RU106016U1 - REAL-TIME TRAINING SYSTEM - Google Patents

Abstract

 1. A real-time training system containing workstations with students 'computers and means for displaying information for students in group perception mode, students' computers are connected via the Internet or WI-FI to a server with a software product for training and communication, the server is connected directly and feedback with the database of this user containing media content, while the trainees' computers have two touch screens, and the system via the Internet or WI-FI connects to the server The teacher’s computer is accessible, and the means for displaying information for students in group perception mode are connected to the teacher’s computer, and the server is also connected to the administrator’s computer via the Internet or WI-FI. ! 2. The real-time training system according to claim 1, characterized in that the server via the Internet is connected to the remote computers of the trainees. ! 3. The real-time training system according to claim 1, characterized in that the means for displaying information for students in the group perception mode are selected from the following group: projector, electronic board, printer, scanner.

Description

In the modern educational process, computer technologies occupy more and more place. The educational process in the primary school is enriched by the use of the Internet as a powerful source of additional educational material of various kinds, as well as the use of materials representing training courses in various subjects and software for schools. Special educational portals posted on the Internet, as well as training websites, electronic diaries and magazines are gaining more and more popularity. The situation of the work of teachers and students with personal computers within the school local network is becoming more and more typical. Distance learning is also widespread when students and teachers are in different places, but participate in the general educational process. At the same time, it is quite obvious that education has a need to create new network educational technologies aimed at more full use of digital training material and the Internet resource, using more modern and convenient for students devices and types of communication.

The utility model as a whole relates to the field of organizing classroom instruction with the help of a specially developed electronic educational system that allows to increase the effectiveness of collaborative learning.

A known method of teaching and mastering educational material, including coordination of individual and collective actions by a student of a group of students with educational material, transfer of information from the educational material and the exchange of messages between members of the group of students and the student using a local network of communication media at the workplace of students and the teacher, display information by means of information display in the mode of personal and group perception by the actions of educators and trainees with educational material on the storage media and the control displayed by the trainees and the actions of the trainees with the training material on the storage media in a comparison and testing mode, and the training material is transmitted to the learner by data blocks fixed on a group of storage media having at least three kinds of knowledge-based division, respectively individual, group and reference, as well as a device that implements this method, containing means for displaying information in the group perception mode, workstations trainees with trainees' network computers that have a file system with functions for recording and displaying information and a search-methodological database of training material from local and network storage media in the individual perception mode, a trainee’s workplace with a server and a trainee’s computer, having a file system with monitoring functions and information control on the students' network computers, interactive management of them and means of displaying information in the individual and group mode lessons, and means of communication of workplaces of students and trainees and information display means, combining them into a local network equipped with additional means of audio information display, made in the form of a multi-channel acoustic system with elements of group and individual perception and with multisystem equipment for input and control of audiovisual display related means of communication with the server, while the local network is configured to connect to public audio and video networks and to the global network, and the file system of the student’s workstation is made with the function of multimedia control of the means of displaying information and with the function of testing the data of fixation and display of information by actions at the student’s workstations in the interactive mode. RF patent 2197748 G09B 5/14, 5/06, 19/00, 2000.

The disadvantages of this method of training are the lack of effectiveness of training and assimilation of educational material by trainees.

The quality and quantity of information used in the educational process is limited by the capabilities of the educational institution in which the learning process takes place.

With distance learning, it is difficult to control the learning process, because there is no way to identify the student located behind the keyboard of the network computer.

The use of Internet network technologies for real-time training within the same class in the prior art has not been detected.

The technical task is to ensure complete individualization of the process of perception and assimilation of educational material while maintaining the possibilities of dialogue and interpersonal learning.

The indicated technical result is achieved in that the real-time training system contains workstations with trainee computers and means for displaying information for trainees in group perception mode, trainee computers are connected via the Internet or WI-FI to a server with a software product for training and communication , the server is connected by direct and feedback with the database of this user containing media content, while the computers of the students have two touch screens, and the system through The teacher’s computer is turned on via the Internet or WI-FI connection to the server, the means for displaying information for students in group perception mode are connected to the teacher’s computer, and the server is also connected to the administrator’s computer via the Internet or WI-FI connection.

