Lesson - excursion. Practical work at the computer

Computer science, cybernetics and programming

Selected questions of the methodology of teaching computer science EXCURSIONS IN COMPUTER SCIENCE AND THE METHODOLOGY OF THEIR CONDUCTION UROKEXCURSION The very term excursion comes from the Latin word excurro excurro which means I run out. Therefore, the very name of the tour indicates one of the essential features of this form of organization. academic work namely, taking students out of the school to the object under study. Thus, the excursion is characterized by three essential features: firstly, on the excursion, training and education are carried out on the basis of ...

Lecture number 2. Selected questions of methodology of teaching informatics,

EXCURSIONS IN COMPUTER SCIENCE AND THE METHODOLOGY OF THEIR CARRYING OUT

LESSON-EXCURSION

The very term "excursion" comes from the Latin word excurro (excurro), which means "I run out." Consequently, the very name of the excursion indicates one of the essential features of this form of organization of educational work, namely, taking students out of the school to the object being studied.

Excursion There is one of the types of educational work, which is carried out on the basis of direct perception of the object under study at the place of its usual location and is accompanied by going beyond the school.

Thus, the excursion is characterized by three essential features:

• Firstly, on excursions, training and education are carried out on the basis of direct perception by students of the object being studied.
• secondly, learning is linked to the study of the subject at its location,
• thirdly, it requires going beyond the school and moving towards the object being studied.

Excursions exist to combine the educational process at school with real life and allow students to directly observe the studied objects and phenomena in their natural form and in their natural environment.

If the excursion combines several academic subjects, then it is called complex. Tours perform a number of the following functions:

• provide the principle of visibility in the learning process;
• strengthen the connection of learning with practice and life;

• allow students to broaden their horizons, since during excursions they can directly observe objects or the technological stages of their manufacture;
• can guide the student in choosing a future profession.

The main tasks of educational excursions are transferred to the lessons-excursions:

• enrichment of students' knowledge;
• establishing a connection between theory and practice, with life and technical phenomena and processes;
• development creativity students, their independence, organization;
• fostering a positive attitude towards learning.

Most often, excursions are associated with the study of software educational material, so they are planned for the whole year and are held in special days, which are reserved for excursions, i.e. free from other activities. To streamline excursions at the school, a special plan is drawn up.

If the excursions meet all the necessary pedagogical requirements, then they help to accumulate knowledge and life facts, contribute to the development of mindfulness, moral and aesthetic attitude to reality, curiosity, age culture.

• thematic, covering one or more topics of one subject;
• complex, based on the content of interrelated topics of two or more subjects.

According to the timing of the topics studied, the lessons-excursions distinguish between:

• introductory;
• related;
• final.

The form of conducting lessons-excursions is very diverse. This is both a “press conference” with the participation of representatives of an enterprise, institution, museum, etc., and historical excursion on the subject being studied, and a film, video or television tour, and a lesson of generalizing repetition on a topic, section or course in the form of an excursion.

However, structural elements various kinds lessons-excursions are sufficiently certain. The thematic lesson excursion should have the following structure:

1. message of the topic, goals and objectives of the lesson;
2. updating the basic knowledge of students;
3. perception of the features of excursion objects, the primary awareness of the information embedded in them;
4. generalization and systematization of knowledge;
5. summarizing the lesson and issuing individual tasks to students.

There are three main points in the method of excursions.

• preparation of the excursion;
• departure of students to the selected object and their assimilation of the material on the proposed topic;
• systematization of the material and summing up.

Its positive result and success depends on the thoroughness of the preparation by the teacher of the excursion. Before the excursion, the teacher should thoroughly study its object and place. He must outline for himself the goals, objectives and content of the excursion, think over the methodology, ways to involve students in the active perception of the object being shown. It would be nice to involve a specialist in the story, who must be instructed in advance about the goals of the excursion.

Page 3

The very term excursion comes from the Latin word excurro excurro which means I run out. Therefore, the very name of the excursion indicates one of the essential features of this form of organization of educational work, namely, taking students out of the school to the object under study. Thus, the excursion is characterized by three essential features: firstly, on the excursion, training and education are carried out on the basis of ...

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section number 2. Selected questions of methodology of teaching informatics,

EXCURSIONS IN COMPUTER SCIENCE AND THE METHODOLOGY OF THEIR CARRYING OUT

LESSON-EXCURSION

The very term "excursion" comes from the Latin word excurro (excurro), which means "I run out." Consequently, the very name of the excursion indicates one of the essential features of this form of organization of educational work, namely, taking students out of the school to the object being studied.

