Main row on the keyboard. "blind" ten-finger typing method on a keyboard. left hand right hand

Exercises to study the stroke

rold vyf prolj avyf

Exercises for studying finger movements on the keys of the main row

dug a ditch ditches howled oxen glad shaft ode lad dar gave two ardor steam heat wad

birth oxen gadfly eagles valleys harps headlights glad tore horde water frets hole gifts lava harp floors time floors pairs peahen paws sting waited heat ski bed

gadflies widows conclusion dug reason bustards rush sobbing

tore the widow gave out firewood added coattails flora coattails right parade fell fell support waited squeezed thirst

conclusions arguments aurora porcelain sobbed gave dug gave rock truth sold basement filed failure hit to the right fell lost frame thirsted waited twice

pleased gave out tore out thirsted loss sale waited for waterfall fell out

pleased gave out pulled out sold disappeared justified waterfalls dropped out waited generated

sold disappeared continued waited

Control phrases for topic 1

dad sold the headlights
the widow brought water
water fell into the ditch
the wad hit the firewood
the heat caused fires
bustard fell into a waterfall
water was getting into the basement
widow sold porcelain
the ski fell into the ditch twice
the widow pulled out the sting of the gadfly

METHODOLOGY FOR STUDYING THE FIRST TOPIC

After an introductory conversation, the topic of which should be the basic principles of the theory and methodology of typing (the importance of the keyboard layout to facilitate the idea of ​​​​moving fingers to the keys, the importance of correctly hitting the keys for future writing speed, the role of rhythm in typewriting, errorlessness as the basis of touch writing, the need at a slow pace in performing exercises until the movements of the fingers become mechanical, etc.), it is necessary, of course, first of all to show students how to correctly insert, align and remove paper, and explain to them those simple mechanisms of the machine, without the skillful use of which it is impossible to write exercises.

These mechanisms must be explained according to the principle: explain only what students will immediately use. Therefore, it is necessary to show the shaft, shaft handles, the shield on which the paper is placed when it is inserted into the machine, the paper releaser, paper holders, field adjusters, the carriage as a moving part of the machine, as opposed to the body as a stationary part of the machine, the free movement of the carriage, the lever for line feeds , a spacing regulator, a keyboard as a set of letter keys, and an intermediate (pass) key, the purpose of which is to create spaces (spaces) between words.

When explaining the actions of the paper releaser, it is imperative to draw students’ attention to the fact that this mechanism, both during operation and after operation, must be returned to its original position. Moving the carriage when writing or by hand with the paper releaser open on many machine systems very easily leads to breakage of the tape guide (or at least to its damage), and leaving the paper releaser open after work leads to uneven stretching of the springs, which then results in bevelling of the paper during operation.

Therefore, when explaining how paper is removed from the machine, it is better to initially recommend that students do this by rotating the shaft handle. The method of removing paper by opening the paper releaser is much more rational, but at the same time, students, whose attention is absorbed in other tasks, systematically forget to bring the paper releaser to its original position.

The actions of the carriage reverse key and field releasers not only should not be explained here, but the use of these mechanisms must be categorically prohibited if students themselves find them on the machine while students are writing exercises from individual words. To perform such exercises, the reverse key is completely unnecessary, since interruptions in performing exercises are unacceptable, and the use of both this key and the field releasers rips students’ hands from their starting positions and, therefore, harms the learning process.

At first, it is better to refrain from explaining the action and mechanism for changing the movement of the belt. Despite the simplicity of this mechanism, students, whose consciousness is filled with the variety of new things, initially do not master this mechanism well and only spoil the tapes by rewinding them from reel to reel; it is better to explain this mechanism to them a little later, when they have already become accustomed to the initial exercises. Before that, you should invite them to contact the teacher every time the tape stops.

The actions of all other mechanisms and parts that students should be able to use, for example, the line setter and the free shaft mechanism (turning off the shaft teeth, etc.), should be explained only after the entire group has moved on to the section of drawing up machine papers, where these mechanisms alone can be used them in practice.

Having explained the actions of the necessary mechanisms and checked all students' basic ability to use them, you can move on to the essence of the first topic - hitting the keys and studying the movements of the fingers on the keys of the main (second from bottom) row of the keyboard. Here it is necessary, first of all, of course, to give the fingering (distribution) of the fingers on the keys of the main row. And only the main one, since the fingering of the fingers on the keys of other rows is still not retained in the students’ memory, since they do not have to immediately learn it practically. Next, it is necessary to clearly demonstrate the correct landing and position of the hands on the keyboard, while sharply emphasizing the importance of the initial positions of the hands, to the keys of which the students’ fingers should return after each strike.