In a real-time training system, the server is connected via the Internet to remote students' computers.

Means of displaying information for students in the group perception mode are selected from the following group: projector, electronic board, printer, scanner.

The utility model is illustrated by drawings, which depict on:

figure 1 - diagram of the organization of the learning process in the training system in real time;

figure 2 - structure of the electronic educational complex;

figure 3 - structure of an electronic textbook;

figure 4 - structure of educational resources;

5 is a testing system;

6 - user database;

Fig.7 - the structure of the school forum;

Fig - content of the student interface;

Fig.9 is the content of the teacher interface;

figure 10 - content of the administrator interface;

11 is the content of the parent interface;

Fig - diagram of the learning process;

Fig - structural elements that provide the learning process;

Fig - display of the learning process in the student interface;

Fig - display of the learning process in the teacher interface;

Fig - display of the learning process in the parent interface and in the administrator interface.

As shown in figure 1, the organization of training through the "electronic educational complex includes: a server 110 on which the software is installed" Electronic educational complex ", integrated with a database 120 that stores media content and a database of users accessed through Internet 100 (wi-fi connection) or a local network.Access to the electronic educational complex is carried out by means of a student’s personal access device (personal computer) 150, personal teacher computer 130, a personal computer administrator of the institution 140 and a remote PC trainee (learner's parent) 160.

Student Personal Access Device 150 is a computer having two touch screens. The presence of two screens is justified by its resemblance to a book. The student’s device includes the functions of not only books with huge additional capabilities (going beyond the current spread to an information resource), but also the notebook’s functionality, which allows for all possible types of written feedback, that is, student responses that are recorded using the student’s appeal to virtual keyboard and / or manually. The entire set of written manual actions made by the student (recording the answer, notes, sketches, drawings, graphs, filling out tables, diagrams) can be converted to either printed text or images corrected by the graphic editor.

Teacher’s personal computer 130 performs the functions of collecting, initial processing, and demonstrating individual elements of primary data coming from student’s personal access devices 150. Demonstration functions are provided by including a typical set of peripheral devices in the general circuit: projector 134, electronic board 133, printer 132, scanner 131 (a set of peripheral devices can vary, subject to the specifics of teaching different categories of students and the peculiarities of studying various educational areas).

The structure of the electronic educational complex includes a set of six cases that coordinate its work: an electronic textbook 210, an educational resource 220, a testing system 230, user databases 240, a school forum 250, and a module for sharing rights and access 260 between various participants in e-learning.

The structure of the case "Electronic textbook" 300 (figure 3) is presented in the form of a combination of three sections: lesson 310, project 360 and final certification 380. The number and sequence of sections can vary, reflecting the specifics of the educational field. Each section has a start page that performs the functions of distribution by options. The section consists of blocks (A) of different levels (level_1, level_2, level_3) and resources (B). The set of blocks and resources is specific to each section.

(A) Blocks - a combination of resources and blocks of different levels (are hierarchically subordinate). Sections of the electronic textbook include two types of blocks: with parallel and serial structure. A block with a parallel structure has a start page that performs the functions of distribution by options. A sequential block does not have a start page. Variants of such a block are presented sequentially one after another.

Types of blocks

(A1) “Module” is a block with a sequential structure. Used to determine the stages of the lesson.

(A2) “Route” - a block with a parallel structure. Used to determine the individual educational routes of students at each stage of the lesson.

(A3) “Task” is a block with a sequential structure. Used to determine the stages of the passage of individual educational routes or certification work.

(B) The resources of sections of an electronic textbook are pages of several types that differ in a set of specified attributes (data storage elements). The inclusion of resources in sections can be mandatory and optional (optional resources may be absent when the block is privately populated).

