Problems and prospects for the development of 1C educational complexes on history

IF 2.1 Q1 EDUCATION & EDUCATIONAL RESEARCH

Informatics in Education Pub Date : 2020-05-13 DOI:10.32517/0234-0453-2020-35-3-49-54

M. Vinogradova

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引用次数: 0

Abstract

The article analyzes the problems caused by the adoption of the Historical and Cultural Standard and the emergence of electronic versions of history textbooks, which raised the question of the effectiveness of the use of educational complexes of the 1C company at history lessons. In order to answer this question, the article discusses the materials of the theme “The Patriotic War of 1812”. Based on the results of the comparative analysis, it is concluded that the electronic applications of history textbooks can significantly complement, but not replace, the 1C educational complexes. However, this does not mean that these complexes do not need changes. The article outlines the main directions for improving the 1C educational complexes: to develop the content of the manuals in accordance with the Historical and Cultural Standard, to form a complete set of training materials (documents, dictionary articles, illustrations, interactive schemes, animated maps and presentations) for each period, providing their competent methodological support. It is important to create a full line of educational complexes covering all periods of domestic and foreign history. Particular attention is paid to the relevance of the use of the 1C educational complexes in blended learning.

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1C历史教育综合体发展的问题与展望

文章分析了历史文化标准的采用和电子版历史教科书的出现所带来的问题，这就提出了1C公司在历史课上使用教育综合体的有效性问题。为了回答这个问题，本文对“1812年卫国战争”这一主题的材料进行了探讨。通过对比分析，得出历史教科书电子化应用对1C教育综合体具有明显的补充作用，而不是替代作用。然而，这并不意味着这些复合物不需要改变。文章概述了改进1C教育综合体的主要方向:根据历史文化标准开发手册内容，形成每期完整的培训材料(文档、词典文章、插图、互动方案、动画地图和演示文稿)，并为其提供有效的方法支持。重要的是要建立一个完整的教育综合体，涵盖国内外历史的各个时期。特别关注1C教育综合体在混合学习中使用的相关性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Informatics in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.10

自引率

3.70%

发文量

审稿时长

20 weeks

期刊介绍： INFORMATICS IN EDUCATION publishes original articles about theoretical, experimental and methodological studies in the fields of informatics (computer science) education and educational applications of information technology, ranging from primary to tertiary education. Multidisciplinary research studies that enhance our understanding of how theoretical and technological innovations translate into educational practice are most welcome. We are particularly interested in work at boundaries, both the boundaries of informatics and of education. The topics covered by INFORMATICS IN EDUCATION will range across diverse aspects of informatics (computer science) education research including: empirical studies, including composing different approaches to teach various subjects, studying availability of various concepts at a given age, measuring knowledge transfer and skills developed, addressing gender issues, etc. statistical research on big data related to informatics (computer science) activities including e.g. research on assessment, online teaching, competitions, etc. educational engineering focusing mainly on developing high quality original teaching sequences of different informatics (computer science) topics that offer new, successful ways for knowledge transfer and development of computational thinking machine learning of student''s behavior including the use of information technology to observe students in the learning process and discovering clusters of their working design and evaluation of educational tools that apply information technology in novel ways.