Logo in Russia

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== Logo in Russia ==
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= Logo in Russia =
  
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== General situation ==
  
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=== LogoWriter and Exchange of programs ===
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; Andrei Ershov and the Soviet Information Age
  
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; Logo Telecommunications Network
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Mass computer literacy campaign was pushed by Mikhail Gorbachev in 1985. Andrei  Ershov, a 53-year-old academician and computer programmer, took command of the project from the very beginning. He was already known throughout the programming community on both sides of the Iron Curtain for his visionary views on the transformative power of mass computing, and he had risen to prominence in the Academy of Sciences partly as a result of his international network of contacts. Already in the late 1960s and early 1970s, Ershov had begun to draw attention to the need to train an increasing number of programmers if officially declared plans to cyberneticize the economy and close the systems gap were ever to succeed. If the coming age was to be dominated by algorithmic machines, programmers, because of their mastery of  algorithmic thinking, would come to occupy a uniquely central place in society. Ershov developed this idea most fully in a keynote titled “Aesthetics and the Human Factor in Programing,” As he concluded his speech, Ershov referenced the educational ideas of Marvin Minsky and Seymour Papert. Papert opposed the traditional model of computer-aided instruction, in which “the computer programs the child,” to one in which “the child programs the computer.” Children, in Papert’s view, were to be given the opportunity to experiment independently with simple programming languages like LOGO. In 1979, Ershov published a pamphlet on “school informatics” with  the concrete actions and structures that needed to be put in place to informatize the Soviet educational system.They included the development of an appropriate educational computer language along the lines of LOGO, as well as databases and hardware.
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: Logo telecommunications and LogoNet are the terms used to describe the ability to communicate between groups of students and teachers at various locations on the Internet via both a LogoExpress and LogoNet software
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interface. Logowriter text, graphics, and digital video still images, formatted as Logowriter files, are exchanged between participants on the network.
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Therefore the students in Pereslav-Zalessky were able to "talk" with students in Omsk and share stories, graphics, and pictures with one another.
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===  the Logo Group of the Institute of New Technologies of Education (INT) ===
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==  Logo Group of the Institute of New Technologies of Education (INT) ==
  
 
* http://www.microworlds.com/support/logo-philosophy-russian-school.html
 
* http://www.microworlds.com/support/logo-philosophy-russian-school.html
 
* https://eurologo.web.elte.hu/lectures/soprunov.htm
 
* https://eurologo.web.elte.hu/lectures/soprunov.htm
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* http://eurologo.web.elte.hu/lectures/youdina.htm
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* http://eurologo.web.elte.hu/lectures/kirill.htm
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** Alexandrov K., Soprunov S., Yakovleva E (1997). Logo for the Illiterate Programmers. Learning & Exploring with LOGO. Proceedings of the Sixth European Logo Conference. Budapest, Hungary, 205-209.
  
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Alexandrov K., Soprunov S., Yakovleva E (1997). Logo for the Illiterate Programmers. Learning & Exploring with LOGO. Proceedings of the Sixth European Logo Conference. Budapest, Hungary, 205-209.
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* http://www.papert.org/articles/ACritiqueofTechnocentrism.html
  
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==== The Russian School System and the Logo Approach: Two Methods Worlds Apart ====
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Informatics for primary education: recommendations. 2000.
  
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== Uchcom - Logo ==
  
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The strict structure, the unified, predetermined program, these were trademarks of the Russian school system. In the Soviet Union all schools, excluding a small number of specialized ones, were subject to a single common educational plan. Every teacher was assigned to “cover” certain material by a certain week, using the same textbook in every corner of the country and complying with the methods prescribed by the “higher up” educational bureaucracy.
 
  
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Despite all this, educated people were highly valued by Soviet society. Another distinction of Russian education is its famous emphasis towards the natural sciences and academics. Children were brought up to become scientists. The methods of scientific research, the ability to use maps, and the work with dictionaries and reference literature were a central part of the educational plan. Emphasis was placed on understanding abstract, theoretical concepts. Not that the practical aspects were ignored; rather, they played a secondary, often illustrative role. Of course, experiments were conducted in physics and chemistry classes, and there were even special classes of practice, Technical Training for boys and Housekeeping for girls. However, even in these classes, before starting to use a sewing machine, one would be first required to learn in detail the principles of operation of the sewing machine and the technical parameters of the types of threads out of which fabrics are made (the difference between viscose and acetate silk), as well as the general principles of making patterns. One must note that, all in all, this approach reached its goal. The school, as a rule, succeeded in promoting the students’ sometimes deep understanding of such concepts as mathematical proof, logical reasoning, and the ideas of classification and analysis of data. This was true not only in the natural sciences but in the humanities as well.
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=== LogoWriter and Exchange of programs ===
  