Types of resources.

(B1) “Description” - a page intended for writing plain text, provided with illustrations (drawings, tables, graphs).

(B2) “Conclusions” - a page intended for writing text with various emphasis (font, marked, color). This text may be provided with illustrations. The page has a hyperlink to the start page of the Lesson section.

(B3) “Instruction” - a page intended for writing text, multilevel lists. The page may have a hyperlink to sections of the “Educational Resources” case; may be accompanied by illustrations.

(B4) “File” - an attached file of any format (text, presentation, audio). These files can be: samples from various sections of the Portal, created by students individually and presented in the form of presentations; links to sections of the Portal or to web pages of the Internet; individual results obtained from Flash resources. The attached file can be viewed by the student, sent to the teacher for verification, sent to the teacher for demonstration, sent to the student’s Portfolio section.

(B5) “Flash” - electronic resources, open educational modular multimedia systems of two types: informational and practical.

(B6) “Test” - a page intended for writing plain text, equipped with illustrations (drawings, tables, graphs) and controls (for example, ActiveX).

(B7) “Wi-ki” - a page in the creation of which several students participate simultaneously. The page may contain text, multi-level lists, illustrations. The page may have hyperlinks to sections of the Educational Resources case or to Internet web pages.

Section "Lesson" 310 consists of a sequential block "Module_1" 330 (a possible number of 1 to 5 units). Block "Module_1" 330 is a combination of resources ("Description" 320, "Output" 340) and a parallel block "Route_2" 331 (a possible number of 1 to 5 units). The order of the components is constant. The block "Route_2" 331 includes the resource "Instruction" 332 and the sequential block "Task_3" 333 (the possible number is from 1 to 5 units). The order of the components does not change. Block "Task_3" 333 consists of two required resources ("Description" 334 and "Test" 335) and four optional resources "File", "Link to the portal", "Flash" and "Summary". The order and amount of resources may vary.

Section "Project" 360 consists of the resource "Description" 365 and the sequential block "Task_1" 370 (the possible number is from 1 to 20 units). The order of the components is constant. Block "Task_1" consists of three resources: "Description" 371, "Wi-ki" 372 and "File" 373. The sequence of components is constant.

The “Certification” section is a combination of the “Instruction” resource 385 and the parallel block “Route_1” 390 (the possible quantity is from 1 to 10 units). The order of the components is constant. Block "Route_1" 390 consists of a resource "Instruction" 391 and block "Task_2" 392 (a possible quantity is from 1 to 20 units). The order of the components is constant. Block "Task_2" 392 includes two mandatory resources ("Description" 393 and "Test" 394) and two optional resources ("File" and "Flash"). The order and amount of resources may vary.

Figure 4 presents the structure of the second case "Educational resources" 400, which ensures the functioning of the electronic educational complex. The structure of case 400 includes both the types of information that provide traditional training (on paper) and various training technologies based on the involvement of electronic information carriers. The structure of the Educational Resources case 400 consists of sections: “Library” 410, “Video library” 420, “Photobank” 430, “Gallery” 440, “Interactive laboratories” 450, “Interactive workshops” 460, “Web excursions” 470, “ Archive ”480 and“ Web links ”to 490 Internet sites.

The content of each section of the Educational Resources case 400 is structured alphabetically. Sections "Interactive laboratories" 450 and "Interactive workshops" 460 have a two-level structure: the upper level - the distribution of educational areas, the lower - based on the alphabetical principle.

Each section of the case “Educational Resources” 400 assumes that each type of work of the student is provided with a special set of active functions of the resource itself.

The active functions of the sections "Library" 410 and "Archive" 480 provide the ability to mark and copy fragments of text. The active functions of the sections "Video Library" 420 and "Web-excursions" 470 provide the ability to create a "freeze frame" (photograph) when viewing any video fragment. The active functions of the “Photobank” 430 and “Gallery” 440 sections include the selection of any elements for creating a presentation. For Interactive Laboratories 450, fillable forms (tables and diagrams) have been created. For Interactive Workshops 460, fill-out forms have been created and a function has been developed to save the final result (product).

