WO2022146182A1 - Method for teaching programming and construction kit for carrying out same - Google Patents

Abstract

The invention relates to robotics, and more particularly to electrical construction kits for children. The technical result of the invention is a simplified design and is achieved by a method for teaching programming in which logic elements are placed on a programming board and connected to contact cells, wherein the mutual position of said logic elements determines an executable programme code; a control unit then carries out a hierarchical interrogation of pairs of said contact cells in order to determine the identifiers of the logic elements, wherein the control unit also activates signalling lamps in the line corresponding to the contact cells under interrogation; the control unit decrypts the identifiers, and the programme code corresponding to the position of the logic elements is written to a memory; said programme code is compiled and its correctness is verified, wherein if an error is found in the programme code, a corresponding message is displayed on a graphical interface of the control unit, and a signalling lamp is activated in the line in which the error was found; if the programme code is correct, a corresponding message is displayed on the graphic element, and the programme code is transmitted to a communication and control unit which writes the programme code to a memory for subsequent execution by means of the transmission and receipt of signals from electronic units.

Description

METHOD FOR TEACHING PROGRAMMING AND CONSTRUCTION FOR ITS IMPLEMENTATION

The invention relates to robotics, namely to electric children's designers.

Known from the prior art is a toy constructor with functional blocks [RU 2397000 C2 - 2010-08-20], containing assembly elements with connecting means for collapsible connection of assembly elements, characterized in that it includes functional blocks with the indicated connecting means and a functional device , configured to perform a given function, and an energy source for powering a functional device, each functional assembly element contains a trigger that responds to an external mechanical trigger to actuate the functional device, while the trigger in each functional assembly element is located in the same way relative to connecting means.

The disadvantages of this analogue are:

- low visibility of the assembly of the designer, due to the fact that the analog does not have a graphical interface element, which prevents the visual demonstration of the assembled circuit in a graphical form that is easy to perceive,

- a long process of debugging the assembled circuit, due to the lack of the ability to track the position and types of assembly elements used, as well as the ability to track errors in the assembly of the designer, which leads to an increase in the assembly time of the circuit;

- low ease of use due to the lack of specialized cavities for storing the functional blocks of the designer and markings explaining the type and purpose of each functional block.

Also known from the prior art is a conductive building block of a modular contact type [RU 2552973 C2 - 2015-06-10], containing: a hollow structural element having at least one pair of spikes protruding from its upper part, a hole formed in its lower part and interacting with its inside, and a stud hole passing through the stud and interacting with the inside of the structural element; at least one pair of conductive parts placed in the holes of the spikes, the upper part of the conductive part forming the plug-in electrode, the contact electrode horizontally drawn from sides of the conductive part, and a connecting electrode extended from the bottom of the conductive part; a circuit board housed in the structural element and comprising a positive electrode circuit, a negative electrode circuit, and a functional assembly, wherein the positive electrode circuit is in contact with the contact electrode of the first conductive part of each pair of conductive parts formed as the positive electrode conductive part, and the negative electrode circuit is in contact with a contact electrode of the second conductive part of each pair of conductive parts formed as the negative electrode conductive part, the functional assembly being electrically connected to these positive and negative electrode circuits; and a base located at the bottom of the structural element and containing at least one pair of through holes designed to be put on conductive parts.

The disadvantages of this analogue are:

- low ease of operation due to the lack of remote control, monitoring and visualization elements, which does not allow monitoring the current state of the conductive blocks, monitoring their operation and promptly identifying and eliminating faults;

- low functionality due to the specifics of the structure of the blocks, namely the ability to perform only a fixed set of operations that are based on the principles of the functioning of conductors and electrodes, without the possibility of programming the blocks to expand their functionality.

