SEI HPE "MOSCOW STATE HUMANITARIAN UNIVERSITY NAMED AFTER M.A. SHOLOHOV"

Electronic textbook "Office programming"

FINAL QUALIFICATION WORK

Completed by: 5th year full-time student

Faculty of Informatics and Mathematics

Timofeeva Elvira Ildarovna

Scientific adviser: Ph.D., associate professor

Khusainova Guzel Yadkarovna

Sterlitamak, 2010

Chapter 1. Features of electronic teaching aids and the basic principles of their creation

1.1 Specifics of the electronic textbook

1.2 Principles to be followed when creating an electronic textbook on office programming

Chapter 2. Development of an electronic study guide for office programming

2.1 Gathering and preparing source material for an e-tutorial on office programming

2.3 Selecting programs for developing an e-learning tool

2.4 Development of the electronic manual interface

2.5 User manual

Chapter 3. Summary of the electronic study guide "Office Programming"

3.4 Features of using VBA in Excel

3.6 Glossary

Conclusion

Bibliography

Education based on computer technologies is largely based on the technical infrastructure - a computer (as a tool for placing and presenting educational information). Therefore, as one of the principles to be taken into account when creating electronic manuals, is the principle of distribution of educational material.

Computer training programs have been used in education as additional learning tools for a long time. However, in distance learning, the computer becomes the main didactic tool, and instead of disparate training programs, an integral interactive course is needed, with sufficient completeness, representing all educational information. The principle of interactivity of educational material- the second important principle that should be taken into account when developing educational and methodological support for distance education.

An interactive multimedia course makes it possible to integrate various information presentation media - text, static and dynamic graphics, video and audio recordings into a single complex, allowing the student to become an active participant in the educational process, since information is issued in response to his corresponding actions. The use of multimedia makes it possible to take into account the individual characteristics of information perception to the maximum extent, which is extremely important in the computer-mediated transmission of educational information from a teacher to a student. Thus, the third principle that should be considered when creating an e-course is the principle of multimedia presentation of educational information.

To create multimedia courses, specialized (author's environments) or universal (programming systems) tools are used. The former are designed for "programming without programming", i.e. the program is created by constructing and placing certain modules that make up the multimedia course, without writing complex machine code (called a programming language) by the course creator. To work with the latter, knowledge of a programming language is required.

The advent of modern visual design systems, such as Visual Basic or Delphi, largely eliminates the differences between these tools, since they allow you to develop an interface interactively. At the same time, they do not limit freedom with ready-made solutions.

It should be noted that the programming systems used to create local components make it possible to include a course and access to Internet resources in multimedia, integrating network and local resources.

Any new form of education, including distance learning, requires the creation of a psychological and pedagogical basis, without which it is impossible to talk about the success and quality of the educational process. Therefore, we should also highlight a number of psychological principles that affect the success and quality of distance learning. . A special place is occupied by the problem of technological implementation of taking into account the psychophysiological characteristics of a person when developing a course. The success of learning is mainly related to the features of sensory-perceptual processes that determine the perception of information and make up the processes that create the ability to retain information in memory and reproduce it.

Modern learning technologies based on the widespread use of computing technology have enormous potential. However, the full use of computerized technologies requires a serious study of the problem of interaction between man and technical means.

The amount of information offered to students over a certain period of time varies greatly depending on their individual characteristics. There are a number of formal techniques that allow you to find out the existing level of knowledge, however, experienced teachers "intuitively" feel the mood of the audience, its contact, readiness to perceive the material and, accordingly, adjust the course of the lesson. This is one of the problems of automated learning systems - there is no feedback, the computer cannot feel the emotional state of a person. The situation is aggravated by the fact that the perception of new information has several phases. The dose of information processed by the body for a fixed period of time forms an information load. The positive or negative impact on the body of the load given to it depends on the ratio of orienting and defensive reactions. The information load is considered positive if, while causing orienting reactions, it minimally affects the defensive reflex. It is obvious that a high efficiency of the learning process can be achieved only when there is no information overload.

The main problem on the way to optimize learning in terms of the preservation and development of adaptive reserves is the assessment and correction of the human condition in the process of obtaining new knowledge. This implies the fourth principle that should be considered when developing an e-course - the principle of adaptability to the personal characteristics of the student.

- completeness principle: each module must have the following components:

theoretical core,

Control questions on theory,

Examples

Tasks and exercises for independent solution,

Control questions throughout the module with answers,

Test,

Context help.

- visibility principle: each module should consist of a collection of frames with a minimum of text and visualization that makes it easier to understand and remember new concepts, statements and methods.

- branching principle: Each module must be hypertext-linked to other modules so that the user has the choice to jump to any other module.

- regulation principle: the student independently manages the change of personnel, has the opportunity to call up any number of examples on the screen, solve the number of tasks he needs, set by himself or the level of complexity determined by the teacher, and also test himself by answering control questions and completing control work of a given level of complexity.

- principle of computer support: at any time of work, the student can receive computer support, freeing him from routine work and allowing him to focus on the essence of the material being studied at the moment, consider more examples and solve more problems.

- collection principle: an electronic textbook (and other educational packages) should be made in formats that allow them to be assembled into single electronic complexes, to expand and supplement them with new sections and topics, and also to form electronic libraries for individual disciplines (for example, for departmental computer classes) or personal electronic libraries of a student (in accordance with the specialty and course in which he studies), teacher or researcher. .

Despite the decisive role of independent work in learning with the use of computer technology, the main subjects of the educational process are the student and the teacher. Participation of a student in cognitive activity along with a teacher is one of the quality conditions in both traditional and additional education systems.

1.3 The structure of the electronic textbook

The simplest electronic textbook may be a teacher's lecture notes, typed by him (or even by students in order to reproduce a good summary in a large number of copies at minimal cost) and placed on a student server or on another public electronic site. However, such a textbook, in essence, does not differ in any way from the abstract reproduced by printed methods, and it does not use the specific features of the electronic edition. What are these additional features? Let's try to list them. You can select the main ones and additional ones. The main features include:

the ability to build a simple and convenient navigation mechanism within the electronic textbook;

· developed search mechanism within the electronic textbook, in particular, when using the hypertext edition format;

· the possibility of built-in automated control of the level of knowledge of the student;

Possibility of a special variant of material structuring;

the possibility of adapting the studied material of the textbook to the level of knowledge of the student, resulting in a sharp increase in the level of motivation of the student;

the ability to adapt and optimize the user interface to the individual needs of the student.

Additional features of an electronic textbook compared to a printed one include:

the possibility of including special fragments simulating the course of many physical and technological processes;

· the ability to include audio files in the textbook, in particular, to bring the process of working with the textbook closer and listening to lectures by the same teacher;

the possibility of including fragments of video films in the textbook to illustrate certain provisions of the textbook;

· the inclusion of interactive fragments in the manual to ensure an operational dialogue with the student;

Full-scale multimedia design of the textbook, including a dialogue in natural language, organization of a video conference with the author (authors) and consultants at the request of the student, etc.

An electronic manual (as well as any electronic publication) for maximum effect should be compiled a little differently compared to a traditional printed manual: chapters should be shorter, which corresponds to the smaller size of computer screen pages compared to book ones, then each section corresponding to headings lower level, should be divided into discrete fragments, each of which contains the necessary and sufficient material on a specific narrow issue. As a rule, such a fragment should contain one to three text paragraphs (paragraphs should also be shorter than book ones) or a figure and a caption to it, including a brief explanation of the meaning of the figure.

Thus, the student does not view the material presented continuously, but separate screen fragments discretely following each other. Having studied this screen, the student presses the "Next" button, usually located below the text, and receives the next piece of material. If he sees that he did not understand or remember everything from the previous screen, then he presses the “Previous” button located next to the first one and goes back one step. A discrete sequence of screens is inside (and within) the smallest structural unit that allows direct addressing, i.e., inside a paragraph or subparagraph (which is characterized by a third-level heading) contains one or more fragments sequentially linked to each other by hypertext links. On the basis of such fragments, a layered structure of the educational material is designed, which contains:

layer required for study;

layer for more advanced users;

layer for a deeper study of certain sections;

Auxiliary layers

special layer "Basic concepts and definitions",

Such an organization of educational material provides a differentiated approach to students depending on their level of preparedness, resulting in a higher level of motivation for learning, which leads to better and faster learning of the material.

At the initial stage of the introduction of electronic textbooks, a frame structure is appropriate. It is with it that separate frames are provided for solving many of the listed tasks.

In particular, a separate frame is needed to organize navigation within the manual as a whole, which can be designed as a document table of contents. Since the size of a detailed table of contents is usually large, the frame must contain a slider (scroll window).

Sections selected from the table of contents appear in a frame called "The main text of the electronic edition." This frame has the largest dimensions needed to fit two or three paragraphs of text or an explanatory picture. The specified frame is the main information field, that is, it contains the material that must be perceived by the student at one time, realized by him and stored in operational, and then in long-term memory.

This text may also contain links in the form of addresses (URLs) of illustrations (if they are displayed in special windows), some other electronic documents considered as additional literature, animation, audio and video files containing a dynamic description of processes or phenomena, author's explanations and illustration video.

For the convenience of the student, a glossary or a list of definitions is allocated in a separate frame, the transition to which is organized by links from terms found in the main text and requiring explanation. This frame is optional. To increase the screen area occupied by the main frame, you can form a list of definitions in an additional pop-up window.

The subject or alphabetical index of the manual allows you to move from the relevant terms and concepts to the main text in which they are mentioned, using hypertext links. Thus, the content of this frame provides additional navigation within the electronic textbook. However, the implementation of this method requires the student to have at least a preliminary acquaintance with the subject matter of the manual. In other words, this method of navigation is really used only by those students who seek to improve or increase the level of their knowledge in this subject. Thus, for initial training, you can exclude this frame and form an alphabetical index in an auxiliary pop-up window. .

In most cases, when designing electronic documents, it is recommended to limit the structure to three or four frames. For those students who prefer to have more basic information on one screen (i.e., the maximum size of the frame "The main text of the publication"), you can organize a transition to a structure with three frames, and display the list of definitions and the glossary in additional windows that open on demand learner.

Rules for the arrangement of material in the textbook.

1. Compliance with the principles “from the known to the unknown”, “from the simple to the complex”, “from the easy to the difficult”, “from the concrete to the abstract”, “from the general consideration to the detailed analysis”, etc.

2. The next builds on the previous, and the previous is reinforced by the next.

3. The sensual precedes the mental.

4. The material generates more questions than memorization.

5. Each rule is accompanied by a sufficient number of examples illustrating its varied application.

6. Examples are preceded by rules, and rules are followed by examples.

7. The essence of the matter is not obscured by secondary details.

1.4 Advantages and disadvantages of electronic textbooks

There are two significant disadvantages of the electronic textbook:

the need for special additional equipment to work with it, first of all - a computer with appropriate software and a high-quality monitor, and sometimes additionally also a CD-ROM drive and / or a network card or modem for working in a local or global network;

Unusual, non-traditional electronic form of presentation of information and increased fatigue when working with the monitor.