The structure of the case “Testing System” 500 (Fig. 5) is presented in the form of a combination of three sections: the task system 510, the verification system 570 and the storage system of results 580. The case “Testing system” 500 provides two sections of the “Electronic textbook” 300 case: “ Lesson ”310 and“ Final certification ”380.

The structure of the "Task System" section 510 is constant. Each section has a start page that performs the functions of distribution by options. The section consists of blocks of different levels (level_1, level_2), resources and an automated verification system. A set of blocks, resources, and automated verification systems is specific for each section.

Section "Task System" 510 consists of a resource "Instruction" 520 and a parallel block "Route_1" 530 (a possible quantity of 1 to 5 units). Block "Route_1" 530 is a combination of three groups:

group A 540, group B 550, group C 560. The allocation of three groups is due to the presence of three types of automated verification.

Each group includes the resource “Instruction” 541, 551, 561 and the sequential block “Task” 542, 552, 562. The sequence of groups and elements in them is constant.

Section "Verification System" 570 presents a combination of three types of automated verification of results. Automated verification of type A results is based on the selection of one correct answer from many options; type B - based on the choice of many (combinations) of correct answers from many answer options; type C - based on criteria-based comparison for the completeness of a set of elements. The results of the automated verification of each type are determined according to the specified criteria and are presented in the form of primary points.

Section “Results storage system” 580 is a three-element database: “Time storage system” 581, “Primary point storage system” 582, “Grade storage system” 583.

1) "Time storage system" 581 - a database containing primary data on the execution time of each task of each group 542, 552, 562.

2) “System of storage of primary points” 582 - a database containing the number of primary points determined during the automated verification of each task 542, 552, 562.

3) “Grade storage system” 583 - a base containing grades obtained as a result of the transfer of primary points according to established compliance scales. The scales of correspondence of the mark and primary points are specific for each educational field.

Section "Storage system of results" 580 of the case "Testing system" 500, is a structural element of one of the sections of the case "Database" 600 (Fig.6). The structure of the “Database” case 600 consists of the sections “History of lessons” 610, “Base of administrators” of the educational institution 620, “Portfolio of students” 630. The section “History of lessons” 610 is a database containing the primary results of the joint work of the teacher and student during e-learning. The “Student Portfolio” section 630 contains information about the student’s independent work, as well as the results of the student’s and teacher’s joint work, processed on the basis of various criteria. The Administrators Base section 620 is a collection of general information about teachers, students, and parents.

7 shows the structure of the case "School Forum" 700. It includes three sections: "Information block" 710, "Forums" 720 and "Blogs" 730. "Information block" 710 contains general information about the organization of e-learning as a separate in an educational institution, and in the aggregate of educational institutions of general subordination (municipal, regional or federal). The sections "Forums" 720 and "Blogs" 730 provide the work of a social network organized both in a separate educational institution and in the aggregate of educational institutions.

The compilation of the interfaces is carried out on the basis of the work of the “Distribution of Rights and Access Module” 260 (FIG. 2). Elements of each interface are elements of sections of cases of the Electronic Educational Complex 200 (Fig. 2): “Electronic Textbook” 210, “Testing System” 230, “User Databases” 240 and “School Forum” 250, ^

On Fig presents the interface of the student 800, consisting of elements:

1) electronic textbook 810 - case "Electronic textbook" 300 (figure 3);

2) educational resources 820 - case "Educational resources" 400 (figure 4);

3) diary 830 - case "Base this user" 600 (section "Base i administrators" 620) (Fig.6);

4) portfolio 840 - case “Base this user” 600 (section “Portfolio of students” 630) (Fig.6);

5) personal account 850 - “This user base” 600 (element “Information about classes and students” 622) (Fig.6);

6) school forum 860 - case "School forum" 700 (sections "Information block" 710 and "Blogs" 730, as well as the element "Student forum" 721) (Fig.7).

