DE112011100827T5 - Real-time training system - Google Patents

Abstract

The invention relates to a real-time teaching system having workstations with student computers and information display means for displaying information to class members in group reception mode, the student computers being sent over the Internet or a Wi-Fi connection to a server with a software product for teaching and learning Communication are connected. The server is bidirectionally connected to a user database that contains media content. The student computers have two displays and the system has a teacher computer connected to the server via the Internet or a Wi-Fi connection. The information display means for displaying information for the course participants in the group reception mode is connected to the teacher's computer, and the server is also coupled via the Internet or a Wi-Fi connection to the computer of an administrator of the educational institution.

Description

In the modern educational process, computer technologies are taking up more and more space. The teaching process in the general education school is enriched by the use of the Internet as a powerful source of additional teaching material of very different orientation, as well as the use of materials that are lesson courses on different topics and software for schools. Special learning portals on the Internet as well as learning websites, electronic homework books and class books are becoming increasingly popular. More and more typical is a situation where teachers and students who have personal computers work within a local school network. Distance education is also widely used, with students and teachers staying in different places but participating in a common teaching process. At the same time, it is clear that there is a need in the education field for the creation of new web-based education technologies that aim to make more complete use of digital teaching materials and resources, using more modern and more convenient equipment and communication for learners.

The invention relates generally to the field of organization of teaching in a class by means of a specially developed electronic education system which allows to increase the effectiveness of the common teaching.

A method of teaching and acquiring teaching material is known, comprising: co-ordinating the individual and collective actions of a group of students with the teaching material by a teacher, communicating the information of the teaching material, and exchanging messages among the members of the group of students; to the instructor using a local network of communication means and information carriers at student workplaces and a teaching workstation, displaying the information with information display means in a single and a group receptive mode through actions of the instructors and the instructor with the teaching material on the information carriers and control of the lecturer displayed by the students and the actions of the students with the teaching material on the information carriers in a comparative and test mode in which the teaching material is imparted to the participants in blocks of data held on a group of information carriers and comprising at least a three-part subdivision according to the knowledge principle - individual knowledge, group knowledge or standard knowledge - and a device that implements this method and has the following: Information display means for displaying information in group reception mode, course participant workstations with student network computers having a file system with functions for holding and displaying information and a methodological search database with educational material from local information carriers and network information carriers in the single-reception mode; a lecturer workstation comprising a server and a tutoring network computer having a file system with functions for monitoring and controlling the information on the students' network computers and interactively controlling them and the means for displaying information in single and group reception modes; and communication means for communicating between the classroom and instructor workstations and the information display means integrating them into a local area network provided with additional audio information display means in the form of a multichannel multichannel system with group and single reception elements and with a server connected to the server via the communication means Multisystem apparatus for inputting and controlling the audiovisual display, the local area network having connectivity to publicly available audio and video transmission networks and the worldwide network, and the teaching station file system having a multimedia control function of the information display means and a function for checking the audiovisual display Data is provided for capturing and displaying the information through acts at the workstations of the instructor in interactive mode; Patent RU-2197748 , Cl. G09B 5/14, 5/06, 19/00, 2000.

A drawback of the known teaching method is the inadequate effectiveness of the teaching and the acquisition of the teaching material by the students.

The quality and quantity of information used in a teaching process is limited by the possibilities of the educational institution in which the teaching process takes place.

Distance learning makes it difficult to control the teaching process because there is no way to identify the person on the keyboard of the student network computer.

The use of Internet technologies for teaching in real-time mode within the boundaries of a class is unknown in the art.

The invention is based on the technical problem of creating a complete individualization of the process of reception and acquisition of teaching materials while retaining opportunities for dialogue and interpersonal teaching.

The object is achieved in that a real-time teaching system has workstations with student computers and information display means for displaying information for course participants in the group reception mode, the student computers being sent over the Internet or a Wi-Fi connection to a server with a software product for Teaching and communication are connected, the server is bidirectionally connected to a user database containing media content, and wherein the student computers have two touch-sensitive screens and in the system via the Internet or a Wi-Fi connection to the server a teacher computer is connected, wherein the information display means for displaying information for the lesson participants in the group reception mode are connected to the teacher's computer and the server also via the Internet or a Wi-Fi connection to the computer of an Adminis connected to an educational institution and connected via the Internet to remote student computers.

The information display means for displaying information for course participants in the group reception mode are selected from the following group: projector, electronic board, printer, scanner.

The invention will be explained with reference to FIGS.

1 shows an organization chart for the teaching process in the real-time teaching system.

2 shows the structure of an electronic education complex.

3 shows the structure of an electronic textbook.

4 shows the structure of educational resources.

5 shows a test system.

6 shows user databases.

7 shows the structure of a school forum.

8th shows the content of a student interface.

9 shows the content of a teacher interface.

10 shows the contents of an administrator interface.

11 shows the content of a parent interface.

12 shows a flowchart for a teaching process.

13 shows structural elements that ensure the teaching process.

14 shows the display of the lesson process in the student interface.

15 shows the display of the teaching process in the teacher interface.

16 shows the display of the teaching process in the parent interface and in the administrator interface.

As in 1 is shown, the organization of the lesson by means of an electronic educational complex comprises the following: a server 110 on which the software "Electronic Educational Complex" is installed and which with the database 120 integrated, which stores media content and the user database; Access to this is via the Internet 100 (Wi-Fi connection) or a local area network. Access to the electronic education complex is done by means of a device 150 for the personal access of the student (personal computer), of a personal computer 130 for the teacher, a personal computer 140 for the administrator of the school and a personal computer 160 for the student (parent of the student).

In the device 150 The student's personal access is a computer that has two touch-sensitive screens. The existence of two screens is justified by the analogy to a book. The learner's device not only performs the function of a book with huge additional possibilities (going beyond the boundaries of the current double-page view to the information resource), but also provides the functionality of a booklet that allows for all kinds of written feedback, ie, student response, which are held by the pupil and (or) manually by operating a virtual keyboard. The entire bandwidth handwritten actions of the student (transcript of an answer, notes, sketches, drawings, graphics, filling in tables, diagrams) can be transcoded either into a print text or graphics editor corrected images.

The personal computer 130 for the teacher performs the functions of capturing, initial processing and demonstration of individual elements of primary data collected by the devices 150 for personal access of learners. Demonstration capabilities are provided by including a distinctive set of peripherals in the overall scheme: a projector 134 , an electronic board 133 , a printer 132 , a scanner 131 (The set of peripheral devices may change depending on the specific circumstances of teaching different types of students and the specifics of learning different educational areas).