There are many more advantages of electronic textbooks. These include:

· Ability to adapt and optimize the user interface to the individual needs of the student. In particular, this refers to the possibility of using both textual or hypertext, and the frame structure of the textbook, and the number of frames, their size and filling can vary. Instead of part of the frames, at the request of the student, you can use pop-up windows with the same content, for example, with pictures or a list of definitions.

· The possibility of using additional (compared to the printed edition) means of influencing the student (multimedia edition), which allows you to quickly master and better memorize educational material. It is especially important for us to include animation models in the text of the manual. A positive effect can also be achieved with the help of sound accompaniment corresponding to the lecturer's text.

· Ability to build a simple and convenient navigation mechanism within the electronic textbook. In a printed publication, there are two such possibilities: a table of contents and footers, sometimes they also include a glossary. However, for the practical implementation of these possibilities, it is necessary to flip through the pages of the textbook. The electronic manual uses hyperlinks and a frame structure or image maps, which allows you to quickly jump to the desired section or fragment without flipping pages and, if necessary, just as quickly return back. In this case, it is not required to remember the pages on which the corresponding sections were located.

· Developed search mechanism not only within the electronic textbook, but also outside of it. In particular, using hypertext links, you can navigate through the text of the publication, view pictures, refer to other publications, links to which are available in it (literature, etc.), even write an e-mail to the author of the manual with a request to explain certain provisions of the textbook. When using network learning structures, it is possible to discuss the provisions of the textbook with other students (in the electronic reading room), while remaining at your workplace.

· The possibility of built-in automated control of the level of knowledge of the student, and on this basis, the automatic selection of the textbook layer corresponding to the level of knowledge, as indicated in the next paragraph.

· Ability to adapt the studied material to the level of knowledge of the student, resulting in improved perception and memorization of information. Adaptation is based on the use of a layered structure of the publication, and in accordance with the test results, the student is provided with a layer corresponding to the level of his knowledge.

· The main advantage of the electronic textbook is the possibility of interactive interaction between the student and the elements of the textbook. The levels of its manifestation vary from low and moderate when moving through links to high when testing and the student's personal participation in modeling processes. If testing is like an interview with a teacher, then participation in process modeling can be compared with the acquisition of practical skills in the process of industrial practice in real or close to them production conditions.

With the introduction of electronic textbooks, the functions of the library are also changing. In this case, its role is played by an electronic reading room equipped with computers connected to a local network, which is connected to a text database - a repository of electronic textbooks. All readers of such a library, without any queue and waiting, can independently choose and read any electronic textbooks, including the same ones, automatically replicated for them in any number of copies.

1.5 Current state and prospects of electronic book publishing

Electronic publications belong to a dynamically developing class of products. Their number is increasing rapidly, and the quality is constantly improving.

The integration of printing products with electronic documents brings purely practical benefits. Thus, the transition to digital form allows to ensure the safety of many unique types of products, such as ancient manuscripts. Even ordinary photographs and paintings lose their quality over time. Storing their electronic copies makes it possible to convey unique cultural masterpieces to future generations. Finally, the storage of documents and publications in electronic form makes it possible to organize electronic databases, a clear structure and advanced search and navigation tools in which facilitate the process of finding the necessary materials and their fragments. As an example, we can refer to the American specialized publishing house of medical literature Mosby-Year Book, in which the appearance of a digital graphic library made it possible to find the necessary illustrations in a matter of seconds and place them in books, resulting in significant savings in time and material resources.

To answer the question about the relative value of electronic publications and the prospects for expanding their production, it is necessary to conduct research in the following main areas (otherwise, get answers to the questions listed):

1. Does the value of the book increase in the electronic version, and if so, in what cases and what is the reason for this;

2. what factors influence the qualitative characteristics of an electronic publication from the point of view of the reader;

3. whether the level of development of technical and software tools for creating an e-book is sufficient;

4. how widespread are individual and group means for reading electronic publications;

5. How mature is the e-book distribution market?

6. what changes are needed in the traditional publishing business for successful e-book marketing and management.

There is no doubt a higher consumer value of children's and educational electronic publications, as interest in the material being studied increases and it is possible to use new, more effective technologies not only for teaching, but also for gradually involving children in the learning process in a playful way. These techniques have already been tested in many countries and have proved their effectiveness in practice.

Reference and scientific publications allow by simpler means and in a shorter time to obtain the necessary information (or brief information that allows the user to assess its need and order it, including in printed form). Naturally, the value of such publications in comparison with printed ones increases significantly. The extent to which the value of such publications increases and the role of certain factors can be established in the process of conducting appropriate studies.

From the point of view of the factors influencing the qualitative characteristics of electronic documents, the optimization of user interfaces is of the greatest interest, and not only graphical ones in the broadest sense, including animation and digital video, but also digital audio. All this also requires research and the collection of statistical data.

Gradually, but steadily, the onset of electronic publications in the educational field continues, starting with schooling, and further, in the field of secondary and higher education. In many cases, a partial or complete transition to electronic textbooks and computer educational technologies is justified. The effectiveness of such a replacement is higher, the greater the variety of teaching aids and the lower their circulation. The answer to the question about the changes in the traditional publishing and printing business necessary to adapt to new information technologies also requires a fairly broad and in-depth scientific research.

So, our northern neighbor Finland from 1996 to 2000. a five-year research program on electronic publishing and printing processes was carried out with funding of about 60 million Finnish marks. In the US, the government-supported program for interactive e-journals has been running a special OCLC service for about a decade, which economically supports university publishers and itself acts as a publisher of scientific publications - electronic and print.

In the future, the widespread use of multimedia technologies and the unstoppable development of electronic commerce will impose severe restrictions on the competitiveness, and even survival, of enterprises in the print industry that are oriented towards mass demand. Advantages in the sale of even the highest quality products will be received by those who have mastered electronic methods of commerce and service faster and more efficiently. Firms that do not have their own multimedia technology hardware and software base will have difficulty getting orders, and their products will be in danger of becoming obsolete before they reach the consumer. Moreover, this cannot be compensated within the framework of the actual process of preparation and release of products. Thus, online electronic publications have undoubted advantages in terms of distribution over any printed publications.

The production of both electronic publications and printed products is increasingly being integrated into a single space of the media industry. At the same time, within the same media industry, there is a process of integration of print and electronic publications. In general, one should expect an accelerated pace of development in the production of electronic publications, especially multimedia and those for which network distribution technologies are used. By the way, a noticeable decrease in the contribution of printed media does not mean an absolute decrease in the production of printed materials. Most likely, the growth in production will continue (especially in the production of labels and packaging), but the pace of this growth will gradually decrease.

2.1 Collection and preparation of source material for e-learning allowances for office programming

The topic "Office programming" is included in the mandatory minimum of the university program of the specialty "Applied Informatics in Economics". This is the relevance of the chosen topic.

At the first stage of creating an electronic textbook "Office Programming", an analysis of the literature containing information on the chosen topic was carried out.

The material taken from these sources was systematized and processed. The following topics were highlighted: data types, VBA conditional statements and arrays, VBA procedures and functions, creating VBA programs, the UserForm object, VBA programming in Word, features of using VBA in Excel

The analysis of several similar e-tutorials helped to identify a number of shortcomings and avoid their appearance during development. These shortcomings include:

Insufficient amount of educational material;

Insufficiently thought out sequence of presentation of the material;

Lack of results from the implementation of the described examples and methods of work;

there are no tasks for control or self-control

2.2 Development of the structure of the textbook

At the second stage, work was carried out on the direct creation of an electronic textbook. The existing material was divided into sections. The text has been carefully edited. The content of the electronic manual was developed, which includes the following sections and subsections:

Introduction.

Data types, conditional statements, and VBA arrays.

Introduction to VBA. Data types;

VBA editor;

Changing the order of execution of operators;

Organizing arrays;

Working with various types of data;

VBA procedures and functions.

UserForm object. Creating VBA Programs:

Properties and methods of the UserForm object;

Use of forms;

ListBox control;

ComboBox, OptionButton and Frame controls;

ControlsMultiPage, ScrollBar, SpinButton;

DataObject.

Features of using VBA in Word, Excel:

Basic objects of Word;

Document formatting;

Basic VBA Objects in Excel

Using VBA Features for Direct Calculations

financial functions

Building diagrams using VBA.

Building Smooth Diagrams

Construction of pie charts and histograms

Practical lessons.

Tasks for independent work.

Laboratory works.

Glossary.

Knowledge check (test task).

Conclusion.

Bibliography.

2.3 Selecting programs for development e-tutorial

HTML hypertext markup language was chosen to develop an electronic textbook. To create pages in this language, there are a large number of programs and editors, and most importantly, the code written in this language can be easily opened by a standard browser installed on most modern computers. A page written in this language is familiar and familiar to any user, the ease of navigation, the number of tags sufficient for an electronic manual, makes the language even more attractive to use.

The main tool for solving the problem of writing an electronic textbook in the chosen HTML language are programs for Web design. To select a program, three main requirements for Web design programs were formulated:

Full support for Russian language encodings.

The ability to create pages not only amateur, but also professional level.

visual mode of operation.

The MicrosoftFrontPage editor meets these requirements most fully. “Behind the scenes” are the so-called HTML editors, in which pages are not typeset, but are written in text mode. Microsoft FrontPage includes everything you need to effectively develop and operate Web sites. You can easily create high-quality web pages by choosing the most convenient development method. Dynamic HTML provides animation features, Cascading Style Sheets 2.0 lets you create wrapping or overlay effects for images and text, and advanced color tools make it easier to design web pages.

The JAVASCRIPT language was used to expand the functionality of Web pages. JavaScript is a new scripting language developed by Netscape. JavaScript makes it easy to create interactive Web pages.

2.4 Interface development electronic manual

The design of an educational publication is an important factor in improving the quality of the student's assimilation of the material. To work with a computer was convenient, the user must feel comfortable when interacting with it. Therefore, in the process of creating an electronic manual, the recommendations of computer technology specialists were taken into account:

1) the brightness of the object must lie within certain limits;

2) the contrast of the image relative to the background should be chosen taking into account the size of the object: the smaller its size, the higher its contrast should be;

3) it should be taken into account that the eye has the greatest sensitivity to yellow-green radiation, the least - to violet and red;

4) the size of the symbol must be consistent with the visual acuity of the person; it must also be taken into account that it affects the speed and correctness of information perception;

5) the entire field of view covered by the eye can be divided into three zones: central vision, where details are most clearly distinguished; clear vision, where you can identify an object without small details; peripheral vision, where objects are detected but not recognized;

6) the visual sensation rises and falls gradually, in total this time is 0.5 seconds.

You need to follow the rules that regulate the density of text on the screen:

Leave approximately half of the screen blank;

Leave a blank line after every fifth row of the table;

Leave 4 or 5 five spaces between table columns. Fragments of text should be located on the screen so that the user's gaze moves across the screen in the usual direction.