The closest in technical essence is the construction for modeling [RU 198156 U1 - 2020-06-22], made in the form of a substrate, including three layers fastened together, the first of which - the back one with an electrical circuit applied on one side - is made with grooves for placement of boards of functional electrical elements in them and is provided with contact pads applied to it in the junction area of the contact elements of the boards with electrically conductive tracks, the second layer - intermediate - is made with grooves for placing electrical elements in them to form a support pad for their boards, and the third layer - front - made with functionally transparent windows at the points of articulation with the corresponding electrical elements and an image row formed on its front part, characterized in that the front layer of the substrate is provided with a rigid frame with the formation of a cavity on the side of the intermediate and back layers, the contour of which is made identical to the inner contour designated frame. The main technical problem of the prototype is the complexity of the design, which increases the assembly time of the design for simulation, requires basic knowledge and experience in assembling electrical circuits, significantly reduces the usability of the device and complicates the debugging process.

The objective of the invention is to eliminate the disadvantages of the prototype.

The technical result of the invention is to simplify the design.

The specified technical result is achieved due to the fact that the method of teaching programming, characterized by placement on the board for programming and connecting to the contact cells of logical elements, the relative position of which determines the executable program code, by sequential hierarchical interrogation by the control unit of pairs of contact cells to determine the identifiers of the logical elements, when in which the control unit also activates signal lamps corresponding to the line of interrogation of the contact cells, decoding the identifiers by the control unit and writing to the memory of the program code corresponding to the location of the logic elements, compiling the program code and determining the correctness of its execution, if an error in the execution of the program code is detected, displaying the corresponding message on the graphic interface of the control unit and activation of the signal lamp corresponding to the line in which the error was detected, in case of correct execution of programs of the code by displaying the corresponding message on a graphic element and transferring the program code to the communication and control unit, which writes the program code into memory for subsequent execution by transmitting and receiving signals from electronic units.

In particular, the control unit polls the contact cells hierarchically from left to right and from top to bottom.

In particular, when reading pairs of contact cells, the control unit activates the green color of the corresponding signal lamp.

In particular, when an error in the execution of the program code is detected, the control unit activates a red signal lamp corresponding to the line of the program code in which the error was detected.

In particular, the electronic components execute the program code or transmit control signals and data to the communication and control unit. This technical result is achieved due to the fact that the board for teaching programming contains a flat field with a matrix of contact cells that are electrically connected to the interface connector for the control unit with a graphical interface, to the left of the contact cells on the programming board there is a vertical row of signal lamps, which are also connected to the interface connector for the control unit, the contact cells are made in a reciprocal form - for contacts of logic elements with the possibility of fixing logic elements on the programming board, also interface connectors for connecting additional programming boards are installed along the edges of the programming board.

In particular, the control unit has a programming board activation button, a program execution start button, a program execution pause button, and a program execution stop button.

The specified technical result is achieved due to the fact that the logical element for teaching programming is made in the form of a flat part on the bottom of which contacts are made that are responsive in shape to the contact cells and made with the possibility of fixing the logical element on the contact cells of the programming board, inside the logical elements the contacts are connected to the block identification, on top of the logical element there is a platform with information about the type of the logical element.

In particular, the identification block is made in the form of a resistive matrix or an address controller.

In particular, on top of the logical element is applied information in the form of text or mathematical symbols or graphics or Braille.

Brief description of the drawings.

Figure 1 shows a board for teaching programming.

Figure 2 shows a board for teaching programming with a control unit.

On fig.3 shows an example of building board for programming.

Figure 4 shows a board for placing the electronic components of the designer.

Figure 5 shows a top view of the conductor block.

Figure 6 shows a general view from the bottom of the conductor block.

Figure 7 shows examples of the implementation of logical elements with images and Braille.

Figure 8 shows a board for teaching programming with 1 example of a program for teaching children of the 1st group. Figure 9 shows a board for placing electronic blocks of the designer 'to implement 1 example of a program for teaching children of the 1st group.

Figure 10 shows a board for teaching programming with 2 example programs for teaching children of the 1st group.

Figure 11 shows a board for placing electronic blocks of the designer to implement 2 examples of a program for teaching children of the 1st group.

Fig. 12 shows a programming learning board with 3 examples of a program for teaching children in the 1st group.

Figure 13 shows a board for placing electronic blocks of the designer for the implementation of 3 examples of a program for teaching children of the 1st group.