Figure 9 presents the interface of the teacher 900, consisting of elements:

1) training unit 910 - cases "Electronic textbook" 300 (figure 3), "Educational resources" 400 (figure 4), "Testing system" 500 (section "Task system" 510) (figure 5), "Base data "600 (element" Documentation of the school "621) (Fig.6);

2) organizational unit 920 - case "Databases" 600 (element "School Documentation" 621) (Fig.6), case "Testing system" 500 (elements "Storage system of primary points" 582 and "Storage system of marks" 583) ( figure 5);

3) personal account 930 - case "Databases" 600 (elements "Information about classes and students" 622 and "Information about teachers" 623) (Fig.6);

4) school forum 940 - case "School forum" 700 (sections "Information block" 710 and "Blogs" 730, as well as the element "Teacher forum" 722) (Fig.7).

Figure 10 presents the administrator interface of the educational institution 1000, consisting of the elements:

1) school documentation 1010 - case "Databases" 600 (element "School Documentation" 621) (Fig.6);

2) information about teachers 1020 - case "Databases" 600 (element "Information about teachers" 623) (Fig.6);

3) information about classes and teachers 1030 - case "Databases" 600 (element "Information about classes and teachers" 622) (Fig.6);

4) schedule 1030 - case "Databases" 600 (element "Documentation of the school" 621) (Fig.6);

5) school forum 1050 - case "School forum" 700 (sections "Information block" 710 and "Blogs" 730, as well as the element "Administrative forum" 724) (Fig.7).

Figure 11 presents the interface of the parent 1100, consisting of elements:

1) diary 1110 - case "Base this user" 600 (section "Base administrators" 620) (Fig.6);

2) information about teachers 1120 - case "Databases" 600 (element "Information about teachers" 623) (Fig.6);

3) electronic textbook 1130 - case "Electronic textbook" 300 (figure 3);

4) school forum 1140 - case "School forum" 700 (sections "Information block" 710 and "Blogs" 730, as well as the element "Parent forum" 723) (Fig.7).

On Fig presents a diagram of the learning process, based on the use of electronic educational complex. The learning process includes two periods: after-school (aka after-school) and the lesson period.

In the pre-school (after-school) period, the following stages are sequentially included:

1) the choice of the topic of the lesson (1210);

2) the distribution of students in the class along at least two routes (1220);

3) fulfillment and verification of homework (1270).

During the lesson, an appeal is made to various parts of the electronic textbook and educational resources in the following sequence:

1) appeal to the introduction of a given topic of an electronic textbook (1230);

2) the passage of at least one training module (1240) in at least two routes (1242A, 1242 B);

3) appeal to the conclusions of a given topic of an electronic textbook (1250);

4) performing the final test and obtaining test results (1260).

Passing the training module is a sequence of the following steps:

1) familiarity with the module problem posed in a given route (1241);

2) appeal to educational resources determined by the problem (1243A, 1243 V);

3) passing the route test and obtaining test results (1244A, 1244 V);

4) passing the discussion or discussion defined in the training module (1245). Steps 2) and 3) of the training module stage comprise the student’s educational route. It is steps 2) and 3) that distinguish lesson options defined by different routes.

On Fig shows the elements of the educational complex (cases), providing the content and functioning of the learning process.