Excursion There is one of the types of educational work, which is carried out on the basis of direct perception of the object under study at the place of its usual location and is accompanied by going beyond the school.

Thus, the excursion is characterized by three essential features:

• Firstly, on excursions, training and education are carried out on the basis of direct perception by students of the object being studied.
• secondly, learning is linked to the study of the subject at its location,
• thirdly, it requires going beyond the school and moving towards the object being studied.

Excursions exist to combine the educational process at school with real life and allow students to directly observe the studied objects and phenomena in their natural form and in their natural environment.

If the excursion combines several academic subjects, then it is called complex. Tours perform a number of the following functions:

• provide the principle of visibility in the learning process;
• strengthen the connection of learning with practice and life;

• allow students to broaden their horizons, since during excursions they can directly observe objects or the technological stages of their manufacture;
• can guide the student in choosing a future profession.

The main tasks of educational excursions are transferred to the lessons-excursions:

• enrichment of students' knowledge;
• establishing a connection between theory and practice, with life and technical phenomena and processes;
• development of creative abilities of students, their independence, organization;
• fostering a positive attitude towards learning.

Most often, excursions are associated with the study of program educational material, so they are planned for the whole year and are held on special days that are reserved for excursions, i.e. free from other activities. To streamline excursions at the school, a special plan is drawn up.

If the excursions meet all the necessary pedagogical requirements, then they help to accumulate knowledge and life facts, contribute to the development of attentiveness, moral and aesthetic attitude to reality, curiosity, age culture.

• thematic, covering one or more topics of one subject;
• complex, based on the content of interrelated topics of two or more subjects.

According to the timing of the topics studied, the lessons-excursions distinguish between:

• introductory;
• related;
• final.

The form of conducting lessons-excursions is very diverse. This is a “press conference” with the participation of representatives of an enterprise, institution, museum, etc., and a historical excursion on the subject being studied, and a film, video or television excursion, and a lesson of generalizing repetition on a topic, section or course in the form of an excursion .

Nevertheless, the structural elements of various types of excursion lessons are sufficiently defined. The thematic lesson excursion should have the following structure:

1. message of the topic, goals and objectives of the lesson;
2. updating the basic knowledge of students;
3. perception of the features of excursion objects, the primary awareness of the information embedded in them;
4. generalization and systematization of knowledge;
5. summarizing the lesson and issuing individual tasks to students.

There are three main points in the method of excursions.

• preparation of the excursion;
• departure of students to the selected object and their assimilation of the material on the proposed topic;
• systematization of the material and summing up.

Its positive result and success depends on the thoroughness of the preparation by the teacher of the excursion. Before the excursion, the teacher should thoroughly study its object and place. He must outline for himself the goals, objectives and content of the excursion, think over the methodology, ways to involve students in the active perception of the object being shown. It would be nice to involve a specialist in the story, who must be instructed in advance about the goals of the excursion.

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Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested this work please download the full version.

Project goals:

• Develop your own excursion route around the Toparevsky reserve;
• expand knowledge of the world through acquaintance with the area of ​​Moscow, where our school is located;
• create your own map;
• to form the skills of self-development and self-education;
• to continue the formation of skills to work with different sources of information;
• develop the ability to identify the main thing, clearly formulate thoughts;
• cultivate love for native nature caring for animals, ecological culture in the younger generation;
• develop communication skills of students;
• to promote the development of creative abilities of students.

Project tasks allow:

• expand interdisciplinary connections,
• demonstrate an active approach, demonstrate the formation of students' research skills,
• participate in the project various categories students.

Hypothesis: The tourist route will increase the educational level of students.

Relevance of the topic that the project contributes to attracting the attention of students to the protection of the nature of their native land.

Important rule: each stage of the project should have its own specific product!

Stages of work on the project:

1. Organizational. The purpose of this stage is to prepare students for work on the project, to determine the goals and objectives of the project. A clear definition of goals serves as the basis for activating the work of students, turning them into conscious participants in the educational process, and, ultimately, developing the student's personality. Tasks are formulated.

• Choose a place for the excursion;
• Select objects for the tour;
• Follow the route of the excursion;
• Find information about the objects of the excursion;
• Organize the material;
• Create a technology-based reserve tour route map Google Maps;
• Make drawings of the corners of the reserve;
• Create a video film “Nature of the landscape reserve “Troparevsky”;
• Write a report.
• The output of such a project is often a publication in the media, incl. in the Internet.

