Computer training systems. Advances of modern natural science. Computer training systems

Computer teaching aids are divided into:

computer textbooks;

domain-specific environments;

laboratory workshops;

simulators;

knowledge control systems;

reference books and databases for educational purposes;

instrumental systems;

expert learning systems.

Automated learning systems (ATS) are complexes of software, hardware, educational and methodological tools that ensure active learning activities. ATS provide not only teaching specific knowledge, but also checking students’ answers, providing hints, making the material being studied entertaining, etc.

AOS are complex human-machine systems that combine a number of disciplines into one: didactics (the goals, content, patterns and principles of teaching are scientifically substantiated); psychology (the character traits and mental makeup of the student are taken into account); modeling, computer graphics, etc.

The main means of interaction between the student and the AOS is dialogue. The dialogue with the training system can be controlled by both the learner and the system. In the first case, the student himself determines the mode of his work with AOS, choosing a method of studying the material that corresponds to his individual abilities. In the second case, the method and method of studying the material is chosen by the system, presenting the student with frames of educational material and questions to them in accordance with the scenario. The student enters his answers into the system, which interprets their meaning for itself and issues a message about the nature of the answer. Depending on the degree of correctness of the answer, or on the student’s questions, the system organizes the launch of certain paths of the learning scenario, choosing a learning strategy and adapting to the student’s level of knowledge.

Expert training systems (ETS). They implement training functions and contain knowledge from a certain rather narrow subject area. EOS have the ability to explain the strategy and tactics for solving a problem in the subject area being studied and provide monitoring of the level of knowledge, skills and abilities with the diagnosis of errors based on learning results.

Educational databases (UBD) and educational knowledge bases (UBZ), focused on a certain subject area. UDBs allow you to create data sets for a given educational task and select, sort, analyze and process the information contained in these sets. The UBZ, as a rule, contains a description of the basic concepts of the subject area, strategy and tactics for solving problems; a set of proposed exercises, examples and problems in the subject area, as well as a list of possible student errors and information for correcting them; a database containing a list of methodological techniques and organizational forms of training.

Multimedia systems. They allow you to implement intensive methods and forms of training, increase learning motivation through the use of modern means of processing audiovisual information, increase the level of emotional perception of information, and develop the ability to implement various forms of independent information processing activities.

Multimedia systems are widely used to study processes of various natures based on their modeling. Here you can make visible the life of elementary particles of the microworld, invisible to the ordinary eye, when studying physics, talk figuratively and clearly about abstract and n-dimensional worlds, clearly explain how this or that algorithm works, etc. The ability to simulate a real process in color and with sound takes learning to a whole new level.

Systems<Виртуальная реальность>. They are used in solving constructive-graphic, artistic and other problems where it is necessary to develop the ability to create a mental spatial construction of a certain object based on its graphical representation; when studying stereometry and drawing; in computerized simulators of technological processes, nuclear installations, aviation, sea and land transport, where without such devices it is fundamentally impossible to develop the skills of human interaction with modern highly complex and dangerous mechanisms and phenomena.

Educational computer telecommunication networks. They allow for distance learning (DL) - learning at a distance, when the teacher and student are separated spatially and (or) in time, and the educational process is carried out using telecommunications, mainly based on the Internet. Many people at the same time have the opportunity to improve their education at home (for example, adults burdened with business and family concerns, young people living in rural areas or small towns). At any period of his life, a person has the opportunity to remotely acquire a new profession, improve his qualifications and broaden his horizons, and in almost any scientific or educational center in the world.

All main types of computer telecommunications are used in educational practice: e-mail, electronic bulletin boards, teleconferences and other Internet capabilities. DL also provides for the autonomous use of courses recorded on video discs, CDs, etc. Computer telecommunications provide:

the ability to access various sources of information via the Internet and work with this information;

the possibility of prompt feedback during a dialogue with the teacher or with other participants in the training course;

the possibility of organizing joint telecommunications projects, including international teleconferences, the possibility of exchanging opinions with any participant in this course, teacher, consultants, the possibility of requesting information on any issue of interest through teleconferences.

the ability to implement remote creativity methods, such as participation in remote conferences, remote<мозговой штурм>network creative works, comparative analysis of information on the WWW, distance research, collective educational projects, business games, workshops, virtual excursions, etc.