The structure of the electronic educational complex includes a collection of six units that work in concert to ensure its work: electronic textbook 210 , Educational resource 220 , Test system 230 , User database 240 , School Forum 250 and module 260 to assign rights and access to the different participants in the electronic lesson.

• (A) „Blöcke” bezeichnet die Gesamtheit der Ressourcen und Blöcke unterschiedlicher Niveaus (sie befinden sich in einer Hierarchie). Die Abschnitte eines elektronischen Lehrbuchs umfassen zwei Arten von Blöcken: Blöcke mit paralleler und Blöcke mit sequentieller Struktur. Ein Block mit paralleler Struktur weist eine Startseite auf, die die Funktion der Verteilung über verschiedene Varianten erfüllt. Ein Block mit sequentieller Struktur weist keine Startseite auf. Die Varianten eines solchen Blocks werden sequentiell eine nach der anderen vorgelegt.

The structure of the unit 300 "Electronic Textbook" ( 3 ) is represented by the totality of three sections: lesson 310 , Project 360 and final assessment 380 , The number and order of the sections may vary according to the specifics of the educational area. Each section has a home page that fulfills the function of distribution through variants. A section consists of blocks (A) of different levels (Level_1, Level_2, Level_3) and Resources (B). The compilation of blocks and resources is specific to each section.

• (A) "blocks" refers to the totality of resources and blocks of different levels (they are in a hierarchy). The sections of an electronic textbook comprise two types of blocks: blocks with parallel and blocks with sequential structure. A block with a parallel structure has a start page that fulfills the function of distribution via different variants. A block with a sequential structure has no start page. The variants of such a block are presented sequentially one after the other.

Types of blocks

• (A1) "Module" - A block with a sequential structure. Used for the determination of stages for the execution of the lesson.
• (A2) "Route" - A block with a parallel structure. Used to determine individual educational routes of the learner at each stage of the lesson.
• (A3) "Task" - A block with a sequential structure. Is used for the determination of stages for the completion of individual educational routes or assessment work.
• (B) The resources of the sections of the electronic textbook are pages of different types that differ in the composition of given attributes (elements of data storage). The inclusion of resources in the sections may be mandatory or optional (optional resources may be missing on partially filled blocks).

Types of resources.

• (B1) "Description" - A page intended for the creation of a common text with illustrations (drawings, tables, graphics).
• (B2) "Summary" - A page intended for the creation of a text with different emphases (fonts, markings, colors). This text can be provided with illustrations. The page hyperlinks to the Home page of the Lesson Unit section.
• (B3) "Instructions" - A page intended for writing a text and lists with several levels. The page may have a hyperlink to sections of the unit "educational resources"; she can have illustrations.
• (B4) "File" - An attached file of any format (text, presentation, audio). For example, the files may be: excerpts from various sections of the portal that are individually created by learners and presented as presentations; Links to sections of the portal or on Internet websites; individual results from Flash resources. An attached file can be viewed by the student, sent to the teacher for review, sent to the teacher for demonstration, or sent to the student's Portfolio section.
• (B5) "Flash" - Electronic resources, open modular multimedia education systems of two kinds: informative and practical.
• (B6) "Test" - A page intended for the constitution of an ordinary text accompanied with illustrations (drawings, tables, Graphics) and with controls (for example, ActiveX) is provided.
• (B7) "Wiki" - A site that several students are involved in creating. The page can contain text, multilevel lists, and illustrations. The page may have hyperlinks to sections of the Educational Resources unit or to Internet web pages.

The section "lesson" 310 comprises a sequential block "Modul_1" 330 (possible number: 1 to 5). At the block "Modul_1" 330 is the set of resources ("description") 320 , "Summary" 340 ) and the parallel block "Route_2" 331 (possible number: 1 to 5). The order of the components is fixed. The block "Route_2" 331 includes the resource "statement" 332 and the sequential block "Task_3" 333 (possible number: 1 to 5). The order of the components does not change. The block "Task_3" 333 includes two mandatory resources ("description") 334 and "test" 335 ) and four optional resources "File", "Portal Link", "Flash" and "Resume". The order and number of resources can vary.

The section "Project" 360 includes the resource "description" 365 and the sequential block "Task_1" 370 (possible number: 1 to 20). The order of the components is fixed. The "Task_1" block has three resources: "Description" 371 , "Wiki" 372 and "file" 373 , The order of the components is fixed.

The Assessment section is the entirety of the Instruction resource 385 and the parallel block "Route_1" 390 (possible number: 1 to 10). The order of the components is fixed. The block "Route_1" 390 includes the resource "statement" 391 and the block "Task_2" 392 (possible number: 1 to 20). The order of the components is fixed. The block "Task_2" 392 includes two mandatory resources ("description") 393 and "test" 394 ) and two optional resources ("File" and "Flash"). The order and number of resources can vary.

4 shows the structure of the second unit 400 "Educational resources", which ensures the function of the electronic educational complex. The structure of the unit 400 identifies both the types of information used in traditional education (on paper-based information media) and various educational technologies based on the use of electronic information media. The structure of the unit 400 "Educational Resources" includes the following sections: "Library" 410 , "Video library" 420 , "Photo Library" 430 , "Gallery" 440 , "Interactive Laboratories" 450 , "Interactive Internships" 460 , "Web Excursions" 470 , "Archive" 480 and "web links" 490 on internet sites.

The content of each section of the unit 400 "Educational resources" is sorted alphabetically. The sections 450 "Interactive laboratories" and 460 "Interactive placements" have a structure with two levels: The higher level is divided into educational areas, the lower one is alphabetically.

Every section of the unit 400 "Educational resources" implies that each type of student work is ensured through a specific set of active functions of the resource in question.

The active functions of the sections 410 "Library" and 480 "Archive" ensure the possibility of marking and copying text fragments. The active functions of the sections 420 "Videotheque" and 470 "Web excursions" allow the possibility of creating a single image (photos) when playing any video fragment. To the active features of the section 430 "Fotothek" and 440 Gallery counts the ability to select any item to create a presentation. For "interactive laboratories" 450 Forms for filling in (tables and diagrams) are created. For "Interactive Internships" 460 Forms for filling in are created and a function for saving the final result (product) is worked out.

The structure of the unit 500 "Test System" ( 5 ) is represented by the totality of three sections: the task system 510 , the verification system 570 and the result storage system 580 , The unit 500 "Test System" ensures the work of two sections of the unit 300 "Electronic Textbook": "Teaching Unit" 310 and "Final Assessment" 380 ,

The structure of the section 510 "Task System" is invariable. Each section has a home page that fulfills the function of distribution through variants. A section consists of blocks of different levels (Niveau_1, Niveau_2), resources and an automated verification system. The compilation of blocks, resources and automated verification systems is specific to each section.