The contents of the fields in the table should not be "squeezed" to the edge of the screen, but should be located near the horizontal or vertical axes.

The same type of information should always appear in the same place on the screen.

The top two or three lines of the screen are usually reserved for displaying the title and system status. The title shows where the user is in the system; the status area shows top-level menu items and provides confirmation that the system is operational.

Due to the low resolution of the PC screen, the legibility of font characters is deteriorating. Therefore, the screen font must be larger than when printed on paper, namely, it must correspond at least to the typographic picero size, equal to 12 points.

As the practice of screen typography shows, users mainly use the standard typefaces Times, Courier, Arial, Sans Serif, which are initially available in the memory of any PC. There is an opinion that due to their widespread use, including in printed publications, they give rise to the effect of type depersonalization of information, creating an emotional barrier between the message and the viewer-reader.

The font Verdana stands out for its hygienic and artistic merits. It is designed for low resolution playback, simple in design; its proportions are comfortable and beautiful. The font looks light, open and easily perceived from the display.

It is advisable to make the line spacing 2-2.5 times larger than in printed publications. Both italics and spacing look bad on the screen, so it's best to use either color or bold for text selections.

For a textbook, black text on a white background is standard, but not the best option, since the strong contrast of colors entails additional fatigue for the student. This can be avoided by simply selecting the text-background color pair.

Universal black is better for body text color, although variations are possible (dark brown, dark blue, etc.). For the background, soft pastel colors should be used, and the best visual effect is not a solid background fill with the selected color, but a soft defocused texture background.

Within the same topic section, the background color and texture should remain consistent across all pages.

Based on the above for the electronic tutorial on visual programming, I have chosen:

The background color is gray with a softly defocused texture;

Font - Verdana;

Font size - 14 pt;

Font color - dark blue;

Interval - one and a half;

Alignment - in width.

The electronic training manual "Office Programming" uses hyperlinks and a frame structure, which allows you to quickly jump to the desired section or fragment and, if necessary, just as quickly return back without flipping pages (unlike a printed publication). In this case, it is not required to remember the pages on which the corresponding sections were located.

Programmatically splitting the browser window into frames is implemented as follows:

1. An html file is created (usually this is the first page of the server named index.html) in which the sizes and number of frames are specified, as well as the names of the files corresponding to the frames and some attributes for each frame.

2. Separate html pages are created for each frame.

The main index.html file looks like this:

frameset rows="101,*">

This page uses frames, but your browser doesn't

supports.

The banner frame contains the logo of the electronic textbook (top.htm), the contents frame contains the contents of the textbook in the form of hyperlinks (oglav.htm), the main frame displays the material (tekst.htm).

The convenience of studying the material lies in the use of hyperlinks when structuring the table of contents.

How the oglav.htm file looks like can be seen in Appendix 1.

2.5 User manual

The electronic textbook is intended both for studying in specially equipped classrooms of higher educational institutions, and for self-study at home.

Minimum system requirements to work with the manual:

Browser Internet Explorer 3.3;

Operating system Microsoft Windows 95;

Processor with a clock frequency of 100 MHz;

RAM size 8 MB;

Approximately 6 MB of free disk space.

The e-tutorial files are compiled with the htm2chm program, so you need to open the EPM_Office Programming file to get started. chm. After loading, the main page of the manual will appear on the screen.

Communication of the electronic textbook with the user is carried out using a system of hyperlinks. On the left side of the screen, after launch, a list of chapters and topics contained in the manual will appear. When you click on the title of the selected topic, its material will appear on the right side of the screen. To view all the chapters and topics in a row, the user needs to use the scrolling mouse or the scroll bar. To go to the next chapter or topic, repeat the manipulation, you can also use the "Forward" / "Back" buttons, which are placed at the end of each page (Fig. 1).

Rice. 1 Chapter 1.3. Changing the order in which statements are executed. Using the Forward/Back buttons

The main problem solved in the course of developing an electronic manual is student education. For the most effective work with the manual, all the examples given in it are recommended to be done in the VBA development environment. At the end of the study of each topic of the manual for the control of knowledge on the subject, it is recommended to solve problems.

The Glossary page contains the main concepts and definitions for them.

To test the acquired knowledge, at the end of the textbook, the final test "Office programming" is given. The test is designed in such a way that the student can select an answer for each question with a mouse click, and then quickly calculate the scores (Fig. 2).

Rice. 2. Test

If desired, the student can familiarize himself with the used literature, which is listed on a separate page.

To finish working with the manual, close the application by clicking the cross in the upper right corner of the window.

3.1 Data types, conditional statements and VBA arrays

VBA is a set of programming tools for creating your own programs and customizing existing applications to your needs.

With VBA, you can change the appearance or use of existing application features, or add entirely new features of your own.

Currently, VBA is moving towards becoming the standard in the programming industry. After mastering VBA, you will be able to use this language in any of the applications that support VBA. Moreover, knowing VBA, you automatically learn the Visual Basic language.

Microsoft created VBA and provided VBA support in all major Office applications: Word, Excel, Access, and PowerPoint.

Object-oriented programming.

Understanding objects is at the core of VBA programming, especially when it comes to creating custom dialog boxes and taking advantage of the power of the host VBA application.

The VBA language is object-oriented. This means that many of his commands have a special format. A typical VBA command looks like this:<Объект>.<Объект, входящий в первый объект>.<…>.<Тот объект, с которым нужно произвести действие>.<собственно действие>

In other words, each command is written as if from the “end”: first, what needs to be acted upon is determined - the object, and then the action itself - the method. Command components are separated by dots.

Example: Application.activDocument.PageSetup.Orientation=wdOrientLandscape - This command sets the page orientation to landscape in the document.

Data types.

Data type is a term that refers to certain kinds of data that VBA stores and can manipulate.

Any type definition specifies:

The range of possible values ​​of the type;

Data organization structure;

Operations defined on data of this type.

Like any programming environment, the VBA editor must first be launched. There are two ways to get started:

2) execute the menu command: Service<>Macro<>Visual Basic editor.

1) activate any MS Office application (Word, Excel);

2) press the key combination Alt+F11.

In both cases, the VBA editor will open (Figure 3).

Rice. 3. The start window of the VBA editor

The structure of the project under development appears in the left part of the editor window (similar to Explorer). It is necessary to pay attention to the two main objects of the window: Normal and Project (Operations).

The Normal object is global, that is, when working in the VBA editor, modules, forms, etc. will be created in this object, which will be available to the entire Word application. Each time you start Word, the contents of the Normal object become available. Conclusion: nothing needs to be created in this object!

The Project object contains the name of the created document next to it, that is, a hint is given in which document you need to work and where modules, procedures, applications are created.

Operators.

Operators in VBA are used to combine, compare, or otherwise operate on specific values ​​in an expression. When an operator is used in an expression, the data elements that the operator operates on are called operands: most operators require two operands.

There are arithmetic and logical operators. Arithmetic operators include addition, subtraction, multiplication, division, etc. Logical operators are used to combine the results of individual comparison expressions to create complex criteria for making decisions in a procedure, or to create conditions under which a group of operators must be repeated.

Operators are also divided into: a conditional jump operator is a structure that selects one or another branch of the procedure code based on some predefined condition or group of conditions, and an unconditional jump operator is an operator that simply changes the execution sequence of the procedure code regardless of any specific condition. The conditional jump is much more common than the unconditional jump.

The simplest VBA statements for changing the order of code execution are the If ... Then and If ... Then ... Else statements.

The If...Then statement allows you to select a single alternative code path in a procedure or function.

The second form of If...Then statement syntax is called an if statement block. In the If…Then statement block, the condition and statements are written on separate lines, and this statement ends with the End If keywords.

VBA, like many programming languages, has a conditional jump statement for use in cases where you need to choose from more different code paths: the Select Case statement. This statement works in much the same way as the If statement. The Select Case keywords are used with many Case statements, where each Case statement tests for the occurrence of a different condition and only one of the Case branches is executed. The Case branch can contain one, many, or no VBA statements.

The process of executing all the statements enclosed in a loop structure once is called an iteration of the loop. Some loop structures are organized so that they always run a given number of times. Loop structures that always execute a given number of times are called fixed iteration loops. Other types of loop structures repeat a variable number of times depending on some set of conditions. Because the number of times these flexible loop structures are repeated indefinitely, such loops are called indefinite loops.

The For…Next loop is used when it is necessary to repeat an action or a series of actions a given number of times, known before the start of the loop.

The second For loop that VBA has is the For Each … Next loop. Unlike a For…Next loop, a For Each…Next loop does not use a loop counter. For Each...Next loops run as many times as there are elements in a particular group, such as a collection of objects or an array. In other words, the For Each … Next loop executes once for each element in the group.

The least complex array is just a list of data elements; such an array is called a simple, or one-dimensional, array. Such an array can be represented as a queue, where each element of the queue is assigned not only a serial number (place in the queue), but also its specific value (name).

To create an array, you need to define: its name, the number of elements (array size), the type of data that will be stored in the array.

The elements of the created array do not contain any data. To store a value in an array, you need to specify which element it should be assigned to.

In most programs, when you create an array, you immediately initialize it, assigning each element a zero value or an empty string.

The procedure for creating a two-dimensional array is the same as for a one-dimensional array, with the only difference being that when specifying its size, you need to specify two values ​​- rows and columns.

When creating arrays, including multidimensional arrays, RAM is allocated to store the value of each element (even if these are zero values ​​or empty strings). Thus, when creating a large array, there is a sharp decrease in the amount of free memory, which can adversely affect the operation of the program. Therefore, you should create multidimensional arrays only as needed. Such arrays are called static because the number of elements in the array does not change.

Choosing an array size can be difficult if you don't know how much data will be entered into the array, or if the amount of data collected for the array varies significantly. For situations like this, VBA supports a special type of array called a dynamic array.

VBA allows the user to define their own data types. A user-defined type is needed when one variable needs to designate several data elements related in meaning, and these data elements can be of different types.

The elements of a type can be simple variables and arrays of built-in types, as well as variables and arrays of other user-defined types.

There are two types of VBA procedures:

Event handling procedures;

General procedures.

The name of the event procedure associated with the control consists of the name of the control, the underscore character, and the name of the event, for example Close_click is the procedure for handling the click of the Close button on the form.

Common VBA procedures can be stored in any type of VBA module because they are not associated with a specific object. They are executed only when explicitly called by other procedures. Typically, these procedures implement some common action that can be called by different event procedures.

Procedures, like variables, must be declared before they can be called. Declarations of general procedures are placed in the General section of a module. Event procedures are stored in sections of the form or report module that correspond to the objects associated with these procedures.

In turn, VBA procedures are divided into subroutines and functions. They are fragments of program code that are enclosed between Sub and End Sub statements or between Function and End Function, respectively. Subroutine procedures perform actions but do not return a value, so they cannot be used in expressions. Event procedures are subroutine procedures. Function procedures always return a value, so they are usually used in expressions. General procedures can be both subroutine procedures and function procedures.