Collaborative work encourages students to become familiar with different points of view on the problem being studied, to search for additional information, and to evaluate their own results.

The history of computer training programs

Computer teaching technologies in pedagogy appeared with the advent of industrial computers in educational institutions. The first training system based on a powerful computer from Control Data Corporation was the Plato system, developed in the USA in the late 1950s, which developed over 20 years. The creation and use of training programs has become widespread since the early 1980s. with the advent and widespread use of personal computers. Since then, the use of computers for mathematical calculations has been relegated to the background, and their main applications have become educational functions and text and graphics processing.

With the advent of examples of computer training programs, a huge number of teachers, mainly specialists in technical sciences, began to create them. The programs being developed were based on practical experience in teaching specific disciplines using personal computers. Due to the fact that pedagogical theorists for a long time did not take part in the development of the principles of this new direction in teaching, there is still no generally accepted psychological and pedagogical theory of computer learning. Thus, computer training programs are created and used without the necessary consideration of the principles and laws of learning.

Capabilities of computer training systems

A modern personal computer can be used in teaching almost all educational disciplines.

The capabilities of a personal computer in educational activities include:

• interactive (dialog) mode of operation;
• “personality” (small size and affordable cost, which make it possible to provide a classroom with computers);
• high graphic and illustrative capabilities;
• ease of control;
• ease of recording and storing information about the student’s learning process;
• the ability to copy and reproduce training programs.

When using a personal computer as a teaching tool, its technical capabilities:

• activate the educational process;
• personalize learning;
• shift emphasis from theoretical knowledge to practical knowledge;
• increase clarity in the presentation of material;
• increase students' interest in learning.

The interactive nature of the computer and its personality makes it possible to intensify learning. In traditional classroom teaching, 20–30% of students are actively involved in the lesson. When studying in a computer class, working with a computer training program stimulates students to perform activities and allows them to control their results.

When organizing computer training, each student can choose the pace of learning that suits them. For a deeper and more subtle consideration of the individual characteristics of students, computer programs have been developed with the help of which teaching is conducted - pedagogical software tools (PPS):

• conducting an initial test allows the program to determine the student’s level of learning, which allows it to offer theoretical material, questions and tasks, tips and help according to this level;
• the easy (basic) level allows you to teach weak students, present theoretical information as simplified as possible, present easy questions and tasks, help takes the form of direct hints;
• a complex level for teaching strong students: the theory is presented in depth, solutions to creative problems that require ingenuity and intuition are proposed, the help takes the form of a message leading to the right path.

Between easy and difficult levels, the curriculum can take into account a more nuanced division of student readiness.

Definition 1

Computer educational systems (CTS) are specially developed software modules that are used in the educational process and are designed to manage the cognitive activity of the student, form and improve his professional knowledge, skills and abilities.

Types of computer training systems

There are the following types of CBS:

An interactive learning system is a computer program that is designed to teach and test a student’s knowledge interactively using modern computer design tools and multimedia technology.

The interactive training system can operate in several modes:

• Training – provides educational and theoretical material, equipped with drawings, diagrams and video clips. At the end of each section there are control questions.
• Exam – mode of testing the assimilation of the received material, forming an assessment;
• Help – information about the training system;
• Lecturer – the teacher creates a demonstration block from drawings, photographs, video clips that are included in the teaching system;
• Statistics – displaying information about the student’s progress when working with the training system.

1. A simulator is a computer training program that simulates technological situations during the operation of technological equipment and which require control actions of personnel.

   Simulators can also operate in several modes:

   • Operating skills – designed for training in the management of simulated technological equipment. First, all actions are performed by the Master, and then they are expected to be repeated independently.
   • Training – process equipment is controlled in order to bring process parameters to the desired value.
   • Exam – to perform the same technological tasks as in the Training mode, but without the help of a Wizard and with a time limit.
   • Help – information about working with the simulator.

   Advantages of simulators:

   • as close as possible to the real situation using graphical 3D modeling of technological objects and full-scale mathematical modeling of all physical and chemical processes;
   • make it possible to set and adjust control actions, monitor all parameters according to instrument readings on display screens at a technological installation in the laboratory;
   • provide the opportunity to perform an educational and training task with the help of a Wizard, which prompts the next action;
   • performing an analysis of the student’s actions, producing an assessment of each action and a protocol for solving the educational and training task.