The section 510 "Task system" includes the resource 520 "Instruction" and the block 530 "Route_1" (possible number: 1 to 5). At the block 530 "Route_1" is the set of three groups:
Group A 540 , Group B 550 , Group C 560 , The definition of three groups is the Presence of three types of automated verification owed.

Each group includes a resource "statement" 541 . 551 . 561 and a sequential block "task" 542 . 552 . 562 , The sequence of groups and elements in it is invariable.

At the section 570 "Review system" is the set of three types of automated result validation. The type A automated result validation is based on the selection of a correct answer from many variants, the type B on the selection of several (a combination) of correct answers from many answer variants and the type C on a criteria comparison regarding the completeness of the composition of elements. The results of the automated verification of the individual species are determined on the basis of predetermined criteria and presented in the form of primary points.

• 1. Bei dem „Zeitspeicherungssystem” 581 handelt es sich um eine Datenbank, die Primärdaten über die Bearbeitungszeit für die einzelner Aufgaben in jeder Gruppe 542, 552, 562 enthält.
• 2. Bei dem „Primärpunktespeicherungssystem” 582 handelt es sich um eine Datenbank, die die Anzahl der Primärpunkte enthält, die bei der automatisierten Überprüfung der einzelnen Aufgaben 542, 552, 562 ermittelt wurden.
• 3. Bei dem „Zensurenspeicherungssystem” 583 handelt es sich um eine Datenbank, die die als Ergebnis der Umrechnung von Primärpunkten gemäß vorgegebenen Zuordnungstabellen erhaltenen Zensuren enthält. Die Zuordnungstabellen von Primärpunkten und Zensuren sind spezifisch für die einzelnen Bildungsbereiche.

At the section 580 "Result storage system" is a database with three elements: the "time storage system" 581 , the "primary point storage system" 582 and the "censorship system" 583 ,

• 1. In the "time storage system" 581 It is a database that contains primary data about the processing time for each task in each group 542 . 552 . 562 contains.
• 2. In the "primary point storage system" 582 It is a database that contains the number of primary points involved in the automated verification of each task 542 . 552 . 562 were determined.
• 3. The "censorship storage system" 583 it is a database that contains the grades obtained as a result of converting primary points according to given assignment tables. The assignment tables of primary points and grades are specific to the individual educational areas.

The section 580 "Result storage system" of the unit 500 "Test system" is a structural element of one of the sections of the unit 600 "Database" ( 6 ). The structure of the unit 600 "Database" includes the sections 610 "Lesson Protocol" 620 "Database of administrators" of the school and 630 "Students portfolio". At the section 610 "Lesson Record" is a database containing primary results of the joint work of the teacher and student during the electronic lesson. The section 630 "Student Portfolio" contains information about the student's self-employment as well as results of student and teacher joint work being processed on the basis of various criteria. At the section 620 "Administrators database" is the aggregate of general information about teachers, learners and parents.

In 7 is the structure of the unit 700 Shown "School Forum". It consists of three sections: "Information block" 710 , "Forums" 720 and "blogs" 730 , The "information block" 710 contains general information about the organization of electronic teaching both in the individual educational institution and in the totality of all institutions of a common subordination (urban, regional or federal subordination). The sections "Forums" 720 and "blogs" 730 ensure the work of a social network, which can be organized both in the individual educational establishment and in the whole of the educational institutions.

The compilation of the interfaces is based on the work of the module 260 "Module for assigning rights and access" ( 2 ). The elements of the individual interfaces are elements of the sections of the units of the electronic formation complex 200 ( 2 ): "Electronic textbook" 210 , "Test System" 230 , "User database" 240 and "School Forum" 250 ,

• 1. elektronisches Lehrbuch 810 – Einheit 300 „Elektronisches Lehrbuch” (3);
• 2. Bildungsressourcen 820 – Einheit 400 „Bildungsressourcen” (4);
• 3. Hausaufgabenheft 830 – Einheit 600 „Benutzerdatenbank” (Abschnitt 620 „Datenbanken und Administratoren”) (6);
• 4. Portfolio 840 – Einheit 600 „Benutzerdatenbank” (Abschnitt 630 „Schülerportfolio”) (6);
• 5. persönlicher Bereich 850 – „Benutzerdatenbank” 600 (Element 622 „Angaben über Klassen und Schüler”) (6);
• 6. Schulforum 860 – Einheit 700 „Schulforum” (Abschnitte 710 „Informationsblock” und 730 „Blogs” sowie Element 721 „Schülerforum”) (7).

8th shows the student interface 800 comprising the following elements:

• 1. electronic textbook 810 - Unit 300 "Electronic Textbook" ( 3 );
• 2. Educational resources 820 - Unit 400 "Educational resources" ( 4 );
• 3. homework book 830 - Unit 600 "User Database" (Section 620 "Databases and Administrators") ( 6 );
• 4. Portfolio 840 - Unit 600 "User Database" (Section 630 "Student portfolio") ( 6 );
• 5. personal area 850 - "user database" 600 (Element 622 "Information about classes and students") ( 6 );
• 6th school forum 860 - Unit 700 "School Forum" (sections 710 "Information block" and 730 "Blogs" as well as element 721 "Student Forum") ( 7 ).

• 1. Lehrblock 910 – Einheiten „Elektronisches Lehrbuch” 300 (3), „Bildungsressourcen” 400 (4), „Testsystem” 500 (Abschnitt 510 „Aufgabensystem”) (5), „Datenbanken” 600 (Element 621 „Schuldokumentation”) (6);
• 2. Organisationsblock 920 – Einheit 600 „Datenbanken” (Element 621 „Schuldokumentation”) (6), Einheit 500 „Testsystem” (Elemente 582 „Primärpunktespeicherungssystem” und 583 „Zensurenspeicherungssystem”) (5);
• 3. Persönlicher Bereich 930 – Einheit 600 „Datenbanken” (Elemente 622 „Angaben über Klassen und Schüler” und 623 „Angaben über Lehrer”) (6);
• 4. Schulforum 940 – Einheit 700 „Schulforum” (Abschnitte 710 „Informationsblock” und 730 „Blogs” sowie Element 722 „Lehrerforum”) (7).