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A singer (Boris Grebenschikov) rather popular in my generation for his thoughts, apparently, feeling the same, wrote, “If only I knew, what electricity is, if only I knew, how the sound travels, I could call you on the phone...”
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; Logo Telecommunications Network
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: Logo telecommunications and LogoNet are the terms used to describe the ability to communicate between groups of students and teachers at various locations on the Internet via both a LogoExpress and LogoNet software interface. Logowriter text, graphics, and digital video still images, formatted as Logowriter files, are exchanged between participants on the network.
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On the other hand, in spite of the absence of special pedagogical training and of a centralized curriculum, the majority of teachers had a solid idea about the role of computers in schools. They viewed computers as a tool for teaching programming or as an instrument for developing the children’s algorithmic and logical thinking. They did have a point, since computers, as we mentioned earlier, are closely related to these concepts and skills. Many educators turned out to be capable of explaining or at least conveying an idea of what good programming is, because they themselves were professional programmers. In the Soviet Union it was difficult to find a person who worked with computers but was not a computer programmer to some extent. In the same way as it was difficult to find a driver who was not a skilled mechanic.
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Therefore the students in Pereslav-Zalessky were able to "talk" with students in Omsk and share stories, graphics, and pictures with one another.
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Naturally, the most widely used software in schools were programming languages such as Basic and Pascal. These often lacked proper documentation and description. Russian software aimed at teaching algorithms and programming such as MicroMir, Algoritmica, and Robotlandia were also common. Besides being written specifically for teaching, these had the additional advantage of taking into account the specifics of the Russian educational system.
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In 1984, a temporary science and technology team was formed under the Academy of Sciences to develop a project named “School-I.” The main task of “School” was the development and introduction of new ideas and methods related to using new technology in school education. Later, in 1989, this group transformed into the Institute of New Technology in Education (INT). In practice, “School” was in charge of many affairs that concerned the educational institutions which formed the alternative to “official” education. These institutions were regular schools which declared their desire to reorganize the teaching process under new principles, as well as many organizations outside of the school system, that offered extra-curricular education, such as youth clubs. Many of these clubs were related to computers. One of the first computer clubs in Moscow, club “Computer,” created by the combined efforts of the “School” project and the chess world champion, Gary Kasparov, exists and functions to this day.
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=== Uchcom - Logo ===
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* http://uchcom7.botik.ru/archive/a/uchcom/uchcom/educ/LOGO/evrologo93.html
 
* http://uchcom7.botik.ru/archive/a/uchcom/uchcom/educ/LOGO/evrologo93.html
 
* https://eurologo.web.elte.hu/lectures/patara.htm Turtle on the Web
 
* https://eurologo.web.elte.hu/lectures/patara.htm Turtle on the Web
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* http://uchcom7.botik.ru/archive/a/uchcom/uchcom/educ/LOGO/its94.html
 
* http://uchcom7.botik.ru/archive/a/uchcom/uchcom/educ/LOGO/its94.html
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* http://www.russcomm.ru/eng/rca_biblio/p/patarakin01_eng.shtml
  
 
=== KuMir ===
 
=== KuMir ===
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* http://web.tiscali.it/eurologo/
 
* http://web.tiscali.it/eurologo/
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=== Logo in Bulgaria ===
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In the early 80s, while visiting School 119 in Sofia a Russian educator and social philosopher Simon Soloveychik asked Evgenya Sendova to describe the RGE experiment in one sentence without using the word computer. She said: Our children love going to school. The immediate answer was: Thank you, this is absolutely sufficient.
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Another great Russian educator and psychologist (Vasily Davydov) visited an RGE school in the town of Blagoevgrad, a day earlier than announced. When entering the school he smiled and said: I know that you would show the best you have to a guest, but I want a realistic picture. The teacher looked at me slightly surprised but I encouraged her to carry out her plan for the day – the lesson was exploring procedures for drawing spirals with parameters (for the angle of the turtle turn and the size of the initial segment). The self-similarity of the construction naturally led the 5th graders to writing a recursive procedure. By experimenting with various values for the ANGLE parameter the students found interesting patterns, they were able to create spirals with the shape of regular polygons and with a specific number of branches switching left or right. They modified the procedure by first introducing a parameter for the increment of SIZE and then by changing the rule of augmenting it (SIZE*2). Then the students decided to check what would happen if they fixed the SIZE and increased the ANGLE. The latter idea was born with the help of the teacher who was thus preparing the ground for experiments in science with processes depending on several parameters. Prof. Davydov was genuinely surprised admitting that he would suspect a preliminary setting hadn’t he changed the date of his visit. Little did he know that such a creative atmosphere was typical for the Language and Mathematics classes.
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[[Category:Язык программирования]]
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[[Category:Лого]]