We do not dwell in detail on either the correct seating or the position of the hands on the keyboard, since these issues have been repeatedly stated in the available typewritten literature and, of course, are generally known.

Only after such explanations and demonstrations can we proceed to the presentation of correct writing techniques. These techniques pose three tasks for students: a jerky stroke on the keys, error-free writing and a uniform rhythm in striking the keys. Each of these tasks requires a lot of attention from beginners. And attention, as we know, is scattered if it is not focused on any one object. Therefore, it is impossible, of course, to immediately set all three tasks for students.

Since, according to the technical properties of typewriters, the basis of writing is a jerky strike on the keys, without which rapid writing is subsequently unattainable, then one must, of course, start with a strike. An ingrained incorrect stroke is very difficult to correct later, and this very correction then distracts the students’ attention from subsequent tasks and greatly interferes with the normal development of the educational process.

Therefore, the correct blow must be understood and basically mastered by students before they are faced with the full task of performing the exercises without errors. Such a division of tasks is all the more necessary because, as is known, most students not only do not get a jerky blow right away, but the very concept of “jerky” is poorly perceived by their consciousness. The font of a typewriter, completely different from handwritten and very reminiscent of typographical printing, creates in beginners the idea of ​​not writing, but printing, and printing, in turn, is identified by them with embossing. From beginners you never hear: “write”, “rewrite”, but always “print”, “retype”. At the same time, good writing in the minds of beginners is identified with a clear, thick imprint of a letter on paper. Hence, beginners have a preconceived desire to press the letter onto the paper as tightly as possible, like a seal that is placed on documents, i.e. the tendency to do exactly the opposite of what is needed for a staccato strike.

Typically, in typing manuals it is recommended in this case to give students a comparison with hot, red-hot objects: the keys are, as it were, hot, you can only touch them, but you cannot hold your fingers on them. But in reality, the keys are not hot at all, their temperature does nothing to remind students that they should not hold their fingers on them, and students immediately forget about this unrealistic comparison.

According to our observations, much better results are given by the following instruction: “When you hit a key, you should not feel that it is not going any further, you should take your finger off it before the key reaches the stop.” Combined with this instruction, the requirement to certainly throw the hand upward a little after each blow quite soon leads students to the correct understanding of the jerky blow, and the feeling that the key has rested and cannot go any further constantly reminds them of this instruction.

From the theory of writing outlined above, we saw that for a sufficient and, most importantly, uniform impact force, it must involve not only the muscles of the fingers, which vary greatly in strength between individual fingers, but the muscles of the hands. Therefore, the strike on the key should not only be jerky, but also a strike of the hand, and not just a finger, or, as they say, the strike should be throwing, and not crawling.

These necessary properties of hitting the keys create rather complex combinations of finger and hand movements, which are quite difficult for beginners to understand and master if they are not initially divided into several separate sequential movements. After all, it is clear that when striking with a hand, a beginner will strike with all four fingers of the hand at once, the letter levers of the corresponding keys will interlock and no effect will be obtained. Further, after the blow, the beginner will instinctively throw up the striking finger, as if it is temporarily unnecessary and only interferes with the blow of the next finger. This is exactly what happens to a beginner if he is left to combine the movements necessary for a correct strike.

Meanwhile, in order for a blow to be made with only one finger, and not with all four, it is, of course, necessary that this finger first take an extended position among the other fingers of the same hand, and in order for the fingers after blows not to lose their orientation on the original positions, it is also necessary that the spent fingers do not go up, but immediately return with all the other fingers to their original positions.

Therefore, when starting to study the correct strike, we consider it necessary, firstly, to begin it by striking only the keys of the initial positions and, secondly, to give students the following scheme of sequential movements of the fingers and hands.

1. Having placed all your fingers on the keys of the original positions (these keys are underlined on the attached keyboard diagram), first slightly (about one centimeter) lift all the fingers except the striking one. 2. In this position of the fingers (i.e., with the finger extended downward for the striking finger), swing the entire hand upward by about 2-3 cm. 3. Now strike the desired key from this height, lifting the finger from it before it reaches the key all the way, and immediately throw the entire hand back upward by the same 2-3 cm. 4. Immediately after this, place all four fingers on the keys of the original positions.

