Cognitive Inefficiency of School Education in the Context of Digitalization
Cognitive Inefficiency of School Education in the Context of Digitalization
复制标题
数字化背景下学校教育的认知低效
DOI：
10.17223/17267080/79/8
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
S. Elshansky
中科院分区：
文献类型：
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作者：
S. Elshansky
本文旨在探讨全面数字化条件下现代学校教育的认知低效问题。本文的目的是展示数字化如何使学校教育效率低下。本研究的任务是指出学习中认知效率低下问题的存在；找出造成这种学习效率低下的因素；评估中学教师对这一问题的理解水平；寻找提高在校学习的认知有效性的可能途径。进行了一项焦点小组研究，以评估中学教师对这一问题的了解程度，并了解他们对相关问题的看法。总共举行了6个焦点小组，每个小组有5名受访者。受访者是来自莫斯科和莫斯科地区的中学教师。研究表明，在数字化条件下，教师从学习记忆和学习注意两个方面肯定了现代学校教育认知效率低下的问题，认识到了问题的存在及其重要性。作为这项研究的结果，确定了提高教育过程认知有效性的可能方法。这项工作的意义在于现代学校教育的低效率，需要考虑和分析影响其有效性的认知因素，以及与数字化有关的认知因素。本文阐述了现有中学教育系统中学习记忆和注意力水平不足的原因，教育认知现象与数字化的关系，积极变化的可能途径，并对问题研究的程度进行了评估。焦点小组研究的结果表明，教师了解这一问题的存在和相关性，以及在数字化背景下发展认知有效学习的综合模式的必要性。
The article is devoted to the problem of cognitive inefficiency of modern school education under the conditions of total digitalization. The purpose of the article is to show how digitalization makes school education inefficient. The tasks of the research are to indicate the existence of the problem of cognitive ineffi-ciency in learning; to identify the factors of such inefficiency; to assess the level of the prob-lem understanding by secondary school teachers; to find possible ways of improvement the cognitive effectiveness of learning at school. A focus group study was conducted to assess the extent to which secondary school teachers understood the problem and to find out their opinions on related issues. In total, 6 focus groups were held, each involving 5 respondents. The respondents were secondary school teachers from Moscow and the Moscow Region. The study demonstrated that teachers confirm the problem of cognitive inefficiency of modern school education in the aspects of learning memory and learning attention under the conditions of digitalization, they understand that the existence of the problem and its importance. As a result of the study, possible ways to increase the cognitive effectiveness of the educational process are identified. These are regular systematic repetition, active use of the principle of enlarging the studied, the introduc-tion of intelligent systems for educational attention and stress control, special training of the cognitive sphere of schoolchildren, personification and personalization of learning by developing individual educational trajectories and implementing methods for adapting educational content, etc. The significance of the work is determined by low efficiency of the modern school educa-tion, the obvious need to take into account and analyze the cognitive factors that affect its effectiveness and are associated with digitalization. The article describes the reasons for insuf-ficient levels of learning memory and attention in the existing system of secondary school education, the relationship of educational cognitive phenomena with digitalization, possible ways of positive changes, and assesses the degree of the problem research. The results of a focus group study showed that teachers understand the existence and relevance of the prob-lem, and the necessity to develop a comprehensive model of cognitive-effective learning in the context of digitalization.