| Article |
|---|
| Article name |
Management of Educational Innovations and Their Emergency Consequences |
| Authors |
Purysheva N.S. Doctor of Pedagogy, Professor, npurysheva42@rambler.ruGurina R.V. Doctor of Pedagogy, Associate Professor, roza-gurina@yandex.ru |
| Bibliographic description |
|
| Section |
THEORY AND METHODOLOGY OF PROFESSIONAL EDUCATION |
| UDK |
373.6.370.1 |
| DOI |
|
| Article type |
|
| Annotation |
The article analyzes the unanticipated and unintended consequences of educational innovations
and reforms in the education system of Russia in recent years.
The authors consider innovation, i. e. an active introduction of electronic media (electronic
gadgets, smart phones) as a means of training instead of notebooks and books to the educational
process, especially to the elementary grades. The article discusses the questions concerning the consequences of this innovation: how will this innovation affect the child’s health and his vision in
particular? How will the child’s cognitive processes, thought, and perception of the world change?
Do doctors recommend the “harmless dose” of child’s work with a computer? Have there been any
clinical trials and comparison of the information read in the reflected light from the sheet of paper and
an on-screen emitter of energy in terms of influence on a person’s vision?
The article focuses on innovation concerning “association, consolidation, merger” of school
subjects and educational institutions. The unreasonable risks of introducing this innovation into a
senior school are analyzed using specific cases. For example, the union of Algebra and Geometry in
one subject called Mathematics causes irreparable damage to the development of spatial perception
and imagination, the logic and discursive formation of students’ thinking.
The problem of destruction of astronomical knowledge, which is caused by the elimination
of astronomy as a separate academic discipline is shown. This article contains the results of the
students’ survey concerning the verification of simple astronomical knowledge.
The article substantiates the conclusion that the education reform should be carried out taking
into account the achievements of the psychological-pedagogical science and educational practice by
specialists who have professional experience in teaching.
|
| Key words |
management innovations, knowledge, understanding, merging of subjects, thinking. |
| Article information |
|
| References |
1. Gurina R. V. Astronomicheskaya bezgramotnost’
i global’noe soznanie v kontekste modernizatsii
obrazovaniya // Narodnoe obrazovanie. 2007. № 2.
S. 189–193.
2. Gurina R. V. Podgotovka uchashchikhsya fizikomatematicheskikh
klassov k budushchei professional’noi
deyatel’nosti v oblasti fiziki. Ul’yanovsk: MDTs, 2009.
394 s.
3. Purysheva N. S., Gurina R. V. Interpretatsii
fizicheskoi kartiny mira // Znanie. Ponimanie. Umenie.
2011. № 2. S. 50–55.
4. Russkii kosmizm. Antologiya filosofskoi
mysli. M.: Pedagogika-Press, 1993. 368 s.
5. Fel’dshtein D. I. Problemy psikhologopedagogicheskikh
nauk v prostranstvenno-vremennoi
situatsii XXI veka (Doklad na obshchem sobranii
RAO). [Elektronnyi resurs]. Rezhim dostupa: http: //
www. smolin.ru/actual/public/pdf/feldchteyn.pdf (data
obrashcheniya: 23.10.2014). |
| Full article | Management of Educational Innovations and Their Emergency Consequences |
