One might get the impression that the use of fundsICTalways justified in all areas educational activities. Of course, this is true in many cases. At the same time, informatization of education has a number of negative aspects. The positive and negative factors of informatization of general secondary education must be known and taken into account in practical work by every teacher.

Use of fundsICTin the system of training schoolchildren leads to the enrichment of pedagogical and organizational activities high school the following significant features:

· improving the methods and technologies of selection and formation of the content of general secondary education;

· introduction and development of new specialized academic disciplines and areas of study related to computer science and information technology;

· making changes in the teaching of most traditional school disciplines that are not directly related to computer science;

· improving the efficiency of teaching schoolchildren by increasing the level of its individualization and differentiation, the use of additional motivational levers;

· organizing new forms of interaction in the learning process and changing the content and nature of the activities of the teacher and student;

· improving the mechanisms for managing the system of general secondary education.

The process of informatization of education, supporting the integration trends of cognition of the patterns of subject areas and the environment, actualizes the development of approaches to the use of potential information technologies for the development of the personality of schoolchildren. This process increases the level of activity and reactivity of the student, develops the ability of alternative thinking, the formation of skills to develop a strategy for finding solutions to both educational and practical problems, allows you to predict the results of implementation decisions taken on the basis of modeling the studied objects, phenomena, processes and relationships between them.

The listed positive aspects of the use of information and communication technologies in general secondary education are far from the only ones. As we study specific information technologies and areas of informatization of education, other numerous advantages of informatization will be described.

The use of modern ICT tools in all forms of education can lead to a number of negative consequences.

In particular, most often one of the advantages of learning using informatization tools is the individualization of learning. However, along with the advantages, there are also major disadvantages associated with total individualization. Individualization minimizes the limited in the educational process live communication between teachers and schoolchildren, students among themselves, offering them communication in the form of a dialogue with a computer. This leads to the fact that the student, who actively uses live speech, falls silent for a long time when working with the meansICT. The organ of objectification of human thinking - speech turns out to be turned off, immobilized for many years of training. The trainee does not receive sufficient practice of dialogic communication, the formation and formulation of thoughts in a professional language.

Another significant disadvantage of the widespread use of fundsICTin general secondary education is the curtailment of social contacts, the reduction of the practice of social interaction and communication, individualism.

The greatest difficulty is the transition from the information circulating in the education system to independent professional actions, in other words, from sign system as a form of representation of knowledge on the pages of a textbook, display screen, etc. to a system of practical actions that have a fundamentally different logic than the logic of organizing a system of signs. This is a classic problem of applying knowledge in practice, formal knowledge, and in psychological language - the problem of transition from thought to action.

Certain difficulties and negative aspects may arise as a result of the use of modern means.ICTproviding teachers and students with considerable freedom in finding and using information. At the same time, some teachers and students are often unable to take advantage of the freedom provided by modern telecommunications. Often confusing and complex ways of presenting can cause the student to be distracted from the material being studied due to various inconsistencies. In addition, the non-linear structure of information exposes the student to the temptation to follow the proposed links, which, if used ineptly, can distract from the mainstream of the presentation. educational material.

The colossal volumes of information provided by some means of informatization, such as electronic directories, encyclopedias, Internet portals, can also distract attention in the learning process.

Moreover, human short-term memory has very limited capabilities. As a rule, an ordinary person is able to confidently remember and operate at the same time only seven different conceivable categories. When a student is shown different types of information at the same time, a situation may arise in which he is distracted from some types of information in order to keep track of others, missing important information.

Usage information resources published on the Internet often leads to negative consequences. Most often when using such meansICTthe principle of saving forces, which is characteristic of all living things, works: ready-made projects, abstracts, reports and problem solving from school textbooks borrowed from the Internet have become a familiar fact at school today, which does not contribute to increasing the effectiveness of teaching and educating schoolchildren.

A certain danger is fraught with external superficial use of fundsICTand information resources for the implementation of group and individual projects of little importance in the general educational plan.

For many learners, the computer may simply remain an exciting toy. In this regard, it suffices to recall overplayed schoolchildren, who, unfortunately, are also not uncommon at the present time.

FacilitiesICTcan become not only a powerful tool for the formation and development of schoolchildren (as individuals; the subject of cognition, practical activities, communication, self-awareness), but, on the contrary, contribute to the formation of stereotyped thinking, a formal and non-initiative attitude to activity, etc.

In many cases, the use of educational informatization tools unjustifiably deprives schoolchildren of the opportunity to conduct real experiments with their own hands, which negatively affects learning outcomes.

And finally, we must not forget that the excessive and unjustified use of most informatization tools negatively affects the health of all participants. educational process.

Using fundsICT, teachers should take into account two possible directions for the introduction of informatization tools in studying proccess. The first of these is related to the fact thatICTare included in the educational process as supportive means within the traditional methods of the historically established system of general secondary education. In this case, fundsICTact as a means of intensifying the educational process, individualizing learning and partially automating the routine work of teachers related to taking into account, measuring and evaluating the knowledge of schoolchildren.

Implementation of fundsICTwithin the framework of the second direction, it leads to a change in the content of general secondary education, a revision of the methods and forms of organization of the educational process, the construction of integral courses based on the use of the content of informatization tools in individual school disciplines. Knowledge, skills and abilities in this case are considered not as a goal, but as a means of developing the student's personality.