When this pattern of movements of the fingers and hands to obtain the correct blow is understood and basically mastered by all students, we must proceed to the study of striking the keys of the main row outside the starting positions. Here you need to add one more initial term to the outlined movement pattern, and it will become like this:
1. Having placed all fingers on the keys of the initial positions, first move the striking finger to the desired key (for example, the index finger of the right hand to the “p” key), being sure to leave the remaining fingers of the same hand on the keys of the initial positions.
2. In this position of the fingers, raise all fingers upward by about 1 cm, except for the striking one.
3. In this position, swing your entire hand upward by about 2-3 cm.
4. Strike the desired key from this height, lifting your finger from it before the key reaches the stop, and immediately throw the entire hand back upward by the same 2-3 cm.
5. Immediately place all four fingers on the keys of the starting positions.

Both of these schemes must, of course, first be clearly demonstrated, first in a group manner, and then individually to each student for whom these schemes of necessary movements are not clear enough.

As exercises for studying the stroke, it is better to take combinations of letters in a row on the keys, first of the initial positions, and then of the entire main row (as we give below), than from words that could be composed for this from the same letters.

Since the goal of these exercises is not yet error-free writing, but only the correct stroke of the keys, the meaning of what is obtained on paper still cannot serve as an indicator of the correctness or incorrectness of the movements made by the student. When replacing such combinations of letters with words, the students’ attention would inevitably be distracted by the meaning of what was written and the need not to simply finger the keys in a row, but also to the sequence in the strokes of various fingers that each comprehension of the word requires.

Equally, contrary to the laws of alternation of hands discovered by Lyai, it is better to study the blow alternately with one right hand, then with one left hand, and the free hand must, of course, maintain its correct position in the original positions of the opposite half of the keyboard, and its thumb must make timely intervals after each exercise. Distributing such exercises on both hands at once, although it would lead to alternating hands, would complicate the process of studying the blow by diverting the students’ attention to maintaining this alternation.

Each of the exercises given below for studying the blow must, of course, be repeated many times until the blow of all students begins to approach the correct one. If the students’ fingers begin to get tired before this moment, then they need to move on to the exercise for the other hand, then returning again to the first exercise until the blow becomes satisfactory.

With this order of studying the blow according to the indicated patterns of movements and on exercises with keys taken in a row, it is possible to achieve a satisfactory blow in a fairly short time for the entire group of students. Possible individual failures are always only a consequence of haste and an impatient desire to achieve results as quickly as possible. Therefore, moderating the pace of these exercises always gives excellent results.

Having achieved a satisfactory hit on exercises of key combinations taken in a row, you can move on to exercises from words and set the students a second task - achieving error-free execution of each exercise. However, even when this task is posed, the task of hitting correctly cannot yet be considered completed. The need to monitor the correct sequence of letters in the exercise word being performed very easily leads students in this period to failure to comply with the pattern of sequential movements of the fingers and hands when striking, and the quality of the latter begins to deteriorate. In such cases, if students are unable to achieve error-free execution of exercises and at the same time observe the movements necessary for a correct strike, then it is better to temporarily abandon the requirement of error-free practice, but be sure to ensure strict adherence to the correct strike.

Usually, by the middle of the exercises of the first topic, all students have already managed to combine the requirements of the correct gift with the requirements of error-free writing, and then the requirement for error-free execution of each exercise in the last two lines can be set in its entirety.

When the requirement for error-free execution of each exercise has been mastered by students, which usually occurs in the exercises of the second half of the first topic, then they can begin the third task - mastering a uniform rhythm of writing.

Rhythmic exercises are, as you know, exercises performed simultaneously by the whole group, counting the beat given by the teacher. When selecting exercises to perform them to the beat, the following requirements should be observed:
1) give only those word exercises that have already been accurately completed by the weakest of the group;
2) give words only from an odd number of letters, so that together with the strike on the intermediate key, the total number of strikes in the exercise is even; this ensures that the count “one” always coincides with the first letter of each exercise word, which in turn makes it easier for students who have fallen out of step to get back into it;
3) select the composition of the letters in the word so that the students’ hands initially alternate after each blow, and in the future such alternation would be as frequent as possible. This facilitates the students’ first steps in mastering a uniform rhythm, since alternating hands is in itself more rhythmic than alternating fingers of the same hand;
4) start the first rhythmic exercises with short words of 3 letters.