2. Design (planning)

At this stage, tasks (duties) are distributed among the members of the working group. Choosing the best option for the project. Phased distribution of the research tasks of the project. The entire project, from the definition of the problem and the topic to the presentation, is carried out outside of school hours. The tasks were performed by children individually or in small groups (2-3 students).

3. Information search

In this project, computers were used to search for information, create a map of the route of an excursion around the reserve based on Google Maps technologies, and make drawings in computer graphics. The presence of the Internet in the classroom made it possible to make the computer a guide to museums, and opened up access to information in the library's repositories. The result of this stage of the project was the collection of information about the Troparevsky reserve, with the aim of analyzing it, generalizing and presenting it to a wide audience, as well as choosing a theme and plot for the future drawing of a favorite corner of the park.

4. Product

Preparation of a report on the progress of the project with an explanation of the results obtained (possible forms of the report: oral report, oral report with demonstration of materials, written report).

Scheduled writing:

• The position of the Troparevsky landscape reserve.
• The history of the creation of the Troparevsky landscape reserve.
• Tour route.
• Drawing up an ecological quest.

Making drawings of park views. In the process of working on the project, the students made pencil sketches of interesting places in the Troparevsky Park. Then they created computer versions of their sketches in a graphics editor.

5. Presentation

The presentation itself has a great educational effect. It is very important that the children tell how they worked on the project. At the same time, visual material is also demonstrated, the production of which was devoted to a significant part of the time, the result of the practical implementation and implementation of the acquired knowledge and skills is shown. The presentation project is presented in the form:

• presentation, which includes various effects: sounds, photo and video fragment (a product made on the basis of information technology),
• sketches of the corners of the park, plants and animals, which were performed by students in nature (then, already in the class, they created graphic and pictorial works, depicted Troparevsky Park in computer graphics);
• virtual tour;
• ecological quest;
• excursion route in the reserve based on Google Maps technologies;

Presentation title: “Excursion around the territory of the landscape reserve “Troparevsky”

Number of slides in the presentation: 16 slides

The environment in which the presentation was made: MS Office PowerPoint 2010;

The program was used to make the film Windows Movie Maker Live and Audacity sound editor.

6. The stage of summarizing the work on the project. The task of this stage is to analyze the work, evaluate the success of achieving the goals and outline the prospects for the future.

Has the goal of the project been achieved?

Problems that arose during the work on the project ______________________________________________

What was successful in the project? ___________________

Conclusion.

The project is a means of step-by-step formation of educational skills and abilities:

• organizational;
• information;
• logical;
• communicative

This project shows children the important role of observation in the process of learning about nature. Each object during the tour was accompanied by text, illustrations, a video clip with short stories of their own, thereby demonstrating their communicative competence, the ability to present the material in an accessible form. From the materials collected by the students during the preparation of this project, a video was created, from photographs taken by the authors, as well as from photographs found on the Internet. The authors also selected suitable musical accompaniment for the video.

The project contributes to the expansion of the horizons of students, develops creative artistic and figurative thinking. In the course of work on the project, the emotional and spiritual sphere, cognitive activity and independent artistic creativity of students are enriched.

results this project have methodological, theoretical and practical significance, and can be used not only in educational process, but also for presentation to a wide audience (guiding tours of the park).

Bibliography.

1. Beloborodov N.V. Social creative projects at school. M.: Arkti, 2006.
2. Guzeev V.V. Project method as special case integrated learning technology. // Head teacher. - 1995. - No. 6.
3. Konysheva N.M. Artistic and design activity (Fundamentals of design education). - Smolensk: Association XXI century, 2003.
4. Pakhomova N.Yu. Method educational project in educational institution. - M., 2005.
5. Stupnitskaya M.A. What is a project? Moscow: First of September, 2012.

Lesson topic: The main objects of a text document. Text input.

The lesson is held in the second quarter according to the plan. The lesson uses game methods and other forms of work.

"Basic Objects of a Text Document"

Lesson-excursion "To the park of culture and rest"

Class: 5

Lesson topic: The main objects of a text document. Text input.

Program section: Text Information

Lesson Objectives:

- get acquainted with the main objects of a text document;

Lesson type: a lesson in studying and consolidating the acquired knowledge.

Type of lesson: lesson - virtual tour.

Forms of control: mutual control, self-control, test control

Forms of student work: individual, couples, group.

Student assessment system: During the excursion, during the passage of each attraction, students gain points, at the end of the excursion, the points are converted into grades according to the evaluation table.

