http://trinity.e-stile.ru/files/2019_01_11-12xmasxii.pdf
Sergey Plotnikov,
School 72, Perm
«I release the
bird…»
(methods of drama pedagogy at computer science lessons in the 10th grade)
Abstract
The interest in drama pedagogy (hereinafter - DP) in the Russian school
community increased in the 90s of the twentieth century searching for answers
to the challenges of the post-reform Russia. At the moment, Russian DP is
revived in the school educational process to the extend depending on the
financing of the school theater or the inclusions of DP elements in the
educational curriculum. However, in Russian educational works the author
could not find scientific publications related to the use of DP in the
lessons of computer science in secondary school. In English-speaking
education experience there are a lot of examples.
The article is intended to fill the gap by
describing one of several author's developments of the lesson in the 10th
grade. Below one of the ways to use the technique of DP
"dramatization" in the computer science lesson on "Data
encryption" and "Presentation of information, languages,
coding" is described.
The troupe of students plays a sketch in
the classroom space according to the script given in the text of the article.
Dramatization is achieved by a time limit and a plot, which includes the
possible death of the prisoner, who must be released and thus saved from
death. For data encryption, one of the Polybius cipher modifications (prison
alphabet) is used. During this little quest, participants need to practice
the thought of reducing the lengths of the codes transmitted exclusively
through one channel with low bandwidth.
A sketch repeatedly was performed by
teenage, and adult audiences at regional and city conferences, teachers’
regional meta-subject olympiad, systematically practiced in the laboratory in
the course of computer science and ICT basic level for the 10th
grade. The participants managed to save the prisoner in about half of the
cases, which served as the actual material for further conscious
understanding of the difficulties of encryption and transmission of
information in the communication channel.
The use of techniques from the DP-arsenal
allows to include the locomotor intelligence of «weak» students and apply it
to the reliable development of the latest high-abstract categories of
computer science’ conceptual apparatus, to align the understanding of complex
material by «weak» students against the background of «strong». The сognition
of the world with the whole body in the process of joint solution of the
educational problem by the group inevitably resurrects the earliest of
specifically human ways of information transfer - gestures, facial
expressions, posture, pantomime - and organically introduces them into the
fabric of the modern computer science’ lesson, contributing to the formation
of abstract and correct thinking. Participation in the group dramatized
statement of the problem solution of an educational task leaves an indelible
mark in memory of pupils, realizing thereby one of possible innovations of
school education.
|
Why
DP? B. Porshnev in the monograph "On the beginning of human history"
suggested that to create tools it was enough for young paleoanthropic people to
imitate the movements of the older ones in the production of tools, thereby
bringing together primitive labor activity with instinctive (imitative reflex
and proximity of the imitating individual to the imitated)[1]. B. Yakushin in
the monograph "Hypotheses about the origin of language" believes that
the use of "tools, the ability to fine coordination of movements created
conditions for the most natural way of information transmission – gesture,
facial expressions, posture, in short – pantomime" [2]. And further:
"However, in the beginning there was not a word, but a deed, but not a
real action, but its effective image – pantomime – as the first truly human
means of information transmission" [3]. There are well-known testimonies
of the great desire of students to play in school theatres: in "The
conduit and Shvambraniya" by Leo Kassil, in "Pedagogical poem"
by A. Makarenko, "the Republic of SHKID" by Grigory Belykh and
Lyonjka Panteleev (A. I. Eremeev), etc. Since the 90-ies of the XX century
there has been a revival of interest into DP in motherland school education.
The
scale of the phenomenon can be estimated in the first approximation, dividing
the number of schools and institutions of additional education, applying in the
educational process methods, forms or techniques from the arsenal of theater
pedagogy, by the number of secondary schools in Russia as of the 2000s [4].
Take the maximum: 13 institutions of 41900 state and municipal Russian schools
(data for 2015) will be 0.3‰. Even if it turns out that there are way more schools
that apply DP in the educational process, yet 3‰ is also extremely unobtrusive
value. Why is the highly specialized branch of pedagogy, designed to prepare
actors of theater and cinema, still relevant and becoming before our eyes more
interesting to teachers and students outside the theater universities and
schools?
It
is likely that the DP methods and forms are useful to apply fully or partially
in those subjects of the school program that are closer in spirit to the
theater, cinema, acting. In the school course of computer science it is possible
to use some techniques of DP in the themes of «Graphic artist (application)», «Algorithmics»,
«Logic in the computer», «Positional notation» in the form of solutions to a
number of educational developmental problems. Children of the age of the 7th
grade, trying on the roles of actors (anthropomorphic or not very
anthropomorphic characters of the task), act in an anthropophilic environment,
in the entourage, described with the condition and taken on faith without
evidence. So the educational axiomatic object (task condition), without causing
resistance, freely becomes the object of comprehension of the acquired life
experience. The experience of the plot of the educational task in the mise of
the study or scene includes and develops all ways of knowing the world with the
help of your own body, soul and spirit.