Below is a set of words for rhythmic exercises, selected in order of gradual difficulty and in an amount sufficient for the first topic. However, with such a selection of exercises to facilitate the development of a uniform rhythm, it initially turns out to be very difficult for students, most of whom usually have not encountered rhythm at all. Therefore, in rhythmic exercises, initially it is necessary to completely exclude the requirements of both error-freeness and correct striking. Let there be mistakes in the letters, let the fingers sometimes linger on the keys, the main thing is not to get out of step. When the whole group catches the general rhythm of writing and enters into it, both the accuracy of writing and the correct stroke will return to the students. But for this, it is important not to start rhythmic exercises until all students have fully mastered both the abrupt stroke and the error-free writing. On the contrary, it is completely indifferent which exercise of the first topic each student is working on individually at this time; it makes no difference even if individual students have already managed to move on to the following topics, since execution to the beat can still only be given to those exercises that have already been worked out by the weakest of the group.

The very organization of rhythmic exercises is carried out like this. The length of the line for these exercises is taken to be the entire width of the paper with a deviation from its left edge of only 2-3 strokes. Before each exercise begins, all students move their carriages to the beginning of the line. The teacher occupies a place in the group from which he can clearly see the end of the line on the machine that has the most spaced font; when a line on such a machine ends, he gives the group a general order to "advance the carriages for the next line," which must be carried out immediately by the whole group, regardless of the fact that on compressed type machines the lines remain unfinished. The count of a beat should be done in 2, not 4 divisions: “one - two”, “one - two”, and not “one - two - three - four”, since the long word “four” gives a less distinct beat, and division by 3 is much less clear to students unfamiliar with rhythm.

Having announced to the students the word that will be the subject of rhythmic exercises, the teacher first gives a count of several measures during which the students are not yet writing (the so-called empty measures or pauses) in order to give them the opportunity to listen to the general tempo of the letter in which they will have to write, and and then, on the count of “one,” with a wave of his hand, he includes the entire group of students in rhythm with the letter.

After the whole group of carriages has translated for the next line, at least one empty beat must again be calculated, otherwise individual students immediately begin writing at different tempos and, of course, get out of step.

When the students are so established in the beat that most of them no longer make mistakes in the letters of the word, the teacher, having warned the group about this, gives the count of the beat only at the beginning of the line, stops counting the beat and allows the students to write in the general beat themselves, focusing on the letters hitting each other on the machine shaft. Usually, in this case, students finish the line well with strict adherence to the general tact. However, it often happens that in such cases, students, left to their own devices, begin to speed up the pace of writing, as a result of which the weakest ones get out of step. In the latter case, the teacher immediately starts counting the beat out loud again and thereby restrains those who are trying to speed up the overall pace of writing.

The first rhythmic lesson usually takes about half an hour, and even in such a time it is often not possible to achieve everything described above. In this case, the rest should be postponed to the next rhythmic lesson, because with a longer lesson, the students’ attention gradually becomes dull and good results still cannot be obtained.

In the future, each rhythmic lesson should be devoted to 15-20 minutes, devoting this time to each current lesson throughout the study by the weakest students of the first three topics, which in total will require about 225-275 minutes, or 5-6 class hours.

The number of exercise words to be used for each rhythmic lesson depends on the tempo of writing, which should be very slow at first and which should then be accelerated very gradually. Usually for the first lessons you have to use 2 exercise words, then 2-3: and at the end 3-4, and sometimes 5 words. In any case, you should not use the same word for more than 12-15 lines, since with excessively long repetition of the same movements, students’ fingers begin to get tangled and the results of the exercises deteriorate.

With such a volume of rhythmic exercises and when using exercises in selected groups of the same number of letters to study writing techniques, all students by the end of the course have such a uniform rhythm of writing that cases of clutching levers, even in conditions of haste, occur only as a rare exception, and this is The ultimate goal is to master the correct rhythm.

With this division and sequential implementation of the tasks of mastering the beat, accuracy and rhythm, the exercises of the first topic are easily mastered by all students without exception.

When each student has completed all the exercises in the first topic properly, he should be given the control phrases given below (at the end of the first topic) to complete. Of the many techniques for performing these, the best results, according to our observations, are given by the requirement to write each phrase as many times as it takes so that the last 3 times the phrase is written completely without errors. At the same time, it is technically better to repeat this phrase not in the same line, but one below the other, i.e. Always start a phrase on a new line. With this method, it is much easier for students to immediately notice their mistakes, since the same letters of the words of the phrase in this case end up under each other.