Methods and visual teaching aids:

a ticket to the park for each student;

darts, darts;

phonogram of the song "Carousel, carousel ..."

questions for the attractions "Carousel", "Boat";

cards with tasks for the ice cream kiosk;

rating table.

Software: MS Word word processor

During the classes

Organizing time(greetings).

Teacher.Hello guys!

Teacher.So, our tour begins.

Virtual excursion to the park of culture and rest

2.1. Attraction - "Carousel".

Teacher.Children sit in pairs and ask each other questions. Four people are "experts-resters", four are "operators-resters" who ask questions and receive answers; connoisseurs-holidays sit opposite the "operators", they answer in turn the questions of the operators. Then they change places. The carousel is controlled by a mechanic; I, the teacher, will play his role.

During the operation of the attraction, tickets are filled in by operators. For a correct answer, the expert receives one point. This tests knowledge of last topic.

So, all the places on the carousel are occupied, we begin our first attraction. ( n startsThe first round of the carousel.The phonogram of the song "Carousel, carousel ..." sounds.)

Attention! Stop carousel! Please, a question to experts.

Attention experts! Moved to other places clockwise, changed places with the operators.

Questions about the attraction "Carousel".

List the types of information according to the method of presentation. ( Text, numeric, graphic, audio, video)

A person encodes textual information using ...? (letters)

What is textual information? (information presented in the form of a written text)

What was used to record information in ancient times? (stone, clay tablets, papyrus, parchment, birch bark)

Previously, to make changes to the text, what had to be done? (had to rewrite)

The appearance of what device changed the technology of writing? (a computer)

The word "ABC" is Slavic origin? (Yes)

How did the Egyptians encode information in writing? (hieroglyphs)

Sit down at your desks, divided into two groups. Sign your tickets.

2.2. Definition of the topic and purpose of the lesson

Teacher. - Look at the slide, read it. “What is written with a pen cannot be cut down with an axe”? What's this? (proverb) Guys, how do you understand the meaning of this proverb? Do you agree with him? What device changed the technology of writing? (a computer)

Guys, look here rather, someone mixed up all the letters in the words. .

What words did you get? (character, line, word, paragraph, fragment). What are these objects? (text document objects)

What is our goal for this lesson? (- get to know the main objects of a text document)

2.3. Trampolines (physical minute)

Teacher. They got up from their desks, went to the blackboard, lined up in two rows, repeat after me.

We'll raise our hands higher

Let's hear the information:

"Clap one, clap two,

There is shooting ahead of us."

2.4. Attraction - "Tir"

Teacher. Darts hanging on the board

Give examples of text documents? (article, invitation, report, greeting card, poem, announcement).

Hypertext is a way of organizing a document so that you can quickly find the information you need. Where do we most often find hypertext with hyperlinks? (Internet)

A fragment is an arbitrary sequence of characters. What can be a fragment? (word, line, paragraph, page, all input text)

2.5. Attraction - "Boat"

Teacher. Our next attraction is the Boat. We will be divided equally into two teams. Each of you receives a card, you must connect these statements with the yes boat or with the no boat.

Card-task for the attraction "Boat"

Teacher. (The correct answer is on the slide.) Teams, exchange cards with your neighbors, compare answers with the sample. One correctly drawn line is one point. Count the number of points, and enter in the empty box in the ticket in front of the Boat attraction.

To art-answer to the attraction "Boat"

2.6. Attraction "Slot machines"

Teacher. Being in the park of culture and rest, we cannot pass by slot machines. The role of slot machines will be played by computers. You must complete the assigned task. When entering text on a computer, you must follow the rules. (video showing).

Children do practical work.

2.7. Ice Cream Cafe

Teacher. Now I propose to go to a cafe and “eat” ice cream. Go to the counter and choose any “ice cream” you like, then sit down at the table and “eat”, i.e. do test which is written in reverse side ice cream cards. For a correctly completed task, you will receive one point.

P exemplary type of cards - "ice cream"

Questions for cards - "ice cream" (I level):

4. What is missing in the series: “character - ... - line - text fragment”:

page;

When typing, one word is separated from another:

space;

colon.

(II level)

A text editor is a _______________ designed to work with information. The input device for text information is _____________. The device for outputting textual information is _______________. When typing, one word is separated from another by ________________.

Reference words: spacebar, program, monitor, keyboard

Teacher. Now check the correctness of the completed task yourself. Look at the slide. Add points to your ticket.

