Logo in Russia

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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.
 
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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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.
  
 
=== Uchcom - Logo ===
 
=== Uchcom - Logo ===

Версия 14:04, 26 ноября 2018

Содержание

Logo in Russia

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.

the Logo Group of the Institute of New Technologies of Education (INT)

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.

The Russian School System and the Logo Approach: Two Methods Worlds Apart

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.

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.

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...”

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.

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.

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.


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.


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