The use of information and communication technologies will be justified and will lead to an increase in the effectiveness of training if such use meets the specific needs of the education system, if full-scale training without the use of appropriate informatization tools is impossible or difficult. It is necessary to take into account several groups of such needs, determined both in relation to the educational process itself and in relation to other areas of activity of school teachers.

The first group includes the needs associated with the formation of certain knowledge systems in schoolchildren. Such needs arise when getting acquainted with the content of several disciplines at once, when conducting classes that are interdisciplinary in nature. In addition, they arise when studying the elements of micro and macro worlds, as well as when it is necessary to study a number of concepts, theories and laws that, with traditional training, cannot find the required experimental justification (the study of weightlessness, familiarity with the concept of infinity).

The second group of needs is determined by the need for schoolchildren to master reproductive skills. The needs of this group arise in situations related to calculations (reduction of time, verification and processing of results). Along with this, the needs of the second group arise in the development of typical skills in each discipline (determining the division value of measuring instruments in physics, compiling isomers according to the carbon skeleton in chemistry) and in the formation of general educational skills (general logical - systematization and classification, analysis and synthesis, reflexive - skills plan an experiment, collect and analyze information).

The third group of needs is determined by the need to develop students' creative skills (the main sign of creativity is the novelty of the resulting product). Such needs arise when solving optimization problems in which, from a number of options one is chosen - the most rational from a certain point of view, when solving problems to choose the most economical solution or the most optimal variant of the process (finding the optimal solution not only mathematically, but also graphically). The needs of this group arise when setting and solving problems to test put forward hypotheses, if necessary, developing constructive-combinatorial creative skills (using digital constructors that allow you to assemble a whole from parts, model objects and processes). In addition, this also includes needs arising from the need to model processes or a sequence of events, which allows the student to draw conclusions about the factors that influence the course of processes or events. And, finally, the third group includes the needs that arise in the course of a laboratory experiment, requiring for its implementation devices that are not available for a particular educational institution or a very long (short) period of time. At the same time, such a laboratory experiment can be carried out within the framework of pedagogical measurements and also entail the need to use appropriate information and telecommunication technologies.

The fourth group of needs is associated with education and the need to form certain personal qualities. The needs related to the fourth group arise for the organization of modeling that creates opportunities for the moral education of students through the solution of social, environmental and other problems (analysis of the possible consequences of accidents, the consequences of the use of various technologies, which allows not only to teach students to avoid such dangers, but also to educate moral assessments their emergence in the modern world). Also, the need to use the means of ICT education may arise in order to form a sense of responsibility in schoolchildren in relation to other people, in relation to themselves and their own bodies.

All the above arguments and factors suggest that the use of fundsICTin teaching schoolchildren on the principle of the more the better cannot lead to a real increase in the efficiency of the general secondary education system. A balanced and clearly reasoned approach is required in the use of educational informatization tools.

Introduction

The modern pedagogical process basically involves the development of a new educational environment, the creation of which will significantly increase the influence of the school as a social institution on the course of self-realization of the student's personality.

This is the call of the times, which largely determines the content of the transformations of the educational process. modern school, was one of the reasons for the continuous search for new, more effective pedagogical technologies.

Modern pedagogical technologies give preference to forms and methods of teaching designed to help identify and form the competence of students, depending on their personal inclinations and interests. At the same time, taking into account the ever-increasing volume of information to be assimilated, concentrating the accumulated Lately experience, preference should be given to forms and methods of teaching that can ensure the process of knowledge internalization.

The chosen forms and methods of teaching should influence the process of appropriating knowledge by students in such a way as to update the acquired knowledge, skills and abilities throughout the entire period of study, to encourage students to learn independently. These requirements are met by the use of digital educational resources in the school environment. Information and communication technologies are becoming modern means of organizing active learning for a modern school. cognitive process in an open information educational environment.

Positive and negative aspects of using computer programs in the classroom

Due to its design and functional features, a modern personal computer is a unique learning machine. It is used in teaching various disciplines and serves as the basis for the creation of a large number of new information technologies for teaching.

Regardless of the brand, model, time of creation and scope, all personal computers used in schooling, have common fundamental features that positively affect the learning process, for example, the simultaneous execution of several information processing operations, the ability to process, store, present and transmit information of various types, including text, numerical data, graphic images, sound (9).

The use of computers in the classroom creates a positive emotional mood, contributes to the activation of mental activity. The activation of learning is connected both with the interactive nature of the computer, that is, a certain reaction of the computer follows each human action, and with the fact that each student works at his own computer. In traditional class-lesson 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 mostly unproductive and passive. Training conducted with the help of a computer significantly changes the degree of mastering and memorizing educational material, the computer, by the interactive nature of its work, stimulates the student to work and controls its results (Fig. 1).

Individualization of learning when using a computer makes it possible for each student to choose the pace of learning himself, to make pauses in the work. Even underachieving students willingly work with a computer, and an unsuccessful course of work due to gaps in knowledge encourages some of them to seek help from a teacher or study the missing material on their own, returning to a misunderstood topic through hyperlinks.

The graphical capabilities of personal computer displays and flexible programming languages ​​make computer learning very visual. With the help of computer graphics, you can visually display such phenomena and processes that cannot be seen in reality, you can visually display what is actually not visual (for example, the effects of the theory of relativity, patterns of number series, etc.). This capability of the computer is based on cognitive computer graphics- a special direction in the use of computers in scientific research when the illustrative capabilities of a computer are used to study various patterns.

