect, store, transform and transmit various types of information, skills in creating a personal information space (handling ICT devices; capturing images and sounds; creating written messages; creating graphic objects ; creation of musical and sound messages; creation, perception and use of hypermedia messages; communication and social interaction; search and organization of information storage; information analysis).

Subject results

include: skills mastered by students during the study of an academic subject that are specific to a given subject area, types of activities to obtain new knowledge within the framework of an academic subject, its transformation and application in educational, educational-project and social-project situations, the formation of a scientific type of thinking, scientific ideas about key theories, types and types of relationships, knowledge of scientific terminology, key concepts, methods and techniques. In accordance with the federal state educational standard of general education, the main subject results of studying computer science in primary school reflect:

• formation of information and algorithmic culture; developing an idea of ​​a computer as a universal information processing device; development of basic skills and abilities to use computer devices;
• formation of an idea about the main concepts being studied: information, algorithm, model - and their properties;
• development of algorithmic thinking necessary for professional activities in modern society; development of skills to compose and record an algorithm for a specific performer; formation of knowledge about algorithmic structures, logical values ​​and operations; familiarity with one of the programming languages ​​and basic algorithmic structures - linear, conditional and cyclic;
• developing skills in formalizing and structuring information, the ability to choose a method of presenting data in accordance with the task at hand - tables, diagrams, graphs, diagrams, using appropriate data processing software;
• formation of skills and abilities of safe and appropriate behavior when working with computer programs and on the Internet, the ability to comply with the norms of information ethics and law.

The educational complex of L.L. Bosova is recommended by the Ministry of Education of the Russian Federation, selected on the basis of the educational program, and allows for the implementation of a continuous course in the academic subject “Informatics”. Content-based lines of teaching computer science according to L.L. Bosova, correspond to the content lines of studying the subject in primary school.

Subject content

Mathematical foundations of computer science (12 hours)

General information about number systems. The concept of non-positional and positional number systems. Introduction to binary, octal and hexadecimal number systems, writing integer decimal numbers from 0 to 1024. Converting small integers from binary to decimal. Binary arithmetic.

Computer representation of integers. Representation of real numbers.

Statements. Logical operations. Logical expressions. Construction of truth tables for logical expressions. Properties of logical operations. Solving logical problems. Logical elements.

Analytical activities:

• analyze any positional system as a sign system;
• determine the range of integers in n-bit notation;
• analyze the logical structure of statements;
• analyze simple electronic circuits.

Practical activities:

• convert small (from 0 to 1024) integers from the decimal number system to binary, octal, hexadecimal and vice versa;
• perform addition and multiplication operations on small binary numbers;
• build truth tables for logical expressions;
• calculate the truth value of a logical expression.

Basics of algorithmization (10 hours)

The concept of a performer. Informal and formal performers. Training performers (Robot, Draftsman, Turtle, Grasshopper, Aquarius, Doubler, etc.) as examples of formal performers. Their purpose, environment, operating mode, command system.

The concept of an algorithm as a formal description of the sequence of actions of a performer with given initial data. Properties of algorithms. Methods for writing algorithms.

Algorithmic language is a formal language for writing algorithms. A program is a recording of an algorithm in an algorithmic language. Direct and programmatic control of the performer.

Linear programs. Algorithmic constructions related to checking conditions: branching and repetition. Development of algorithms: dividing a problem into subtasks, the concept of an auxiliary algorithm.

The concept of a simple quantity. Types of values: integer, real, character, string, logical. Variables and constants. Introduction to tabular values ​​(arrays). An algorithm for working with quantities is a plan of targeted actions for carrying out calculations with given initial data using intermediate results.

Management, control and controlled systems, direct and feedback. Management in wildlife, society and technology.

Analytical activities:

• give examples of formal and informal performers;
• come up with tasks for managing educational performers;
• highlight examples of situations that can be described using linear algorithms, algorithms with branches and loops;
• determine from the flowchart what problem this algorithm is intended to solve;
• analyze changes in value values ​​during step-by-step execution of the algorithm;
• determine, based on the chosen method of solving the problem, which algorithmic structures can be included in the algorithm;
• divide the original task into subtasks;
• compare different algorithms for solving one problem.

