Problem and goal. Despite a significant amount of work on the creation of electronic textbooks, interest in them does not wane. Currently, when developing them, it becomes necessary to take into account the features of the Z generation. The purpose of the study is a didactic analysis and description of the concept of transformer books and an inverted textbook. Methodology. The idea of creating such intellectual teaching aids is associated with the use of mental schemes of the subject area, hidden psychoanalysis of the perception type of the learner and the question-task form of training. The textbooks being designed provide for a change in the learning strategy (from the paradigm accumulating knowledge to solve problems to the paradigm solving problems by mastering the necessary knowledge). In this case, the educational model of the white box is used, which allows visualizing the dynamics of the acquisition by student the knowledge of the subject area. Results. A procedure for developing inverted textbooks and transformer books is proposed. Prototypes of such electronic tools when used in a real educational process have shown their high effectiveness in self-educational activities of students. Conclusion. The use of transformational and inverted electronic textbooks allows not only to automate the learning process without real contact with the teacher, but also contributes to a significant increase in the motivation of modern students to self-study. The materials of the article are of practical value for developers of e-learning tools, as well as teachers who prefer to use innovative teaching methods.

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АннотацияПроблема и цель. В статье рассматриваются особенности формирования элементов цифровой грамотности младших школьников на уроках ин-форматики, связанные с применением в образо-вательном процессе облачных сервисов, позволя-ющих коллективно работать над документами. Вы-деляется проблема, обусловленная несоответстви-ем формата классно-урочной системы требовани-ям, необходимым для освоения основ цифровой грамотности в начальной школе. Цель статьи -вы-явить и обосновать условия формирования у млад-ших школьников личностных и метапредметных ре-зультатов, обеспечивающих овладение элементами цифровой грамотности.Методологию исследования составляют ана-лиз и обобщение нормативно-правовых доку-ментов начального общего образования, научно-исследовательских работ отечественных и зарубеж-ных ученых, опыта обучения школьников информа-тике на разных ступенях общего образования.Результаты. Выявлены условия, позволяющие формировать у младших школьников личностные и метапредметные результаты, обеспечивающие раз-витие на их базе элементов цифровой грамотности. Предложена универсальная модель организации се-тевого взаимодействия на уроках информатики в на-чальной школе на основе использования распреде-ленных групп в рамках одного класса.Заключение. Описанная в статье модель органи-зации сетевого взаимодействия в распределенных группах в рамках одного класса может быть адапти-рована для различных образовательных учреждений основного образования. Основными преимуществами данной модели являются: отсутствие проблемы согла-сования единого времени для мегауроков, миними-зация рисков технических сбоев, единство образова-тельных программ, простота организации мегауроков.Ключевые слова: цифровая грамотность млад-ших школьников, личностные и метапредметные результаты, сетевое взаимодействие, облачные сервисы, коллективная работа над документом.

Statement of the problem. This article discusses the problem of universal learning skills (ULS) assessment among primary schoolchildren in the process of network interaction during computer science lesson activities. The research problem is determined by the requirements of the modern information society and becomes especially relevant in the context of the transition to distance learning in connection with the Covid-19 pandemic in 2020. The purpose of the article is to give scientific grounds and description of the assessment means for identifying the ULS formation level among primary schoolchildren at computer science lessons in the process of network interaction. The research methodology is based on the analysis and synthesis of regulatory documents on primary school education, research works of Russian and foreign scientists on the problem of digital socialization of generation Z and the organization of distance learning in the context of the Covid-19 pandemic; analysis of research in the field of networking; analysis of research in the field of ULS diagnostics among students. Research results. We described a method for communicative and regulatory ULS assessment formed among primary schoolchildren of the fourth grade at computer science lessons during the stage of network interaction using Google cloud services. The proposed method based on the level model of network interaction among primary school students was tested in Gymnasium No. 9 in Krasnoyarsk and School No. 11 in Abakan from 2016 to 2019. In total, the study covered 120 students over three years. Conclusion. As a result of our study, we have come to the conclusion that organization of network interaction based on distributed groups in space according to the level model contributes to the ULS formation of the basic and advanced levels that is confirmed by the results of their assessment. The materials presented in the article can be used by both elementary school teachers and subject teachers at the level of primary school education, as well as by methodologists and school administration to assess the ULS among students.

Statement of the problem. The variety of new models, forms and methods of organizing school lessons in the context of ICT actualizes the problem of finding objective and affordable ways to assess the quality of a modern lesson. The purpose of the article is to substantiate an expert-criteria approach to assessment of the quality of lessons, which use elements of e-learning and distance educational technologies. The idea of ​​designing a methodology for assessing the quality of lessons is to create expert questionnaires that include weighted criteria quality indicators, as well as questionnaires and test materials. Research methodology is the analysis and synthesis of regulatory documents of basic general education, research works of Russian and foreign scientists, experience in teaching students computer science at different levels of general education. Research results. The paper proposes and substantiates an expert-criteria procedural scheme for evaluating the quality of modern lessons that use elements of e-learning and distance learning technologies. The method of assessing the quality of lessons consists in creating expert questionnaires that include weight criteria for quality, as well as questionnaire and test materials. Conclusion. Currently, the performance of testing of test tasks for evaluating each type of educational results (personal, subject, and meta-subject) is being tested and a pedagogical experiment is being carried out in Secondary School No. 9 of Krasnoyarsk to conduct lessons in Computer Science of four types: 1) without the use of the digital educational resources (DER); 2) with partial use of the DER; 3) with long-term use of the DER; 4) mega-lessons (the use of the DER throughout the lesson). The procedural scheme for collecting and processing expert indicators is formalized and provides for the possibility of automating statistical data processing and subsequent improvement of criteria based on the “constructor” principle. The proposed method can be used by school administrations to make decisions on the management of the educational process.