Traditional teaching is mostly theoretical and not very visual. The class-lesson form of education forces the teacher to strengthen the theoretical side of education to the detriment of the practical one. It is much easier for any teacher to present theoretical material than to organize practice-oriented work of students. If you conduct training with the help of a computer, then the educational process acquires a practical bias, since the computational and modeling capabilities of electronic technology predispose to learning in the form of solving clearly defined practical problems.

Computer technology increases interest in teaching subjects not related to computer science. Direct work on a computer in itself has attractive features, it draws people into it. Due to this, 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 classroom contribute to an increase in interest in learning. Elements of play, competitiveness in computer learning (eg scoring and comparing the achievements of different students) or sound and visual effects are important (10).

On the other hand, the integration of a regular lesson with a computer is also attractive for teachers, because it allows the teacher to shift part of the work to the computer, helps to better assess the child’s abilities and knowledge, encourages them to look for new ones, non-traditional forms and teaching methods. The main functions of a teacher in learning activities with the use of computer capabilities are: selection of educational material and tasks, planning of lessons, development of forms for presenting information to students, control over learning, correction of the learning process. It's a big area to show creativity for many: teachers, methodologists, psychologists, everyone who wants and knows how to work.

Among psychological features people who have been in contact with a computer for many years are distinguished by perseverance, perseverance in achieving goals, independence, a tendency to make decisions based on their own criteria, a tendency to creative activity, preference for the process of work to obtain the result. Computer games can perform the function of psychological relief, play the role of psychological training, and thus teach a person how to solve problems.

However, the use of computers in educational practice has both positive and negative sides. The growing use of computers in all spheres of human activity creates new problems.

One of the first and most important negative factor is the load on the student's vision. The whole point of working with a computer display is to enter or read text, draw or study a drawing, and this is the hardest visual work. The human visual system is poorly adapted to viewing pictures on a display screen. The muscles that control the eyes and focus them on a particular subject simply get tired from being overused. Children especially often get tired eyes, because their eyes and the muscles that control them have not yet grown stronger.

Potential eye fatigue exists in any work that involves vision, but it is greatest when you need to view an object at close range. The problem is even more pronounced if such activity involves the use of high brightness devices such as a computer monitor. The image of letters, numbers and drawings on the display screen is not composed of continuous lines, as on paper, but, like a mosaic, of dots, moreover, luminous and flickering. These points do not have clear boundaries, and therefore the signs and lines are much less contrasted than in the book, in connection with this, long reading or looking at pictures and drawings from the monitor screen causes tension in the eye muscles, which is enhanced by the light pulsation of the display (11).

Unlimited time sitting in front of a TV or computer screen requires serious tension from young eyes. Frequent visual fatigue leads to headaches, children become lethargic and irritable. Excessive computer work can exacerbate vision problems.

The child's visual apparatus is imperfect and continues to form, and therefore sanitary standards strictly determine the allowable time of his work on the computer - depending on age. Children aged 7-8 years can be in front of the monitor screen up to 30-40 minutes a day. And from 9-11 years old - no more than an hour and a half. To eliminate eye strain, it is important to ensure that the images on the computer screen are clear and contrast. Avoid exposure to bright electrical or direct sunlight on the screen as it reduces the contrast and brightness of the image. When working with text, to reduce eye strain, it is desirable to give preference to positive contrast: dark characters on a light background. The distance from the eyes to the computer screen should be at least 50-70 cm. Only one child can work at the computer at a time, because if classes are allowed in pairs or in a group, the conditions for viewing the image on the screen deteriorate sharply for the one sitting on the side. It is also recommended to carry out visual gymnastics, which is an effective preventive measure. It is carried out in 7-8 minutes from the start of the student's work on the computer and after its completion. Gymnastics is carried out for about one minute, this procedure is simple and accessible to everyone. For example, sitting at the computer, the child raises his eyes up and, imagining a moth or butterfly flying there, follows their flight from one corner of the room to another, without turning his head - only his eyes should move. However, do not forget that doing gymnastics for the eyes does not preclude a physical education session. Regular eye exercises and exercise sessions are effective in reducing eyestrain and static (12).

Children who work on computers have more health complaints associated with diseases of the muscles and joints. Most often, it is simply neck numbness, shoulder and lower back pain, or tingling in the legs. But there are, however, more serious diseases. The most common is carpal tunnel syndrome, in which the nerves of the hand are damaged due to frequent and prolonged use of the computer.

The main diseases of the spine, which develop as a result of a long stay at the computer, are: osteochondrosis and curvature of the spine. If the possibility of developing a curvature of the spine is greater at an early age, then osteochondrosis is dangerous for people of all ages, it is also worth noting that the consequences of osteochondrosis are more dangerous than the consequences of various types of curvature of the spine.

One of the main causes of osteochondrosis is insufficient nutrition of the discs, this can be caused by various reasons, but the main one is the degeneration of the back muscles, with the help of which the metabolism in the discs is carried out. The reasons for the presence of this disease can be: pain or discomfort in the back, pain in the head, limbs, or disruption of the internal organs. But if a child suffering from osteochondrosis learns to sit, stand, lie down correctly, then the pain can be prevented or reduced.

