The Moscow gymnasium in Southwest No. 1543

The Moscow gymnasium in Southwest No. 1543 a striking example of a combination of traditional technologies of training to the innovation. As the associate director on scientific and methodical work the doctor of pedagogical sciences, professor of department of the theory and a technique of training in physics of MPGU Natalia Sharonova notes: "We first of all classical school, classical gymnasium. From here also our approach to training follows: it is performed first of all by the teacher - the person, and the computer is means in his hands".

Multi-profile gymnasium No. 1543. Here at the high level study both humanitarian objects, and objects of physical and mathematical, natural-science cycles, and foreign languages. Modern information and communication technologies find broad application in educational process, in particular, astronomical education of grammar-school boys with need assumes application of different electronic educational resources at lessons and in extracurricular activities, for remote forms of education, including for accomplishment by pupils of research. Use of ICT in this case is connected not only with the didactic and developing opportunities of these technologies, but also with specifics of the present stage of scientific astrophysical research. Realizing the essential world outlook potential of astronomical education, the gymnasium provides its implementation and in the form of integration of astronomical material into a course of physics, and in the form of traditionally studied separate subject for classes of physical and chemical and mathematical profiles and as independent subject "Astronomy".

Natalia Gomulina, the teacher of astronomy, the associate director on the innovation and experimental activity, the candidate of pedagogical sciences, the associate professor of MIOO, notes: "Students often badly imagine work of the scientist and the purpose of science, in what degree the computer for scientific research is used. Therefore important it is not simple to apply at lessons an interactive board and electronic educational resources in the form of disks, the presentations. Study is not limited only to a lesson, there are several specialized websites on astronomies, two of them directly my, other student's.

On the websites information on visibility of the star sky for every month is provided, and it is made especially for children (drawings unique, there are no analogs). Here place information on independent and laboratory works, examples of the solution of difficult Olympiad tasks, the presentations of pupils, research works of grammar-school boys. If the grammar-school boy needs to perform laboratory work, say, on a research of solar activity, he visits the specialized scientific website, for example the website of space solar observatory of SOHO, takes data (actually online), carries out their analysis, and then generalizes and represents results". Natalia Nikolaevna considers that "the modern astronomy is the only front of modern physics in which participation of school students not only at the level of acquaintance is possible. In modern astrophysics obtaining essentially new information on space objects in different areas of electromagnetic radiation using studying of these spacecrafts and observatories is possible, opening of satellites, comets is possible".

In a gymnasium research activities for astronomy with the publication of results on the websites are also organized. For example, to the 50 anniversary of flight of Yu.A. Gagarin children made the website, conducted researches on the subject "Direct Physical and Chemical Researches of Objects of the Solar System" and published all received materials. Other work - measurement of resistance of a body depending on solar activity. It was proved that resistance changes at the increased solar activity and magnetic storms. The similar research is conducted in Maria Ragulskaya's thesis, but she investigated reaction of adults. Pupils of a gymnasium acted both as the researchers and as investigated, the scientific value of work consists that nobody conducted similar experiments, and they proved that variations of solar activity influence a human body. This work was carried out at the same time at several schools and became an interschool research on astronomy. Works of grammar-school boys repeatedly became prize-winners and winners of large tenders. For example, the All-Russian tender of V.I. Vernadsky.

At physics lessons computer technologies serve as basis for carrying out experimental physical practical works in gymnasium No. 1543. According to teacher of physics Dmitry Korolev: "The ultimate goal of use of the computer on occupations of all our practical works - to prepare consciousness of pupils for the fact that it can be used not only as a certain processing system and data mappings, but also for obtaining primary values of different physical quantities. Children learn to obtain numerical data, to load them into spreadsheets and then to process, avoiding an unnecessary routine. They learn to conduct researches approximately as they will be seen off now by these scientists around the world: the computer processes data, and the person undertakes a creative component - creates an algorithm, the scenario of an experiment, sets input parameters. Further only function of control and adjustment. On simple school experiences we try to show to pupils structure of this physical experiment in modern science and a computer role as element of experimental installation".