2. Teaching-control systems and automated knowledge control systems.

3. Electronic textbook.
4. Interactive educational video.

The interactive training system and simulator have maximum information content, which allows you to achieve the greatest effectiveness in teaching the material. With their help, you can organize training and monitor the results of use.

Note 1

Computer training systems have become an obligatory component of the educational process, and therefore more and more questions arise about their use. This is especially true for short-term training. Distance learning using Intranet and Internet networks allows students to use learning systems independently, while intermediate and final control over the mastery of the material can be carried out in a traditional face-to-face mode directly in classroom lessons with a teacher.

The advantage of using computer training systems in the educational process is the ability to quickly process their content, which corresponds to the high pace of technical progress and equipment modernization.

An analysis of computer training systems was carried out, and the main problems in their construction were identified. The main problem is the construction of a learner model; there are a large number of these models, but they poorly take into account the psychophysiological characteristics and characteristics of the learner and, as a rule, are not used when forming the structure of educational resources and their content, which reduces the effectiveness of the use of computer training systems. It is proposed to build models in the form of a semantic network, which differs from other models in the clarity and simplicity of knowledge representation, the presence of mechanisms for their structuring and compliance with modern ideas about the organization of human memory. The creation and improvement of computers has led and continues to lead to the creation of new technologies in various fields of scientific and practical activity. Despite the rapid development of computer training systems at present, there are a lot of problems associated with both their development and the implementation and effectiveness of using these training systems. The main problem in creating adaptive learning systems is the difficulty in building a software environment that could “understand” a person.

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3. Gavrilova T.A., Khoroshevsky V.F. Knowledge bases of intelligent systems. – St. Petersburg: Peter, 2000. – 384 p.

4. Golenkov V.V., Emelyanov V.V., Tarasov V.B. Virtual departments and intelligent teaching systems // Artificial Intelligence News. – 2001. – No. 4. – P. 3–13.

5. Petrushin V.A. Educational systems: architecture and implementation methods (review) // News of the Russian Academy of Sciences. Technical cybernetics. – 1993. – No. 2. – P. 164–190.

6. Petrushin V.A. Expert learning systems. – Kyiv: Naukova Dumka, 1992. – P. 196.

7. Pimenov V.I. Algorithmic support of an instrumental complex for the formation of knowledge about technological processes // News of universities. Instrumentation. – 2009. – No. 1. – P. 3–9.

8. Rybina G.V. Educational integrated expert systems: some results and prospects / Artificial intelligence and decision making. – 2008. – No. 1. – P. 22–46.

9. Frolov Yu.V., Makhotin D.A. Competency model as a basis for assessing the quality of training of specialists // Higher education today. – 2004. – No. 8. – P. 34–41.

The creation and improvement of computers has led and continues to lead to the creation of new technologies in various fields of scientific and practical activity. One of these areas was education - the process of transferring systematized knowledge, skills and abilities from one generation to another. Being itself a powerful information sphere that has experience in using various classical (non-computer) information systems, education quickly responded to the capabilities of modern technology.

Before our eyes, non-traditional information systems related to learning are emerging; It is natural to call such systems information-learning systems.

Automated learning systems are systems that help master new material, monitor knowledge, and help teachers prepare educational material.

Purpose of the study: to analyze computer training systems, identify the main problems in their construction, and develop submodels of a computer training system for advanced training.

Modern research in the field of the use of computers in education is developing mainly within the framework of several main directions, which can be designated as follows: intelligent teaching systems; educational multimedia and hypermedia; learning environments, microworlds and simulations; use of computer networks in education; new technologies for teaching specific disciplines.

Despite the rapid development of computer training systems at present, there are a lot of problems associated with both their development and the implementation and effectiveness of using these training systems.

Considering the problem of developing computer training systems in general, one cannot fail to mention the following important feature, noted by V.L. Stefanyuk, is the identification of two main processes: learning as learning and learning as tutoring (figure).