To eliminate diseases of the spine while working at a computer, the equipment of the computer workspace must comply with sanitary rules, and the student's seat must comply with physiological standards (13).

It is necessary that the dimensions of the educational furniture (table and chair) correspond to the height of the child: the legs and back (and even better, the forearms) should be supported, and the line of sight should be approximately at the center of the monitor or slightly higher. A chair must be chosen with a back. The table on which the computer stands should be placed in a well-lit place, but so that there are no glare on the screen. The landing of the child should be straight or slightly inclined forward, with a slight tilt of the head. To ensure the stability of the landing, the child should sit on a chair, leaning on 2/3 - 3/4 of the length of the thigh. Between the body and the edge of the table, it is necessary to keep a free space of at least 5 cm. Hands should lie freely on the table. The legs should be bent at the hip and knee joints at a right angle and placed under the table on an appropriate stand (13).

Respiratory diseases that develop due to long-term work with a computer are mainly allergic in nature. This is due to the fact that during the long operation of the computer, the monitor case and the boards in the system unit heat up and release harmful substances into the air, especially if the computer is new. In addition to releasing harmful substances, the computer creates an electromagnetic field around itself, radiation comes from both the screen and the back and side walls of the monitor, which attracts dust and, accordingly, it settles in your lungs. At the same time, a running computer de-ionizes environment, and the relative humidity of the air - to decrease below normal. Each of these factors negatively affects both the lungs and the entire body as a whole. Medical examinations showed that in 9 allergy sufferers and 3 asthmatics, working at a computer really affects their mood, well-being and sometimes provokes illness.

To reduce respiratory diseases in the room where the computer is used, it is necessary to perform daily wet cleaning, wipe the screen with a slightly moistened clean cloth or sponge before and after working on the computer, ventilate the room more often, and an aquarium or other water containers increase air humidity.

Frequent and prolonged use of the computer to neuro-emotional stress. Communication with a computer, especially with game programs, is accompanied by strong nervous shocks, since it requires a quick response. Short-term excitations cause rapid fatigue in the child. Spending time at the computer for a long time results in a kind of emotional stress.

In a small number of children who work at a computer, psychologists note the emergence of the following negative aspects: disregard for social norms, introversion, immersion in their own experiences, coldness and lack of emotionality in communication, a tendency to conflict, egocentrism, lack of responsibility.

One of the negative aspects of the informatization of society is the appearance of computer anxiety in some people. Currently, there is no clear definition for this concept, and there are no official methods for the prevention and treatment of computer anxiety. Most psychologists mean by it the fear that arises when working on a computer or when thinking about it. G. Markoulides showed that the presence of computer anxiety significantly reduces computer literacy and interest in working on a computer. People who experience high anxiety when performing any task on an electronic computer, as a rule, have a negative attitude towards the computer. On the other hand, as D. Campbell and K. Perry point out, negative emotions in some cases can stimulate an increase in activity, the desire to complete the task as best as possible and thereby lead to an increase in the success of the activity. (one)

In students, computer anxiety occurs as a reaction to the fear of performing an action incorrectly and getting a bad mark, appearing incapable compared to other students.

Among the negative consequences of prolonged spending at the computer, autism is also distinguished - an escape from reality, a syndrome of computer dependence. The consequences of the syndrome are as follows: the student's circle of friends and interests narrows, decreases or there is a complete refusal to participate in various activities. An indicator of the urgency of this problem is the fact that it is proposed to include the section "Cybernetic disorders" in the fifth edition of the classification of mental illness in the United States DSM-5. Symptoms of these disorders include obsessive thoughts about what is happening in cyberspace, psychomotor restlessness (14).

However, A.E. Voiskunsky believes that specialists exaggerate the number of people suffering from autism, and other mental abnormalities are often hidden behind manifestations of dependence (2).

K. Murray believes that addiction can be analyzed by analogy with other hobbies, for example, with a thirst for travel or “swallowing” books.

To prevent overwork and neuro-emotional disorder is possible only by limiting the duration of the student's work at the computer.

Topic: "Positive and Negative Numbers"

L. V. Zankov's system

I. I. Arginskaya, E. I. Ivanovskaya, S. N. Kormishina Mathematics: Textbook for Grade 4 - Samara: Educational Literature Publishing House: Fedorov Publishing House

Teacher Alla Alekseevna Blagodurova

General goals and objectives

Review the concepts of positive and negative numbers; to consolidate the skills of performing actions with positive and negative numbers:compare numbersand decidetasks using a number line, using ICT tools and EC DER

Develop logical ingenuity, creative thinking,using various forms of work;

Develop the ability to analyze, summarize and draw conclusions.

Expected results

1.Know the definition of positive and negative numbers..

2. Know how to perform actions with positive and negative numbers.

3. Give examples of the use of positive and negative numbers.

Sources

Methodological literature, mathematics textbook, Internet

Lesson type

Atthe rock of repetition, systematization and generalization of knowledge.

Materials and equipment

Interactive whiteboard, laptop, cards, presentation.

Formation of UUD:

Regulatory:

To allocate a learning task based on the correlation of the known, the mastered and the unknown;

Determine the purpose of learning activities independently;

Draw up an action plan when working out a method of action;

Check your actions with the goal and correct mistakes if necessary

Cognitive:

Draw conclusions based on the generalization of knowledge;

Focus on a variety of ways to solve a problem;

Try to design a new mode of action on your own;
Communicative:

Observe the norms of speech interaction in interactive communication;

Participate in an educational dialogue, argue your point of view, confirm the arguments with facts;
- organize educational interaction in a group

During the classes:

Lesson stages

Teacher activity

Student activities

I .Organizational and motivational moment.