To use a written subroutine or function, it must be called. Calling a subroutine procedure is different from calling a function procedure.

Typically, a subroutine is called from another subroutine or function using a special VBA statement. If it has arguments, it is passed a list of actual parameters.

3.2 UserForm object. Creating VBA Programs

One of the advantages of the VBA programming language is that it belongs to the object-oriented languages. Therefore, this programming environment already has the ability to create forms and its elements by simple use without compiling cumbersome program code.

Almost all Office applications use custom dialog boxes. Dialog boxes in VBA are called forms (UserForms object). Each UserForm object has certain properties, methods, and events that it inherits from the UserForms object class. Dialog boxes (forms) and controls form the basis of a modern visual interface. All controls and the technology of working with them are basically standardized and similar for different platforms and software environments. These objects are placed in a special MSForms library.

In order to be able to add a form to the application being developed, you must perform the following steps:

1) launch the VBA editor;

2) select the Project object with the right mouse button, execute the Insert + UserForm command, after which a new form and the Toolbox element panel appear.

Whenever a new UserForm object is created in the project, a new subclass of the UserForm object is simultaneously created. Any procedures or functions written in the General section of the class module related to the form become additional methods for a separate subclass of the object.

The UserForm object can contain the same controls found in dialog boxes in Word, Excel, or other Windows applications.

Using forms, you can quite fully explore the possibilities of working with all types of data and their interaction, taking into account the fact that the values ​​of the variables will not be determined programmatically, but by entering through the text fields of the form, i.e. when the user directly works with the program.

Many applications you build take advantage of the power of arrays. The ListBox control is often used to access array elements. This element is needed to store a list of values. From the list, the user can select one or more values, which can later be used in the program text.

The ComboBox control is created using the corresponding element. The ComboBox control is used to store a list of values. It combines the functionality of a ListBox and a TextBox. Unlike a ListBox, a ComboBox control only displays one list item. It also lacks a multi-select mode for a list, but it does allow you to enter a value using an input field, just like the TextBox control does.

The OptionButton control is created using the appropriate element. It allows you to select one of several mutually exclusive options or actions. The radio buttons are usually displayed in groups, allowing you to select an alternative option.

The Frame control is created using the appropriate element. It is used to visually group controls. The main property of the frame is caption, which displays the caption of the frame.

The MultiPage control unites several independent dialog boxes - pages (tabs). Page titles are usually visible on one side of an element on their tabs, and the page is navigated to when the tab is clicked. This simple transition from one page to another makes MultiPage a convenient tool for presenting heterogeneous data related to the same object. Such data in "paper" offices are usually stored in separate folders and form cases, dossiers, etc. Each page from Multipage is an object of type Page, and all of them are included in the Pages collection (pages). When a MultiPage element is created, it automatically contains two pages named Page1 and Page2. Names can be changed, there is the possibility of adding new pages.

The DataObject is not a control, but participates in the operations of dragging selected texts from one control to another. It can simultaneously store several text data in different formats. When new text with the existing format is placed in the DataObject, the old text with this format is replaced with the new one.

To access the control set of a dialog box, you can use the Controls collection, which includes all of the window's controls. Each control has an index in this collection, the value of which can be a number or a string. For the first control, the index is 0. The numeric indexes are determined by the order in which the items are placed in the collection. The string value of the index corresponds to the name (Name) of the element.

3.3 Features of using VBA in Word

In addition to all the VBA programming features discussed earlier, you can add the ability to output all the results of calculations, transformations, messages to a Word document, with the possibility of further printing. To do this, you need to consider the main objects of the Word application.

The Application object is key to the Word object model because it contains all the other Word objects. Its elements at different levels of the hierarchy are about 180 objects. The root Application object itself has over a hundred elements: properties, methods, and events.

The properties of any object are divided into two groups: member properties (objects) and terminal properties (ordinary VBA variables).

A unified system for organizing menu bars and tool buttons is provided by the CommandBars object, help - Assistant, search - FileSearch.

The central objects of Word are the Documents and Templates collections, or rather their constituent elements, the document itself and templates.

When the application opens, a Documents collection is created containing all open documents. Initially, the collection contains at least one new or pre-existing document. A new document is added by the Add method, and an existing one is added by the Open method of the Documents object. To get to the desired document, it is enough to specify its index - the name of the file that stores the document, or its serial number in the collection. You can also use the Item method for the same purpose, but it's usually omitted. The Save method allows you to save the document, and the Close method, saving the document in a file, closes it and removes it from the collection.

The Dialogs global property returns a collection of dialog boxes. The wdDialogFileOpen constant specifies a specific dialog box, an object of the Dialog class.

Text is the basis of most documents. It can be structured by operating with different units when solving certain transformation problems. The minimum unit of text is usually a character. In addition, there are the following units: words, sentences, paragraphs, as well as larger formations: pages, paragraphs, chapters.

The classes Characters, Words, Statements, Paragraphs, Sections allow you to work with sequences (collections) of characters, words, sentences, paragraphs and sections. The largest unit after the paragraph is the section. An element of the Characters, Words, and Statements collections is an object of the Range class. The Range object allows you to work with both a single element and an arbitrary sequence of elements. Documents, subdocuments, paragraphs, sections all have a Range method or property that returns the range associated with the object. Therefore, work with text is somehow carried out through the methods and properties of the Range object.

The Range method is a function that returns a Range object as a result; The Select method is a parameterless procedure that creates a Selection object as a side effect. The Range object has a Select method that turns an area of ​​the Range object into a selection. The Select method thus defines a new Selection object. Symmetrically, the Selection object has a Range property that returns a Range object corresponding to the selection.

The Range and Selection objects allow you to perform basic operations on text: "select", "add", "replace", "delete".

The most important feature of working with VBA in Word is inserting text into a document when working with applications. For this, as mentioned earlier, the Range and Selection objects are used, which are the main ones for almost any operation that can be performed using Word VBA. Some of these actions can be applied to documents in general, but in general, you need a range or selection before making changes. We, however, will consider the actions with the document when it is created.

You cannot assign a button or menu item to a form to call the application directly from Word - this can only be done for modules.

In Excel, the most important is the Application object. The Application object is the top object in the Excel object hierarchy and represents the Excel application itself. It has over 120 properties and 40 methods. These properties and methods are for setting general preferences for the Excel application. In the Excel hierarchy, the Workbook object comes immediately after the Application object and represents the workbook file. The workbook is stored either in XLS (standard workbook) or XLA (fully compiled application) format files. Workbook properties and methods allow you to work with files. However, the most "used" in practice is the Range object, which best reflects the possibilities of using VBA in Excel (see Table 15 for the properties of the Range object, and Table 16 for methods).

In the Excel hierarchy, the Range object comes right after the worksheet object. The Range object is one of the key VBA objects. The selection object (selection) occurs in VBA in two ways - either as a result of the Select method, or when the selection property is called. The type of the resulting object depends on the type of the selected object. Most often, the Selection object belongs to the Range class, and when working with it, you can use the properties and methods of the Range object. An interesting feature of the Range and Selection objects is that they are not members of any object family.

When working with the Range object, you need to remember how Excel refers to a worksheet cell.

VBA provides a number of built-in functions that you can use to perform financial calculations. They are divided into three main groups: depreciation accounting functions, accrual accounting functions, and cash flow accounting functions. We will consider one of these groups - depreciation accounting functions. These functions are used in accounting to provide a monetary value of the depreciation of fixed assets over a certain period of time. For example, a firm that owns a truck needs to calculate the annual depreciation of a truck to calculate the current value of the truck at any point in time. Because depreciation affects taxes, the government often sets mandatory formulas that must be used to calculate depreciation.

3.5 Charting with VBA

Charts can be placed on a worksheet. For this, the chartobjects collection is used. Its elements - objects of the chartobject class - are containers containing a Chart object that defines the chart itself.

Consider the main methods that define the new behavior of the Chart object: SubChartWizard (, , , , , , , , , , )

This method allows you to build or modify an existing chart. Unlike the chart wizard (ChartWizard), which is called when building a chart manually, the method is not interactive; moreover, it does not allow you to set all possible properties. With it, you can do the main work, and the details are built using other properties and methods of the Chart object.

3.6 Glossary

VBA (Visual Basic for Application) - is a set of programming tools for creating your own programs and adjusting existing applications to user requests.

An application is a full-blown program that performs specific practical work (such as a word processor, spreadsheet, or database application).

An object is any named entity that has:

Properties, i.e. settings that can be checked and changed;

Methods, i.e. actions that an object can perform when the program asks for it;

Events, i.e. situations in which the object finds itself and to which it can respond with actions predetermined for such situations.

A collection is a special purpose VBA object. Collections are designed to make it easier to work with a set of objects when that set of objects needs to be used as a single entity. Typically, all objects in a collection are of the same type. For example, the Pages collection consists of Page objects. However, VBA has a generic Collection object that can hold objects of any type in any combination.

A form is any custom window created in VBA. Officially, forms in VBA are described in terms of the UserForm object. Each UserForm object belongs to two collections of objects at the same time: the VBA project, which stores the form, and the UserForms collection, which contains all the forms loaded by the program.

Properties are the characteristics of an object. Each property stores information about some aspect of the appearance, behavior, content of the object. The main task of a property is to describe some characteristic of an object.

Methods are named actions that an object can perform on command. Since any method is an integral part of the object, the object itself knows what to do when the method is called. Thus, methods are nothing more than procedures attached to a particular object. To call a method, you must type the name of the object, followed by a period, and then the name of the method.

An event is something that happens to an object and to which the object can respond with a predetermined action. Events include the following: physical actions of the user of the program, such as clicking the mouse button, moving the cursor, etc.; situations in which the object gets during the execution of the program.

Data type is a term that refers to certain kinds of data that VBA stores and can manipulate. Any type definition specifies: the range of possible values ​​of the type; data organization structure; operations defined on data of this type.

VBA separates the processed data into numbers, dates, strings, booleans, and objects.

A variable is a name given by a program developer to an area of ​​computer memory used to store some type of data. A variable represents numbers, text data, or other information that is not exactly known at the time the statement is written, but will be present and available when the statement is executed.

An identifier is the name of a variable. When choosing a variable name, the following rules must be observed:

The variable name must begin with an alphabetic letter;

After the first letter, the variable name can be any combination of numbers, letters, or underscores;

Variable names cannot contain symbols used for mathematical operations, as well as dot and space characters;

The variable name must not exceed 255 characters;

The variable name must not duplicate certain vba keywords.

A constant is a value in a VBA program that does not change. There are several types of constants.

An expression is a value or group of values ​​that expresses a single value. Each expression evaluates to a single value. Expressions consist of one or more of the following parts:

Constants (literal or named);

Variables (of any data type);

Operators;

Arrays;

Array elements;

Functions.

Operators are used to combine, compare, or otherwise operate on specific values ​​in an expression. When an operator is used in an expression, the data elements that the operator operates on are called operands: most operators require two operands.