Practical activities:

• execute ready-made algorithms for specific source data;
• convert an algorithm record from one form to another;
• build chains of commands that give the desired result with specific initial data for the performer of arithmetic operations;
• build chains of commands that give the desired result with specific initial data for the executor who converts character strings;
• create linear algorithms for controlling the training executor;
• create algorithms with branches to control the training executor;
• create cyclic algorithms for managing the training executor;
• construct arithmetic, string, logical expressions and calculate their values;
• build an algorithm (various algorithms) for solving a problem using basic algorithmic structures and subroutines.

Start programming (10 hours)

Programming language. Basic rules of one of the procedural programming languages ​​(Pascal, school algorithmic language, etc.): rules for data presentation; rules for writing basic operators (input, output, assignment, branching, loop) and calling auxiliary algorithms; program recording rules.

Stages of solving a problem on a computer: modeling – algorithm development – ​​coding – debugging – testing.

Solving problems of developing and executing programs in the selected programming environment.

Analytical activities:

• analyze ready-made programs;
• determine from the program what problem it is intended to solve;
• highlight the stages of solving a problem on a computer.

Practical activities:

• program linear algorithms that involve the calculation of arithmetic, string and logical expressions;
• develop programs containing a branching operator/operators (solving a linear inequality, solving a quadratic equation, etc.), including using logical operations;
• develop programs containing loop operator(s);
• develop programs containing a subroutine;
• develop programs for processing a one-dimensional array:

  finding the minimum (maximum) value in a given array;

• counting the number of array elements that satisfy a certain condition;
• finding the sum of all array elements;
• finding the number and sum of all even elements in an array;
• sorting array elements, etc.

Educational and thematic plan.

Logistics and technical support of the educational process
The teaching of the propaedeutic course “Informatics and ICT” is focused on the use of an educational and software-methodological complex, which includes:

1. Bosova L.L., Bosova A.Yu. Computer science. Program for primary school: grades 7–9. – M.: BINOM. Knowledge Laboratory, 2013.
2. Bosova L.L., Bosova A.Yu. Computer Science: Textbook for 8th grade. – M.: BINOM. Knowledge Laboratory, 2020.
3. Bosova L.L., Bosova A.B. Computer science: workbook for 8th grade. – M.: BINOM. Knowledge Laboratory, 2020.
4. Bosova L.L., Bosova A.Yu. Computer science. Grades 7–9: methodological manual. – M.: BINOM. Knowledge Laboratory, 2013.
5. Bosova L.L., Bosova A.Yu. Electronic supplement to the textbook “Informatics. 8th grade"
6. Materials from the author's workshop of Bosova L.L. (methodist.lbz.ru/)

Internet resources.

• [email protected]: Computer science at school. Computer in lessons https://www.klyaksa.net
• Didactic materials on computer science and mathematics https://comp-science.narod.ru
• Computer science and information: website for computer science teachers and students https://www.phis.org.ru/informatika

Technical training aids

1. Computer
2. Projector
3. Printer
4. Audio information output devices – headphones for individual work with audio information, speakers for voicing the entire class.
5. Scanner.
6. Web camera.
7. Local computing network.

Software.

1. Windows XP operating system.
2. WinRar archiver program.
3. Keyboard trainer.
4. Integrated office application MS Office 2007.
5. Translator program.
6. Optical text recognition system АВВYY FineReader 8.0 Sprint.
7. Multimedia player.
8. Testing system.

Calendar-thematic planning 8th grade

Requirements for training schoolchildren in the field of computer science and ICT

Section 1. Mathematical foundations of computer science

The graduate will learn

:

• write integers from 0 to 256 in binary;
• compose logical expressions with AND, OR, NOT operations; determine the value of a logical expression; build truth tables;

The graduate will have the opportunity

:

• deepen and develop ideas about the modern scientific picture of the world, about information as one of the basic concepts of modern science, about information processes and their role in the modern world;
• convert small decimal numbers from octal and hexadecimal number systems to the decimal number system;
• become familiar with how information is represented on a computer, including binary coding of texts, graphics, and sound;
• learn to solve logical problems using truth tables;
• learn to solve logical problems by composing logical expressions and converting them using the basic properties of logical operations.
• learn to build a mathematical model of a problem - highlight the initial data and results, identify the relationships between them.