Set up for good. How can you do it?

Smile at each other.

II . Updating of basic knowledge and motivation. Self-determination in educational activity.

Guys to define

the topic of the lesson you need to decipher the word.

Establish a pattern for compiling logical chains and determine the last number

Students identify the letters that add up to the word "numbers".

Establish a pattern for compiling logical chains and determine the last number.

2.- Which groups

Can you divide all these numbers?

– How can you call everything

numbers written in groups I and II?

– How can you name the numbers in this group.

I group - fractional numbers, II group - natural numbers: 1, 4, 6; Group III - a special number 0.

These are positive numbers.

These are negative numbers.

III . staging learning task(Problems).

Discuss the topic and purpose of the lesson.

Who will help to formulate the topic of the lesson?

- Think about what tasks will be in the lesson?

Today's lesson is a generalization on the topic "Positive and negative numbers." Let's bring the studied material into the system: coordinates on a straight line, opposite numbers, comparison of numbers.

Positive and negative numbers

Compare numbers, work with a coordinate line, solve problems.

IV . Work on the topic of the lesson

Review of negative numbers.

Number comparison tasks

Independent work

History reference.

Practical tasks.

Physical education minute

Work in pairs.

Summary of the lesson. Reflection of activity.

Students' awareness of their learning activities, self-assessment of the results of their own and the whole class.

Guys, let's imagine that we are not in the classroom, but in scientific laboratory. We are scientists and will work with negative and positive numbers. But in order to continue working, you must pass the test, answer a few questions.

Name the number you see.

What is this number called?

Where is it located on the coordinate line?

What are negative numbers please?

Name the integers next to it.

What is the opposite of this number?

If we are talking about the coordinate line, let's remember what we know about it.

What do you see? How can we turn it into a coordinate line?

Find the coordinate line?

So what is the coordinate line?

– Well, everyone did a good job.

And the first task assigned to your lab

Write the red numbers in ascending order and the blue numbers in descending order.

What does ascending and descending order mean.

Check if the task was completed correctly?

Guys, let's consolidate our experience. Let's do the exercise on p.

Read the assignment. What can you say about the task?

Complete this task on your own.

Tell me, what knowledge did we need to complete this task?

– Now sit back, you can relax a little, prepare for the next serious tasks and listen to a little historical background.

The concept of negative numbers arose in practice a very long time ago, moreover, when solving such tasks, where a larger number had to be subtracted from a smaller number. The Egyptians, Babylonians, and also the ancient Greeks did not know negative numbers and the mathematicians of that time used a counting board to make calculations. And since there were no plus and minus signs, they marked positive numbers on this board with red counting sticks, and negative numbers with blue ones. And negative numbers long time were called words that meant debt, shortage, and positive ones were interpreted as property.

– Please tell me, these definitions of negative and positive numbers as property and debt are now in our modern world viewed? How do you think?

All research institutes solve problems that are then applied in practice. Now we will also solve several problems in which we will see where negative numbers are used.

Working with THERMOMETER.

What does a thermometer remind you of?

Name the temperature.

And now we will mark our studies on the coordinate line and record the results of the study.

Draw a coordinate line.

What temperature does the thermometer show?

How much has the temperature dropped?

What was the temperature in the evening?

How did you know?

Write expressions

What was the temperature at midnight?

…….

What was the temperature in the morning?

Let's check if you got such expressions?

And now we will work in pairs. We have to solve problem no. Let's see which pair will cope with this task faster.

The solution of the problem.

How can I change the condition to make the solution shorter?

Do you think you made it research work?

What important discovery did you make today?

Continue the phrase:

I found out) …
I repeated...
I have learned (learned) ...

How do you think you solved the tasks in the lesson,

I would like to know how you yourself evaluate your work in the lesson. Each of you has emoticons on your desk. Show that smileywhich matches your mood from today's lesson.

Putting marks.

Negative.

To the left of 0.

Negative numbers are numbers that are located on the coordinate line to the left of zero

18 and -20

coordinate beam.

Draw an additional ray.

A coordinate line is a straight line on which there is a reference point, a unit segment and a direction

From smallest to largest and from largest to smallest.

This task is similar to the previous one, but differs in that we are comparing positive and negative numbers.

We know that positive numbers are located to the right of 0 and the farther the number is from 0, the larger it is, negative numbers are located to the left of 0, and the further the number is from zero, the smaller it is.

15 degrees heat

15 degrees above zero

15, C

0,С

5 degrees below zero

5 degrees below zero

5,C

Build a coordinate line.

10gr.

For 4 gr.

6 gr.

10 -4= 6

6-6=0

0-3= -3

Build a coordinate line.

14-2=12 cuts

12x2= 24 m

24:2=12m

12:2=6 segments

2-6= -4 number

In connection with the use of a large number of computers and multimedia devices in teaching children, the question arises, what impact do information and communication technologies have on the educational activities of schoolchildren? Before answering this question, it is necessary to find out what ICT is and what its means are used in education.

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Positive and negative aspects of the use of information and communication technologies in education junior schoolchildren.