3. Summing up the lesson. Grading.

Teacher. Our tour has come to an end. What is the topic of our lesson? Let's remember the purpose of the lesson? How do you think we achieved it?

Summarize. Find the sum of points scored for the lesson. I'm posting a table for converting scores to grades.

On the back of the ticket, put your score. And now, the first to hand over the tickets are those who received a rating of "five", the second - a rating of "four", ...

p. 8, No. 111

Reflection.

There are little men on the table, attach them to the ladder of success, to the place where you think you are?

This concludes our lesson. . Goodbye!

Literature:

Bosova L.L. Informatics and ICT Textbook for grade 5. – M.: Binom. Knowledge Lab, 2011

Bosova L.L. Informatics: workbook for grade 5. – M.: Binom. Knowledge Lab, 2011

View document content
"Technological map of the lesson"

Belitskaya T.A. , MBOU "Akbulak secondary school No. 2", 2016

Routing lesson. Bosova LL. Informatics. Grade 5 GEF.

The date: 30.11.2016

Lesson 11The main objects of a text document. Entering text

Lesson Objectives:

To give students an idea of ​​the main objects of a text document;

To consolidate ideas about software tools - text editors and word processors;

Remind students of the basic rules for entering text;

Update the existing skills of using special keys and their combinations when entering text;

Demonstrate the importance of the ability to work with text;

Develop fast typing skills.

View presentation content
"Presentation1"

A park

culture and

recreation

isvmlo

acorts

voslo

batsaz

tnemgarf

symbol

word

line

paragraph

fragment

Topic:

Target: get to know the basic objects of a text document

Trampolines

We'll raise our hands higher Let's hear the information: "Clap one, clap two, Shooting ahead of us

Attraction "Tir"

• . After any character, press the key Space ?

• . Is there a space before a punctuation mark?

• . The paragraph ends with a keystroke Enter ?

• . Do all letters and numbers on the keyboard belong to the Special Key Group?

• . Lines automatically wrap to another line?

Card-answer to the attraction "Boat"

1. After any character, press the key Space ?

2. Is there a space before a punctuation mark?

3. The paragraph ends with a keystroke Enter ?

4. Do all letters and numbers on the keyboard belong to the Special Key Group?

5. Are lines automatically wrapped to another line?

Attraction "Slot machines"

Practical work at the computer

Topic: Basic Text Document Objects

Target: get to know the basic objects of a text document

Test answers:

Question number

Summarizing:

Number of points

Homework instruction: p. 8, workbook No. 111

MBOU Basic School 24, Kiselevsk.

Designed by:

Informatics teacher of the highest qualification category, post-graduate student of KuzGPA: Stepanova Olga Leonidovna.

Development of a teaching aid

in informatics

"Virtual tour"

Conducting a virtual tour of computer science will be very similar to conducting an ordinary tour: you will need to explain to students the purpose of the tour, giving them the knowledge necessary for the success of the tour.

Requirements for a virtual tour organizational form the work practically does not differ from the requirements for conducting real traditional excursions. But characteristic features virtual reality will be the following: real-time simulation; imitation of the environment with a high degree of realism; the ability to influence the environment and have feedback at the same time.

The objects of the tour will be images and displays of real objects placed on an interactive whiteboard: museum exhibits of computers, short description biographies of scientists, photo-galleries of computers. Consequently, in a preliminary acquaintance with the object of the excursion, the teacher will not turn to real place, and he will get acquainted with the information of a particular site, which subsequently, on his insistent recommendation, students will visit.

The route of the excursion must be developed as follows:

• determine which slides and in what order students should view;
• What should students pay special attention to?
• determine what observations students should make.

Also, when developing a “route” of a virtual excursion for himself, the teacher notes and then strictly observes the sanitary and hygienic standards for working on a computer. Creating a presentation will greatly facilitate the preliminary work of the teacher when preparing a virtual tour, and students will be given the opportunity to turn to the materials of the tour again, but on their own.

It should be borne in mind that at present the pace of development of computers and software for them is quite high. It's no secret that students often master computer technology faster than their teachers. Therefore, already when planning the final events, the teacher should take into account that:

Firstly, the range of reporting activities themselves is expanding;

Secondly, the means information technologies their technical support is enhanced.

This makes it possible to create a "situation free choice”, in which the student from a number of forms of reporting on the excursion proposed by the teacher chooses one or offers his own in accordance with inclinations and capabilities: creating a presentation power point or website development. The information collected by schoolchildren during the study tour can be materialized in the form of Flash-rollers and thus become a computer science teaching tool that the teacher can use to work in other classes.