9 shows the teacher interface 900 comprising the following elements:

• 1st teaching block 910 - Units "Electronic Textbook" 300 ( 3 ), "Educational Resources" 400 ( 4 ), "Test System" 500 (Section 510 "Task system") ( 5 ), "Databases" 600 (Element 621 "Documentary documentation") ( 6 );
• 2nd organizational block 920 - Unit 600 "Databases" (element 621 "Documentary documentation") ( 6 ), Unit 500 "Test System" (Elements 582 "Primary point storage system" and 583 "Censorship storage system") ( 5 );
• 3. Personal area 930 - Unit 600 "Databases" (Elements 622 "Information about Classes and students "and 623 "Information about teachers") ( 6 );
• 4th School Forum 940 - Unit 700 "School Forum" (sections 710 "Information block" and 730 "Blogs" as well as element 722 "Teacher forum") ( 7 ).

• 1. Schuldokumentation 1010 – Einheit 600 „Datenbanken” (Element 621 „Schuldokumentation”) (6);
• 2. Angaben 1020 über Lehrer – Einheit 600 „Datenbanken” (Element 623 „Angaben über Lehrer”) (6);
• 3. Angaben 1030 über Klassen und Lehrer – Einheit 600 „Datenbanken” (Element 622 „Angaben über Klassen und Lehrer”) (6);
• 4. Stundenplan 1030 – Einheit 600 „Datenbanken” (Element 621 „Schuldokumentation”) (6);
• 5. Schulforum 1050 – Einheit 700 „Schulforum” (Abschnitte 710 „Informationsblock” und 730 „Blogs” sowie Element 724 „Administratives Forum”) (7).

10 shows the interface 1000 for the school administrator, which includes the following elements:

• 1. School Documentation 1010 - Unit 600 "Databases" (element 621 "Documentary documentation") ( 6 );
• 2. Information 1020 about teacher - unit 600 "Databases" (element 623 "Information about teachers") ( 6 );
• 3. Information 1030 about classes and teacher - unit 600 "Databases" (element 622 "Information about classes and teachers") ( 6 );
• 4th Timetable 1030 - Unit 600 "Databases" (element 621 "Documentary documentation") ( 6 );
• 5th School Forum 1050 - Unit 700 "School Forum" (sections 710 "Information block" and 730 "Blogs" as well as element 724 "Administrative Forum") ( 7 ).

• 1. Hausaufgabenheft 1110 – Einheit 600 „Benutzerdatenbank” (Abschnitt 620 „Administratorendatenbanken”) (6);
• 2. Angaben 1120 über Lehrer – Einheit 600 „Datenbanken” (Element 623 „Angaben über Lehrer”) (6);
• 3. Elektronisches Lehrbuch 1130 – Einheit 300 „Elektronisches Lehrbuch” (3);
• 4. Schulforum 1140 – Einheit 700 „Schulforum” (Abschnitte 710 „Informationsblock” und 730 „Blogs” sowie Element 723 „Elternforum”) (7).

11 shows the parent interface 1100 comprising the following elements:

• 1. homework book 1110 - Unit 600 "User Database" (Section 620 "Administrator Databases") ( 6 );
• 2. Information 1120 about teacher - unit 600 "Databases" (element 623 "Information about teachers") ( 6 );
• 3. Electronic textbook 1130 - Unit 300 "Electronic Textbook" ( 3 );
• 4th School Forum 1140 - Unit 700 "School Forum" (sections 710 "Information block" and 730 "Blogs" as well as element 723 "Parent forum") ( 7 ).

In 12 A scheme of a teaching process based on the use of the electronic educational complex is shown. The teaching process has two periods: the preparation period (or follow-up period) and the teaching period.

• 1. Auswahl des Themas der Unterrichtseinheit (1210);
• 2. Aufteilung der Lernenden der Klasse auf mindestens zwei Routen (1220);
• 3. Bearbeitung und Überprüfung der Hausaufgabe (1270).

The preparation period (follow-up period) includes the following stages in this order:

• 1. Selection of the topic of the lesson ( 1210 );
• 2. Division of learners of the class on at least two routes ( 1220 );
• 3. Processing and checking the assignment ( 1270 ).

• 1. Umgang mit der Einführung in das vorgegebene Thema des elektronischen Lehrbuchs (1230);
• 2. Absolvieren mindestens eines Lehrmoduls (1240) auf mindestens zwei Routen (1242A, 1242B);
• 3. Umgang mit der Zusammenfassung des vorgegebenen Themas des elektronischen Lehrbuchs (1250);
• 4. Durchführung des Abschlusstests und Erhalt der Testergebnisse (1260).

During the teaching unit, various parts of the electronic textbook and educational resources are handled in the following order:

• 1. Dealing with the introduction to the given topic of the electronic textbook ( 1230 );
• 2. Completing at least one teaching module ( 1240 ) on at least two routes ( U1242A . 1242b );
• 3. Dealing with the summary of the given topic of the electronic textbook ( 1250 );
• 4. Carrying out the final test and obtaining the test results ( 1260 ).

• 1. Bekanntmachen mit dem in der vorgegebenen Route gestellten Problem des Moduls (1241);
• 2. Aufrufen der von dem gestellten Problem bestimmten Bildungsressourcen (1243A, 1243B);
• 3. Absolvieren des Routentests und Erhalt der Testergebnisse (1244A, 1244B);
• 4. Durchführen einer Besprechung oder der im Lehrmodul vorgegebenen Diskussion (1245). Die Schritte 2 und 3 des Lehrmoduls bilden die Bildungsroute des Schülers. Anhand der Schritte 2 und 3 unterscheiden sich die durch die verschiedenen Routen festgelegten Varianten der Unterrichtseinheit.

Completing a teaching module involves the following sequence of steps:

• 1. acquaintance with the problem of the module in the given route ( 1241 );
• 2. Calling up the educational resources determined by the problem ( 1243a . 1243b );
• 3. Completing the route test and receiving the test results ( 1244a . 1244b );
• 4. Conducting a meeting or the discussion given in the teaching module ( 1245 ). Steps 2 and 3 of the teaching module form the educational route of the student. Based on steps 2 and 3, the variations of the lesson defined by the various routes are different.

13 shows elements of the educational complex (units) that ensure the content and function of the teaching process.

• 1. die Etappe 1210 „Themenauswahl” der Unterrichtseinheit – Einheit 240 „Benutzerdatenbank” (Element 614 „Planung von Unterrichtseinheiten”);
• 2. die Etappe 1220 „Aufteilung auf Routen” der Lernenden der Klasse – Einheit 260 „Modul zur Zuweisung von Rechten und Zugriff”;
• 3. die Etappe 1270 „Bearbeitung und Überprüfung der Hausaufgabe” – Einheit 240 „Benutzerdatenbank” (Element 615 „Hausaufgaben”).