The functioning of the stages of after-school (after-school) period is provided by:

1) stage “topic selection” of lesson 1210 - case “Database of users” 240 (element “Lesson planning” 614);

2) stage "distribution by routes" of students of class 1220 - case "Module of distribution of rights and access" 260;

3) the stage of "performing and checking homework" 1270 - case "Database of users" 240 (element "Homework" 615). The functioning of the stages of the lesson period is provided by:

1) stage "introduction to the topic" of lesson 1230 - case "Electronic textbook" 210 (element "Lesson" 310);

2) stage (steps) of the passage of the "training module" 1241:

2.1. “Statement of the problem” - case “Electronic textbook” 210 (element “Description” 320);

2.2. appeal to “resources” - case “Educational resources” 220

2.3. execution of “route testing” and obtaining results - case “Electronic textbook” 210 (element “Task” 332);

2.4. “Discussion / discussion” - case “Electronic textbook” 210 (element “Inputs” 340);

3) the stage of appeal to the "conclusions of the lesson" 1250 - case "Electronic textbook" 210 (element "Conclusions" 316);

4) the stage of "final testing and its results" and obtaining the results of testing 1260 - case "Testing system" 230 (element "Task system" 510);

On Fig, 15, 16 shows which elements of the interfaces of the student, teacher, parent and administrator of the educational institution display the various stages of the learning process. At the same time, through the case “distribution of rights and access module” 260, for each interface there are displayed and non-displayed stages of the educational process.

In the student interface (Fig. 14) are displayed:

1) the stages “Selecting a topic”, “Introduction to the topic”, “Training module” (except for the stage of accessing resources), “Lesson conclusions” - in the case “Electronic textbook” 810 (element “Lesson” 812);

2) the “Resource” stage of the training module route — in the “Educational resources” element 820;

3) the stage “Final testing and its results” - in the cases “Diary” 830 (element “Time Card” 835) and “Portfolio” 840 (element “Time card” 840);

4) the stage “Completing and checking homework” - in the case “Diary” 830 (element “Homework” 834).

The “Route allocation” stage is not displayed in the student’s interface.

In the teacher’s interface (FIG. 15), the following are displayed:

1) stage "Selecting the topic" - in the element "Basic curriculum" 911;

2) stage “Distribution by routes” - in the element “Class Journal” 924;

3) the stages “Introduction to the topic”, “Training module” (with the exception of the stage “Route testing”), “Lesson conclusions” - in the element “Promotion dynamics screen” 922;

4) the stages “Route testing” and “Final testing” - in the element “Screen differentiated control” 923;

5) “Final testing and its results” and “Execution and verification of homework” - in the element “Classroom journal” 924. In the parent's interface (Fig.16) are displayed:

1) the stage "Selecting a topic" - in the case "Diary" 1100 (element "Basic curriculum" 1116);

2) the stage “Final testing and its results” - in the case “Diary” 1100 (element “Time card. Current marks” 1115);

3) the stage “Completing and checking homework” - in the case “Diary” 1100 (element “Homework” 1114).

The “Distribution by routes” stage, “Introduction to the topic”, “Training module”, “Route testing”, “Lesson conclusions” are not displayed in the parent interface.

In the interface of the administrator of the institution (Fig) are displayed:

1) the stage "Selecting the topic" - in the case "Documentation of the school" 1010 (element "Basic curriculum" 1011);

2) the stages “Final testing and its results” and “Execution and verification of homework” - in the case “School documentation” 1010 (element “Cool magazines” 1014).

The “Distribution by routes” stage, “Introduction to the topic”, “Training module”, “Route testing”, “Lesson conclusions” are not displayed in the school administrator’s interface.

The educational process includes two periods:

I. Pre-Maternity (aka POST-DAILY) period and

II. LESSON PERIOD.

I. The prenatal period includes the following steps:

1. Select a topic. At this stage, the teacher selects the next topic from the calendar-thematic planning in order to assign a lesson.

2. Distribution by routes. The teacher in advance, before the lesson, distributes the students along the routes taking into account their educational opportunities: the 1st route assumes a basic level of knowledge, the 2nd route (and if there is a need for the 3rd route) - an increased level of knowledge. The teacher puts the numbers 1 and 2 opposite the names of the students. The number put “binds” the student to a specific route in the lesson: the student will not be able to change the route himself, since when going to the training portal (to resources) he will be forced to work with the resources that are assigned to him by the route (other resources will be closed for him).