A conditional jump statement is a structure that selects one or another branch of the procedure code based on some predefined condition or group of conditions.

An unconditional jump statement is a statement that simply changes the execution sequence of the procedure code, regardless of any particular condition. The conditional jump is much more common than the unconditional jump.

An array is a collection of variables that share a common name and base type. An array is a convenient way to store multiple related items of data. All data elements stored in an array must be of the same type.

The OptionButton control (switch) is created using the corresponding element. It allows you to select one of several mutually exclusive options or actions. The radio buttons are usually displayed in groups, allowing you to select an alternative option.

The Frame control (frame) is created using the corresponding element. It is used to visually group controls. The main property of the frame is caption, which displays the caption of the frame.

The ComboBox control (combo box) is created using the appropriate control. The ComboBox control is used to store a list of values. It combines the functionality of a ListBox and a TextBox. Unlike a ListBox, a ComboBox control only displays one list item. It also lacks a multi-select mode for a list, but it does allow you to enter a value using an input field, just like the TextBox control does.

ListBox control (list). This element is needed to store a list of values. From the list, the user can select one or more values, which can later be used in the program text.

The MultiPage control unites several independent dialog boxes - pages (tabs).

The ScrollBar control is a vertical or horizontal bar with scroll buttons on the edges and a slider inside it. The Value set to or returned by the scrollbar is a number determined by the position of the slider and the limits defined in the Min and Max properties. The recommended values ​​for these limits are -32767 to +32767 (the default range is ).

DataObject object - this object is not a control, but participates in operations of dragging selected texts from one control to another. It can simultaneously store several text data in different formats.

B. Sets the number of columns in the list

C. Returns the selected item in the list

D. Returns the number of the current element

E. Returns the list item at the intersection of the specified row and column

Which of the two expressions is written correctly if "Peter" and "Ivanovich" are of type String?

1) "Peter" & "" & "Ivanovich"

2) "Peter" + "Ivanovich"

A. There are errors in both expressions.

B. The second expression is correct.

C. Both statements are correct.

D. The first expression is correct.

Kuzyuk Irina Gennadievna

Tuch Valeria Vladimirovna

4th year students, Department of Standardization, Metrology and Quality Management, Polytechnic Institute of the Siberian Federal University, RF, Krasnoyarsk

E-mail: Irish . cuzuk @ yandex . en

Borisenko Irina Gennadievna

Scientific Supervisor, Associate Professor, Department of Descriptive Geometry and Drawing, Polytechnic Institute, Siberian Federal University, RF, Krasnoyarsk

The relevance of this article is determined by the following leading factors.

Firstly, modern Russian education is now in a critical situation, which is largely due to the lack of fundamentally new teaching aids that meet the realities of the time.

Secondly, many crisis phenomena of modern education are explained by the transition from one sociocultural paradigm to another, which implies a fundamentally new approach to teaching aids.

In modern Russia, a lot of effort has been invested in a new approach to the development of the educational system, in particular, targeted programs for the development of education have been created. Such a policy is the only possible one in global conditions, because, according to the famous French writer Denis Diderot: “Education gives dignity to a person, and the slave begins to realize that he was not born for slavery.” Despite the fact that education is one of the most important factors in the life of a modern person, many representatives of the modern generation have decreased their general interest in acquiring knowledge, both within the educational process and beyond. It is the need for the formation of a new education system that is designed to stimulate students to receive professional education, which implies the use of various forms and methods of organizing the educational process. One of the promising directions in the development of the modern educational system is the use of electronic teaching aids.

An objective study of the influence of electronic teaching aids on the educational process involves an analysis of the features of modern electronic teaching aids.

Electronic teaching aids (ETS) is a software and methodological training complex designed for self-study of educational material by a student in certain disciplines.

It is important to emphasize that the electronic manual is not an electronic version of the book, where all the information from the printed version is transferred to the electronic one, or it is possible to jump from the table of contents via a hyperlink to the desired chapter. Depending on the type of training session (lecture, seminar, test, self-study), the course of the lesson itself must be appropriately structured to achieve the effect of using such a manual. With proper use of an electronic textbook, it can become a powerful tool for independent study of most disciplines, especially those related to information technology.

An electronic manual is used to achieve the greatest effect, so it should be structured differently than a standard printed manual. Consider what should be the differences: since the size of computer screen pages is smaller than book pages, then the chapters should be shorter, then all subsequent sections that correspond to the lower level headings should be divided into the smallest sizes (fragments), in which contain the necessary material relating to this issue. It is better that these fragments contain 1-2 text paragraphs (you need to take into account that the paragraphs should be shorter than the book ones), or it can be a picture and a caption that explains it.

Thus, the material will be viewed continuously (as in a book), and separate fragments that discretely follow each other. What is the advantage of a discrete sequence? That this sequence of screens is within the smallest structural unit that allows direct redirection between paragraphs or subparagraphs.

As a rule, electronic training aids are built on a modular basis and include all the necessary information and contain several parts:

The theoretical part, this part is based on text, graphics (static diagrams, drawings, tables and pictures), animation, full-scale video recordings, as well as an interactive block;

· practical part, there should be a step-by-step solution of typical tasks and exercises for this training course with the content of minimal explanations;

control part - contains a set of tests, control questions on the theoretical part, but also the solution of problems and exercises in practice;

reference part, which may include: subject index, tables of basic constants, dimensions, physical and chemical properties, basic formulas for this training course and other necessary information in graphical, tabular or any other form.

Consider visually (in the form of table 1) the didactic principles that should form the basis of the electronic textbook.

Table 1.

Didactic principles

Name of the principle	Didactic (methodical) plan
visibility	The electronic textbook includes illustrations and various graphic schemes with a choice of colors and various design, as well as multimedia materials: audio and video files.
accessibility	All materials that are included in the EUP are quite accessible to students with a computer. The availability of training materials is ensured by the presentation and visibility, as well as the supply of various reference materials to the EPM.
systematic and sequences	Very accurately, electronic forms allow you to systematize all the material of the textbook, as well as arrange it in a convenient sequence for further study.
The principle of connection between theory and practice	In order to consolidate all the knowledge gained in the study of theory, you need to smoothly connect knowledge with practice, namely, go to the section that contains practical questions and tasks to consolidate knowledge.
Scientific principle	The EUM should be based on the latest achievements of science in a particular area.
consciousness and activity	Concluding that the EPM is intended for independent work, the student must approach it consciously. Test tasks for self-examination contribute to the activity of mastering knowledge.
Strength principle	The strength of knowledge lies with the inclusion in the EPM of various tests and tasks on individual topics and on the main sections, as well as final tasks. The advantage of this principle in the EPM is that it is easy to return to the previously studied material.

The possibilities of electronic teaching aids are revealed to the maximum during independent work of students. In particular, even the most complete textbook is not able to contain the entire amount of information, especially since a large amount of information will be difficult for a student to assimilate. Of course, the Internet can help in this case, where there are many thematic sites and portals for various purposes and you can find almost any information by making a couple of requests. However, with such a system of information retrieval, certain difficulties are possible. In such situations, an electronic textbook clearly demonstrates its advantages, since all the necessary information for mastering the discipline is collected in one place and students do not have to spend time searching for this material in various sources. In addition, the student can check how he has mastered this material, since the textbook, as a rule, contains test tasks to test knowledge. In cases where the test showed poor results, then as a result of the analysis, gaps in knowledge can be identified and poorly learned material can be studied.

Despite all the advantages that the use of electronic teaching aids brings to the educational process, it should be borne in mind that electronic aids are only an auxiliary tool for the teacher. However, there is a problem associated with the fact that the electronic textbook is a new vision of the educational process that needs to be learned, not only in the context of design, but also in the correct use. The fact is that as a result of the change in value orientations in domestic education, a situation has arisen where teachers not only cannot, but also do not want to strive for innovation. This, in turn, causes conflict situations between the student and the teacher, since the teacher does not act in his traditional role as the main source of information, but sends the student for the information that is on the global Internet. In other words, the teacher often directs the student towards independent study, although he himself is often not familiar with these sources, which causes negative aspects in the learning process. For the release of highly qualified specialists, it is necessary that teachers also have a desire to improve their knowledge, then the preparation of students will be as close as possible to the real conditions of their future activities. It is the use of information technology that will allow teachers not only to maintain their level of qualification, but also to constantly improve it.

Thus, summing up the analysis of some aspects of such an acute and controversial problem as the use of electronic teaching aids in the modern educational process.

Firstly, the electronic textbook must fully comply with the curriculum and be located on a digital tangible medium.

Secondly, the electronic textbook, used along with the traditional textbook, increases the efficiency of the educational process.

Thirdly, to optimize the educational process, an important factor will be the openness of the textbook, that is, the ability to introduce new material, which is possible with the active use of an electronic textbook, where specialist assistance is required.

Bibliography:

1. Denis Diderot. Aphorisms, quotes, statements, phrases by Denis Diderot - [Electronic resource] - Access mode - URL: http://www.youfrase.ru/aphorisme.php?author=212&perline=3 (accessed 20.11.13).

2. Lungu B.D. Research of various approaches in the method of constructing teaching aids // qualifying work - [Electronic resource] - Access mode - URL: http://knowledge.allbest.ru/programming/2c0b65625b2bd68a4c43a88421316d26_0.html (accessed 03.10.13).

3. Pankratova O.P. The use of electronic teaching aids in vocational education institutions - [Electronic resource] - Access mode - URL: http://www.moluch.ru/conf/ped/archive/72/4050/

4. Pankratova O.P. Using electronic manuals for students' independent work - [Electronic resource] - Access mode - URL: http://ise.stavsu.ru/pedlab/public/ Using electronic manuals.doc (date of access: 03.10.13).

5. Pankratova O.P. Areas of application of electronic educational aids - [Electronic resource] - Access mode - URL: http://ise.stavsu.ru/pedlab/public/ Areas of application of el settlement.doc (date of access: 03.10.13).

6. Piskunova A.I. History of Pedagogy and Education. From the origin of education in primitive society to the end of the 20th century: a textbook for pedagogical educational institutions. M.: Efess, 2007. - 496 p.

7. Development of laboratory work on the topic "Creation of electronic teaching aids" for the course "NIT in education" // final work - [Electronic resource] - Access mode - URL: http://otherreferats.allbest.ru/pedagogics/00183063_0.html (date of access 03.11.13).

An electronic textbook is a training program that implements a didactic cycle of the learning process, providing interactive learning activities and controlling the level of knowledge. Usually, an electronic textbook is a set of teaching, controlling, modeling and other programs placed on magnetic media (hard or floppy disks) of a personal electronic computer, which reflect the main scientific content of the academic discipline.

Consider the advantages and disadvantages of an electronic manual compared to a printed one. There are two significant disadvantages of the e-learning tool:

• 1. The need for special additional equipment to work with it, first of all - a computer with appropriate software and a high-quality monitor, and sometimes additionally also a CD-ROM drive and / or a network card or modem for working in a local or global network;
• 2. Unusual, non-traditional electronic form of presentation of information and increased fatigue when working with the monitor.