To ensure the function of the stages of the preparation period (follow-up period):

• 1. the stage 1210 "Subject selection" of the lesson unit 240 "User Database" (Element 614 "Planning lessons");
• 2nd stage 1220 "Distribution on routes" of the learners of the class - unit 260 "Module for assigning rights and access";
• 3. the stage 1270 "Processing and checking the homework assignment" - unit 240 "User Database" (Element 615 "Homework").

• 1. die Etappe 1230 „Einführung ins Thema” der Unterrichtseinheit – Einheit 210 „Elektronisches Lehrbuch” (Element 310 „Unterrichtseinheit”);
• 2. die Etappe (Schritte) 1241 zur Absolvierung des „Lehrmoduls”:
• 2.1. „Problemstellung” – Einheit 210 „Elektronisches Lehrbuch” (Element 320 „Beschreibung”);
• 2.2 Aufrufen der „Ressourcen” – Einheit 220 „Bildungsressourcen”;
• 2.3 Absolvierung des „Routentests” und Erhalt der Ergebnisse – Einheit 210 „Elektronisches Lehrbuch” (Element 332 „Aufgabe”);
• 2.4. „Besprechung/Diskussion” – Einheit 210 „Elektronisches Lehrbuch” (Element 340 „Zusammenfassung”);
• 3. die Etappe 1250 Aufrufen der „Zusammenfassung der Unterrichtseinheit” – Einheit 210 „Elektronisches Lehrbuch” (Element 316 „Zusammenfassung”);
• 4. die Etappe 1260 „Abschlusstest und Ergebnisse” und Erhalt der Testergebnisse – Einheit 230 „Testsystem” (Element 510 „Aufgabensystem”);

To ensure the function of the stages of the teaching period:

• 1. the stage 1230 "Introduction to the topic" of the lesson unit 210 "Electronic Textbook" (Element 310 "Module");
• 2. the stage (steps) 1241 to complete the "teaching module":
• 2.1. "Problem" - unit 210 "Electronic Textbook" (Element 320 "Description");
• 2.2 Call the "Resources" unit 220 "Educational resources";
• 2.3 Completion of the "route test" and receipt of results - unit 210 "Electronic Textbook" (Element 332 "Task");
• 2.4. "Discussion / Discussion" unit 210 "Electronic Textbook" (Element 340 "Summary");
• 3. the stage 1250 Calling the "Unit Summary" - Unit 210 "Electronic Textbook" (Element 316 "Summary");
• 4. the stage 1260 "Final test and results" and receipt of the test results - unit 230 "Test System" (Element 510 "Object system");

14 . 15 . 16 show which items in the Student, Teacher, Parent, or Editor interface are displayed at different stages of the lesson process. This allows the unit 260 "Module for assigning rights and access" for the individual interfaces in each case the existence of stages to be displayed and not to be displayed in the teaching process.

• 1. „Themenwahl”, „Einführung ins Thema”, „Lehrmodul” (mit Ausnahme der Etappe Aufrufen der Ressourcen), „Zusammenfassung der Unterrichtseinheit” – in der Einheit 810 „Elektronisches Lehrbuch” (Element 812 „Unterrichtseinheit”);
• 2. Etappe „Ressource” der Route des Lehrmoduls – im Element 820 „Bildungsressourcen”;
• 3. Etappe „Abschlusstest und dessen Ergebnisse” – in den Einheiten 830 „Hausaufgabenheft” (Element 835 „Zeugnis”) und 840 „Portfolio” (Element 840 „Zeugnis”);
• 4. Etappe „Bearbeitung und Überprüfung der Hausaufgabe” – in der Einheit 830 „Hausaufgabenheft” (Element 834 „Hausaufgabe”).

In the student interface ( 14 ) the following stages are displayed:

• 1. "Choice of topic", "Introduction to the topic", "Teaching module" (with the exception of the resource call stage), "Unit summary" - in the unit 810 "Electronic Textbook" (Element 812 "Module");
• Stage 2 "Resource" of the route of the teaching module - in the element 820 "Educational resources";
• Stage 3 "Final test and its results" - in units 830 "Homework booklet" (element 835 "Testimony") and 840 "Portfolio" (Element 840 "Testimony");
• Stage 4 "Processing and checking the homework assignment" - in the unit 830 "Homework booklet" (element 834 "Homework").

The "Split to routes" step is not displayed in the student interface.

• 1. Etappe „Themenwahl” – im Element 911 „Basis-Lehrplan”;
• 2. Etappe „Aufteilung auf Routen” – im Element 924 „Klassenbuch”;
• 3. Etappen „Einführung ins Thema”, „Lehrmodul” (mit Ausnahme der Etappe „Routentest”), „Zusammenfassung der Unterrichtseinheit” – im Element 922 „Fortschrittsmonitor”;
• 4. Etappen „Routentest” und „Abschlusstest” – im Element 923 „Differenzierte-Kontrolle-Monitor”;
• 5. „Abschlusstest und dessen Ergebnisse” und „Bearbeitung und Überprüfung der Hausaufgabe” – im Element 924 „Klassenbuch”.

In the teacher interface ( 15 ) the following stages are displayed:

• 1st stage "topic choice" - in the element 911 "Basic curriculum";
• Stage 2 "Split on routes" - in the element 924 "Class book";
• 3. Stages "Introduction to the topic", "Teaching module" (with the exception of the "Route test" stage), "Lesson summary" - in the element 922 "Progress Monitor";
• 4th stages "route test" and "final test" - in the element 923 "Differentiated control monitor";
• 5. "Final Test and its Results" and "Processing and Review of Homework" - in element 924 "Class book".

• 1. Etappe „Themenwahl” – in der Einheit 1100 „Hausaufgabenheft” (Element 1116 „Basis-Lehrplan”);
• 2. Etappe „Abschlusstest und dessen Ergebnisse” – in der Einheit 1100 „Hausaufgabenheft” (Element 1115 „Zeugnis. Aktuelle Zensuren”);
• 3. Etappe „Bearbeitung und Überprüfung der Hausaufgabe” – in der Einheit 1100 „Hausaufgabenheft” (Element 1114 „Hausaufgabe”).

In the parent interface ( 16 ) the following stages are displayed:

• 1st stage "topic choice" - in the unit 1100 "Homework booklet" (element 1116 "Basic curriculum");
• Stage 2 "Final test and its results" - in the unit 1100 "Homework booklet" (element 1115 "Testimony. Current grades ");
• Stage 3 "Processing and checking the homework assignment" - in the unit 1100 "Homework booklet" (element 1114 "Homework").

The "Routing", "Introduction to topic", "Teaching module", "Routing test" and "Unit summary" steps are not displayed in the parent interface.