Pupils have an opportunity to work with the different computerized experimental installations. For example, based on the L-micro complex children measured temporary values to within a thousand fraction of a second in one of works of a practical work. They on hand had a cart which was groundless on magnetic suspension and moved practically without friction. In usual conditions to create such movement or it is impossible, or the airbag is required. Measurements of time were taken nekontaktno, using the infrared laser sensor, then pupils, using data retrieveds about the movement of an object, generalized results in a schedule type, tables, they almost precisely matched what is studied in the theory within the subject "Kinematics". In normal experiments similar results would not be achievable or were followed by errors which distorted correctness of perception of the natural phenomenon by pupils.

At the end of the 9th class pupils conduct independent researches in groups. Each group has the research supervisor, they after hours select a subject of educational research, make the plan, seize necessary theoretical knowledge and practical skills (in the field of electronics, processing of materials, circuit engineering, electrical equipment). Children design the experimental installation, make a series of experiments, process data, then write work, prepare the presentation, shoot video. At the exit the unrolled article prepared on all scientific canons (with experimental and theoretical parts), a video sketch, the presentation briefly telling about the conducted research turns out. Then work is represented at an all-gymnasia student's conference. If the project turned out really interesting, children show it at district and city conferences, there are also departures to other cities, abroad.

Within special courses in biology teachers of gymnasium No. 1543 train children to obtain independently information for reports, articles, scientific research, without computer technologies, the Internet not to manage here. Also remote communication with the research supervisor via e-mail practices that became already normal rule in the modern scientific world. In addition to purely scientific component children study the culture of communication, the culture of scientific dialog, learn to state the thoughts competently. Polina Volkova, the teacher of biology, Candidate of Biology, emphasizes: "We have a good digital microscope with a photonozzle allowing to create a photo and video content. But it is more important for us that school students could, using a normal microscope, to investigate an object, to understand, for example, what fabrics to whom they belong are, to find the right place on medicine (it concerns both botany, and zoology), to configure a microscope and to draw conclusions on what was seen. Then children execute the biological (scientific) drawing of an object. We have the whole collection of similar drawings: not only, of course, micromedicines, but also macroobjects - bones and skulls of animals, for example". Thus, according to Volkova, use of modern technologies should not substitute classical methods of education and information transfer, for biologists it is simply impossible. Together with pupils Polina Andreevna annually for a month leaves to northern Karelia. There children put out to sea on a raft, carry out a dragirovka (fishing of objects using the special device), pull out silt with all catch, wash out, sort animals by groups, determine by determinant, sketch, then spread drawings with the description on the websites (for example, the website of the White Sea expedition of a gymnasium: ashipunov.info/belomor) for the general access and information exchange and experience.

At history lessons as good assistants to the teacher serve the interactive board and a projector, in particular, for demonstration of the presentations. The teacher of history Leonid Katsva notes that in a gymnasium the computer presentations are used (in different degree) by all four teachers of department of history. In his practician, for example, "The Russian history" till the 19th century of the presentation is aware show at each lesson, till the 19th century - on a half, and on the 20th century - approximately at the third part of lessons. Leonid Aleksandrovich considers that use of the presentation increases durability of digestion of material: "First, the computer presentation is that visualization which so was not enough for me in the first twenty five years of my work because visualization which posters and illustrations gave was difficult to be used. Now I select that visualization which is necessary to me: The Internet is rich, and it is possible to show everything that you want. Secondly, at children the visual memory joins. You know how happens: I tell, and children write and ask: "Repeat the last phrase, did not manage to write". When using the presentations this problem is removed". On the other hand, the presentation can provoke a lektsionnost. That to avoid it, Leonid Aleksandrovich inserts questions into the presentation and discusses them with children during demonstration, the presentation serves pupils as a support in material mastering, the teacher complements it with the comments, the general discussion. "Of course, the presentation is a same pen. More perfect piece of chalk. This means. I train all the same", - Leonid Katsva emphasizes. Besides, on the gymnasium website Leonid Aleksandrovich has the page where the presentations prepared by it are laid out, children can always use them at accomplishment of homeworks. Directly on the gymnasium website they can address also manuals, part of them is directly placed on the page, and a part - in the form of links.