The benefits of e-learning include:

1. The ability to adapt and optimize the user interface to the individual needs of the student.

In particular, this refers to the possibility of using both a textual or hypertext, and a frame structure of the manual, and the number of frames, their size and filling can vary. Instead of part of the frames, at the request of the student, you can use pop-up windows with the same content, for example, with pictures or a list of definitions;

2. The possibility of using additional (compared to the printed edition) means of influencing the student (multimedia edition), which allows you to quickly master and better memorize educational material.

It is especially important for us to include animation models in the text of the manual. A positive effect can also be achieved with the help of sound accompaniment corresponding to the lecturer's text.

3. The ability to build a simple and convenient navigation mechanism within the electronic manual.

In a printed publication, there are two such possibilities: a table of contents and footers, sometimes they also include a glossary. However, for the practical implementation of these possibilities, it is necessary to flip through the pages of the tutorial. The electronic manual uses hyperlinks and a frame structure or image maps, which allows you to quickly jump to the desired section or fragment without flipping pages and, if necessary, just as quickly return back. In this case, it is not required to remember the pages on which the corresponding sections were located.

4. Developed search engine not only within the electronic textbook, but also outside of it.

In particular, using hypertext links, you can navigate through the text of the publication, view pictures, refer to other publications, links to which are available in it (literature, etc.), even write an e-mail to the author of the manual with a request to explain certain provisions of the manual. When using network learning structures, it is possible to discuss the provisions of the manual with other students (in the electronic reading room), while remaining at your workplace;

• 5. The possibility of built-in automated control of the student's knowledge level, and on this basis, the automatic selection of the manual layer corresponding to the knowledge level, as indicated in the next paragraph.
• 6. The possibility of adapting the studied material to the level of knowledge of the student, which results in an improvement in the perception and memorization of information.

Adaptation is based on the use of a layered structure of the publication, and in accordance with the test results, the student is provided with a layer corresponding to the level of his knowledge.

The main advantage of the e-learning tool- this is the possibility of interactive interaction between the student and his elements.

The levels of its manifestation vary from low and moderate when moving through links to high when testing and the student's personal participation in modeling processes. If testing is like an interview with a teacher, then participation in process modeling can be compared with the acquisition of practical skills in the process of industrial practice in real or close to them production conditions.

With the introduction of electronic teaching aids, the functions of the library are also changing. In this case, its role is played by an electronic reading room equipped with computers connected to a local network, which is connected to a text database - a repository of electronic textbooks. All readers of such a library, without any queue and waiting, can independently choose and read any electronic publications, including identical ones, automatically replicated for them in any number of copies.

The simplest electronic textbook can be a teacher's lecture notes, typed by him (or even by students in order to reproduce a good summary in a large number of copies at minimal cost) and placed on a student server or on another public electronic site. However, such an edition, in essence, does not differ in any way from a synopsis reproduced by printed methods, and it does not use the specific features of an electronic edition in any way.

Possibilities of electronic teaching aids. An electronic textbook has certain advantages over traditional types of teaching aids:

• 1. The study of the material may not be related to the time frame.
• 2. Allows students to develop independent work skills.
• 3. The structure of the manual helps to establish control over the study of certain blocks of topics.
• 4. The ability to build a simple and convenient navigation mechanism within the electronic manual.
• 5. Developed search mechanism within the electronic manual, in particular, when using the hypertext edition format.
• 6. The possibility of built-in automated control of the level of knowledge of the student.
• 7. The possibility of a special option for structuring the material.
• 8. The possibility of adapting the studied material of the manual to the level of knowledge of the student, which results in a sharp increase in the level of motivation of the student.
• 9. Ability to adapt and optimize the user interface to the individual needs of the student.
• 10. Electronic study guides may have additional features compared to the paper version.

Additional features of the electronic manual compared to the printed one include:

• 1. The ability to include special fragments that simulate the course of many physical and technological processes.
• 2. The ability to include audio files in the textbook, in particular, to bring the process of working with the textbook closer and listening to lectures by the same teacher.
• 3. The possibility of including video clips in the manual to illustrate certain provisions of the textbook.
• 4. The inclusion of interactive fragments in the manual to ensure an operational dialogue with the student.
• 5. Full-scale multimedia design of the manual, including a dialogue in natural language, organization of a video conference with the author (authors) and consultants at the request of the student, etc.

In addition, an electronic manual (as well as any electronic publication) should, to achieve maximum effect, be composed somewhat differently compared to a traditional printed manual: chapters should be shorter, which corresponds to the smaller size of computer screen pages compared to book ones, then each the section corresponding to the headings of the lower level should be divided into discrete fragments, each of which contains the necessary and sufficient material on a specific narrow issue. As a rule, such a fragment should contain one to three text paragraphs (paragraphs should also be shorter than book ones) or a figure and a caption to it, including a brief explanation of the meaning of the figure.

Thus, the student does not view the material presented continuously, but separate screen fragments discretely following each other. Having studied this screen, the student presses the "Next" button, usually located below the text, and receives the next piece of material. If he sees that he did not understand or remember everything from the previous screen, then he presses the “Previous” button located next to the first one and goes back one step. A discrete sequence of screens is inside (and within) the smallest structural unit that allows direct addressing, i.e., inside a paragraph or subparagraph (which is characterized by a third-level heading) contains one or more fragments sequentially linked to each other by hypertext links. On the basis of such fragments, a layered structure of the educational material is designed.

Such an organization of educational material provides a differentiated approach to students depending on their level of preparedness, resulting in a higher level of motivation for learning, which leads to better and faster learning of the material.

Due to the significantly different nature of the printed material and the electronic edition (in the electronic edition you cannot put your finger between the pages, etc.), two new and significant problems arise in the latter:

• 1. The problem of placing and designing text and graphic material on the working surface of the screen, as well as the size of this surface, the use of the color attribute and the subjective reaction of users to the presence of these elements;
• 2. The problem of user orientation and movement within the electronic edition: between sections, graphics and drawings, pages, including mastering different levels of material and moving between them, fixing their steps in the learning process to provide control and statistical research.

Ways of working with printed materials have been established for several centuries and are closely intertwined with our views on how to study and what to study, how a book or magazine should look like. At the same time, the era of electronic materials came quickly and suddenly. Therefore, the role of optimizing work with appropriate materials is very important, including both the first and second problems. Comparison of the possibilities of printed and electronic manuals are shown in Table 1.

Table 1 Comparison of the possibilities of printed and electronic manuals

Comparison criteria	printed manual	Electronic manual
Completeness, static	Offers material without the possibility of updating and development (often outdated).	Dynamism of the learning process, new versions.
averageness	Orientation to the non-existent "average" student, the difficulty of building trajectories, the lack of different ways of presentation, focused on different perceptions.	Level organization - the transition to a higher level upon successful completion of the previous one. Choice of difficulty level by the user.
disunity, limitation	The manual is disconnected both from other levels of this course (vertical axis; it is impossible to see, for example, how this topic is more deeply considered in the senior class or university), and from other courses (horizontally); often also from everyday tasks (along the axis directed towards the student).	Orientation to instinctive, biosocial needs (“competencies”, in modern terminology), leveling.
Declarative	Well-established, "tested" material, presented as an axiomatic given and the ultimate truth; chewing of the material.	Activity approach
Abstruseness and, as a result, dullness (stylistic and content)	Stylistic dullness: comparing a popular science book and a textbook is clearly not in favor of a textbook.	Accessibility and visibility, intuitive interface and simple operation.
Graphic poverty	Due to both the possibilities of printing (the number of colors and the rarity of full color; paper characteristics and SanPin requirements), the cost of the work of artists, and the copyright for high-quality images (for example, microphotos)	Maximum three-dimensionality, graphics brightness

Features of electronic teaching aids. At present, computer hardware and software have reached a level that it became possible to implement an electronic textbook on its basis, which has a number of advantages over a printed product. These advantages are due to the use of a new generation of multimedia, hypertext, and interactivity in the electronic textbook.

Multimedia. Multimedia is a complex of computer hardware and software that allows you to combine information presented in various forms (text, graphics, sound, video, animation) and work with it interactively.

In an ordinary textbook, all information is presented only in the form of text and graphics. In an electronic textbook, you can effectively use the whole variety of multimedia technologies.

Firstly, the text of the electronic textbook can be made bright and colorful. With font selection by style, color, size, presentation type (regular, bold, italic, underlined). There are rich opportunities to form text and mathematical formulas in a single style, from alphabets (Cyrillic, Latin, Greek, etc.), special characters, pictograms, etc.

Secondly, it is easy to create various graphic images (drawings, photographs, tables, graphs of any shape, histograms, three-dimensional images). All this can be animated, i.e. set in motion, change shape, etc.

Thirdly, you can use background sound or a sound signal when referring to a specific block of information, a picture, a control button, etc. You can insert sound clips in offline or interactive mode, voice dynamic processes.

Fourthly, video clips can be used in the same diverse way, including video material prepared for the needs of education in past years and stored on magnetic media and photographic films.

Fifthly, multimedia technologies make it possible to use animation, to "revive" pictures, texts and other textbook objects. This technology makes it possible to demonstrate experimental work on subjects in a virtual form, to “show” invisible or conduct experiments dangerous for live demonstration, etc.

Hypertext. Unlike regular text, which is always linear, hypertext is a set of individual blocks of text linked together via hyperlinks.

The model allows the trainee to conduct research, overcoming various obstacles, to solve individual problems, to structure the sequence of tasks. Often the content is provided by motivational game, competitive, research elements. Examples of applications for this type of game are adventures in history, biology, geography, etc., simulators, workshops, training programs, etc.

Within these three models, the level of control on the part of the student and the program is different. At the reactive level, the student's behavior is determined by the program. At the effective and especially reciprocal levels, control and manipulation are in the hands of the user.

Interactivity. Interactivity contains a wide range of possibilities for influencing the course and information content:

• v control objects on the screen with the mouse;
• v linear navigation on the screen using vertical scrolling;
• v hierarchical navigation using hyperlinks;
• v interactive help function. Most effective if adapted to instantaneous information representation;
• v feedback. The reaction of the program, giving an assessment of the quality of the user's actions. This reaction is displayed if the further course of the development of the program depends on this assessment;
• v constructive interaction.

An electronic textbook (ET) is a software and methodological training complex that corresponds to a standard curriculum and provides the student with the opportunity to independently or with the help of a teacher master the course or its section. This product is created with a built-in structure, dictionaries, search capability, etc.

An electronic textbook can be designed for independent study of educational material in a particular discipline or to support a lecture course for the purpose of its in-depth study.

In addition to the different media, the EU has a number of fundamental differences from the textbook made in a typographical way:

multimedia capability;

provision of virtual reality;

high degree of interactivity;

the possibility of an individual approach to the student.