Section 2. Algorithms and beginnings of programming

The graduate will learn:

• understand the meaning of the concept “algorithm” and the breadth of its scope; analyze the proposed sequences of commands for the presence of such algorithm properties as discreteness, determinism, understandability, effectiveness, mass character;
• operate with algorithmic constructions “following”, “branching”, “cycle” (select an algorithmic construction that corresponds to a particular situation; move from writing an algorithmic construction in an algorithmic language to a flowchart and back);
• understand the terms “executor”, “formal performer”, “performer’s environment”, “executor’s command system”, etc.; understand the restrictions imposed by the performer’s environment and the command system on the range of tasks solved by the performer;
• execute a linear algorithm for a formal executor with a given command system;
• compose linear algorithms in which the number of commands does not exceed a given one;
• the student will learn to execute an algorithm written in natural language that processes strings of characters.
• execute linear algorithms written in an algorithmic language.
• execute branching algorithms written in an algorithmic language;
• understand the rules for writing and executing algorithms containing a loop with a parameter or a loop with a condition for continuing work;
• determine the values ​​of variables after executing the simplest cyclic algorithms written in an algorithmic language;
• develop and write short algorithms in a programming language containing basic algorithmic structures.

The graduate will have the opportunity to learn:

• execute algorithms containing branches and repetitions for a formal executor with a given command system;
• compose all possible fixed-length algorithms for a formal executor with a given command system;
• determine the number of linear algorithms that provide a solution to the problem, which can be compiled for a formal executor with a given system of commands;
• count the number of certain symbols in a chain of symbols that is the result of the algorithm;
• using this algorithm, determine what problem it is intended to solve;
• execute cyclic algorithms for processing a one-dimensional array of numbers written in an algorithmic language (summing all array elements; summing array elements with certain indices; summing array elements with given properties; determining the number of array elements with given properties; searching for the largest/smallest array elements, etc.) ;
• develop short algorithms containing basic algorithmic structures in a formal executor environment;
• develop and write effective algorithms in a programming language that contain basic algorithmic structures.

Forms of current monitoring of knowledge, abilities, skills; intermediate and final certification of students

When grading, it is advisable to adhere to the following generally accepted ratios:

• 50-70% — «3»;
• 71-85% — «4»;
• 86-100% — «5».

At the discretion of the teacher, these requirements may be reduced. Particular attention should be paid to “borderline” situations, when one point determines the “fate” of the grade, and sometimes the student. In such cases, you should carefully analyze the erroneous answers and, if possible, make a decision in favor of the student. It is important to create an atmosphere of mutual understanding and cooperation, relieving unnecessary emotional stress that arises during testing.

Work program in computer science 8th grade Federal State Educational Standard Bosova L.L.

1. EXPLANATORY NOTE.

The work program was developed for conducting computer science lessons in the 8th grade according to the Federal State Educational Standard in the 2018-2019 academic year. The course lasts 35 hours, 1 lesson per week.

The work program is built on the basis of educational and methodological kits:

1. Informatics: textbook for 8th grade (FSES), / L.L. Bosova, A.Yu. Bosova. – M.: BINOM, Knowledge Laboratory, 2013.
2. Computer science: workbook for 8th grade (FSES), / L.L. Bosova, A.Yu. Bosova. – M.: BINOM, Knowledge Laboratory, 2012.
3. Computer science. Educational and training complex for primary school: grades 5 - 6, 7 - 9 (Federal State Educational Standard). Methodological manual for teachers. Federal State Educational Standard, / Borodin M. N. - M.: BINOM, Laboratory of Knowledge, 2014.

The main goal of the computer science course in the 8th grade is to develop students’ readiness to live in a modern information society, saturated with means of storing, processing and transmitting information based on new information technologies. Being able to work with computing and information systems and databases necessary in everyday life; spreadsheets, information systems, a person acquires a new vision of the world. The training is aimed at acquiring students' knowledge about number systems, forming ideas about the essence of information and information processes, and developing algorithmic thinking.

The main objective of the program is to ensure that students master the basics of knowledge about the processes of obtaining, transforming and storing information and, on this basis, to reveal to students the role of computer science in the formation of a modern scientific picture of the world; the importance of information technology.

Students develop initial skills in using information technology to solve problems in stages; from section to section. The program provides for 6 tests; problem solving and practical work on the computer.

Specification of the goals of basic general education, taking into account the specifics of computer science.