Fig. 14 shows a programming teaching board with 1 example of a program for teaching children of the 2nd group.

Figure 15 shows a board for placing electronic blocks of the designer to implement 1 example of a program for teaching children of the 2nd group.

Fig. 16 shows a programming learning board with 2 examples of a program for teaching children in the 2nd group.

Figure 17 shows a board for placing electronic blocks of the designer to implement 2 examples of a program for teaching children of the 2nd group.

Fig. 18 shows a programming learning board with 1 example program for teaching children in the 3rd group.

Figure 19 shows a board for placing electronic blocks of the designer for the implementation of 1 example of a program for teaching children of the 3rd group.

Fig. 20 shows a programming learning board with 2 examples of a program for teaching children in the 3rd group.

Figure 21 shows a board for placing electronic blocks of the designer for the implementation of 2 examples of a program for teaching children of the 3rd group.

Fig. 22 shows a programming teaching board with an example of a program for teaching children of the 4th group.

Figure 23 shows a board for placing electronic blocks of the designer to implement a program for teaching children of the 4th group as a control panel.

Figure 24 shows a board for placing electronic blocks of the designer to implement a program for teaching children of the 4th group as a radio-controlled car.

The figures indicate: 1 - programming board, 2 - contact cells, 3 - conductors for connecting contact cells, 4 - control unit, 5 - graphic display, 6 - contacts of logic elements, 7 - logic elements, 8 - identification blocks of logic elements, 9 - internal interface connectors, 10 - signal lamps, 11 - pads, 12 - latches, 13 - busbars for connecting interface connectors, 14 - external interface connectors, 15 - mounting pad, 16 - mounting spikes, 17 - grooves in electronic components, 18 - power supply, 19 - conductor blocks, 20 - communication and control block, 21 - addressing block, 22 - light blocks, 23 - button, 24 - temperature sensor, 25 - fan unit, 26 - pressure contacts, 27 - flat contacts. 28 - power button, 29 - program start button, 30 - program execution pause button, 31 - program execution stop button, 32 - light sensor, 33 - engines, 34 - wheels.

Implementation of the invention.

The programming training kit contains a programming board 1 with a set of logic elements 7, as well as a mounting platform 15 with a set of electronic blocks.

The board for programming 1 (see Fig.1) is made in the form of a flat part, on the surface of which there is a matrix of contact cells 2, which are electrically connected by conductors 3 to external interface connectors 14 located on adjacent sides of the board for programming 1. Opposite the external interface connectors 14 along the edges of the board for programming 1 there are internal interface connectors 9, which are connected by buses 13 to external interface connectors 14. Contact pads 11 are installed in the middle part of the connectors 9 and 14, and latches 12 are installed on the sides. To the left of the contact cells 2 on the programming board 1 is a vertical row of signal lamps 10.

In alternative implementations, a controller connected to external interface connectors 14 and contact cells 2 can be installed on the programming board 1, while the controller will be configured to interrogate pairs of contact cells 2 and activate signal lamps 10 when identifying the logical ones installed on the programming board. elements 7 and transfer to external interface connectors 14 data about the locations and types of logic elements 7.

External interface connectors 14 can be connected to the board for programming 1 of the control unit 4 with a graphic display 5. On the control unit 4 there is a button for turning on the board for programming 28, a button for starting the program execution 29, a button for pausing the program execution 30, program execution stop button 31. In addition, the control unit 4 is configured to sequentially hierarchically poll pairs of contact cells 2 from left to right and top to bottom, as well as to activate signal lamps 10 in accordance with reading the contact cells of a specific row of the matrix of contact cells of the board for programming 1 through an external interface slot 14.

On the programming board 1, contact cells 2 are made in response form for contacts 6 of logic elements 7 for fixing logic elements 7 on the programming board 1 and electrical connection to contact cells 2 (see figure 2).

At the same time, on top of each logical element 7 there is a platform for a text and/or graphic and/or volumetric field, on which information about the type of logical element 7 is placed. a programming operation that a particular logic element implements. For example, the logic elements 7 can be marked with a test, numbers and symbols (see figure 2), images explaining their function or Braille (see figure 7).