3. Performing and checking homework. At this stage, students perform written homework, working in the "Homework" database and save the results of their implementation (psychologically, this is equivalent to the procedure for sending these results to the teacher), and the teacher checks the students' homework, that is, they are included in the same "Homework" database , finds there each student’s completed or not completed tasks, checks and comments on them, puts marks, and then saves the results of his activities, leaving the base (psychologically this is the same as checking and putting down marks in student diaries, because then students will find the results of this check in their diaries when they make a request for "Diary"). Thus, the same stored data will be presented DIFFERENTLY depending on the request of the teacher, students, parents, administration.

II. The LESSON period includes the following steps:

1. Introduction to the topic. At this stage, the teacher summarizes the results of the previous lesson based on the materials of the final testing and verification of homework, comments on these results (students see them in their diaries); then he explains what the next topic is about and how it relates to the previous one.

2. Training module. This is a repeating stage of each lesson, equally organized within itself, and necessarily ending either with a discussion or discussion. There can be several such modules in each lesson.

3. Conclusions of the lesson. At this stage, the results of all discussions / discussions that took place are summarized (their number depends on the number of lesson modules). The meaning of this stage is not only to summarize all the material studied in the lesson, but also to prepare students for the final testing, which is the final stage of any lesson.

4. Final testing. This is the final stage of the lesson, which is controlling in nature. Final testing includes five questions of level A, two questions of level B and two questions of level C. (Thus, free mastery of the form of this test will allow students to feel confident during the final tests within the framework of the USE.) When answering questions, students fill out different forms (form A, form B and form C). After filling out all the forms, the student "sends" the results to the teacher. (In fact, the student stores the results in a database where the teacher can go to verify this work.) The answers to questions of levels A and B are checked automatically, and the results of the verification of these levels are “tied” to each student. The teacher can see them in the process of the lesson in points, and the student - after he "sent" the fully completed work to the teacher. The level C test is performed by students in free form (the student can write answers manually, or can type them using the keyboard) and is saved in the database. The teacher checks the tests of level C and sets the deserved number of points (from 0 to 3) for each question, while not knowing which of the students answers these questions. The teacher checks the level C tests in his spare time, but always before the next lesson, sets certain points for them, leaves his comments (if required) and saves the results of his test. Psychologically, this is perceived by the teacher as sending the results "back" to the anonymous student (since the teacher does not know the name of the student answering level C questions). The points put by the teacher for the test C received by the student (and lying in a special case of the database) are summarized with the points obtained for tests A and B and converted (automatically) to a mark on a five-point scale. The student will find this mark in his diary, and the teacher in the classroom journal opposite the name of the student.

Each training module must include:

2.1. FORMULATION OF THE PROBLEM.

2.2. EXITS TO ROUTES (at least two routes), inside the routes:

a) WORK with RESOURCES (different sources of information - text, audio, photo, video);

b) ROUTE TESTING.

2.3. DISCUSSION OR DISCUSSION

2.1. FORMULATION OF THE PROBLEM. Starting a new topic, the teacher poses a problem. This problem is GENERAL for all students. To solve it, you will need to go different routes and work with different sources of information.

2.2. EXITS ON ROUTES. The teacher announces to the students which route each of them will go to solve the stated problem. Knowing that the 1st route corresponds to the basic level of knowledge, and the 2nd route corresponds to an increased level, the teacher, however, does not explain to the students that a different difficulty level is hidden behind the route number. Students themselves will not be able to determine this, since route numbers are NOT permanently assigned to them. Having the opportunity to analyze ex-post how students coped with tasks of different difficulty levels, the teacher constantly adjusts their ideas about the educational opportunities of students: assigns the 1st route to those who did not complete the tasks of the 2nd route in the previous lesson and vice versa: assigns the 2nd route to those who, while working with tasks of the 1st route, within several lessons have confirmed their ability to work at a higher level of difficulty.

2.2.a) As part of their route, students begin to work with different resources, that is, with different sources of information - text, audio, photo, video. During the lesson, students can work only with that part of the resources that is designed to solve a particular problem. Out-of-school hours, students will be able to enter the full base of educational resources and get to know each source in full.