• 1. Etappe „Themenwahl” – in der Einheit 1010 „Schuldokumentation” (Element 1011 „Basis-Lehrplan”);
• 2. Etappen „Abschlusstest und dessen Ergebnisse” und „Bearbeitung und Überprüfung der Hausaufgabe” – in der Einheit 1010 „Schuldokumentation” (Element 1014 „Klassenbuch”).

In the interface of the administrator of the educational institution ( 16 ) the following stages are displayed:

• 1st stage "topic choice" - in the unit 1010 "Debt Documentation" (Element 1011 "Basic curriculum");
• 2. Stages "Final test and its results" and "Processing and checking the homework" - in the unit 1010 "Debt Documentation" (Element 1014 "Class book").

The "Routing", "Introduction to topic", "Teaching module", "Routing test" and "Unit summary" sections are not displayed in the interface of the school administrator.

• I. den VORBEREITUNGS-(bzw. NACHBEREITUNGS)-Zeitraum und
• II. den UNTERRICHTSZEITRAUM.

The education process comprises two periods:

• I. the PREPARATION (or REPRODUCTION) period and
• II. THE LESSON PERIOD.

• 1. Themenwahl. In dieser Etappe wählt der Lehrer das nächste Thema aus der thematischen Jahresplanung aus, um die Unterrichtseinheit anzuberaumen.
• 2. Aufteilung auf Routen. Vor Beginn der Unterrichtseinheit teilt der Lehrer die Lernenden unter Berücksichtigung ihrer Bildungsfähigkeiten auf Routen auf: Die erste Route setzt Basiswissen voraus, die zweite (und bei Bedarf die dritte) Route Wissen auf fortgeschrittenem Niveau. Der Lehrer kennzeichnet die Familiennamen der Lernenden mit einer der Ziffern 1 oder 2. Die vergebene Ziffer „bindet” den Lernenden während der Unterrichtseinheit an eine bestimmte Route: Der Lernende kann die Route nicht selbst wechseln, da er beim Wechseln ins Lernportal (zu den Ressourcen) gezwungen wird, mit den durch die Route vorgeschriebenen Ressourcen zu arbeiten (andere Ressourcen sind für ihn gesperrt).
• 3. Bearbeitung und Überprüfung der Hausaufgabe. In dieser Etappe bearbeiten die Schüler eine schriftliche Hausaufgabe, wobei sie in der Datenbank „Hausaufgaben” arbeiten und die Ergebnisse ihrer Arbeit speichern (psychologisch entspricht diese dem Absenden der Ergebnisse an den Lehrer), und der Lehrer überprüft die Hausaufgaben der Lernenden, d. h., er meldet sich bei derselben Datenbank „Hausaufgaben” an, findet dort die bearbeiteten oder nicht vollständig bearbeiteten Aufgaben der einzelnen Schüler, überprüft und kommentiert sie, vergibt Zensuren und speichert anschließend die Ergebnisse seiner Tätigkeit und verlässt die Datenbank (psychologisch entspricht dies der Überprüfung und Vergabe von Zensuren im Hausaufgabenheft des Lernenden, da anschließend die Lernenden die Ergebnisse der Überprüfung bei sich in den Hausaufgabenheften finden, wenn sie eine Anfrage an das „Hausaufgabenheft” stellen). Somit werden ein und dieselben gespeicherten Daten je nachdem, ob die Anfrage vom Lehrer, von Schülern, von Eltern oder der Administration stammt, AUF UNTERSCHIEDLICHE WEISE dargestellt.

I. The PREPARATION period includes the following stages:

• 1st topic choice. At this stage, the teacher selects the next theme from the thematic annual planning to schedule the lesson.
• 2. Division on routes. Before starting the lesson, the teacher divides the learners into routes, taking into account their educational abilities: the first route requires basic knowledge, the second (and, if necessary, the third) route knowledge at an advanced level. The teacher marks the learner surnames with one of the numbers 1 or 2. The given digit "binds" the learner to a particular route during the lesson: The learner can not change the route himself, as he changes to the learning portal (the resources ) is forced to work with the resources prescribed by the route (other resources are closed to him).
• 3. Processing and checking the homework. In this stage, students work on a written homework assignment, working in the Homework database and saving the results of their work (psychologically, this corresponds to submitting the results to the teacher), and the teacher checks the students' homework, ie, he Logs into the same database of "homework", finds there the edited or not completely worked out tasks of the individual students, checks and comments them, assigns censors and then stores the results of his activity and leaves the database (psychologically, this corresponds to the review and award of Grades in the homework booklet of the learner, as the learners will then find the results of the review in the homework booklets when they make a request to the "homework booklet"). Thus, one and the same stored data will be presented in a different way, depending on whether the request is from the teacher, students, parents, or the administration.