However, the performance of these phrases should not be taken as the entire measure of individual student performance. It often happens that relatively weak students, concentrating all their attention on the short period of time required to complete these phrases, submit good work, while current work, due to the inability to maintain focused attention for a long time, is full of errors and most of the words in their current exercises are completed correctly in the last two lines only as a result of writing the word for 6-8 lines. On the contrary, good students often perform these phrases worse than their current work simply because these phrases are control phrases. (After all, good students are always more worried about tests than bad ones.)

Therefore, the main basis for assessing progress, our observations, should be the current implementation of individual word exercises for each topic. Students who so consciously and carefully perform each word exercise that they achieve its error-free execution in the last two lines on average for only 2-3 lines, subsequently write completely without errors by the end of the course; those who, to obtain the same result, write each word on average 6-8 lines, and by the end of the course retain in their writing a number of errors close to the maximum permissible norm.

If the performance of current exercises is equal, it is advisable to also take into account the pace of exercise performance by individual students in assessing progress.

Exercises for rhythmic lessons for topic 1

dug glad lad gave ardor steam heat wad
sobbed parade fell gadflies thirst fell out squeezed
widow

Often, when first getting acquainted with a personal computer, the user has a question about what characters are on the keyboard and how to enter them. Within the framework of this article, each group of keys will be described in detail, indicating its purpose. A method for entering non-standard characters using ASCII codes will also be outlined. This material is of greatest interest to those who work with a text editor, for example Microsoft Word or another similar application (OpenOffice Writer).

Functional set

Let's start with There are 12 of them on the keyboard. They are located in the top row. Their purpose depends on open application at the current moment in time. Usually a hint is displayed at the bottom of the screen, and these are the most frequently performed operations in this program (for example, creating a directory in Norton Commander is “F7”).

Keys and register

A special group of keys are keys. They control the operation mode of another part of the keyboard. The first one is " Caps Lock" It changes the case of letters. By default, lowercase characters are entered. If we press once given key, then when you press the keys will appear. This is the simplest and convenient way how to put characters on the keyboard with different case. The second key is " Num Lock" It is used to switch numeric keypad. When it is turned off, it can be used for navigation. But when turned on, it works like a regular calculator. The last key in this group is “Scroll Lock”. It is used in table processors. When it is inactive, it moves through the cells, and when it is turned on, the sheet scrolls.

Control

Separately, it is worth considering the control keys. First of all, these are arrows. They move the cursor one position left, right, up and down. There is also page navigation: “PgUp” (page up) and “PgDn” (page down). To go to the beginning of the line use “Home”, to the end - “End”. The control keys include “Shift”, “Alt” and “Ctrl”. Their combination switches the keyboard layout (this depends on the settings operating system).

While holding “Shift”, the case of the entered characters changes and it becomes possible to enter auxiliary characters. For example, let's find out how to type characters from this set on the keyboard. Let's enter "%". To do this, hold down “Shift” and “5”. The set of auxiliary characters depends on the active keyboard layout at the current time. That is, some characters are available in the English layout, and others are available in the Russian layout.

We pay attention to the symbols that are on the keyboard. Deleting a character on the left is "Backspace" and on the right is "Del". "Enter" - go to new line. Another special key is “Tab”. In a table, it provides a transition to the next cell, and at the end adds a new line. For text, pressing it causes an “increased” indentation between characters to appear. And in file manager pressing it leads to a transition to another panel.

Basic set

The main set depends on the active layout at the current time. It can be Russian or English. Switching between them is carried out using the combinations “Alt” + “Shift” on the left or “Ctrl” + “Shift”. The selected combination is determined in the operating system settings. You can find out the active combination by selection. That is, we click the first of them and look at the state language bar(located in the lower right corner of the screen). If a language change has occurred, it means that this is the combination we need (for example, from “En” to “Ru” or vice versa). The first one is installed by default.

The alphabetic characters on the keyboard are located in its central part and are divided into three rows. The more often a symbol is used, the closer it is to the center, the less often it is used, the further away it is from it. That is, the letters are distributed not alphabetically, but according to At first, it is difficult to get used to this principle of organizing the distribution of characters, but the more you work, the more you get used to it and understand that it is really convenient. One more nuance that needs to be taken into account. For short-term switching between uppercase and lowercase letters, it is better to use “Shift”, and for long-term typing - “Caps Lock”.