The
experience of application of DP methods in the computer science lesson in the
10th grade is described below. The etude was played at the section «Modeling»
by older members of the 1st regional meta-subject olympiad among
teachers in the fall of 2016. For this reason, in the text below there are
criteria of assessment. Named as «Master class "I release the
bird…"», the action was demonstrated to teachers of computer science and
mathematics within the regional scientific and practical conference «Personal,
subject, metasubject results: technologies of formation and evaluation» (RICE
PSU, Vereshchagino, Perm region, October 2017) [5], as well as at the meeting of
the city methodical Association of teachers of computer science on 12/13/2017
in Perm city [6]. The etude is practiced by the author at the lessons of
Informatics in the 10th grade on the topic «Presentation of information,
languages, coding» and in the topic «Data encryption». Practical work to the
chapters, Work 1.1. Data encryption. Task 1-13 [7] [8] [9].
The
script of the sketch: the action involves at least one team. If there is more
than one lockable door, it makes sense to divide the participants into 2 or
more teams. The team is divided into three: the prisoner; the rescuers who have
to save the prisoner, remaining free from outside the dungeon; and supervisor
for a team game. Each participant is given a copy of one of the variants of the
Polybius cipher (see the table on the left). The prisoner is locked in a cell
and given a sealed envelope with a code word. The last is to be sent out to the
rescuers. Between the prisoner and rescuers the only channel of communication
remains: tapping through the door. All other methods of transmitting the
exemption code are eliminated. The rescuers give the deciphered word to the
jury, which keeps the standard for comparison also in a sealed envelope. With
the full coincidence of a code word with the reference of the jury, the
prisoner is saved. In 20 minutes rescuers have to receive the code word from
the prisoner. In the 21st minute, the prisoner dies and the rescue mission
fails.
№ in order
|
Evaluation
criteria
|
Maximum
score
|
1.
|
The
prisoner is saved
|
50
|
2.
|
The
report contains a description of how to encode Cyrillic characters by tapping
|
up
to 15 points
|
3.
|
Rescuers
have come up with how to convey to the prisoner the rules of the transfer of
symbols of the table by tapping
|
up
to 10 points
|
4.
|
The
prisoner has figured out how to communicate to rescuers the rules of the
transfer of symbols of the table by tapping
|
up
to 15 points
|
5.
|
Elapsed
time
|
5
points for every minute saved
|
6.
|
There
is a conclusion about how to understand each other when only the cipher is
known, and the rules for its use are not established
|
up
to 10 points
|
7.
|
Validity
of the conclusion in paragraph 6
|
up
to 10 points
|
8.
|
Expert
assessment of the quality of the task as a whole
|
up
to 30 points
|
|
Total:
|
up to 140 points
+ points for saving time
|
The
time interval of 20 minutes is set empirically in practice. In less time the
task to save the prisoner often fails. Actors of the troupe, playing the etude,
in practice, overcome the difficulties encountered in trying to establish a
connection between the source and receiver of information; difficulties in
using uneven code; reach the idea of reducing the code for reliable
transmission of signals in the communication channel with low bandwidth; learn
to put forward and refute hypotheses, how to decrypt the resulting chain of
signals using a code table with unspecified rules of its use, learning the
basics of counterintelligence. [10]
Литература:
1. Поршнев
Б.Ф. О начале человеческой истории. – М., 1978. - Гл V. Палеолит и имитативный рефлекс.
2. Якушин
Б.В. Гипотезы о происхождении языка. – М., 1985. – С.113.
3. Там же, С.
121.
4. Сколько
школ в России и сколько в них обучающихся [Электронный ресурс]//URL: http://www.vseznayem.ru/vse-pro-vse/1098-skolko-shkol-v-rossii
5. Благодарственное
письмо [Электронный ресурс]//URL: http://trinity.e-stile.ru/images/2017_10_17patria.jpg
6. Сертификат
[Электронный ресурс]//URL: http://trinity.e-stile.ru/images/2017_12_13n7388.png
7. Информатика.
Базовый уровень : учебник для 10 класса / И. Г. Семакин, Е. К. Хеннер, Т.Ю.
Шеина.— М. : БИНОМ. Лаборатория знаний, 2013. - СС. 15-21, 197-199.
8. Видеозапись
28.09.2018 г. этюда на уроке информатики в 10-м классе «На волю птичку
выпускаю». Начало [Электронный ресурс]//URL: https://vk.com/video138945543_456239205
9. Видеозапись
28.09.2018 г. этюда на уроке информатики в 10-м классе «На волю птичку
выпускаю». Окончание [Электронный ресурс]//URL: https://vk.com/video138945543_456239206
10. Метапредметное
испытание «На волю птичку выпускаю...» (к теме «Представление информации,
языки, кодирование», 10 класс) [Электронный ресурс]//URL: https://infourok.ru/metapredmetnoe-ispitaniya-na-volyu-ptichku-vipuskayuk-teme-predstavlenie-informacii-yaziki-kodirovanie-klass-2129561.html
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