The modern period of social development is characterized by new requirements for general education schools, which imply the orientation of education not only on the students’ assimilation of a certain amount of knowledge, but also on the development of his personality, his cognitive and creative abilities. In the conditions of informatization and mass communication of modern society, the training of the younger generation in the field of computer science is of particular importance, since it is within the framework of this subject that the conditions have been created for the formation of activities in the following areas: modeling of objects and processes; collection, storage, transformation and transmission of information; management of objects and processes.

The study of computer science in basic school should provide:

• formation of information and algorithmic culture; developing an idea of ​​a computer as a universal information processing device; development of basic skills and abilities to use computer devices;
• formation of an idea about the main concepts being studied: information, algorithm, model, and their properties;
• development of algorithmic thinking necessary for professional activities in modern society; development of skills to compose and record an algorithm for a specific performer; formation of knowledge about algorithmic structures, logical values ​​and operations; familiarity with one of the programming languages ​​and basic algorithmic structures - linear, conditional and cyclic;
• developing skills in formalizing and structuring information, the ability to choose a method of presenting data in accordance with the task at hand - a table, chart, graph, diagram, using appropriate data processing software;
• formation of skills and abilities of safe and appropriate behavior when working with computer programs and on the Internet, the ability to comply with the norms of information ethics and law.

1. GENERAL CHARACTERISTICS OF THE SUBJECT STUDYED.

Modern scientific ideas about the information picture of the world, the concepts of computer science and methods of working with information are reflected in the content of textbooks. The presentation of theory and practice is based on the following:

• patterns of information processes in systems of various natures, their commonality and features;
• information processes of functioning, development, management in natural, social and technical systems;
• concepts - information process, information model, information object, information technology, information bases of management, algorithm, automated information system, information civilization, etc.;
• methods of modern scientific knowledge: system information analysis, information modeling, computer experiment;
• mathematical apparatus for solving educational and practical problems in computer science;
• basic methods of algorithmization and formalized presentation of data.

The implementation of these tasks in textbooks is expected in the following four directions:

1. Worldview

   . The concepts of information and information processes (processing, storage, receipt and transmission of information) are discussed here. As a result, the ability to understand the information essence of the world, its systematicity, cognition and inconsistency, to recognize and analyze information processes, to optimally present information to solve assigned problems and to apply the concepts of computer science in practice and in other subjects should be formed.

1. Practical.

   Here, an idea of ​​the computer as a universal tool for working with information is formed, various applications of the computer are considered, schoolchildren acquire computer skills through the use of electronic applications, application software and resources. Practical tasks can be completed by students at different levels, during lessons, after lessons and at home, thereby achieving differentiation and individualization of learning - each student can create his own educational trajectory.

1. Algorithmic.

   The development of algorithmic thinking comes through solving algorithmic problems of varying complexity and implementing them in a programming language. As a result, an understanding of algorithms is formed and the ability to solve algorithmic problems on a computer is developed.

1. Research

   . The content and teaching methods of the course contribute to the formation of research skills that can be applied in the study of natural science subjects using digital equipment, computer tools and digital communication centers.

1. RESULTS OF MASTERING INFORMATION SCIENCE.

Basic school provides for the development of the described skills in educational activities based on the material of the subject. The textbooks discuss the development of these skills using meaningful educational material from computer science. Computer science is characterized by a proportional combination of the fundamentals of theory with practical skills. Practical work, from small exercises to complex assignments, is considered in primary school through the prism of mastering information technology tools as a powerful tool for understanding the surrounding reality. In this regard, the expected results:

1. Formation of a holistic worldview that corresponds to the current level of development of science and social practice, taking into account the social, cultural, linguistic, spiritual diversity of the modern world.

The formation of an information picture of the world occurs through:

• understanding and ability to explain the patterns of information processes in systems of various natures, their commonalities and features;
• the ability to describe, using the concepts of computer science, information processes of functioning, development, management in natural, social and technical systems;
• analysis of the historical stages of development of ICT tools in the context of the development of society.

1. Formation of communicative competence in communication and cooperation with peers, older and younger children, adults in the process of educational, socially useful, teaching and research, creative and other types of activities.