In logic elements 7, contacts 6 are connected to identification blocks 8.

Identification blocks of logical elements 8 can be made in the form of resistive elements, address controllers or in any other design necessary for the identification by the control unit 4 of logical elements 7, the contacts of which are connected to pairs of contact cells 2.

For example, for the embodiment shown in figure 2, identification blocks 8 of logic elements 7 can be made in the form of resistive matrices with the following resistance values:

- Logic element

- Logic element

- Logic element

3 кОм; - Logic element

3 kOhm;

- Logic element 7 - - 4.3 kOhm;

- Logic element 7 - ELSE - 4.7 kOhm;

- Logic element 7 - 1 > | - 5.1 kOhm;

- Logic element 7 - 1 TEMP | - 8.2 kOhm;

- Logic element 7 - FAN - 9.1 kOhm. In alternative implementations, identification blocks 8 of logical elements 7 can be implemented as addressable controllers that return a logical element identifier, for example, "001", "002", "003", etc.

By connecting the internal 9 and external 14 interface connectors, it is possible to increase the area of the programming board by attaching additional programming boards 1 to the side or bottom of the main programming board 1 (see Fig. 3).

Also, the set for teaching programming contains a mounting pad 15 (see Fig.4) with landing spikes 16 for placing electronic blocks on them, from the bottom of which grooves 17 are made in response to the landing spikes. As electronic components, for example, a block power supply 18, conductor blocks 19, communication and control unit 20, addressing unit 21, light blocks 22, button 23, temperature sensor 24, fan unit 25, light sensor 32, engine 33, wheels 34.

Structurally, the electronic components are made in the form of parts, like parts for the LEGO constructor, while grooves 17 are located below them. For example, the conductor block 19 (see Fig. 5 and Fig. a groove 17, and a landing spike on top, while on opposite sides of the conductor block there are pressure contacts 26 and flat contacts 27, which are respectively connected by conductors inside the conductor block 19 to ensure the transmission of electrical signals.

For the considered configuration of electronic units (see Fig.4), a power supply unit 18 is installed on the mounting site 15, which is connected in series with the communication and control unit 20 and the fan unit 25 by blocks of conductors 19, while a sensor is connected to the communication and control unit 20 by blocks of conductors temperature 24.

To ensure the operation of the configuration of electronic units indicated in Fig.4 on the circuit board 15, the user places logic elements 7 on the board for programming 1 in such a way that the following program code is obtained

After that, the user, by means of the power button 28, activates the control unit 4 and presses the program start button 29. After that, the control unit 4 starts sequentially line by line from left to right and from top to bottom to read identification blocks 8 of logic elements 7 by polling pairs of contact cells 2 to which they are connected contacts 6 of logic elements 7. When reading pairs of contact cells 2 of a row, control unit 4 activates the signal lamp 10 corresponding to this row.

After that, the control unit 4 identifies the location and types of logic elements 7, remembers this information and compiles the program code.

In case of successful compilation of the program code, the control unit 4 displays on the graphic display 5 information about the correct compilation of the program code, if the control unit 4 detects a program compilation error, then on the graphic display 5 displays information about the detected error and activates the signal lamp 10 corresponding to the line in which the error was found.

When reading pairs of contact cells, the control unit 4 activates the green color of the corresponding signal lamp 10, and when an error is detected in the execution of the program code, the control unit 4 activates the signal lamp 10 in red corresponding to the line of the program code in which the error was detected.

After successful compilation of the program, the control unit 4 transfers the compiled program code to the communication and control unit 20, which is installed on the mounting platform 15 (see Fig.4), which stores it in internal memory for further execution.

After pressing the program start button 29, the control unit 4 sends a signal to the communication and control unit 20 to start the program, it is executed, while the following sequence of actions is carried out on the assembly site 15:

1. After starting the program, the communication and control unit immediately starts executing the program.

2. The communication and control unit 20 reads the value of the current temperature from the temperature sensor 24;

3. The read temperature value of the communication and control unit 20 is compared with the number "25". 4. If the value of the measured temperature is greater than "25", then the communication and control unit 20 sends an on command to the fan unit 25.