Numeric keypad

Another required component of such input devices is a numeric keypad. It is located on the right side of it. It has two modes of operation: input and navigation. In the first case, characters are typed on the keyboard (these are numbers and basic mathematical operations). This is convenient when working with large A; in the second option, the keys for moving the cursor and page navigation are duplicated. That is, arrows for moving the marker, “PgUp”, “PgDn”, “Home” and “End” - all this is present here.

Switching between them is done using the “Num Lock” key. When it is turned off (the LED is inactive), navigation works, and when turned on, digital dialing works. If necessary, you can set the desired operating mode after loading personal computer in the BIOS (this is best done by advanced users, since beginners may have problems with this operation).

Punctuation marks

Punctuation marks on the keyboard are concentrated mostly near the right “Shift” key. This is a period and a comma. Also in the English version of the layout there are other symbols (colon, question mark and exclamation marks) are located on the main numeric keypad, which is located immediately below the function keys. To enter them, briefly hold down “Shift” and together with it the corresponding button.

About what doesn't exist

But what about the characters that are not on the keyboard? Is there any way to get them? The answer to this question is yes. There are two ways to type such characters. The first of these involves using text editor Word. After launching it, go to the “Insert” toolbar and select “Symbol” there. In the list that opens, select “Others”. Then a special input window will open. Here, using the navigation keys, find the desired symbol and press “Enter”.

Additional characters on the keyboard can be typed in another way - using ASCII codes. This works in all Windows applications - a major plus. The downside is its use big code, which needs to be remembered. First, we find out the digital code of the sign we need on the official website of Microsoft Corporation or in any other source where there is a corresponding table, and remember it. Then we go to the application we need.

Be sure to turn on “Num Lock”, hold down “Alt” and on the numeric keypad on the right, sequentially type the code found in the previous step. At the end, you need to release “Alt” and after that the desired symbol must appear. For example, to enter “ ”, use the combination “Alt” + “9829”. This is convenient to use for non-standard

Design of text messages in chat or pages in social networks. After all, it is much more convenient to remember a non-standard record than a regular one. And this decision just contributes to this.

Results

Within of this material all the characters on the keyboard that exist today were described. The purpose of all keys is indicated and practical examples of operation are given. It also shows a working methodology that allows you to go beyond the usual set of characters using ASCII codes. All this together will help the novice user to thoroughly understand the operation of the keyboard and understand the basic principles of the functioning of a personal computer.

Lesson summary on the topic
"Keyboard. Groups of keys and their purpose"

Lesson type:

Lesson of learning new knowledge

Educational purpose of the lesson:

Study and primary consolidation of knowledge;
Updating leading knowledge;
Consider all groups of keys and their purpose.

Lesson plan:

1. Organizational part (welcome, checking the students present, writing the date and topic in a notebook)

3 min.

2. Explanation of new material

30 min.

3. Independent work students

10 min.

4. Homework

2 min.

Lesson summary:

Modern computers can process numerical, text, graphic, sound and video information.

To enter into a computer audio information microphones are used; scanners, digital cameras and video cameras are used to enter complex graphic images, photographs and videos; Numerical and text information can also be entered into the computer's memory using a scanner. But in order to successfully work on a computer, you need to know the keyboard - essential device input into computer memory.

computer device, which is located in front of the display screen and is used for typing text and controlling the computer using the keys on the keyboard.

Take a close look at your computer keyboard.

All keys can be divided into several groups:

alphanumeric keys;

function keys;

control keys;

cursor keys;

number keys.

In the center are locatedalphanumeric keys , very similar to the keys of a regular typewriter. They have numbers on them, special characters(“!”, “:”, “*”, etc.), letters of the Russian alphabet, Latin letters. Using these keys you will type all kinds of texts, arithmetic expressions, and write down your programs. At the bottom of the keyboard there is a large key without symbols on it - “Space”. "Space" is used to separate words and expressions from each other.

Russian keyboards are bilingual, so their keys have characters from both the Russian and English alphabets. In Russian mode, texts are typed in Russian, English - in English.

Alphanumeric keyboard - the main part of the keyboard with alphanumeric keys on which symbols are drawn, along with all the closely adjacent control keys.

Figure 1 shows one type of alphanumeric keyboard. Keyboard types differ from each other in the shape of some control keys and the location of the key with the backslash symbol \.