Classification of intelligent computer learning systems

The direction of learning (learning systems) is self-learning, supervised learning, adaptation, self-organization, etc., therefore, when developing learning systems, models are studied that demonstrate the ability to adapt to the environment by accumulating information. The direction of tutoring (learning systems) is closely related to the questions of “who to teach” (learner model), as well as “what to teach” (learning model) and even “why teach,” i.e. Models of transfer of information and knowledge from a teacher using a computer are explored here.

Since in the field of pedagogy there are no generally accepted theories and learning algorithms, there are no formal models of the learner, learning, educational influences, explanations, etc., hopes are placed mainly on logical-linguistic models. The interpenetration of integration processes of artificial intelligence and pedagogy was expressed in intelligent teaching systems, as well as in teaching integrated expert systems, in the need to introduce additional tools to support the learner model, according to which the teacher at the strategic level determines the current subgoal of training, as well as tools that implement a specific training model in the form of a set of educational influences at the tactical level and providing the teacher with the opportunity to monitor the actions of the student and provide him with the necessary assistance.

G.A. Atanov, in his book “Activity Approach to Teaching,” writes that modeling knowledge about the student has three main goals - establishing “what he is,” “what we want him to be,” and “what he can become.” Sometimes subject knowledge and skills in a specific discipline/course are included in the student’s normative model, or a five-component subject model is considered as part of the normative model, etc.

The main problem in creating adaptive learning systems is the difficulty in building a software environment that could “understand” a person. Therefore, most developments in this area are based on the creation of models of students with subsequent description and construction of various hypotheses (works by A.G. Gein, B.S. Gershunsky, V.P. Zinchenko, A.V. Osin, S.V. Panyukova, I.V. Robert, etc.). Models are assigned a certain set of characteristics, which subsequently directly influence the construction of the training system itself. There are quite a large number of learner models, but they poorly take into account the psychophysiological characteristics and characteristics of the learner and, as a rule, are not used when forming the structure of educational resources and their content, which reduces the effectiveness of the use of computer training systems.

From this point of view, the model of the learner and, accordingly, the structure of these systems implemented on the basis of the use of adaptation technologies must take into account the modality of the learner; the type of his temperament; the current psycho-emotional state of the student. Of particular interest is the determination of the current psycho-emotional state of the student. As real instruments that determine the psycho-emotional state, two large groups can be distinguished:

1. Tests and testing programs.

2. Special devices or systems.

In modern works on computer training systems, there is practically no research related to the formation of a model of the learner’s competencies, reflecting his ability to apply knowledge and personal qualities for successful activity in a specific professional field, which is a new process within the framework of the creation and use of these systems. This model can be considered as a new dynamic component of the learner’s model, closely related, on the one hand, to the psychological portrait of the individual, and on the other, reflecting the results of using specific teaching influences.

There are various approaches to modeling the content of education as a complex system, ways of representing semantic information, problems that arise when developing knowledge-based systems, and the most common models for their representation. There are various ways to represent knowledge in intelligent systems, the presence of which is caused, first of all, by the desire to most effectively present knowledge related to various subject areas.

The method of representing knowledge in most cases is implemented using an appropriate model. The main types of knowledge representation models are divided into logical (formal), heuristic (formalized) and mixed.

Based on a systemic analysis of intellectual models of knowledge representation, a model in the form of a semantic network was chosen as the main means of solving these didactic problems in the field of computer science, which differs from other models in the clarity and simplicity of knowledge representation, the presence of mechanisms for their structuring and compliance with modern ideas about the organization of human memory.

Having carried out a systematic analysis of intelligent models, we can conclude that the model of a computer training system for advanced training must include the construction of the following three submodels: model of the learner (M1), model of the learning process (M2), model of explanation (MZ).

Model M1 includes the following components: in the simplest case - accounting information about the student, and in more complex cases - a psychological portrait of the student’s personality (Ph); initial level of knowledge and skills of the student (); the final level of knowledge and skills of the student (); algorithms for identifying the levels of knowledge and skills of the student (A); psychological testing algorithms to identify personal characteristics, on the basis of which a psychological portrait of the student’s personality (APh) is formed. Under the term “knowledge”, in accordance with the point of view of O.I. Larichev, the student’s theoretical preparedness is understood (declarative knowledge), and the term “skills” means the ability to apply theory in solving practical problems (procedural knowledge).