The capabilities of computer science are easily integrated with the capabilities of other subjects, on the basis of this it is possible to organize:

• targeted search and use of information resources necessary to solve educational and practical problems, including with the help of ICT tools;
• analysis of information processes occurring in sociotechnical, natural, social systems;
• operating with information objects, their transformation based on formal rules;
• the use of ICT tools to solve educational and practical problems from areas studied in various school subjects, covering the most widespread applications of ICT in modern society.

1. Gaining experience in implementing individual and collective projects using information technologies, such as developing educational software, publishing school newspapers, creating websites, virtual local history museums, etc.

The results of joint work can be easily used to create information objects (texts, drawings, programs, calculation results, databases, etc.), including using computer software. They will become the basis of students’ project research activities.

1. Familiarity with the basic rights and responsibilities of a citizen of the information society.

1. Formation of ideas about the main directions of development of the information sector of the economy, the main types of professional activities related to computer science and information technology.

In the context of consideration of issues of social informatics, the characteristics of the information society are studied, and an idea is formed about the opportunities and dangers of globalization of the information sphere. Students will learn to comply with the norms of information culture, ethics and law, and respect the private information and information rights of other people.

1. Formation, based on one’s own experience of information activity, of ideas about the mechanisms and laws of perception and processing of information by humans, technical and social systems.

Mastering the basic concepts of computer science (information process, information model, information object, information technology, information fundamentals of management, algorithm, automated information system, information civilization, etc.) allows students to:

• gain an understanding of such methods of modern scientific knowledge as system information analysis, information modeling, computer experiment;
• use the necessary mathematical apparatus when solving educational and practical problems in computer science;
• master the basic methods of algorithmization and formalized presentation of data.

Feature of this program

is that it is intended for classes in small schools, in which the lessons are attended by students of different levels (including children with disabilities). Students with disabilities are offered the same topics as everyone else, for them only practical tasks are offered that are easier. In addition, in connection with the transition to the Federal State Educational Standard, the content of the textbook has changed and most of the topics studied earlier in grade 9 were transferred to the textbook for grade 8. Accordingly, it became possible to study some of the questions of the 9th grade OGE already in grade 8 (practical tasks are taken in simple , taking into account the fact that in the 9th grade there will also be preparation for the OGE.) Computer science lessons are structured as follows: survey of students in order to determine the degree of mastery of previous material, introduction of new material, practical consolidation of new material.

I V . SUBJECT CONTENT

8th grade

Mathematical foundations of computer science (9 hours)

General information about number systems. The concept of non-positional and positional number systems. Introduction to binary, octal and hexadecimal number systems, writing integer decimal numbers from 0 to 1024. Converting small integers from binary to decimal. Binary arithmetic.

Computer representation of integers. Representation of real numbers.

Statements. Logical operations. Logical expressions. Construction of truth tables for logical expressions. Properties of logical operations. Solving logical problems. Logical elements.

Analytical activities:

• analyze any positional system as a sign system;
• determine the range of integers in n-bit notation;
• analyze the logical structure of statements;
• analyze simple electronic circuits.

Practical activities:

• convert small (from 0 to 1024) integers from the decimal number system to binary, octal, hexadecimal and vice versa;
• perform addition and multiplication operations on small binary numbers;
• build truth tables for logical expressions;
• calculate the truth value of a logical expression.

Basics of algorithmization (7 hours)

The concept of a performer. Informal and formal performers. Training performers (Robot, Draftsman, Turtle, Grasshopper, Aquarius, Doubler, etc.) as examples of formal performers. Their purpose, environment, operating mode, command system.

The concept of an algorithm as a formal description of the sequence of actions of a performer with given initial data. Properties of algorithms. Methods for writing algorithms.

Algorithmic language is a formal language for writing algorithms. A program is a recording of an algorithm in an algorithmic language. Direct and programmatic control of the performer.

Linear programs. Algorithmic constructions related to checking conditions: branching and repetition. Development of algorithms: dividing a problem into subtasks, the concept of an auxiliary algorithm. The concept of a simple quantity. Types of values: integer, real, character, string, logical. Variables and constants. Introduction to tabular values ​​(arrays). An algorithm for working with quantities is a plan of targeted actions for carrying out calculations with given initial data using intermediate results.

Management, control and controlled systems, direct and feedback. Management in wildlife, society and technology.