Conclusions: virtual tours are one of the most promising forms of educational tours, because it is rather difficult, even impossible, to conduct a real excursion on the topic “History of the development of computers”.

Organization and conduct of educational virtual tours.

The organization and conduct of educational virtual tours of computer science consists of three stages: preparatory, the stage of direct conduct and The final stage summarizing the tour.

Planning a virtual tour.

Target. The development of students' skills in working with various sources of information, the ability to analyze and transmit information; the ability to interpret, apply information at the stage of reflection and the formation of a culture of reading in the conditions of modern information environment(information and computer literacy, which is understood as a system of computer knowledge and skills that provides the necessary level of receipt, processing, transmission, storage and presentation of significant information).

Tasks:

1. To form research skills in the selection of information.

2. Develop visual thinking,

3. Enrich vocabulary students.

4. Teach to express independent judgments

Preparatory stage.At the first stage of preparing the excursion, the teacher's activity falls into two areas: the choice of the object of the excursion and its preparation itself. At this stage, work is underway on the content of the excursion, its route is being developed, various documents are being coordinated and preliminary planning of the final events for the excursion with the preparation of tasks for them.

The preparation of the excursion is carried out according to the following plan:

1. The purpose of the excursion is determined;

2. The object of study is selected;

3. Search for Internet resources about the object under study;

4. Problems are formulated;

5. The tasks that students will need to solve in the lesson are determined;

6. The sequence of acquaintance for students is determined

7. Determination of the form of the report or visual design excursion results.

At the first stage, students are offered work, the purpose of which is to obtain the most accurate information on question asked: carefully study the exposition of the museum and make your own presentation on the topic: "History of the development of computers" (for grades 9),

Grades 5-6 - report form - a story that I remember from the excursion

Grades 7-8 - report form - writing essays on the topic "First computers"

In the second stage, students become familiar with the material.

1. Collection of information. Information exchange.

The final stage.

1.Protection of work performed. The results of the tour will be summed up different ways(depending on the age of students): defense of presentations, exhibition of written reviews about the excursion using illustrative material.

Means of education.

Computer class and 1 teacher's PC.

System requirements: multimedia projector, screen.

Use of ready-made software products, work with MS Office Power Point programs.

In the course of work, students can develop the following skills:

Discuss problems, taking into account opposing points of view;

Justify your point of view;

Plan decisions;

Draw conclusions and conclusions;

Assess your own thought process.

Attention will be paid to the following skills:

Ability to navigate various sources of information

Ability to think critically

research skills,

Organization skills,

Information and communication skills.

Expected results:

develop a creative approach to the studied educational material; form elements information culture; to instill skills of rational work with computer programs;to form the research skills of students, to intensify their activities, to use the knowledge they have gained in practice, to arouse interest in computer technology.

Highlights of this lesson:

Acquaintance with a part of the exposition of the computer museum;

Acquaintance with scientists;

Developing the ability to pay attention to details, to find meaning in them.

Some lessons learned:

The development of observation, the ability to simply analyze what is seen.

Development of creative imagination.

Formation of the concept of uniqueness computer science with whom the viewer meets in the museum.

Conclusions :

So, a virtual tour not only enlivens the teaching of the subject, but must correspond to the content and topic of the educational material, be accessible to the age of the students.

References Internet sources.

1. http://atyrauhistory.weebly.com
2. http://sajaxat.mi.ru/Excurs/Virtual/3.htm
3. Dyakova R.A. Fundamentals of tour guide. – M.: Nauka, 1985. – 325 p.
4. Emelyanov B.V. Organization of excursion work: methodology, experience. – M.: Profizdat, 1984. – 144 p.
5. Emelyanov B.V. Excursion. – M.: Profizdat, 1984. – 122 p.
6. Emelyanov B.V. To help the tour guide. - M.: Profizdat, 1976. - 112 p.
7. Eremeeva E., Timofeeva L. Designing an excursion by students in the process of creating an open children's museum"Resources of nature" // World of excursions. - 2007. - No. 1. - S. 62-65.
8. Zhuravleva V.L. The specifics of thematic excursions. // World of excursions. - 2008. - No. 3. - S. 28-32.
9. Ilyukhin M.M. Features and means of display in the tour. Guidelines. - M.: TsRIB Tourist, 1980. - 164 p.
10. Kolenkin A.A. School distant excursions in 1919-1928. // Bulletin of youth tourism in Russia. - No. 7, 1993. - S. 12-14.