To implement algorithms A and APh when forming model M1, the following set of student testing procedures was used: procedure for entering initial information (test questions, vector of correct answers and weighting coefficients for each question); the procedure for displaying questions and answer options during the knowledge control process; assessment procedure; procedure for calculating the final grade. Model M1 contains information about the student’s state of knowledge (models , ) ─ both general, integrated characteristics and those that reflect his assimilation of the current educational material.

In general, the learner model is a finite directed graph, which can be described as Trainable = , where V = - a set of vertices, which in turn are divided into - a set of concepts being studied, n is the number of concepts being studied, element , i = 1, ..., n, where N is the concept being studied; T = (0, 1), takes the values ​​knows/doesn’t know; W = (0, ..., 10) - weight of the vertex; - set of skills related to this model, m - number of corresponding skills, element , j = 1, ..., m, where N is the skill being studied; T = (0, 1), takes the values ​​can/cannot; W = (0, ..., 10) - weight of the vertex; U = (uj) = , j = 1, …, m - set of connections between vertices, where Vk is the parent vertex; Vl - child vertex; R = (Rz) - type of connection; z = 1, …, Z.

Currently, a library of evaluation algorithms has been developed that can be used flexibly when testing students, depending on the specifics of the course/discipline and the student population. For example, a method based on the balanced assessment of T. Roberts for closed-type questions and supplemented by the ability to arbitrarily set the degree of severity of the assessment, as well as weighing questions with difficulty coefficients obtained on the basis of expert assessment, is effectively used. In this case, balance means the independence of the mathematical expectation of the assessment from the number of correct and incorrect answers randomly received to this question.

To form a student model M1, a reference model Me is used, corresponding to the teacher’s level of knowledge about a specific section of the course being studied, with which the results obtained at the stage of constructing M1 will be compared. Formally, the reference model Me, like the learner’s model, is a directed graph, i.e. a set of the form Me = .

The dynamic construction of the student model M1 is carried out by comparing the current M1 with the reference model Me previously built by the teacher. It is important to note that at this stage, along with identifying the level of knowledge and skills, a psychological portrait of the individual is constructed.

The learning process model contains knowledge about the planning and organization (design) of the learning process, general and specific teaching methods, therefore the proposed M2 model includes the following components: a set of M1 models; a set of teaching strategies and teaching influences; function for selecting learning strategies or generating learning strategies depending on the input model M1.

Let us note that learning is controlled on the basis of a certain plan, which is either selected from a library of learning strategies or is generated automatically based on parameters M1, and each learning strategy consists of a certain sequence of educational influences.

The set-theoretic description of the adaptive model M2 is a set of the form M2 = , where M1 = (M11, …, M1n) is the set of current student models; S = (S1, …, Sn) is a set of learning strategies Si, i = 1, …, m, in the form of ordered subsets of a set of teaching influences for a particular learner model; I = (I1, …, Iz) is the set of training impacts Ij, where Ij = (tkil) tk is the type of training impact, and il is the content of the impact, j = 1, …, z; k = 1, …, c; l = 1, …, v; F - functions (algorithms) for generating learning strategies depending on the student’s input model, i.e. M2 = F(M1, Me, I), where Me is the reference model of the course (discipline) specified by the teacher.

The explanation model (M3) is developed based on the fact that existing methods of implementing explanation methods in traditional computer systems do not fully satisfy the learning objectives, in particular, the Ml and M2 models, therefore the M3 model, focused on production models of knowledge representation, includes the following components :

M3G - target procedures that provide an explanation of the progress of solving a problem by generating explanation texts on the display screen containing descriptions of the rules used in the output (recorded explanations), as well as localizing the student’s errors when solving the current problem;

M3D - procedures for detailed explanations, which allow, depending on the student’s level of knowledge, to visually illustrate the progress of solving a problem with varying degrees of detail;

M3A - algorithms for interpreting the results of the processes of identifying the student’s skills to implement forward/backward inference mechanisms, including the ability to provide additional information about the objects of the problem area and their connections.