Analytical activities:

• give examples of formal and informal performers;
• come up with tasks for managing educational performers;
• highlight examples of situations that can be described using linear algorithms, algorithms with branches and loops;
• determine from the flowchart what problem this algorithm is intended to solve;
• analyze changes in value values ​​during step-by-step execution of the algorithm;
• determine, based on the chosen method of solving the problem, which algorithmic structures can be included in the algorithm;
• divide the original task into subtasks;
• compare different algorithms for solving one problem.

Practical activities:

• execute ready-made algorithms for specific source data;
• convert an algorithm record from one form to another;
• build chains of commands that give the desired result with specific initial data for the performer of arithmetic operations;
• build chains of commands that give the desired result with specific initial data for the executor who converts character strings;
• create linear algorithms for controlling the training executor;
• create algorithms with branches to control the training executor;
• create cyclic algorithms for managing the training executor;
• construct arithmetic, string, logical expressions and calculate their values;
• build an algorithm (various algorithms) for solving a problem using basic algorithmic structures and subroutines.

Getting started with programming in Pascal (19 hours)

Programming language. Basic rules of one of the procedural programming languages ​​(Pascal, school algorithmic language, etc.): rules for data presentation; rules for writing basic operators (input, output, assignment, branching, loop) and calling auxiliary algorithms; program recording rules.

Stages of solving a problem on a computer: modeling – algorithm development – ​​coding – debugging – testing.

Solving problems of developing and executing programs in the selected programming environment.

Analytical activities:

• analyze ready-made programs;
• determine from the program what problem it is intended to solve;
• highlight the stages of solving a problem on a computer.

Practical activities:

• program linear algorithms that involve the calculation of arithmetic, string and logical expressions;
• develop programs containing a branching operator/operators (solving a linear inequality, solving a quadratic equation, etc.), including using logical operations;
• develop programs containing loop statement(s).

1. EDUCATIONAL AND THEMATIC PLANNING

Table of thematic distribution of hours

Number of tests and practical works

VI . PLANNED RESULTS OF STUDYING COMPUTER SCIENCE

The planned results of students mastering the basic educational program of basic general education clarify and specify the general understanding of personal, meta-subject and subject results, both from the point of view of organizing their achievement in the educational process, and from the point of view of assessing the achievement of these results.

As a result of mastering the computer science course in 8th grade, students will gain an understanding of

:

• about information processing algorithms, their properties, basic algorithmic structures; about methods of development and software implementation of algorithms;
• about the software principle of operation of a computer - a universal information processing device; about the directions of development of computer technology;
• on the requirements for safety, hygiene, ergonomics and resource conservation when working with information and communication technologies.

Students will be able to:

• encode and decode information using known coding rules;
• convert units of measurement of the amount of information; evaluate the quantitative parameters of information objects and processes: the amount of memory required to store information; information transfer speed;
• write integers from 0 to 256 in binary;
• write and transform logical expressions with AND, OR, NOT operations; determine the value of a logical expression;
• formally execute algorithms for a specific performer with a fixed set of commands, processing strings of characters or lists written in natural and algorithmic languages;
• formally execute algorithms described using branching (conditional statements) and repetition (loops) constructs;
• use standard algorithmic constructions to build algorithms for formal performers;
• compose linear algorithms for controlling performers and write them in the selected algorithmic language (programming language);
• create algorithms for solving simple problems using branching structures (including with logical connectives when setting conditions) and repetition;
• create and execute programs to solve simple algorithmic problems in the selected programming environment.

VII . CRITERIA AND STANDARDS FOR ASSESSING KNOWLEDGE AND SKILLS

STUDENTS

When performing control work in the form of testing.

Grade "5

" is given for work completed completely without errors or with an insignificant tolerance of 85-100%

Grade "4

" is set if 70-84% of all work is completed.

Grade "3

" is set if 56-69% of all work is completed.

Grade "2

" is set if less than 55% of all work is completed.

Grade "1

" is given if less than 15% of the total work is completed, or

if the student has not started work.

When performing practical work and test work:

The content and volume of material to be tested in the test is determined by the program. When checking the mastery of the material, the completeness and strength of students’ assimilation of theory and the ability to apply it in practice in familiar and unfamiliar situations are revealed.

The grade also depends on the presence and nature of errors made by students.

• blunder

  – the semantic meaning of the concept, definition is completely distorted;

• error

  reflects imprecise wording indicating an unclear representation of the object in question;

• defect

  – a misconception about an object that does not fundamentally affect the knowledge defined by the training program;

• minor errors

  – inaccuracies in oral and written speech that do not distort the meaning of the answer or decision, accidental typos, etc.