5. If the value of the measured temperature is less than "25", then a shutdown command is sent to the fan.

6. The cycle is repeated from point 2.

By means of the program execution pause button 30, the user can pause the program execution, while the control unit 4 sends a command to the communication and control unit 20 to pause the program execution.

By means of the program execution stop button 31, the user can stop the program execution, while the control unit 4 sends a command to the communication and control unit 20 to stop the program execution.

Thus, the user from the logical elements 7 types the program, the control unit 4 recognizes the position and value of the logical elements 7 and converts them into a program code, which is subsequently transferred to the communication and control unit 20 for its execution and activation of the electronic units located on the mounting site 15, which allows the user to build various programs in a convenient and simple form and ensure their execution on electronic units located on the mounting site.

The advantages of using the claimed technical solutions are:

1. By using logical elements 7 with text and/or graphic and/or volumetric fields, on the one hand, inscriptions large enough to be legible by visually impaired users can be made, or Braille can be printed on the surface for use of the declared constructor by blind (visually impaired) users to the touch.

2. The declared constructor is essentially a standard LEGO constructor, while its parts are unified, interchangeable and familiar to users. In addition, convenient electrical contact is provided between the electronic units on the mounting site 15 through the use of pressure 26 and flat contacts 27 in conjunction with grooves 17 in the electronic units and landing spikes 16 in the mounting site 15;

3. When teaching programming using the claimed constructor, the user can visually and tactilely perceive the program being created using logical elements 7, while reducing the number of hierarchical abstractions between the program code and executive elements - there is no need to use software development tools and compiling the program, writing the program to the FPGA (controller) of the debug board with actuators, and there is no need to activate the debug board from the computer.

4. The claimed designer is adapted for teaching programming to preschool children, since the program code can be written visually, when placing pictures indicating the operations and functions performed on the surface of logic elements 7, which makes it possible to teach programming to children who do not have the skills to read in their native and English languages , while the child does not need to write program text.

5. Not unimportant is the fact that teaching programming in this version does not require any skills from parents and adults in this area, which lowers the accessibility threshold for using this constructor in the family - parents can teach while playing LEGO.

6. The claimed constructor promotes the development of preschool children, since it develops fine motor skills well, while the standard means of entering program code into a computer - a computer mouse and keyboard, do not provide the development of fine motor skills.

7. Learning to program can take place in an environment familiar to the child - a children's room with toys and a designer, while the atmosphere familiar to the child contributes to the activation of programming learning, as well as reducing the available age to start learning programming.

8. The design of the board for programming 1 in combination with the control unit 4 allows you to provide visibility into the process of debugging the program code, while the user can see the entire program code without scrolling by providing the possibility of increasing the field for programming.

9. Highlighting the current line gives the child a clear connection between the block of code being executed and the action on the object in the real world.

10. The constructor makes it possible to smoothly (seamlessly, without a clear boundary) move from yesterday's passive LEGO game to adding active and interactive functions: the child built a house, and then added lighting depending on the time of day (illuminance), built a car, and then added headlights or horn signal, etc. The rest of the constructors have a clearer line before and after.

11. Despite all the above differences, the resulting program that is obtained from the cubes is a real program that will work on a conventional computer, which will make it easier for children in the future to master real development tools and programming languages.

12. The programming board is designed to write programs not only for active LEGO bricks, but also for other programmable robotic platforms.

13. Teaching programming using logic elements 7, on which the functions they implement in a foreign language are written, allows the user to learn this foreign language, for example, English.

In 2020, the applicant developed a prototype of the claimed constructor for teaching programming, the trial operation of which confirmed the achievement of the claimed technical result and the advantages described above when teaching children to program.

The specified technical result of the invention is achieved due to the fact that the claimed constructor is characterized by a simple technical implementation, in which the user does not need basic knowledge and experience in assembling electrical circuits, which significantly increases the usability of the device and the process of debugging programs.