Models M1, M2, M3 fully specify a typical learning task using specific procedures and functions, and also indicate the presence of certain relationships. In other words, we can say that for the successful implementation and operation of a computer system for advanced training of specialists, it is necessary that its model include the following functionality:

Construction of a student model (taking into account the psychological portrait of the individual, his educational needs and level of initial knowledge) and a reference model of the course;

Construction of a model of the learning process, the essence of which is the dynamic modification of the learning strategy in accordance with the current model of the student and the subsequent generation of a set of learning influences that are most effective at this stage of learning, taking into account the psychological characteristics of the students;

Monitoring the student’s activities and generating control decisions to appropriately adjust the student’s actions in order to achieve his learning goals;

Building an explanation model to evaluate the logic of decision-making, the results of calculations, the explanation of an incorrect alternative or the stage of solving a problem.

Reviewers:

Karelin V.P., Doctor of Technical Sciences, Professor, Head of the Department of Mathematics and Informatics, Taganrog Institute of Management and Economics (TIU&E), Taganrog;

Kiryanov B.F., Doctor of Technical Sciences, Professor of the Department of Applied Mathematics and Informatics, FSBEI HPE “Novgorod State University named after. Yaroslav the Wise", Veliky Novgorod;

Antonov A.V., Doctor of Technical Sciences, Professor, Dean of the Faculty of Cybernetics, Obninsk Institute of Atomic Energy, National Research Nuclear University MEPhI, Ministry of Education and Science of the Russian Federation, Obninsk.

The work was received by the editor on October 30, 2013.

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INTRODUCTION

The creation and improvement of computers has led and continues to lead to the creation of new technologies in various fields of scientific and practical activity. One of these areas was education - the process of transferring systematized knowledge, skills and abilities from one generation to another. Being itself a powerful information sphere, and having experience in using various classical (non-computer) information systems, education quickly responded to the capabilities of modern technology. Before our eyes, non-traditional information systems related to learning are emerging; It is natural to call such systems information-learning systems.

Automated learning systems (ATS) are systems that help master new material, monitor knowledge, and help teachers prepare educational material.

In my professional activities, I intensively use computer information technologies: training and monitoring programs, Internet technologies and multimedia.

COMPUTER TRAINING SYSTEMS

BASIC PRINCIPLES OF NEW INFORMATION TECHNOLOGIES FOR TRAINING

With the beginning of the industrial production of computers of the first generations and their appearance in educational institutions, a new direction in pedagogy arose - computer teaching technologies. The first Plato training system based on a powerful computer from Control Data Corporation was developed in the USA in the late 50s and developed over 20 years. The creation and use of training programs have become truly widespread since the early 80s, when personal computers appeared and became widespread. Since then, educational applications of computers have become one of their main applications, along with word processing and graphics, pushing mathematical calculations into the background.

With the advent of examples of computer training, tens of thousands of teachers - specialists in various fields of knowledge, most often in technical sciences - have become involved in the creation of computer training programs. In the programs they developed, relying mainly on intuition and practical experience, they embodied their ideas about teaching specific disciplines using computers. For a long time, educational theorists remained aloof from this new direction in teaching. As a result, there is still no generally accepted psychological and pedagogical theory of computer training; computer training programs continue to be created and used without the necessary consideration of the principles and patterns of training.

Thanks to its design and functional features, a modern personal computer is a unique teaching machine in its capabilities. It finds application in teaching a wide variety of disciplines and serves as the basis for the creation of a large number of new educational information technologies. What features of a personal computer distinguish it so favorably from previously known teaching machines and technical teaching aids?

This is not so much a single feature of a personal computer as a combination

interactive (dialogue) mode of operation (human action - computer reaction - ... - human action - computer reaction, etc.);

“personality” (small size and cost, making it possible to provide an entire class with computers);

good graphic and illustrative capabilities (screens of common modifications have a resolution of 640x480 pixels with 16 million color shades - this is the quality of a good color TV or magazine illustration);

ease of control, availability of flexible programming languages ​​for human-machine dialogue and computer graphics;

ease of registration and storage of information about the learning process and the student’s work, as well as the possibility of copying and reproducing training programs.

The technical capabilities of a personal computer, if the computer is used as a teaching tool, allow:

intensify the educational process;

individualize learning;

increase clarity in the presentation of material;

shift the emphasis from theoretical knowledge to practical knowledge;

increase students' interest in learning.