2.2.6) ROUTE TESTING. The success of working with resources, which is subordinate to the search for a solution to the problem, is checked by mandatory routine testing: these are several questions that correspond to questions of level B in the USE.

Answering these questions, students accumulate the arguments necessary to solve the stated problem.

But the purpose of the route tests is not only to advance students in solving the problem, but also to develop meta-subject skills in them: the ability to work with different sources of information (that is, the ability to "read" texts, "listen" to audio materials , "watch" reproductions, photos and videos), as well as technical skills to quote the right places and save these quotes. So, when working with texts, the meta-subject problem of routing testing questions is: to learn how to work with headings, keywords and text outputs, to select the necessary fragments and save them; when working with reproductions and photo materials: to learn how to work with the names of paintings and captions under photographs, to learn to highlight significant fragments and details and save them; when working with audio and video materials: learn to review video clips and listen to audio clips several times, take still pictures to highlight significant video and audio information and save it.

Route test results are checked automatically. Both the student on the screen of his device and the teacher on the screen of his computer can see them right away. The student does not see the final test score, but how the answer to each question was evaluated. Moreover, he can see the correct answer. Route testing is educational in nature: its results do not affect the final grade for the lesson.

2.3. DISCUSSION OR DISCUSSION. This is the final point of each training module. After the route test and its self-test, representatives of different routes will have to exchange information (opinions, ways to solve a common problem). In the DISCUSSION process, students complement each other because they worked with different sources of information that confirm the general direction of solving the problem. In the process of DISCUSSION, representatives of different routes present arguments that conflict with each other, as different sources of information have led them to opposite conclusions. In any case, the DISCUSSION (or DISCUSSION) allows representatives of different routes to bring together the results of working with different resources, to create a holistic picture that will help in solving a common problem.

The individual access device used in the educational process involves a built-in web-camera and microphone to ensure work in Skype as a mandatory element.

Skype is used in the educational process in the educational and extracurricular time:

1) for the purpose of participation of all owners of devices in a common significant event within the framework of this subject area (for example, when a unique specialist is invited to one of the schools and he can answer children's questions online; or when laboratory work is performed on expensive equipment in one of the schools, and children can participate in its course; or when one of the schools conducts a lesson on the move: in the workshop of a representative of one of the art crafts; in some production, etc.);

2) for completing pair and group homework (for example, for learning dialogs while learning foreign languages or collecting materials for a common message);

3) when carrying out projects after school hours (for example, to exchange collected material or to create a common information base);

4) for the participation of a sick child in the general educational process: sitting at home, such a child can “attend” the lesson with his classmates.

Despite the fact that in order to solve the problem at each lesson, students are divided into different groups (routes) and representatives of these different groups (routes) work independently and use non-duplicating sources of information, each lesson preserves conceptual unity and meaningful integrity. The continuity of the content of the entire subject course is also preserved.

This becomes possible due to the mandatory stages of the lesson, such as “Introduction to the topic”, “Problem statement”, “Discussion” (or “Discussion”), “Lesson conclusions”, “Final testing”.

Claims (3)

1. A real-time training system containing workstations with students 'computers and means for displaying information for students in group perception mode, students' computers are connected via the Internet or WI-FI to a server with a software product for training and communication, the server is connected directly and feedback with the database of this user containing media content, while the trainees' computers have two touch screens, and the system via the Internet or WI-FI connects to the server The teacher’s computer is accessible, and the means for displaying information for students in group perception mode are connected to the teacher’s computer, and the server is also connected to the administrator’s computer via the Internet or WI-FI. 2. The real-time training system according to claim 1, characterized in that the server via the Internet is connected to the remote computers of the trainees. 3. The real-time training system according to claim 1, characterized in that the means for displaying information for students in the group perception mode are selected from the following group: projector, electronic board, printer, scanner.