俄罗斯小学生在线学习的动机、强度和教育活动质量

A. Dyatlov, Vitaly V. Kovalev, Diana N. Chilingarova
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摘要

文章分析了普通教育学校向在线学习形式过渡的可能性。指标包括教育活动、教育质量、教育强度、学习动机等类别。为实现这一目标,对顿河罗斯托夫市(俄罗斯)的高中生及其家长和学校教师进行了社会学调查。后两组受访者以专家身份出现。根据对经验数据的分析,得出了以下结论。在所有接受调查的高中生中,有一半以上(66.6%)表示愿意继续他们在应对 COVID-19 疫情期间获得的在线学习体验。然而,将在线学习意愿与 "学习动机"、"教育质量"、"教育强度 "等类别结合起来的结果表明,高中生所宣称的对学习过程的高积极性与他们在远程课程中的真实行为并不相符。高中生选择在线教育的主要动机是这种教育形式的便利性。调查显示,选择在线教育的其他原因的重要性较低。对在线便利性的偏好和对异步学习的渴望反映了摆脱教师控制以减少其教育活动的未实现目标。可以认为,这是由于高中生的社会性不成熟以及大多数高中生对中学教育的价值认识不足造成的。根据分析的数据,确定了三个大致相同的受访者群体。在第一组中,高中生关注的是标准的学校授课系统,其中包含电子学习元素(40% 的受访者)。第二组受访者认为,与传统学习相比,在线学习具有便捷性和更大的资源潜力等优势(35% 的受访者)。第三类代表了中学生的兴趣,他们对教育形式不感兴趣,而是希望有机会摆脱教师的控制,在方便的教育环境中模拟学习活动(25% 的受访者)。这就意味着,在线学习的形式对于大多数高中生来说是不可接受的,因为只有在学生有稳定的认知活动的情况下,这种形式的作用才是显而易见的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Motivation, Intensity and Quality of Educational Activity of Russian Schoolchildren in Online Learning
The article analyzes the possibility of transitioning a general education school to an online learning format. The indicators are such categories as educational activity, quality of education, intensity of education, learning motives. To achieve this goal, a sociological survey of high school students in Rostov-on-Don (Russia), as well as their parents and school teachers, was conducted. The last two groups of respondents are presented in the status of experts. Based on the analysis of empirical data, the following conclusions were made. More than half of all high school students surveyed (66.6%) expressed their intention to continue the online learning experience they received during the response to the COVID-19 epidemic. However, the conjugations of willingness to study online with the categories “learning motives”, “quality of education”, “intensity of education” showed that the high motivation declared by high school students for the learning process does not correspond to their real behavior in distance lessons. The main motive for choosing online education for high school students is the convenience of this format of education. The survey showed a low degree of significance of other reasons for choosing online education. Preferences for online convenience and the desire to learn asynchronously reflect the unmanifested goal of getting out of the teacher’s control in order to reduce their educational activity. It can be assumed that this is due to the social immaturity of high school students and the lack of understanding by most of them of the value of secondary education. Based on the analyzed data, three approximately equal groups of respondents were identified. In the first group, high school students are focused on the standard school-lesson system with elements of e-learning (40% of respondents). In the second group, the advantages of online learning are articulated, which are associated with convenience and greater resource potential compared to classical learning (35% of respondents). The third group represents the interests of high school students, who are not so much interested in the format of education as the opportunity to get out of the control of the teacher and find themselves in a convenient educational environment to simulate learning activities (25% of respondents). This means that online learning format, the usefulness of which is obvious only if students have a stable cognitive activity, is unacceptable for most high school students.
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