Activation of learning is associated with the interactive nature of the computer and the fact that each student works at his own computer. In traditional classroom teaching, the main thing is the students' perception of information orally, while the student does not often have to be active in the lesson and the teacher is not able to organize and control the active work of each student at his workplace. Therefore, traditional learning is mainly passive - many teachers complain that 20 - 30% of students are actively working in class. If training is conducted in a computer class, the computer, by the interactive nature of its work, stimulates the student to activity and controls its results.

Individualization of learning when using a computer is also associated with the interactive nature of working with a computer and the presence of computers in the workplace: each student can now choose the pace of learning and pause while working. A deeper and more subtle account of the individual characteristics of students can be carried out by a computer program with the help of which teaching is conducted (pedagogical software tool, abbreviated as PPP). Using the initial test, the program can determine the student’s level of learning, and, in accordance with this level, present theoretical material, questions and tasks, as well as tips and help. The program teaches weak students at the easiest (basic) level, the presentation of theoretical information is simplified as much as possible, questions and tasks are simplified, and the help is in the nature of a direct hint. The training of strong students is carried out at the most complex level, the theory is presented in depth, creative tasks that require ingenuity and intuition are proposed, and the help is indirect in nature - a hint or considerations leading to the right path. Between these extremes, the curriculum can take into account more subtle gradations of student readiness.

Each student in the learning process faces individual difficulties associated with gaps in knowledge or peculiarities of thinking. When teaching using a computer, the training program can diagnose gaps in the student’s knowledge, his individual characteristics and build training in accordance with them.

The graphic capabilities of personal computer displays and flexible programming languages ​​make computer learning very visual. In fact, now at each student’s workplace there is a television - a display on the screen of which, using a programming language, you can show geometric shapes and constructions, stylized images of real objects, etc. without any filming or video. - and all this is both static (i.e. motionless) and dynamic, in motion. With the help of computer graphics, you can make visible or, as they say, visualize such phenomena and processes that cannot be seen in reality (especially in a school classroom), you can create a visual image of something that in fact has no visibility ( for example, the effects of the theory of relativity, patterns of number series, etc.). This ability of computers is the basis of so-called cognitive computer graphics - a special area of ​​​​using computers in scientific research, when the illustrative capabilities of a computer are used to study various patterns.

The question of the relationship between theory and practice in relation to scientific knowledge, training, etc. is always acute. (Goethe’s Mephistopheles drew attention to this: “The theory is dry, my friend, but the tree of life is forever green”). Traditional learning is predominantly theoretical. The classroom-lesson form of teaching gradually, imperceptibly pushes each teacher individually and the entire education system as a whole to strengthen the theoretical side of teaching to the detriment of the practical. In fact, it is much easier for any teacher to present theoretical knowledge at the blackboard and require students to reproduce this presentation than to organize practice-oriented work for students. If training is conducted using a computer, it takes on a practical bias: the interactive nature of working with a computer and its computational modeling capabilities predispose to learning in the form of problem solving (and, moreover, practical problems).

An important condition for successful learning is the interest of students in the subject being studied, the course of learning and its result. This interest is associated with many factors: the content of the subject being studied, its level of complexity, the organization of the learning process, the system of rewards and punishments used by the teacher, the personal qualities of the teacher himself (his skill and interest in the subject), the value system of the student, his immediate environment, parents, relationships in the classroom, social order in training in the field of science represented by this subject. In the last decade, there has been a very insistent social order in relation to everything related to computers (in the training of specialists in computers and their use, in the development of computer technologies, in the spread of computer literacy - the ability to use a computer to solve a variety of applied problems in various fields of professional activity) .

We owe the appearance of a large number of “computer” talents and talents to the action of a hidden social order. The field of activity associated with a computer, direct work on a computer, in itself has attractive features and draws people into it. There is even a special category of people (“hackers”) who are interested in complex and subtle issues of computer control and programming various computer effects. In some cases, we can even talk about the emergence of a person’s psychological dependence on the computer - the motivating influence of the computer is so great.