As for finished electronic products at the rate of "The Russian history", teachers of gymnasium No. 1543 prefer them own developments. For example, Natalia Mikhaylovskaya teaching art history at each lesson uses own EOR or just illustrative material. All EOR prepared at department of history are generally cathedral "bank of information".

The ICT in education is opened by great opportunities and for a learning of foreign languages. The English teacher Elizabeth Bogdanova considers that progress of her pupils is in many respects connected with their arrival to educational process: "Availability of authentic materials (audio-, videos, texts) - the most important that happened to us during an era of information technologies. Thanks to it the quality of teaching a foreign language visibly stepped today forward. Ten years ago to find even an audio recording where something was told by the native speaker, represented big complexity: records were hardly accessible, it was necessary to copy them on cartridges. And today thanks to the electronic journal, e-mail all this can easily be transferred to children for work of the house. Literally two clicking, one minute". At present grammar-school boys of a possibility of immersion on language Wednesday outside a lesson incredibly extended. Elizabeth Sergeyevna sees that at children absolutely other motivation: they understand how language can be used. For example, a typical task - to write the review of the read book. Earlier it was written to a table to the teacher: the child brought the composition on paper, the teacher read, gave a mark. Now Elizabeth Sergeyevna's pupils publish the reviews on the website Goodreads.com. - the international website for readers of any age. "They place the review, send me the link, I check what there is written, - she tells. - It motivates children to write competently and decently. They estimate reviews of each other, I estimate their product. It is so much easier for me: the notification on the new message in e-mail comes to the mobile phone, I can check their works at any time". Elizabeth Sergeyevna's pupils can always ask her a question via e-mail (in English) and at once to receive the answer. They actively use also VKontakte network. "Look for some materials, reset resources. It is very convenient. Sometimes, however, work turns into nonstop process. Very talkative children come across..." Among other opportunities which appeared thanks to ITK, Bogdanova selected also participation in life of the international community of English teachers: "Today exchange of experience, a resource interchange, participation in the international programs became possible. It is very important too". She became the coordinator of the Russian group of the teachers working in the international BritLit project of the British Council together with the website Teaching English BBC, together with colleagues she is engaged in development of materials on the basis of modern British literature which are used by teachers of English worldwide.

Today in pedagogical community the subject of replacement of traditional education - "the living teacher" - ICT, by distance learning is seriously discussed. But many teachers, and in particular teachers of gymnasium No. 1543, are negative to it. Leonid Katsva considers it "abstraction and an adventure": "Training - same not a lecture. Educational programs on TV were long ago. Perhaps, it is so possible to train students. School students so cannot be trained. Before the school student always there has to be Maria Ivanovna in direct live contact with it. The living word is much more important than any technologies. As one my senior colleague spoke, to me to train, only the throat and chalk are necessary. Now we have other "chalk". The ICT is only our technology equipment, anything else". Also Natalya Sharonova completely agrees with him: "The education purposes, but not new training aids should be a backbone element of a methodical or pedagogical system. It is important to understand that we want to receive what to achieve in the activity what to give to each pupil. For this purpose select didactic means. And if today according to new educational standards each teacher should have ICT competence and be able to create the corresponding competence at trainees, and it is necessary to apply modern information and communication technologies, then at the same time it is necessary to understand accurately what objectives with their help is supposed to achieve and, therefore, what place of these technologies in educational process. It is not necessary exaggerate, at the same time to underestimate an ICT role in achievement of educational results".