Alphanumeric keys are shown in white, control keys are shown in gray. On the left side of the keys are drawn the characters that are typed in the mode English language. On the right are symbols of the Russian language mode, if they differ from English. If the same character is typed in both modes, then this character is not drawn on the right.

Function keys F1–F12 , located at the top of the keyboard, are programmed to perform certain actions (functions). So, very often the keyF1 serves to callcertificates .

The place where the next character is entered on the monitor screen is marked with a flashing dash -cursor .

Use to move the cursorcursor keys , they show arrows pointing up, down, left and right. These keys move the cursor one position in the corresponding direction. The PageUp and PageDown keys allow you to “scroll” the document up and down, and the Home and End keys move the cursor to the beginning and end of the line.

Very often usedcontrol keys . They are not collected in one group, but are placed so that they are convenient to press.

KeyEnter (sometimes shown with an arrow) ends the command and causes it to be executed. When typing, serves to complete a paragraph.

KeyEsc located in top corner keyboards. Usually serves to abandon an action just performed.

KeysShift, Ctrl, alt correct the actions of other keys.

Number keys – when the Num Lock indicator is on, a convenient keypad with numbers and signs arithmetic operations. Arranged like a calculator. If the Num Lock indicator is off, the cursor control mode works.

Comment: The name “Num Lock” literally means “fixing numbers”

Keyboard equivalents

CTRL+Z - Undo
CTRL+A - Select all
BACKSPACE - Go to folder top level
CTRL+TAB - Move from one tab to another
F4 – Expand address bar
F1 - Help
F10- Go to menu SHIFT+F10 - Call context menu for the selected object
CTRL+ESC - Open main menu
CTRL+ESC - Click on the Start button
alt+TAB - Move from one window to another (change window activity) alt+M - Minimize all windows
Win+R - Open the Program Launch window
Win+M - Collapse all open windows
Win+F1 - Call help Windows system
Win+E - Call Windows Explorer
Win+F - Find file and folder
CTRL+Win+F - Find computer
Win+Tab - Switch between Taskbar applications
Win+Break - Call up system properties

Names of some symbols:

/ - forward slash;
‘ - apostrophe;
& - ampersand;
$ - dollar;
~ - tilde;
@ - commercial "et" (or dog);
() - “open” “closed” bracket;
- “open” “closed” square bracket;
() - "open" "closed" brace;
< >- sign "less than" "greater than";
_ - underscore;
\ - backslash (backslash);
# - hash (sharp);
" " - quotes;
^ - cover (degree);
* - asterisk.

The keyboard is electronic device, containing microcircuits and other parts inside. Therefore, it should be handled with care and precision. Do not allow the keyboard to get dirty with dust, small debris, metal clips, etc. There is no need to hit the keys hard. Your finger movements should be light, short and jerky.

A keyboard trainer is downloaded to each computer.

Homework (the children are given cards with tasks).

1. Fill out the table.

Operation

Key or key combination

Switching the keyboard from input mode of Latin letters to input mode of Russian letters and back

Switching the keyboard from lowercase to typing mode capital letters and back

Capital letter input mode function/refusal to fix this mode

Getting characters that are located along with numbers in the top row of the keyboard

Deleting the character to the right of the cursor

Deleting the character to the left of the cursor

Enabling the mode of working with numbers and arithmetic operations on the additional keyboard

2. Solve the crossword puzzle “Inscriptions on the keys.”

Horizontal:
1. Name of the keyboard register switching key (SHIFT).
3. Short name key with which you can delete the character located to the right of the cursor (DEL).
4. The inscription on the key, which is used to delete the character located to the left of the cursor (BACKSPASE).
7. The inscription on the key, translated into Russian as “pause” (PAUSE).
9. Short name for the Control (CTRL) key.
10. Inscription on the tab key (TAB).
12. The inscription on the key located next to the Pause (SCROLLLOCK) key.
13. The inscription on the key, when pressed, cancels the action or exits a certain state (ESC).
14. The inscription on the key, which is sometimes called the most important key (ENTER).
16. A short inscription on the key that moves the cursor to the page down (PgDn).
Vertical:
2. A short inscription on the key intended for switching the “insert” / “replacement” (INS) modes.
3. The full name of the key used to delete the character located to the right of the cursor (DELETE).
5. The inscription on the key, when pressed, the upper case is locked (CAPSLOCK).
6. The inscription on the keys located on both sides of the Spacebar (alt) key.
8. The inscription on the key that fixes the numeric operating mode of the numeric keypad (NUMLOCK).
11. The inscription on the key that moves the cursor to the beginning of the current line (HOME).
15. The inscription on the key that moves the cursor to the end of the current line (END).