• 1. Einführung ins Thema. In dieser Etappe verallgemeinert der Lehrer die Ergebnisse der vorangegangenen Unterrichtseinheit auf Grundlage der Materialien des Abschlusstests und der Überprüfung der Hausaufgabe, kommentiert die Ergebnisse (die Lernenden sehen sie in ihren Hausaufgabenheften), und erläutert sodann, worum es bei dem nächsten Thema geht und wie dieses mit dem vorangegangenen Thema zusammenhängt.
• 2. Lehrmodul. Dies ist eine sich wiederholende Etappe jeder Unterrichtseinheit, die intern auf immer gleichartige Weise organisiert ist und unbedingt mit einer Besprechung oder Diskussion endet. Es kann in jeder Unterrichtseinheit mehrere dieser Module geben.
• 3. Zusammenfassung der Unterrichtseinheit. In dieser Etappe erfolgt die Auswertung aller Besprechungen/Diskussionen, die stattgefunden haben (ihre Anzahl hängt von der Anzahl der Module der Unterrichtseinheit ab). Der Sinn dieser Etappe liegt nicht nur darin, das in der Unterrichtseinheit studierte Material zu verallgemeinern, sondern auch darin, die Lernenden auf den Abschlusstest vorzubereiten, der als letzte Etappe am Ende jeder Unterrichtseinheit steht.
• 4. Abschlusstest. Dies ist die abschließende Etappe der Unterrichtseinheit mit Kontrollcharakter. Der Abschlusstest umfasst fünf Fragen des Niveaus A, zwei Fragen des Niveaus B und zwei Fragen des Niveaus C. (Auf diese Weise ermöglicht die Beherrschung dieser Art von Test den Lernenden, sich bei den Abschlussprüfungen im Rahmen einer zentralisierten staatlichen Prüfung sicher zu fühlen.) Beim Antworten auf die Fragen füllen die Lernenden verschiedene Formulare aus (Formular A, Formular B und Formular C). Nach dem Ausfüllen aller Formulare „schicken” die Lernenden die Ergebnisse an den Lehrer. (Tatsächlich speichert der Lernende die Ergebnisse in der Datenbank, auf die der Lehrer zur Überprüfung der Arbeit Zugriff hat.) Antworten auf die Fragen der Niveaus A und B werden automatisch überprüft, und die Ergebnisse der Überprüfung dieser Niveaus werden den einzelnen Schülern „zugeordnet”. Der Lehrer kann sie im Verlauf der Unterrichtseinheit in Form von Punkten einsehen; der Schüler sieht sie, nachdem er die vollständig bearbeitete Arbeit an den Lehrer „abgeschickt hat”. Der Test des Niveaus C wird von den Lernenden in freier Form bearbeitet (der Schüler kann Antworten von Hand schreiben oder mit einer Tastatur eingeben) und in der Datenbank gespeichert. Der Lehrer überprüft die Tests des Niveaus C und vergibt für jede Frage die erlangte Punktanzahl (von 0 bis 3), wobei er nicht weiß, wer von den Lernenden jeweils die Frage beantwortet hat. Der Lehrer überprüft die Tests des Niveaus C außerhalb der Unterrichtszeit, jedoch immer vor Beginn der nächsten Unterrichtseinheit, vergibt für sie bestimmte Punkte, hinterlässt Kommentare (sofern nötig) und speichert die Ergebnisse seiner Überprüfung. Psychologisch wird dies vom Lehrer wie ein „Zurücksenden” der Ergebnisse an einen anonymen Schüler wahrgenommen (da der Lehrer den Familiennamen des Schülers, der auf die Fragen des Niveaus C geantwortet hat, nicht kennt). Die vom Lehrer vergebenen und vom Schüler für den Test C erhaltenen Punkte (die in einer besonderen Einheit der Datenbank liegen) werden zu den für die Tests A und B erhaltenen Punkten addiert und (automatisch) in eine Zensur auf der Notenskala von 1 bis 5 umgerechnet. Diese Zensur findet der Schüler bei sich im Hausaufgabenheft wieder und der Lehrer im Klassenbuch neben dem Familiennamen des Schülers.

II. The teaching period includes the following stages:

• 1. Introduction to the topic. At this stage, the teacher generalizes the results of the previous lesson based on the materials of the final exam and homework review, annotates the results (learners see in their homework booklets), and then explains what the next topic is about and how related to the previous topic.
• 2. Teaching module. This is a repetitive stage of each lesson that is internally organized in an always similar way and necessarily ends with a discussion or discussion. There can be several of these modules in each lesson.
• 3. Summary of the lesson. In this stage, all the discussions / discussions that have taken place are evaluated (their number depends on the number of modules of the lesson). The purpose of this stage is not only to generalize the material studied in the lesson, but also to prepare the learners for the final test, which is the final stage at the end of each lesson.
• 4th final test. This is the final stage of the lesson with control character. The final test consists of five Level A questions, two Level B questions and two Level C questions. (In this way, mastery of this type of test allows learners to feel confident in the final exams as part of a centralized state examination.) When answering the questions, the learners fill in different forms (form A, form B and form C). After completing all the forms, the learners "send" the results to the teacher. (In fact, the learner stores the results in the database that the teacher has access to to review the work.) Answers to questions of levels A and B are automatically reviewed, and the results of checking these levels are "assigned" to each student. , The teacher can see them in the form of points during the lesson; The student sees her after he has "sent" the completed work to the teacher. The level C test is done by the learners in free form (the student can write answers by hand or typed with a keyboard) and stored in the database. The teacher checks the level C tests and assigns the number of points (from 0 to 3) obtained for each question, but does not know who has answered the question from the learner. The teacher checks the level C tests outside the classroom, but always before the start of the next lesson, assigns points for them, leaves comments (if necessary), and saves the results of his review. Psychologically, this is perceived by the teacher as a "return" of the results to an anonymous student (since the teacher does not know the surname of the student who has responded to the C level questions). The points awarded by the teacher and obtained by the student for the test C (which are in a special unit of the database) are added to the points obtained for the tests A and B and (automatically) converted into a censorship on the grading scale of 1 to 5 , This censorship finds the student in his homework booklet and the teacher in the class book next to the surname of the student.

• 2.1. PROBLEMSTELLUNG.
• 2.2. VERZWEIGUNG AUF ROUTEN (mindestens zwei Routen), und innerhalb der Routen: a) ARBEIT MIT DEN RESSOURCEN (verschiedenen Informationsquellen – Text, Audio, Foto, Video); b) ROUTENTEST.
• 2.3. BESPRECHUNG ODER DISKUSSION
• 2.1. PROBLEMSTELLUNG. Zu Beginn eines neuen Themas gibt der Lehrer eine Problemstellung vor. Diese Problemstellung ist IDENTISCH für alle Lernenden. Zu ihrer Lösung ist es erforderlich, dass sich die Schüler über verschiedene Routen aufteilen und mit verschiedenen Informationsquellen arbeiten.
• 2.2. VERZWEIGUNG AUF ROUTEN. Der Lehrer teilt den Lernenden mit, wer welche Route beschreitet, um das gestellte Problem zu lösen. Der Lehrer weiß, dass die erste Route einem Basiswissensstand entspricht, die zweite Route dagegen einem fortgeschrittenen Niveau, erläutert den Lernenden jedoch nicht, dass sich hinter der Nummer der Route unterschiedliche Schwierigkeitsgrade verbergen. Die Lernenden selbst können dies nicht herausfinden, da die Routennummern NICHT fest zugewiesen werden. Der Lehrer hat die Möglichkeit, post factum zu analysieren, wie die Lernenden mit Aufgaben unterschiedlichen Schwierigkeitsgrads zurechtgekommen sind, und korrigiert laufend seine Vorstellungen von den Bildungsfähigkeiten der Lernenden, indem er: die erste Route Lernenden zuordnet, die in der vorangegangenen Unterrichtseinheit nicht mit den Aufgaben der zweiten Route zurechtgekommen sind, und umgekehrt: die zweite Route Lernenden zuordnet, die bei der Arbeit mit Aufgaben der ersten Route über mehrere Unterrichtseinheiten hinweg ihre Fähigkeit zur Arbeit auf einem höheren Schwierigkeitsgrad unter Beweis gestellt haben.
• 2.2.a) Im Rahmen ihrer Route beginnen die Lernenden, mit unterschiedlichen Ressourcen zu arbeiten, das heißt mit unterschiedlichen Informationsquellen – Text, Audio, Foto und Video. Während der Unterrichtseinheit können die Lernenden nur mit demjenigen Teil der Ressourcen arbeiten, der für die Lösung des konkreten Problems vorgesehen ist. Außerhalb der Unterrichtszeiten haben die Lernenden Zugriff auf die vollständige Datenbank mit Bildungsressourcen und können sich uneingeschränkt mit allen Quellen vertraut machen.
• 2.2.b) ROUTENTEST. Der Erfolg der Arbeit mit den Ressourcen, die der Suche nach der Lösung des Problems untergeordnet ist, wird durch einen verpflichtenden Routentest überprüft: Es handelt sich dabei um einige Fragen, die in der zentralisierten staatlichen Prüfung Fragen des Niveaus B entsprechen.