Computer technology is increasing interest in teaching non-computer science subjects. What is new in the organization of the educational process with the participation of a computer, the very change in the nature of the student’s work in the lesson contributes to increasing interest in learning. At the same time, a more subtle use of computer capabilities makes it possible to manage student motivation during computer training. Here we mean, first of all, motivating cues from training programs, i.e. phrases in which the curriculum evaluates the student's work and encourages further learning. These phrases can be informal in nature with a touch of humor and create a warm, partner-like emotional atmosphere when working with a computer. Elements of play, competition in computer-based learning (for example, scoring and comparing the achievements of different students) or sound and visual effects (the sound of musical melodies, flashing and colors on the display screen) are important.

This is a far from complete arsenal of computer capabilities that make it a very promising teaching tool for use in the educational process.

So, computers - these teaching machines, unique in their capabilities - are installed in the classroom... And then it turns out that it is not clear how to approach these computers, i.e. It’s too early to talk about computer training. What to do, where to start the transition to computer training?

The answer is: “from the selection of training programs and thinking through the organizational forms of their application, from the development of methods that use the capabilities of a computer in training.” It is impossible to consider a computer in education (and in other areas too) separately, on its own, in isolation from:

• a) software - pedagogical software;
• b) organizational forms of computer use.

Currently, there are a huge variety of training programs in a variety of subjects, aimed at a wide variety of categories of students, from kindergarten students to nuclear power plant personnel. In addition, each of the programs is intended only for one type of computer - and there are a great many of these types - and is not suitable for others! In what follows, we will only refer to training programs in general secondary school subjects. There are a lot of them, and a clear classification of the varieties of these programs has not yet been established.

Computer training programs (KOPR) are electronic hypertext textbooks with interactive functions and multimedia elements, which are intended for students to independently work with educational material; effective with distance learning technology.

COPR complement traditional educational materials, using the capabilities of modern computer technologies.

They include:

theoretical material

analysis of solutions to typical problems and explanatory examples

graphic and animation materials

tests for self-control and knowledge control

necessary additional and service equipment.

The most common ones can be identified types of computer tools:

Presentations- the most common type of presentation of demo materials (blah blah)

Electronic encyclopedias combine the functions of demonstration and reference materials and are an electronic analogue of conventional reference and information publications, such as encyclopedias, dictionaries, and reference books. To create such encyclopedias, hypertext systems and hypertext markup languages, such as HTML, are usually used.

They have a number of additional features:

They usually support a convenient search system using keywords and concepts;

They have a convenient navigation system based on hyperlinks;

May include audio and video fragments.

Didactic materials(collections of problems, dictations, exercises, examples, abstracts and essays), presented in electronic form. Also, didactic materials include training programs, for example, for solving mathematical problems or for learning foreign words.

Knowledge control system programs, such as questionnaires and tests. They allow you to quickly, conveniently, impartially and automatically process the results obtained.

Electronic textbooks and electronic training courses combine all or several of the above-described types of training programs into a single software package. For example, the learner is first asked to watch a training course (presentation); at the next stage, he can conduct a virtual experiment based on the knowledge gained from watching the training course; and finally he must answer a set of questions.

Educational games and educational programs mainly aimed at preschoolers and primary schoolchildren. This type includes interactive programs with a game scenario. By performing a variety of tasks while playing, children develop fine motor skills, spatial imagination, memory and other skills.

As a result of working with various types of software, we highlight the following principles for choosing a software product for use in the lesson:

1) The program should be understandable from the first acquaintance to both teachers and students. Managing the program should be as simple as possible.

2) The teacher must have the opportunity to arrange the material at his own discretion and engage in creativity when preparing for the lesson.

3) The program must allow the use of information in any form of presentation (text, tables, diagrams, slides, video and audio fragments, etc.).

Training and metodology complex – a system of normative and educational-methodological documentation, teaching and control tools necessary and sufficient for the high-quality organization of basic and additional educational programs, according to the curriculum. The teaching and learning complex of an academic discipline is one of the elements of organizing educational activities in full-time, part-time and part-time forms of education. The educational complex should be developed for students in all academic disciplines, taking into account the need to improve the quality of mastering the content of educational material at the level of the requirements of the State Educational Standard of Higher Professional Education.

The main purpose of creating the educational complex- provide the student with a complete set of educational and methodological materials for independent study of the discipline. At the same time, in addition to direct teaching of students, the tasks of the teacher are: provision of consulting services, current and final assessment of knowledge, motivation for independent work.