Текущая версия на 13:03, 26 февраля 2019

Содержание

[править] Logo in Russia

[править] General situation

Andrei Ershov and the Soviet Information Age

Mass computer literacy campaign was pushed by Mikhail Gorbachev in 1985. Andrei Ershov, a 53-year-old academician and computer programmer, took command of the project from the very beginning. He was already known throughout the programming community on both sides of the Iron Curtain for his visionary views on the transformative power of mass computing, and he had risen to prominence in the Academy of Sciences partly as a result of his international network of contacts. Already in the late 1960s and early 1970s, Ershov had begun to draw attention to the need to train an increasing number of programmers if officially declared plans to cyberneticize the economy and close the systems gap were ever to succeed. If the coming age was to be dominated by algorithmic machines, programmers, because of their mastery of algorithmic thinking, would come to occupy a uniquely central place in society. Ershov developed this idea most fully in a keynote titled “Aesthetics and the Human Factor in Programing,” As he concluded his speech, Ershov referenced the educational ideas of Marvin Minsky and Seymour Papert. Papert opposed the traditional model of computer-aided instruction, in which “the computer programs the child,” to one in which “the child programs the computer.” Children, in Papert’s view, were to be given the opportunity to experiment independently with simple programming languages like LOGO. In 1979, Ershov published a pamphlet on “school informatics” with the concrete actions and structures that needed to be put in place to informatize the Soviet educational system.They included the development of an appropriate educational computer language along the lines of LOGO, as well as databases and hardware.

[править] Logo Group of the Institute of New Technologies of Education (INT)

Informatics for primary education: recommendations. 2000.

[править]

[править] LogoWriter and Exchange of programs

Logo Telecommunications Network
Logo telecommunications and LogoNet are the terms used to describe the ability to communicate between groups of students and teachers at various locations on the Internet via both a LogoExpress and LogoNet software interface. Logowriter text, graphics, and digital video still images, formatted as Logowriter files, are exchanged between participants on the network.

Therefore the students in Pereslav-Zalessky were able to "talk" with students in Omsk and share stories, graphics, and pictures with one another.

[править] KuMir

  • Kumir - Russian-based programming language similar to Pascal and IDE, mainly intended for educational usage in schools.
  • Rapira – A Russian-based interpreted procedural programming language with strong dynamic type system.
    • Rapira (Russian: Рапира, rapier) is an educational procedural programming language developed in the Soviet Union and implemented on Agat computer, PDP-11 clones (Electronika, DVK, BK series) and Intel-8080/Z80 clones (Korvet). It was an interpreted language with dynamic type system and high level constructions. The language originally had a Russian-based set of keywords, but English and Moldovan were added later. Also, it was more elegant and easier to use than existing Pascal implementations of the time.
  • Robik – A simple Russian-based programming language for teaching basics of programming to children.

[править]


[править] Logo in Bulgaria

In the early 80s, while visiting School 119 in Sofia a Russian educator and social philosopher Simon Soloveychik asked Evgenya Sendova to describe the RGE experiment in one sentence without using the word computer. She said: Our children love going to school. The immediate answer was: Thank you, this is absolutely sufficient.

Another great Russian educator and psychologist (Vasily Davydov) visited an RGE school in the town of Blagoevgrad, a day earlier than announced. When entering the school he smiled and said: I know that you would show the best you have to a guest, but I want a realistic picture. The teacher looked at me slightly surprised but I encouraged her to carry out her plan for the day – the lesson was exploring procedures for drawing spirals with parameters (for the angle of the turtle turn and the size of the initial segment). The self-similarity of the construction naturally led the 5th graders to writing a recursive procedure. By experimenting with various values for the ANGLE parameter the students found interesting patterns, they were able to create spirals with the shape of regular polygons and with a specific number of branches switching left or right. They modified the procedure by first introducing a parameter for the increment of SIZE and then by changing the rule of augmenting it (SIZE*2). Then the students decided to check what would happen if they fixed the SIZE and increased the ANGLE. The latter idea was born with the help of the teacher who was thus preparing the ground for experiments in science with processes depending on several parameters. Prof. Davydov was genuinely surprised admitting that he would suspect a preliminary setting hadn’t he changed the date of his visit. Little did he know that such a creative atmosphere was typical for the Language and Mathematics classes.


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