To determine the quality of teaching programming, the applicant formed 4 groups of children by age: group 1 - 11 children aged 3 to 4 years, group 2 - 13 children aged 5 to 6 years, group 3 - 14 children aged 7 to 9 years; Group 4 - 12 children aged 10 to 12 years.

To teach programming to each of these groups of children, individual sets of logical elements 7 were prepared: for group 1, a set of logical elements 7 with pictures explaining their functions; for group 2, a set of logical elements 7 with pictures and text in Russian; for group 3, a set of logical elements 7 with text in Russian; for group 4, a set of logic elements with text in native and English.

Consider an example of programs used to teach programming to children in groups 1-4.

For teaching 1 group of children, 3 programs were used, for which the location of logic elements 7 on the boards for programming 1 is shown in Fig.8, Fig.10 and Fig.12. Mounting platforms 15 placed on them with electronic units for the implementation of these programs, respectively, are shown in Fig.9, Fig.11 and Fig.13. Users of the 1st group create training programs by means of logic elements 7, on which graphic elements are applied that explain the functions they perform, while the essence of the training programs for the 1st group is to activate the light blocks 22 connected to the address outputs of the addressing unit 21.

The order of specifying programs, their compilation and implementation are similar to the order described above, while:

- as a result of the execution of 1 program at full power, the light block 22 is activated, connected to 1 address output of the addressing block 21;

- as a result of the execution of 2 programs at full power, the light block 22 is activated, connected to the 1st address output of the addressing block 21, and the light block 22, connected to the 2nd address output of the addressing block 21, is activated at half power;

- as a result of the execution of 3 programs at full power, the light block 22 is activated, connected to the 1st address output of the addressing block 21, and the light block 22, connected to the 2nd address output of the addressing block 21, is activated at half power, and the light block 22 is activated at 3/4 power, connected to address output 3 of addressing unit 21.

For teaching 2 groups of children, 2 programs were used, for which the location of logic elements 7 on the boards for programming 1 is shown in Fig.14 and Fig.16. Mounting pads 15 placed on them with electronic units for the implementation of these programs, respectively, are shown in Fig.15 and Fig.1 ⁷ .

Users of the 2nd group create training programs using logical elements 7, on which graphic elements and words in Russian are applied, explaining the functions they perform, while the essence of the training programs for the 2nd group is to activate the light block 22 and the fan unit 25 connected to the address outputs addressing block 21 by pressing the button 23.

The order of specifying programs, their compilation and implementation are similar to the order described above, while:

- as a result of the execution of 1 program after pressing the button 23 at full power, the light block 22 is activated, connected to 1 address output of the addressing block 21;

- as a result of the execution of the 2nd program, after pressing the button 23, the fan unit 25 is activated at full power, connected to the 1st address output of the addressing unit 21. For training 3 groups of children, 2 programs were used, for which the location of logic elements 7 on the boards for programming 1 is shown in Fig.18 and Fig.20. Mounting pads 15 placed on them with electronic units for the implementation of these programs, respectively, are shown in Fig.19 and Fig.21.

Users of the 3rd group create training programs using logical elements 7, which are marked with words in Russian and English, as well as numbers and mathematical operators that explain the functions they perform, while the essence of the training programs for the 3rd group is to create interactive automatic lighting control systems and fan speed.

The order of specifying programs, their compilation and implementation are similar to the order described above, while:

- as a result of the execution of 1 program, the activation power of light blocks 22 connected to 1-3 address outputs of the addressing unit 21 is determined by the level of illumination according to the signal from the light sensor 32 connected to the 4th address output of the addressing unit 21, while dimming or additionally illuminating the light sensor 32 , the power of the glow of the light blocks 22 connected to 1-3 address outputs of the addressing block 21 changes;

- as a result of the execution of the 2nd program, the activation power of the fan unit 25, connected to the 1st address output of the addressing unit 21, is determined by the external temperature value according to the signal from the temperature sensor 24, connected to the 4th address output of the addressing unit 21, while heating or cooling the temperature sensor 24, the rotation speed of the fan unit 25, connected to address output 1 of the address unit 21, changes.