The introduction of multimedia elements into the structure of the electronic textbook allows for the simultaneous transmission of various types of information. This usually means a combination of text, sound, graphics, animation and video.

Many processes and objects in the electronic textbook can be presented in the dynamics of their development, as well as in the form of 2 or 3-dimensional models, which gives the user the illusion of the reality of the depicted objects.

Interactivity allows you to establish feedback from the user of information (student) to its source (teacher).

Interactive interaction is characterized by an immediate response and visually confirmed reaction to an action, a message.

An individual approach to the student's personality is formed after psychological testing. The result of such testing allows students to be divided into certain groups and offer the most adequate models for studying educational material.

Psychological testing is performed automatically if the elements of the tests are built into the menu on page 1 of the electronic textbook, or separately before starting to study the material. According to the results of the test, the user can be offered the most convenient option for studying the relevant sections of the textbook.

An electronic textbook has certain advantages over traditional types of textbooks:

The study of the material may not be related to the time frame (classroom schedule).

Allows students to develop independent work skills.

The structure of the textbook helps to establish control over the study of certain blocks of topics.

Electronic textbooks may have additional features compared to the paper version. One of these possibilities is the use of hyperlinks, with the help of which a quick transition from one section of the textbook to another is possible.

Despite the fact that the creation of an electronic textbook is a free creative process of a teacher and a programmer, it is still necessary to adhere to certain methodological requirements.

An electronic textbook (even the best one) cannot and should not replace a book. Just as the film adaptation of a literary work belongs to a different genre, so the electronic textbook belongs to a completely new genre of educational works. And just as watching a movie does not replace reading the book it was based on, so the presence of an electronic textbook should not only not replace reading and studying a regular textbook (in all cases we mean the best examples of any genre), but, on the contrary, encourage the student to undertake for the book.

That is why, to create an electronic textbook, it is not enough to take a good textbook, provide it with navigation (create hypertexts) and rich illustrative material (including multimedia tools) and display it on a computer screen. An electronic textbook should not turn into text with pictures or a reference book, since its function is fundamentally different.

An electronic textbook should make it as easy as possible to understand and memorize (and active, not passive) the most essential concepts, statements and examples, involving in the learning process other than a regular textbook, the capabilities of the human brain, in particular, auditory and emotional memory, as well as using computer explanations.

The text component should be limited - after all, there remains an ordinary textbook, paper and pen for in-depth study of the material already mastered on the computer.

An electronic textbook is necessary for independent work of students in full-time and, especially, distance learning because it:

facilitates the understanding of the material being studied due to methods of presenting material other than in printed educational literature: inductive approach, impact on auditory and emotional memory, etc.;

allows adaptation in accordance with the needs of the student, the level of his training, intellectual abilities and ambitions;

frees from cumbersome calculations and transformations, allowing you to focus on the essence of the subject, consider more examples and solve more problems;

provides the widest opportunities for self-checking at all stages of work;

makes it possible to beautifully and accurately arrange the work and hand it over to the teacher in the form of a file or printout;

fulfills the role of an endlessly patient mentor, providing an almost unlimited number of explanations, repetitions, tips and more.

A textbook is necessary for a student, because without it he cannot obtain solid and comprehensive knowledge and skills in this subject.

An electronic textbook is useful in practical classes in specialized classrooms because it

allows you to use computer support to solve more problems, frees up time to analyze the solutions obtained and their graphical interpretation;

allows the teacher to conduct a lesson in the form of independent work at computers, reserving the role of a leader and consultant;

allows the teacher with the help of a computer to quickly and effectively control the knowledge of students, set the content and level of complexity of the control event.

An electronic textbook is convenient for a teacher because it

allows you to bring material to lectures and practical classes at your own discretion, perhaps smaller in volume, but most significant in content, leaving for independent work with the ES what was outside the classroom;

frees from the tedious checking of homework, standard calculations and tests, entrusting this work to the computer;

allows you to optimize the ratio of the number and content of examples and tasks considered in the classroom and given at home;

allows you to individualize work with students, especially in terms of homework and control activities.

Electronic and non-electronic textbook: similarities and differences

"Electronic textbook". This term is currently the most stable, and this type of development includes more or less complete computer courses for educational purposes.

A textbook, in the classical sense, is a book for pupils or students in which material is systematically presented in a certain field of knowledge at the modern level of scientific and cultural achievements. Consequently, the textbook, both electronic and printed, has common features, namely:

• * educational material is presented from a certain field of knowledge;
• * this material is covered at the modern level of scientific and cultural achievements;
• * the material in the textbooks is presented systematically, i.e. is a whole completed work, consisting of many elements that have semantic relationships and connections between themselves, which ensure the integrity of the textbook.

There is an opinion that the term "electronic textbook" is not entirely appropriate, since there is also a printed textbook. These authors propose the term "electronic edition". But the word "edition" also implies printed matter. Do not be afraid of new terms that include well-known concepts. Life changes, technologies change. And all changes must be treated with understanding.

It is necessary to clearly define the distinguishing features of an electronic textbook from a printed one. They are as follows:

• 1. Each printed textbook (on paper) is designed for a certain initial level of students' preparation and assumes the final level of education. For many general education subjects there are regular (basic), advanced complexity, optional, etc. textbooks. An electronic textbook for a specific academic subject may contain material of several levels of complexity. At the same time, it will be all placed on one laser CD, contain illustrations and animations for the text, multivariate tasks for testing knowledge in an interactive mode for each level.
• 2. Visualization in an electronic textbook is much higher than in a printed one. So, in a textbook on the geography of Russia on paper, about 50 illustrations are usually presented, a multimedia textbook for the same course can have up to 800 slides. .P.
• 3. The electronic textbook provides multi-variant, multi-level and variety of verification tasks, tests. The electronic textbook allows you to give all tasks and tests in an interactive and learning mode. In case of an incorrect answer, you can give the correct answer with explanations and comments.
• 4. Electronic textbooks are open systems in their structure. They can be supplemented, corrected, modified during operation.
• 5. To ensure multifunctionality during use and depending on the development goals, electronic textbooks may have a different structure. It is possible to develop electronic textbooks without reference to thematic planning, but simply following the curriculum for a specific course. You can use electronic textbooks on the principle of vertical study of educational material. There are four textbooks on paper for the corresponding courses, each of which contains, along with other topics, educational material on functions and schedules. Such an electronic textbook can also be used for self-study, to prepare for exams, in the classroom.

Introduction

The widespread availability of affordable computers has led to the emergence of many new ways of presenting information. One of these methods was the gradually gaining popularity of electronic textbooks. Electronic textbooks are only one of the options for publishing and have fewer opportunities in terms of presenting information - however, it is worth noting that there is no clear distinction between these concepts.

In the form of electronic textbooks, user manuals, reference books, newsletters, instructions, advertising brochures, booklets and similar literature of an informational, educational and advertising nature are drawn up. The reason is simple - it is much more convenient to work with such literature in electronic (rather than paper) form, and for authors and publishers, the electronic version of publication is often much more attractive.

Compared to traditional paper publications, electronic publications are not limited to the presentation of text and pictures - they can include animation, video, music, a variety of visual effects, and even be interactive. For example, they can collect information and send data over the Internet, interact with other software, be used to organize testing, perform calculations, etc.

In addition to being creative, electronic publishing also has certain economic advantages: shorter creation time, faster updates (republishing), and much lower costs.

In addition, due to the special compression methods used, electronic publications are compact in size, which expands the possibilities of their distribution - electronic materials can be transferred on CDs, DVDs and even floppy disks, distributed via websites or sent by e-mail. Thus, the theme of the graduation project is relevant.

The object of the study is an electronic textbook.

The subject of the study is an electronic educational and methodological manual, further (EUMP) in one of the sections of computer science - computer graphics.

To achieve this goal, we single out the following tasks:

1. Design of EUMP;

2. Selection of the necessary material for the implementation of the project;

3. Debugging of theoretical and practical material;

4. Processing of appearance;

5. ES testing.

1. Formulation of the problem

1.1 Organizational and economic essence of the task

The following definitions of the electronic textbook follow from various sources:

This is a collection of graphic, text, digital, speech, music, video, photos and other information, as well as printed user documentation. An electronic publication can be executed on any electronic medium - magnetic (magnetic tape, magnetic disk, etc.), optical (CD-ROM, DVD, CD-R, CD-1, CD+, etc.), as well as published in an electronic computer networks;

It contains systematized material on the relevant scientific and practical field of knowledge, to ensure creative and active mastering of knowledge, skills and abilities by students and students in this area. EUMP (electronic teaching aid) should be distinguished by a high level of performance and artistic design, completeness of information, quality of methodological tools, quality of technical performance, clarity, logic and consistency of presentation;

An educational publication containing a systematic presentation of an academic discipline or its section, part, corresponding to the state standard and curriculum and officially approved as this type of publication;

This is an electronic publication that partially or completely replaces or supplements the textbook and is officially approved as this type of publication;

This is a text presented in electronic form and equipped with an extensive system of links that allows you to instantly move from one of its fragments to another in accordance with a certain hierarchy of fragments.

As in the creation of any complex systems, when preparing an electronic textbook, the talent and skill of the authors are decisive for success. Nevertheless, there are well-established forms of electronic textbooks, more precisely, constructive elements from which a textbook can be built.

Test. Externally, this is the simplest form of an electronic textbook. The main difficulty is the selection and formulation of questions, as well as the interpretation of answers to questions. A good test allows you to get an objective picture of the knowledge, skills and abilities that a student has in a particular subject area.

Encyclopedia. This is the basic form of an electronic textbook. At the content level, the term encyclopedia means that the information contained in an electronic textbook must be complete and even redundant in relation to educational standards.

Task book. The task book in the electronic textbook most naturally performs the function of learning. The student receives educational information that is necessary to solve a specific problem. The main problem is the selection of tasks that cover all the theoretical material.

Creative environment. Modern electronic textbooks should ensure the student's creative work with the objects of study and with models of systems of interacting objects. It is creative work, better within the framework of the project formulated by the teacher, that contributes to the formation and consolidation of a set of skills and abilities in the student. The creative environment allows you to organize the collective work of students on the project.

Author's environment. An electronic textbook should be adaptable to the educational process. That is, allow to take into account the characteristics of a particular specialty, a particular student. This requires an appropriate authoring environment.

Such an environment, for example, ensures the inclusion of additional materials in the electronic encyclopedia, allows you to replenish the problem book, prepare handouts and teaching aids on the subject. In fact, this is a kind of tool with which the electronic textbook itself is created.

non-verbal environment. Traditionally, e-textbooks are verbal in nature. They present the theory in textual or graphical form. This is the legacy of printing publications. But in the electronic textbook it is possible to implement the methodical technique “do as I do”. Such an environment endows the electronic textbook with the features of a living teacher.

The listed forms of an electronic textbook can be implemented in the form of separate electronic textbooks or grouped within a single ensemble. It all depends on the intention of the author. The author must have knowledge of the history and possibilities of electronic textbooks. The success of an e-textbook will depend on how it fits into the learning process.

