Problem and goal. The problem of insufficient substantive and methodological support for the training of basic school pupils in the field of artificial intelligence (AI) is considered. The aim is to identify the features of the application of the system-activity approach to teaching basic school pupils in the field of artificial intelligence, to describe the principles of teaching school pupils the basics of artificial intelligence and the conditions for their implementation, to highlight the types of school pupils activities in the context of the system-activity approach. Methodology. A set of methods was used: analysis of regulatory documents that determine the priority tasks of our country; analysis of research and scientific and methodological publications in the field of teaching AI for basic school pupils in the domestic and foreign education system; reflection of the content of the knowledge gained; identification of methodological approaches; search for principles, conditions and opportunities for teaching elements of AI to basic school pupils; local pedagogical experiment. Results. A comparative analysis of the methodological experience of predecessor teachers made it possible to identify the possibility and effectiveness of the application of the system-activity approach to teaching basic school pupils in the field of AI. The revealed approach made it possible to determine the fundamental principles of teaching the elements of artificial intelligence, the conditions for their implementation, as well as the most appropriate types of activities for basic school pupils. Conclusion. Today AI technologies are actively developing information technologies and possession of them has a positive effect on the level of information culture of a school pupils, which, in accordance with the requirements of the information society, must be formed, at least, in basic school. The results of the study made it possible to substantiate the possibility and expediency of applying the system-activity approach to teaching the elements of artificial intelligence to basic school pupils, starting from grade 5.

Problem and goal. The article deals with the problem of search of scenarios of lessons on informatics for basic school in the Moscow E-School (MESH) Library. The goal is to identify the features of the MESH search engine and possible approaches to improving the process of scenarios of informatics lessons for basic school. Methodology. In the process of research was used a set of methods: analysis of the resources of the MESH library and normative documents; reflection of the content of knowledge obtained; searching for approaches to improving the process of finding scenarios of informatics lessons for basic schools in the MESH library; local pedagogical experiment. Results. Revealed the difference of the classification of sections and themes of the school informatics course provided by the Approximate Basic Educational Program [16] (in accordance with General Educational Standards [20]) and the MESH library classification [3], as well as the presence of a large number of controlled elements of MESH library content, indicated by the creators of the scenarios of lessons on informatics for basic school, what determines the problem of finding the right resources. The results of the study allowed to find approaches to solving the identified problem. Conclusion. The approaches to solving the identified problem of search of scenarios of lessons on informatics for basic school in the MESH library are proposed, their implementation can have a positive impact on the ability to find the necessary digital resource and, as a result, increase the effectiveness of professional activity of basic school informatics teacher.

Problem and goal. The practical (pedagogical) training sites based on Moscow schools in the context of effective development of the resources of the Moscow Electronic School by future computer science teachers are analyzed. The goal is to identify the correlation of the digital footprint obtained as a result of the development of the school network activity index based on data on the actions of teachers and students in e-learning environments and of educational organizations identification corresponding to this index, as well as the methodological activity of schools in Moscow - the bases of practical (pedagogical) training of future computer science teachers. Methodology. The analysis of regulatory documents and the database of Moscow schools, where the Moscow City University students of the Computer Science direction are engaged in practical (pedagogical) training, reflection on the content of the knowledge obtained, search for criteria for selecting basic schools for conducting practical (pedagogical) training of future computer science teachers, local pedagogical experiment were used. Results. It was found out that the activity of schools in the development and use of educational resources of the Moscow Electronic School is not a prerequisite for cooperation with these schools. At the same time, the knowledge of information technologies, including the technology of working with the resources of the Moscow Electronic School, by future subject teachers, is an integral part of the professional competence of a modern teacher, and especially a computer science teacher. Conclusion. The basic criteria for selecting sites for industrial practices of future computer science teachers, in particular students of the Moscow City University, are proposed. The formulated criteria for selecting basic schools for conducting practical (pedagogical) training of university students will allow them to successfully solve the tasks set for this type of educational activity, achieve their goals and form professional and pedagogical competencies.

Московский городской педагогический университетРоссийская Федерация, 127521, Москва, ул. Шереметьевская, 29 Проблема и цель. В статье рассмотрены исторические аспекты обучения информационным технологиям в школьном курсе информатики, подходы к обучению информационным технологиям в условиях фундаментализации общего образования, проблемы обучения информационным технологиям школьников. Цели статьи заключаются в определении возможности развития методической системы обучения информационным технологиям в контексте фундаментализации образования, рассмотрении информационных технологий как содержательно-методической линии и как раздела общеобразовательного курса информатики, описании этапов организации обучения информационным технологиям школьников.Методология. Изучена научно-методическая литература в области информатики, проведен анализ образовательных программ по информатике и методике обучения информатике, сделан анализ школьных учебников и учебных пособий, учебно-методического обеспечения образовательного процесса по информатике; выполнены обобщение и систематизация собственного опыта преподавания информатики и методики обучения информатике, в том числе информационным технологиям.Результаты. Выявлено, что обучение школьников информационным технологиям, рациональному применению их средств, для решения учебных и практических задач позволяет целенаправленно формировать информационную культуру учащихся, так необходимую для жизни в современном обществе. Обосновано, что процесс обучения информационным технологиям в рамках общеобразовательного курса информатики целесообразно построить, основываясь на принципах фундаментализации образования (научность, инвариантность и универсальность, системность и целостность, непрерывность и преемственность, интеграция и др.), на основе системно-деятельностного подхода.Заключение. Результаты исследования позволили сделать вывод, что необходимо применять фундаментальный и системно-деятельностный подходы к реализации содержательно-методической линии «Информационные технологии» и соответствующего раздела в общеобразовательном курсе информатики.