For teaching 4 groups of children, 1 program was used, for which the location of logic elements 7 on the boards for programming 1 is shown in Fig.22. Mounting platforms 15 placed on them with electronic units for the implementation of these programs, respectively, are shown in Fig.23 and Fig.24.

Users of the 4th group create a training program using logical elements 7, on which words in English are applied, as well as numbers and mathematical operators that explain the functions they perform, while the essence of the training program for users of the 3rd group is to create interactive control systems using the remote control (see . Fig.23) machine (see Fig.24),

The order of specifying programs, their compilation and implementation are similar to the order described above, while as a result of executing the program by pressing buttons 23 located on the mounting platform 15 (see Fig.23), control signals are transmitted to the communication and control unit 20 located on the mounting platform 15 (see Fig.24), which is a machine, while the machine can move on wheels 34 back and forth by activating the motors 33 and activating the light blocks 22 simulating the front lights of a car.

When teaching programming to groups 1-4, examples of programs from the previous age group were used to teach programming to the next age group of users.

From the above examples of programs, it follows that the claimed constructor can be easily adapted to teach programming to children of different ages.

из которой следует, что заявленный конструктор можно эффективно использовать для обучения программированию детей с 3 лет, при этом он отличается простотой конструкции и тонкой настройкой под каждый возраст ребенка. The results of programming training are shown in the table

from which it follows that the claimed constructor can be effectively used to teach programming to children from the age of 3, while it is distinguished by its simplicity of design and fine tuning for each age of the child.

Claims

CLAIM 1. A method for creating a layout for teaching programming, characterized by placing on the board for programming and connecting to the contact cells of logic elements, the relative position of which determines the executable program code, by sequential hierarchical interrogation by the control unit of pairs of contact cells to determine the identifiers of logic elements, in which the control unit also activates the signal lamps corresponding to the line of interrogation of the contact cells, decoding the identifiers by the control unit and writing to the memory of the program code corresponding to the location of the logical elements, compiling the program code and determining the correctness of its execution, if an error in the execution of the program code is detected, displaying the corresponding message on the graphical interface of the control unit and by activating the signal lamp of the corresponding line in which an error was detected, in case of correct execution of the program code, by displaying the corresponding messages on the graphic element and transmission of the program code to the communication and control unit, which writes the program code into memory for subsequent execution by transmitting and receiving signals from electronic units. 2. The method according to claim 1, characterized in that the control unit polls the contact cells hierarchically from left to right and from top to bottom. 3. The method according to claim 1, characterized in that when the pairs of contact cells are read, the control unit activates the green color of the corresponding signal lamp. 4. The method according to claim 1, characterized in that when an error in the execution of the program code is detected, the control unit activates a red signal lamp corresponding to the line of the program code in which the error is detected. 5. The method according to claim 1, characterized in that the electronic components execute the program code or transmit control signals and data to the communication and control unit. 6. Board for teaching programming, containing a flat field with a matrix of contact cells that are electrically connected to the interface connector for the control unit with a graphical interface, to the left of the contact cells on the programming board is a vertical row of signal lamps, which are also connected to the interface connector for the unit control, contact cells are made in response form for contacts of logic elements with the possibility fixing logical elements on the programming board; interface connectors for connecting additional programming boards are also installed along the edges of the programming board. 7. The board according to claim 6, characterized in that the control unit has a button to turn on the board for programming, a button to start the program execution, a button to pause the program execution, a button to stop the program execution. 8. A logical element for teaching programming, made in the form of a flat part on the bottom of which there are contacts that respond in shape to the contact cells and are made with the possibility of fixing the logical element on the contact cells of the programming board, inside the logical elements the contacts are connected to the identification block, on top of the logical element is placed platform with information about the type of a logical element. 9. The element according to claim 8, characterized in that the identification block is made in the form of a resistive matrix or an address controller. 10. The element according to claim 8, characterized in that information is applied on top of the logical element in the form of text or mathematical symbols or graphics * or Braille.