Do you think we have fully learned how to use a computer? Of course not. More than one journey into the amazing computer world awaits you and me.

Literature:

Journal "Informatics and Education". 2005. No. 3.

Journal "Informatics at school". 2004. No. 6.

Journal "Informatics and Education". 2004. No. 6.

Exercise No. 2

Topic: “Learning the keyboard. Main (second) row of the keyboard, letters P R E"

Purpose of the work: Studying the main (second) row of the keyboard, the letter P R E. Learn how to correctly place your hands on the keys of the main row of the keyboard.

Place your hands blindly in the starting position: the fingers of your left hand are on the letters F Y V A, the fingers of your right hand are on the letters O L D J. Check the correctness of the position.

To write the letter P, you need to raise the index finger of your right hand, move it slightly to the left and make a short, jerky strike on the P key, then return the finger to its original position (to the letter O). The P key is struck in the same way, only with the left hand. Repeat this technique until you feel confident in the movement (at least 15 times).

To strike the E key, the little finger of the right hand is pulled to the right, a jerky strike is made on the E key, and the finger returns to its original position (to the letter Z). Repeat this technique until you feel confident in the movement (at least 15 times).

Task 1:Write the letters P, R and E in two lines separated by one space according to the example:

p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p p

rrrrrrrr

uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh uh

Task 2:Write words of three letters each on three lines separated by one space according to the example:

glad ditches dug rod rage floor wad steam peer under gift given far heat era

Task 3:Write words of four letters each on three lines separated by one space according to the example:

glad torn ford headlight harp

fell out passed wires sale broke through

thirsted for loss pleased

From the very beginning, you need to accustom yourself to sit without slouching, at some distance from the table. The height of the chair is such that the hands lying on the keyboard form an angle of about 90 degrees at the elbows. The original exercise should be well lit.

The alphabetic keyboard consists of three rows, the fourth contains numbers and signs, as well as the letter Yo.

The second row from the bottom of the alphabetic keyboard is called main Bumped keys A And ABOUT Designed for index fingers. This allows you to find them without looking. By placing your index fingers on them, it is easy to place the rest in their places. This is for the left hand - V, Y, F, for the right – L, D, J. The thumbs are placed above the bar in the bottom row, making spaces with it. This is the starting position.

The imprint of the letter is obtained as a result of contact, so the “strike” must be done lightly and abruptly, otherwise it will be repeated many times. The word “stroke” comes from the vocabulary of those who worked on mechanical typewriters. It really required a blow to activate a whole system of levers and create a print. Therefore, the speed capabilities of the computer are much higher because the fingers glide easily across the keyboard.

To “train” the finger to write the desired letter, first exercises are performed with repeated movements. To do this, the working finger makes a short, light pressure-contact, while the remaining fingers maintain their positions above “their” keys.

When practicing the skill of writing letters and words from the main position and later, practicing on phrases, you need to monitor the brevity and rhythm of the contact.

To avoid the temptation to peek at least occasionally, make a keyboard closed. You can simply attach a thick sheet of paper to the top surface of the table above the keyboard or cover it in another way. " Know» keyboard, it is your fingers, not your eyes, who need to learn the correct movements.

Role cheat sheets At first, you can perform a color table of the distribution of fingers on the keyboard, which will train your eyes to look at the original and not interfere with the writing process.

You should train regularly; long breaks lead to the loss of a fragile skill. But you shouldn’t overwork yourself, this will only lead to typos. It is useful to take breaks for general warm-up and rest of the eyes. All further exercises are performed only with the keyboard closed!.

Exercise 1. The keyboard is closed.

Place your fingers in starting position by the raised marks on the keys A and O.

Write several lines of each letter of the main row, returning your fingers to the starting position. Don't correct typos, but try not to repeat them. With every "blow" pronounce letter.

The space between words must be made with the thumb of the hand that did not write the last letter of the previous word.

For writing P, R And E the adjacent finger is moved from the main position to the desired letter and a short press is made, the remaining fingers are in place,

Each word should also be written in several lines, but the last one should be without errors.