Based on the norms (five-point system) laid down in all subject areas, you mark:

• “5” is given when all tasks are completed completely or if there are 1-2 minor errors;
• “4” is given if there are 1-2 defects or one error:
• “3” is given when 2/3 of the proposed tasks are completed;
• “2” is given if significant errors are made that show that the student does not fully possess the required skills for the given topic (ignorance of the basic program material):

Oral survey

carried out at each lesson (heuristic conversation, survey). The task of an oral survey is not so much to assess students’ knowledge as to identify problem areas in mastering educational material and fixing students’ attention on complex concepts, phenomena, and processes.

Evaluation of students' oral responses

The answer is estimated about,

if the student:

- fully disclosed the content of the material to the extent provided for by the program;

— presented the material in literate language in a certain logical sequence, accurately using the terminology of computer science as an academic discipline;

- correctly completed the drawings and diagrams accompanying the answer;

— demonstrated the ability to illustrate theoretical positions with specific examples;

- demonstrated the assimilation of previously studied related questions, the formation and stability of the skills and abilities used in answering;

- answered independently without the teacher’s leading questions.

There may be 1-2 inaccuracies when covering secondary issues or in calculations, which the student easily corrected based on the teacher’s remark.

The answer is appreciated, but it has one of the disadvantages:

- one or two shortcomings were made when covering the main content of the answer, corrected according to the teacher’s remark:

- an error or more than two shortcomings were made when covering secondary issues or in calculations, easily corrected according to the teacher’s remark.

ABOUT

is placed in the following cases:

- the content of the material is incompletely or inconsistently disclosed, but a general understanding of the issue is shown and skills sufficient for further assimilation of the program material defined by this program are demonstrated;

ABOUT

is placed in the following cases:

— the main content of the educational material is not disclosed;

— ignorance or incomplete understanding by the student of the largest or most important part of the educational material is detected;

— errors were made in the definition of concepts, when using special terminology, in drawings, diagrams, and in calculations that were not corrected after several leading questions from the teacher.

VIII. LIST OF EDUCATIONAL-METHODOLOGICAL AND SOFTWARE IN INFORMATICS AND ICT FOR 8TH CLASS.

Author's educational and methodological set for the 8th grade computer science course

1. Bosova L.L., Bosova A.Yu. Computer science: textbook for 8th grade. – M.: BINOM. Knowledge Laboratory, 2013.
2. Bosova L.L. Computer science: workbook for 8th grade. – M.: BINOM. Knowledge Laboratory, 2012.
3. Bosova L.L., Bosova A.Yu. Computer science. Grades 7–9: methodological manual. – M.: BINOM. Knowledge Laboratory, 2013.
4. Bosova L.L., Bosova A.Yu. Electronic supplement to the textbook “Informatics. 8th grade"

Bosova L.L., Bosova A.Yu. Computer science lessons in grades 5–9: methodological manual. – M.: BINOM. Knowledge Laboratory, 2012.

1. Bosova L.L., Bosova A.Yu., Kolomenskaya Yu.G. Interesting computer science problems. – M.: BINOM. Knowledge Laboratory, 2006.
2. Bosova L.L. A set of digital educational resources “Informatics 5-9”. – M.: BINOM. Knowledge Laboratory, 2011.

List of digital educational resources

1. Resources of the Unified Collection of Digital Educational Resources (https://school-collection.edu.ru/).
2. Materials from the author's workshop of Bosova L.L. (https://metodist.lbz.ru/authors/informatika/3/).

Technical training aids:

• cool marker board;
• multimedia projector;
• interactive board;
• personal computer for the teacher;
• personal computer for students (18 pcs.)
• MFP.

Training software:

• educational computer programs;
• programs for processing information of various types (word processor, graphics editor, presentation editor, calculator)
• multimedia (digital) educational resources corresponding to the topics of the computer science program.
• operating system Windows 7

Equipment class:

• student double tables with a set of chairs;
• teacher's desk;
• computer table (18 pcs.);
• computer chairs (26 pcs.);

—

student table (4 pcs.).

IX . CALENDAR AND THEMATIC PLANNING 2018-2019 academic year

(35 hours)