In today's world, we receive a lot of information. In this regard, a person cannot do without the help of information technology. More and more our lives are filled with computers, and with them information technology.

Modern education is a fluency in information technology, as a result of which the computer is perceived as one of the tools for implementing the educational process. Equipping schools with computers, acquiring software and methodological complexes for subjects make it possible to build the process of teaching lessons in a completely new way, making them more interesting, exciting, and diverse. This contributes to the introduction of new pedagogical technologies in the educational process of the school. The computer can and should be used at all stages of training: preparation of classes, all stages of its conduct, consolidation and control of knowledge. The use of new information and multimedia technologies improves the quality of the educational process, and also effectively affects the cognitive activity of students. Many authors consider the computer to be an effective means of activating learning. But meanwhile, the studies do not adequately reflect the didactic and methodological aspects of using information and communication technologies to increase the level of cognitive interest younger students.

In connection with the use of a large number of computers and multimedia devices in teaching children, the question arises, what impact do information and communication technologies have on the educational activities of schoolchildren? Before answering this question, it is necessary to find out what ICT is and what its means are used in education.

Information and Communication Technologies (ICT)- a set of technologies that ensure the recording of information, its processing and information exchanges (transfer, distribution, disclosure).

Information Technology- these are methods and means of obtaining, transforming, transmitting, storing and using information.

Also under information technologyunderstand software - hardware and devices operating on the basis of microprocessor and computer technology, as well as modern means and information exchange systems that provide operations for the collection, production, accumulation, storage, processing and transmission of information.

Currently, various means of information and communication technologies are used. The main ICT tool of any education system is a personal computer. A computer - universal information processing device. Its capabilities are determined by the software tools installed on it, namely, general-purpose and hardware-related, information sources, virtual constructors, simulators, test tools, comprehensive training packages, Information Systems management.

In modern education systems, universal office applications and ICT tools have become widespread: word processors, spreadsheets, presentation preparation programs, database management systems, organizers, graphic packages, etc.

Thanks to the emergence of computer networks and other similar ICT tools, education has acquired the ability to quickly receive information from anywhere in the world. Through the global Internet network, instant access to world information resources is possible, as well ascommon ICT tools are available, which include e-mail, mailing lists, newsgroups, chat.

With the help of ICT network tools, we have access to educational, methodological and scientific information, modeling of research activities, conducting virtual training sessions in real time.

Information technologies are divided into three groups: saving, rationalizing and creative (creative) information technologies save labor, time and material resources (printer, scanner, copier).

The following hardware has become widespread in schools:

Projector - radically increases the level of visibility in the work of the teacher, as well as allowing students to present the results of their work to the whole class.

a printer - allows you to record on paper information found and created by students or a teacher for students.

- telecommunication block -gives access to Russian and world information resources, allows distance learning, correspondence with other schools.

- devices for entering textual information and manipulating screen objects -keyboard and mouse (and a variety of similar devices), as well as handwriting devices. Appropriate devices play a special role for students with motor problems, for example, with cerebral palsy.

- devices for recording (inputting) visual and audio information(scanner, camera, video camera, audio and video tape recorder) - make it possible to directly include information images of the world around in the educational process

- data loggers(sensors with interfaces) - significantly expand the class of physical, chemical, biological, environmental processes included in education while reducing the training time spent on routine data processing

- computer-controlled devices- enable students of various levels of ability to master the principles and technologies of automatic control

- intra-class and intra-school networks- allow more efficient use of available information, technical and temporary (human) resources, provide general access to the global information network

Audio Video means provide an effective communication environment for educational work and public events.

Information technologies can be classified according to their functional purpose. A. V. Dvoretskaya distinguishes the following types of information technologies: presentations, educational games and educational programs, didactic materials, simulator programs, virtual experiment systems, electronic textbooks, electronic encyclopedias.

Presentations - This is the most common type of presentation of demonstration materials. Presentations are electronic filmstrips, but, unlike ordinary filmstrips, they can include animation, audio and video fragments, elements of interactivity, that is, a reaction to user actions can be provided. Presentations are especially interesting in that they can be created by any teacher who has access to a computer with minimal time. They are actively used to present student projects.

Educational games and educational programstargeted at preschoolers and younger students. This type includes interactive programs with a game scenario. By completing various tasks during the game, students develop fine motor skills, spatial imagination, logical thinking, and possibly gain additional skills when working on the keyboard.

Didactic materials- collections of tasks, dictations, exercises, as well as examples of essays and essays presented in in electronic format, as a simple set of file texts.

Programs – simulators serve as didactic materials. Modern programs - simulators can track the progress of the solution and report errors.

Virtual experiment systems- software systems that allow the trainee to conduct such experiments that would be impossible for security and financial reasons.

Electronic textbooks and training coursescombine all or several of the above types of training programs into a single software package.

IN electronic encyclopediasthe functions of demonstration and reference materials are combined. In accordance with their name, they are an electronic analogue of conventional reference and information publications. Unlike their paper counterparts, such encyclopedias have additional properties and capabilities: they support a convenient search system for keywords and concepts, a convenient hyperlink-based navigation system, and the ability to include audio and video fragments.

All of the above ICT tools allow us to assess their role in the implementation of the goals of education of younger students:

Information technology complements the content and methodology of studying the material.

ICT allows for individual work both with students with learning difficulties and with successful students. For example, each topic offers tasks of different difficulty levels.