Consider the main stages of developing an electronic textbook:

Choice of sources. When developing an ES, it is advisable to select as sources such printed and electronic publications that most fully correspond to the standard program, are concise and convenient for creating texts, contain a large number of examples and tasks, and are available in convenient formats (the principle of collection).

Development of a table of contents and a list of concepts. The material is divided into sections, consisting of modules, minimal in volume, but closed in content, and a list of concepts that are necessary and sufficient for mastering the subject is compiled.

Processing of texts into modules by sections. The texts of the sources are reworked in accordance with the table of contents and the structure of the modules; texts that are not included in the lists are excluded, and those that are not in the sources are added; links between modules and other hypertext links are defined. Thus, a hypertext project is being prepared for computer implementation.

Implementation in electronic form. When creating a textbook, the text is implemented in electronic form. As a result, a primitive electronic edition is created, which can be used for educational purposes.

Development of computer support. Computer support is being developed. Instructions for users on the use of the intelligent core of the EU are being developed. Now the electronic textbook is ready for further improvement (voicing and visualization) using multimedia tools.

Selection of material for multimedia implementation. The ways of explaining individual concepts and statements are changed and texts are selected.

In economic terms, EUMP is distributed completely free of charge.

1.2 Input information

The following is used as input information for the electronic textbook:

1. Lecture material;

2. Control materials;

3. User manual;

4. Help.

1.3 Imprint

The output information of the software product is the pages of the electronic manual, which includes practical material (Fig. 1) and lecture material. (Fig.2).

1.4 Hardware

This thesis project was completed on a computer that has the following configuration:

1. Processor - Intel (R) Pentium (R) 4 CPU 2.40 GHz;

2. Motherboard - ASUS P4P800 Deluxe (Socket 370, Dimm, AGP 4X, software audio);

RAM - 1GB;

Video card Geforse 7600 GT 256 Mb;

Monitor GREEN WOOD 17 TFT;

CD-ROM drives 52sp IDE ASUS CD-S520/A OEM;

7. Keyboard Genius KB-06x PS/2 Black;

8. Optical mouse Mouse Wind Rover Scroll 4-but Optical (USB).

1.5 Software

Operating system Windows XP Professional. The main purpose of operating systems is to ensure the interaction of man, equipment and programs. Many new, more powerful tools and technologies are available when you work with the Windows XP Professional operating system. With the help of the "Search Companion" tool, you can quickly find the information you need.

The creation of a data structure for an electronic textbook is based on the Windows help system, which has several obvious advantages, the main of which is the already implemented navigation system, which includes a keyword search system, automatic glossary creation, and the ability to print documents. Help files can contain formatted text, graphics, and animations. However, the creation of such files requires special software with which the compilation process is carried out, the help files themselves cannot be changed dynamically - this requires a compiler. Help files cannot contain programming elements, the help system does not contain any internal language for creating them. But, instead of this, there is a tool with which we can run executable files located on the hard drive of the local computer. There is also some separation between text material and training (or testing) programs. XP is the most reliable and secure operating system from the Windows family. Firstly, it is Internet Connection Firewall - a simple network firewall (screen) that ensures the security of working with the Internet, but controls only incoming traffic. Secondly, these are new group policies that allow you to assign or restrict the rights of certain software, prohibit the installation of software that is not protected by a digital certificate of code, and much more. SunRav BookOffice was used to create the tutorial. This program is a package of two independent applications: Book Editor is used to create e-books and textbooks (files in *.srb format), and Book Reader allows you to read them. Book Editor. An e-book can be created from any text document or from a set of HTML, RTF, DOC, TXT and CHM files. If a set of files is specified when importing into the Book Editor, each of them will be inserted into the book as a separate chapter. In the future, the user can, at his own discretion, build a hierarchy of chapters, sections and subsections, the nesting depth is not limited.

Fragments of the text of an e-book can be subjected to all sorts of formatting methods: bold or italic, underlined, subscripted or superscripted, and so on. Individual paragraphs can be formatted in the same way as in MS Word: background color settings, borders, different alignment, indents, line spacing, etc. are available. The user can define an arbitrary set of text properties, save it as a style, and apply it later to any selected piece of text.

Bulleted and numbered lists, images, hyperlinks, tables, as well as various elements of the Windows interface can be inserted into the text: buttons, drop-down lists, checkboxes, text fields, and so on. In addition, links to tests created with tTester can be inserted into the book. In this case, the book becomes a real textbook, after reading each chapter of which the student is asked to pass the appropriate test.

Several books can be combined into one, and internal hyperlinks to various chapters and sections of the book can be added to the text. All available chapters and sections are presented in a tree structure on the left side of the editor window. This helps you quickly navigate through the contents of the book.

In the process of creating a book, the user can check the text for grammatical errors and create a set of keywords for each chapter. Keywords will help you quickly find the right section of the book when reading it in SunRav Book Reader.

Any book can be password protected, both from changing the content and from reading by strangers. The book can be saved not only in its own *.srb format, but also as a set of HTML files, an RTF (Universal Rich Text Storage Format) or CHM (Help) file. Book Reader. This program allows you to read text documents in TXT, RTF, HTML, DOC and some other formats. Including, of course, books created in the SunRav Book Editor program.

The application has a built-in auto-scroll function. The user adjusts the speed at which the text will move across the screen (similar to the end credits in a movie) and can view the book without touching the mouse or keyboard. It is also possible to voice the text using the reading systems installed on the computer, the Text-to-speech engine.

It is possible to view the book both in full-screen mode, without menus and control panels, and with the display of a tree-like structure of the content. The user, at his discretion, increases or decreases the font size, which helps to save eyesight when reading a lot of information from the screen.

For the convenience of moving through the book, a system of bookmarks is built into the program. If the book was created in the SunRav Book Editor program and it contains a set of keywords, then the user can search for the desired information by keywords. In addition, full-text search and printing of the entire book on a printer is possible.

2. Working part

2.1 Model (method) for solving problems

electronic textbook methodical manual

Here a diagram is being built - the project of this work. In the parent diagram, the main block is - "Electronic textbook on the discipline" Informatics "(see Appendix A).

Block B is a functional model that branches into 5 blocks: development, design; implementation; debugging, testing, (see Appendix B).

The model always begins with a representation of the system as a single whole of a single functional block with interface arrows extending beyond the considered area.

2.2 Description of the algorithm for solving problems

Start. Material selection.

Choosing a program for writing EUMP.

Creation of EUMP.

Debugging and testing EUMP.

List of used literature

Completion.

2.3 Description of the program

The EUMP was created using the SunRav Book Office program. The EUMP contains 3 parts:

1. Theoretical part - consists of lectures on this chapter.

2. Practical part - consists of practical tasks.

A testing program is a program in which a teacher or specialist can test students or employees.

2.4 User guide

1. In order to start using the EUMP, you need to open the file "Informatics.exe". The main page of the electronic textbook, which is called "Introduction", will appear on the monitor screen. (Figure 3).

To get acquainted with the working material of this manual, you need to click on the "Contents" button (Fig. 4). After that, a list will open, in which all the chapters and sections contained in the EUMP will be presented.

To select the chapter you are interested in, click on it with the left mouse button. The material will open on the right side of the textbook (Fig. 5).

To exit from any chapter in the "Contents" menu, press the "Back" button (Fig. 6).

5. In order to close the EUMP, click the red cross in the upper right corner. Or on the panel of the textbook "Exit the program" (Fig. 7).

Fig.7

3. Debugging and maintenance of the program

3.1 Test case

When performing this thesis project, real data were used. All chapters, items open instantly. All drawings are clear and bright. EUMP is made in color version.

3.2 Ways to debug and test a program

Debugging, as we have already said, is of two types:

Syntax debugging. Syntax errors are detected by the compiler, so fixing them is fairly easy.

Semantic (semantic) debugging. Its time comes when there are no syntax errors left, but the program produces incorrect results. Here the compiler itself will not be able to detect anything, although the programming environment usually has debugging aids, which we will talk about later.

Debugging is the process of locating and fixing bugs in a program.

No matter how carefully we write, debugging almost always takes longer than programming.

Error detection methods:

Analytical - having a sufficient understanding of the structure of the program, we view its text manually, without a run.

Experimental - we run the program using debug printing and tracing tools, and analyze the results of its work. Both methods are convenient in their own way and are usually used together.

In addition to techniques, it would be nice to have an idea of ​​the tools that help us identify errors. This:

Emergency printing - displaying messages about the abnormal completion of individual blocks and the entire program as a whole.

Printing in the nodes of the program - the output of intermediate values ​​of the parameters in the places chosen by the programmer. Usually, these are critical sections of the algorithm (for example, a value on which the further progress of execution depends) or components of complex formulas (separately calculate and display the numerator and denominator of a large fraction).

Direct Tracking:

Arithmetic (behind what is equal, when and how the selected variables change);

Boolean (when and how the selected sequence of statements is executed);

Control of indexes going beyond acceptable limits;

Tracking access to variables;

Tracking calls to subroutines;

Checking the values ​​of indexes of array elements, etc.

Current development environments often invite us to respond to a problem in a conversational manner. In doing so, you can:

View the current values ​​of variables, the state of memory, the section of the algorithm where the failure occurred;

Abort program execution;

Make changes to the program and run it again (in compiler environments, this will require recompiling the code; in interpreter environments, execution can be continued directly from the changed statement).

3.3 Protection of the software product

Software products and computer databases are the subject of intellectual work of highly qualified specialists. The process of designing and implementing software products is characterized by significant material and labor costs, is based on the use of science-intensive technologies and tools, and requires the use of an appropriate level of expensive computer technology. This necessitates taking measures to protect the interests of the program developer and the creators of computer databases from their unauthorized use.

Protection is not provided for this software product, since it belongs to public and open access programs.

Conclusion

In the process of developing this software tool, a software tool for distance learning of students was implemented, which is part of the educational and methodological complex of the university. The functions of displaying lectures were implemented in the software of the electronic textbook. An intuitive and friendly interface has been created, a testing method has been created to give flexibility to knowledge control and monitoring the student's learning process.

At the moment, most of the existing software for electronic textbooks are closed systems with rigid models that do not allow adapting a specific type of knowledge to a specific way of presenting information. In this regard, electronic teaching aids that are part of educational and methodological complexes are rarely used as the main type of training. As a rule, manuals are additions to the course of lectures, and most of them do not meet the requirements for electronic teaching aids.

Based on this, we can conclude that the use of progressive teaching methods in most cases gives a positive result, but it is not yet possible to organize the learning process only on distance learning courses that are part of educational and methodological complexes. In the course of the work, an electronic educational methodological manual was designed, which will later be used to teach schoolchildren and university students full-time and part-time students. The goal that was set at the beginning of the creation of the EUMP was successfully achieved.

Bibliography

1. Illustrated Photoshop Tutorial// #"588149.files/image008.gif">

Annex B

Annex B