Each teaching module necessarily includes the following:

• 2.1. PROBLEM.
• 2.2. BRANCHING ON ROUTES (at least two routes), and within the routes: a) WORKING WITH THE RESOURCES (various sources of information - text, audio, photo, video); b) ROUTE TEST.
• 2.3. DISCUSSION OR DISCUSSION
• 2.1. PROBLEM. At the beginning of a new topic, the teacher specifies a problem. This problem is IDENTICAL for all learners. To solve them, students need to divide across different routes and work with different sources of information.
• 2.2. BRANCHING ON ROUTES. The teacher tells the learner who is going which route to solve the problem. The teacher knows that the first route corresponds to a basic level of knowledge, while the second route is at an advanced level, but does not explain to the learner that there are different levels of difficulty behind the number of the route. The learners themselves can not figure this out because the route numbers are NOT assigned firmly. The teacher has the opportunity to analyze, post factum, how the learners have coped with tasks of varying degrees of difficulty, and constantly corrects their ideas about the learner's educational skills by: assigning the first route to learners who did not attend the previous lesson cope with the second route, and vice versa: the second route maps to learners who have demonstrated their ability to work on a higher level of difficulty working with tasks of the first route over several lessons.
• 2.2.a) As part of their route, learners begin to work with different resources, that is, with different sources of information - text, audio, photo and video. During the lesson, learners can only work with the part of the resources intended to solve the specific problem. Outside class hours, students have access to the full database of educational resources and are fully familiar with all sources.
• 2.2.b) ROUTE TEST. The success of working with the resources subordinated to finding the solution to the problem is verified by a mandatory route test: these are some of the questions that correspond to level B issues in the centralized state audit.

In answering these questions, students collect arguments needed to solve the problem.

However, the purpose of the route test is not only to help learners to solve the problem, but also to develop interdisciplinary skills and abilities: the ability to work with different sources of information (ie, the ability to "read" texts, audio materials) "Listening" and "viewing" photo and video materials), as well as the technical skill to quote the required places and to save these quotes. Thus, the interdisciplinary task of the questions of the road test when working with texts: the work with headings, keywords and summaries of texts as well as the marking of important fragments and their storages to teach; when working with reproductions and photographic materials: teaching the work with image names and captions as well as marking significant fragments and details and their storages; When working with audio and video materials: teaching you to review video fragments several times and listen to audio fragments, and to create still images to mark important video and audio information and their storages.

• 2.3. BESPRECHUNG ODER DISKUSSION. Dies ist der Abschluss jedes Bildungsmoduls. Nach Absolvierung des Routentests und der Selbstüberprüfung steht der Austausch von Informationen (Meinungen, Lösungswegen für das gemeinsame Problem) zwischen Vertretern verschiedener Routen an. Im Verlaufe einer BESPRECHUNG ergänzen die Lernenden einander, da sie mit verschiedenen Informationsquellen gearbeitet haben, die den gemeinsamen Weg zur Lösung des Problems bestätigen. Im Verlaufe einer DISKUSSION tragen Vertreter verschiedener Routen Argumente vor, die einander widersprechen, da verschiedene Informationsquellen sie zu gegensätzlichen Schlussfolgerungen geführt haben. Auf jeden Fall erlaubt eine BESPRECHUNG (oder DISKUSSION) den Vertretern unterschiedlicher Routen, die Ergebnisse der Arbeit mit unterschiedlichen Ressourcen zusammenzuführen und ein ganzheitliches Bild zu schaffen, das ihnen bei der Lösung des gemeinsamen Problems hilft.

The results of the route test are automatically checked. They can be instantly viewed by the student on the screen of their device as well as by the teacher on the screen of their computer. The learner does not see the final score of the test, but sees how the answers to each question have been evaluated. He can also see the correct answer. The route test is exercise-like: its results do not affect the final censorship for the lesson.

• 2.3. DISCUSSION OR DISCUSSION. This is the conclusion of each educational module. After completing the route test and the self-examination, the exchange of information (opinions, solutions to the common problem) between representatives of different routes is on. During a MEETING, learners complement each other as they have worked with various sources of information that confirm the common path to solving the problem. In the course of a DISCUSSION, representatives of different routes present arguments that contradict each other, as different sources of information have led to conflicting conclusions. In any case, a MEETING (or DISCUSSION) allows the representatives of different routes to bring together the results of work with different resources and to create a holistic picture that helps them to solve the common problem.

Despite the fact that learners are divided into different groups (routes) to solve the problem at each lesson, and representatives of these different groups (routes) work independently and do not use identical sources of information, in each lesson conceptual unity and wholeness of content are ensured. The continuity of the content of the entire theme course is also ensured.

This is made possible by mandatory follow-up of lesson stages such as "introduction to topic", "problem formulation", "discussion" (or "discussion"), "unit summary", "final test".

QUOTES INCLUDE IN THE DESCRIPTION

This list of the documents listed by the applicant has been generated automatically and is included solely for the better information of the reader. The list is not part of the German patent or utility model application. The DPMA assumes no liability for any errors or omissions.

Cited patent literature

• RU 2197748 [0003]

Claims (2)

Real-time education system featuring workstations with student computers and information display means for displaying information for course participants in group reception mode, wherein the student computers are connected via the Internet or a Wi-Fi connection to a server with a teaching and communication software product, the server being directionally connected to a user database containing media content, and wherein the student computers have two touch screens and a teacher computer being integrated into the system via the Internet or a Wi-Fi connection to the server, wherein the information display means for displaying information for the course participants in the group reception mode is connected to the teacher's computer and the server is also connected to the computer of an administrator of an educational institution via the Internet or a Wi-Fi connection and connected to remote student computers via the Internet , Real-time teaching system according to claim 1, characterized in that the information display means for displaying information for the class members in the group reception mode are selected from the group consisting of: projector, electronic board, printer, scanner.

Images