Increasing the level of visibility. Moreover, the visibility of a higher level, as it is implemented with the help of animation, sound, video clips.

Visualization is the leading tool in teaching younger students. Visual aids ensure the complete formation of any image, concept, and thereby contribute to a stronger assimilation of knowledge, an understanding of the connection between scientific knowledge and life. Visualization contributes to the development of students' emotional and evaluative attitude to the knowledge being communicated, increases interest in knowledge, makes it easier to assimilate it, and supports the child's attention.

Information technologies perform a number of didactic functions: educational (the formation of knowledge, skills and abilities that ensure the readiness of younger students for further education), developing (focused on the formation of the most important components of educational activity in the process of studying the surrounding world), educational (determines the possibility of forming the right relationship with surrounding world).

The use of modern ICT tools in all forms of education can lead to a number of negative consequences, including a number of negative factors of a psychological and pedagogical nature, as well as the negative impact of ICT tools on the physiological state and health of a younger student.

In particular, the individual way of learning has major drawbacks associated with total individualization. Live dialogic communication of participants in the educational process is lost.

The use of information resources published on the Internet often leads to negative consequences. To save energy, students: borrow from the Internet ready-made projects, essays, problem solving, which has become a familiar fact today, which does not contribute to increasing the effectiveness of education and upbringing.

The difficulty arises for children to move from information circulating in the educational system to independent actions, that is, from a sign system as a form of knowledge representation on the pages of a textbook, a display screen, etc. to a system of practical actions that have a fundamentally different logic than the logic of organizing a system of signs. Patterned thinking, a non-initiative attitude to activities, etc. are formed in children.

The large and unjustified use of informatization tools also has a negative impact on the health of younger students. Due to the colossal amount of information provided by some means of informatization, the student's attention is distracted.

One of the manifestations of the negative impact of ICT on the personality of schoolchildren is negative deviant behavior. “Deviant (deviant) behavior is the behavior of an individual or group that does not correspond to generally accepted norms, as a result of which these norms are violated by them.” Under negative deviant behavior in the field computer technology we understand the conscious or unconscious use of ICT to commit certain influences aimed at causing moral, physical or economic harm to organizations or individuals.

The negative deviant behavior of schoolchildren in the field of ICT subsequently affects the uncontrollability of their actions and the lack of responsibility for their actions. Manifestations of negative deviant behavior may be the result of negligence, moral immaturity, indifference, lack of curiosity.

Thus, having considered the features of introducing information technologies into the educational process and their impact on the quality of students' knowledge, it allows us to understand that information and communication technologies have both positive and negative effects on primary school students.

Bibliography:

1. Dvoretskaya AV, Basic types of computer training aids. [Text] / A.V. Dvoretskaya, 2006. - 159 p.
2. Volkova S.I., Stolyarova N.N. The development of cognitive abilities of children in mathematics lessons [Text] / Volkova S.I., Primary School. - 1990 - №7, 1991 - №7. 1992 -№7.8, 1993- №7
3. Semyonov L.A., "The concept of informatics in general education" [electronic resource] / http://textbook.keldysh.ru/informat/part3.htm

Topic "Positive and negative numbers" Grade: 6 Program: program of the main general education Mathematics Textbook: I.I. Zubareva, A.G. Mordkovich, "Mathematics" The purpose of the lesson: Educational: to provide repetition, generalization and systematization of material on the topics "Coordinate line", "Opposite numbers", "Modulus of number". developing: to promote the formation of skills: to generalize, compare, highlight the main thing, develop mathematical horizons, thinking, attention and memory. educational: to promote the education of interest in mathematics. Subject results:  to develop computational skills,  to form the ability to apply the learned concepts to solve practical problems. Meta-subject UUD:  Cognitive - apply the methods of information retrieval, decoding, symbolic modeling;  Regulatory to determine the goal, the problem in the activity: educational and life-practical; evaluate the results of work, analyze their own work.  Communicative plan educational cooperation, competently express their thoughts and listen to the opinion of the team, without interrupting, make a collective decision;  Personal UUD:  develop a sense of patriotism, improve existing knowledge, skills, evaluate their own activities: their achievements, initiative, reasons for failures. Type of lesson: lesson of generalization and systematization. Applied methods, pedagogical technologies: didactic game. Forms of organization cognitive activity students: frontal, work in pairs, individual.

Teaching aids used: interactive whiteboard, presentation, posters, handouts for group work, textbook for grade 6 in mathematics A.G. Mordkovich. Used Internet resources: 1. Strebkova N.S. http://nsportal.ru/shkola/algebra/library/deystviyasdesyatichnymidrobyami 2. Ran'ko E.A. Presentation template. - URL: http://pedsovet.su/ Stages of the lesson 1. Organization of the class (2 min) 2. Setting goals, objectives of the lesson, motivational activities of students (5 min) Tasks of the stage Activity of the teacher Activity of students UUD Create a favorable psychological attitude to work Ensuring the motivation of learning by children, their acceptance of the objectives of the lesson. Greeting, checking readiness for the lesson, organizing the attention of children. Included in the business rhythm of the lesson. Make notes in notebooks Hello guys. Today, guests came to our lesson, greet them. Open notebooks, write down the number Together with the students determines the topic and purpose of the lesson. What topic did we finish studying? And what new concepts have we met in this topic? What new things have you learned to do? We wrote yesterday to k.r. Made work on the bugs, analyzed them. But it's too early for us to move on to a new topic. What do we usually Answer the questions of the teacher, interact with the teacher during the survey, carried out in the frontal mode. Formulate the learning problem and the topic of the lesson. we call all new concepts of the topic we call all new actions we repeat, consolidate knowledge and generalize the material L: self-determination. R: goal setting. K: planning educational collaboration with the teacher and peers. K: asking questions, planning educational cooperation with a teacher and a peer, P: logical analysis of objects in order to highlight features, self-selection, formulation of a cognitive goal. R: selection and awareness

do when the topic has come to an end? So what is the topic of today's lesson? What is our goal today? How can we achieve our goal? (Slide 2) Reminds you how to fill out self-assessment sheets. 3. Update. (8 min) Actualization of basic knowledge and methods of action. Repetition of the theory on the topic. (Slide 3) Let's check our work. Asks to read the answers of different students. Evaluate yourself, fill in the self-assessment sheets, repeat, summarize “Positive and negative numbers” and systematize the material on these topics, repeat the theory, solve exercises Answer questions in writing. 4. Generalization and systematization of knowledge. (10 min) Identification of the quality and level of assimilation of knowledge and methods of action, as well as identification of shortcomings in knowledge and methods of action, establishing the causes of the identified Organizes work in pairs. Asking questions. They answer the questions of the teacher, interact with the teacher during the survey, carried out in the frontal mode. Make assumptions. So, we did an excellent job with the theoretical task. Therefore, we are ready to go on a journey into the history of mathematics. On the cards you have a task, deciphering which you will find out where they perform the task in pairs, cooperate efforts to solve the educational problem, mutually control the process of completing the task, distribute roles. For what has already been done. goal setting. L: self-determination. P: logical analysis of objects in order to highlight features R: awareness of what has already been passed. L: improvement of existing knowledge, skills; the ability to evaluate one's own activities K: proactive cooperation in the search and collection of information, the ability to listen to the opinion of team members without interrupting, making a collective decision, managing the partner's behavior, evaluating the partner's actions. P: logical analysis of objects with a goal

feature extraction. Application of information retrieval method, decoding. proof. R: planning, forecasting. L: improvement of existing knowledge, skills; the ability to evaluate one's own activity: one's achievements, initiative, reasons for failures. shortcomings. negative numbers first appeared. (Slide 5) at the end of the task, they visually represent the results of the pair's work. If you did it right, you got the name of the country - China. Complete the self-assessment sheet. Complete the self-assessment sheet. negative numbers appeared much later natural numbers and common fractions. The first information about negative numbers is found among Chinese mathematicians in the 2nd century BC. BC e. Positive numbers were then interpreted as property, and negative numbers as debt, shortage. But neither the Egyptians, nor the Babylonians, nor the ancient Greeks knew negative numbers. Only in the 7th century Indian mathematicians began to make extensive use of negative numbers, but regarded them with some distrust. (Slide 56) Guys, where do we meet positive and negative numbers in our lives? (Slide 814) Complete task number 3 and decipher the name of the mathematician who introduced the symbols "+" and "" into the mathematical language. (Slide 15) Thermometer, battery poles positive and negative charges, and negative characters of fairy tales, depth and height above sea level ... Perform the task in pairs. positive

Widman. Correct answer The Czech mathematician Jan Widman introduced the modern signs "+" and "-" in the last decade of the 15th century. Complete the self-assessment sheet. Guys, now let's move a little. Stand straight in the aisle. If I call a negative number, you sit down, a positive one gets up. 3; five; 1.5; 8; 1/3; ¼; … Fill out a self-assessment sheet. The students have changed the type of activity and are ready to continue working. The last stage is independent work. We do it in notebooks. (Slide 16) Perform independent work on options. We exchanged notebooks. We do a cross check. We put "+" if it is correctly decided, or we do not put anything. Count the number of "+". Rate each other. Complete the self-assessment sheets. Give the final grade. Raise your hand those who received a rating of 5, 4, 3? The results of the work in the lesson are summed up. What was our goal at the beginning of the lesson? Have we achieved this goal? Give yourself a final grade on the self-assessment sheets. Raise your hand, who got a 5? 4? 3? Perform a cross check. Assess the partner. Complete the self-assessment sheet. They answer questions. Students name the objectives of the lesson, the skills that they received in the lesson. P: assessment of awareness of the level and quality of assimilation; control Calculate the final grade as an arithmetic mean, put it in the self-assessment sheets. R: control, correction, selection and awareness of what has already been learned and what 5. Physical education minute (2 min) Change activities, provide emotional relief to students 6. Generalization and systematization of knowledge. (continued) (10 min) 7. Summing up (2 min) Give a qualitative assessment of the work of the class 8. Reflection (5 min) Initiate children's reflection on

To summarize: what helped you today in the lesson? What hindered? What topics are still challenging? You are now ready to continue your study of Positive and Negative Numbers. What do you think we will study in the next lessons? Names homework assignments. still subject to assimilation, awareness of the quality and level of assimilation; evaluate the results of work. L: self-determination. K: the ability to express one's thoughts with sufficient completeness and accuracy. Arithmetic operations with positive and negative numbers of the psycho-emotional state, motivation of their own activities and interaction with the teacher and other children in the class. Ensuring that children understand the purpose, content and methods of doing homework. 9. Information about homework (1 min)