Academic literature on the topic 'Consequences of abnormal educational overload in schoolchildren'

The deep historical roots of the problems in schoolchildren’s educational activity normalizing and educational overloads elimination, as well as standpoints of outstanding teachers of the past in these problems are revealed. On the basis of the modern pedagogical, medical-hygienic and criminological studies analysis, the long chain of dangerous consequences of the abnormal educational overload in schoolchildren is determined. The consequences of anomalies include: the loss of teachers' ability to implement the principle of training accessibility and other didactic principles; loss of students' desire to learn; mechanical learning of an educational material, which can even lead to torpidity; compulsory nature of pupils' learning activity and the authoritarianism of teachers, caused by it; zero (failure) level of mastering mathematics, physics, chemistry and other subjects; dramatically high morbidity of schoolchildren; lack of discipline, pedagogically neglected children, which in turn becomes the cause of juvenile delinquency and so on. The necessity and possibility of overloads elimination and normalizing the educational activity of schoolchildren at the government level is substantiated. Significant reserves have been considered for a practical solution to these problems, related to the domestic experience of the 1920s in the development of tightly scheduled curricula and manuals for trainees, with the current experience in reforming the content of education in Singapore. In this context, there is also evidence that in Ukraine in the 60-80's of the twentieth century the path to the standardized training implementation was laid by school pedagogical teams, headed by V.O. Sukhomlinsky and G.Ye. Hlushchenko. The article also identifies the priority measures for practical implementation of standardized educational activities of schoolchildren

The factual material about significant weaknesses in the current state of school mathematics education in Ukraine, Bulgaria, Belarus, Latvia, Poland and Hungary is presented. These weaknesses include a decrease in the level of educational achievements of students, loss of desire to study mathematics, decline in the prestige of mathematical education and mathematical professions in public consciousness, etc. It was found that the attention of Ukrainian scholars to the problems of preventing and eliminating the failure of students, veiled by the use of the term “initial level of educational achievements”. The incompatibility of the abnormal overload of educational programs and textbooks with the principle of accessibility of learning and the consequences of this anomaly are revealed. Among them is the loss of students’ desire to study, failure of learning, replacement of the conscious learning of educational material by memorizing it, and a dangerously high level of incidence of illness in students. The unique experience of mathematics teachers of past (P. Dolhushyn, P. Larychev, H. Husarska) and current (S. Lohachevska, O. Plysiuk) generations regarding the practical implementation of standardized education freed from overloading students was analysed. The high educational and developmental effectiveness of the internal (in the same class) differentiation of students with high, medium and low levels of educational achievements, and its conditioning by in-depth learning of the educational material with the aim of adaptation to any level of educational achievements of students has been established. It is concluded that the introduction of internal differentiation of learning into mass school practice enables the implementation of prospective directions for improving the quality of mathematics education. They are the freeing students from academic overload, eliminating gaps in knowledge and skills, mastering the skills and abilities of independent work, developing thinking and interest in studying mathematics, and increasing the level of educational achievements.

The aim of this article is, firstly, an analysis of numerous deficiencies and the consequences of the educational process generated congestion programs, books, calendar and lesson plans, as well as the immense amount of homework; Secondly, modeling of normalized learning process, which is entirely possible to achieve high quality education based on successful implementation of the principle of availability of learning and teaching of all other principles. In this regard, the most obvious abnormal congestion is stated for the seniors immense amount of homework that is incompatible with the principle of accessibility of education and school hygiene requirements. It is noted also that studies of many local authors found negative effects of abnormally overloaded amount of homework. However, numerous studies have concluded less obvious, but the most dangerous overloading of school curricula and textbooks. Appeal to the measurement of educational overloads done by V. P. Bespalko shows that students are forced to use mathematics textbooks, whose congestion contains between 5-fold to 20- fold. Effectiveness in study for many students with these textbooks V. P. Bespalko describes the term "zero success." It is ascertained spread of zero (ie, disastrous) the level of success of the quality of education in mathematics, physics and chemistry. It is shown that abnormal overload programs and textbooks causes long chain of other anomalous phenomena in the educational process such as the loss of the opportunity to implement the principle of availability, training and all other didactic principles; distribution of zero-level retention on the quality of education in mathematics, physics and chemistry; the loss of students’ desire to learn, that paralyzes the assimilation education content; mechanical memorization of educational material; the forced nature of the training activity of the students and the teacher's position occasioned by the authoritarian it; school boredom, indiscipline, but teaching students, which in turn becomes the cause of the juvenile; application of teachers antipedagogical means of maintaining discipline; catastrophically high incidence of students. This circuit anomalies learning process does not end there. Its sequel is the subjects of individual research.The standardization of the educational process is considered as the maximum possible elimination of educational and all other overloads generated by their anomalies. It is shown that strong guidance for implementing learning is normalized in the pedagogical heritage of J. A. Comenius, A. Distervega, practical experience in solving the problem of eliminating congestion educational (Frohlich school, modern educational reforms in Singapore). In this regard, it also emphasizes the relevance of the concept of structuralism, sponsored by the famous Polish dydakt K. Sosnitskii.

In recent decades, people have faced a severe threat of an ecological catastrophe, primarily due to the conflict between culture and the laws of nature. Society has exceeded the capabilities of the biosphere. In this context, there is a need to make all aspects of social life more environmentally friendly, including developing and implementing resource-saving and waste-free technologies, which requires the active participation of ecologically conscious persons. The environment must be provided with the necessary resources for carrying out socially significant work. Knowledge of the interactions between society and the environment, understanding the immediate and long-term consequences of natural changes, appreciation, conservation of natural resources, and love for nature are essential. Technological progress has improved people's financial lives, but unfortunately, it has caused significant damage to the entire biosphere. In these conditions, the understanding of contradictions arising in the "nature-conscious society" sphere lags behind the constant growth of conflicts. Resolving the ecological problems of the current stage of social development requires a new worldview and the formation of people's thinking and attitudes toward the major issues of human life. The formation of this ideology allows people to recognize their honesty and naturalness and transform consumer relations into sustainable consumption. Despite society's attempts to reflect its actions against nature, people's perceptions of the world are still distorted, their natural behavior is ecologically abnormal, and people are not yet ready to actively work in harmony with nature. Therefore, the relevance of the research topic is determined by the need for a deep and comprehensive analysis of information on the formation of ecological consciousness in the context of natural social development. Theoretical research enables the creation of a broad concept of environmental consciousness and the revelation of its nature, functions, and role in the development of the environment. The article hypothesizes that the formation of ecological consciousness depends on the person's age. Based on a sociological study conducted by the Ilko Kucheriv Democratic Initiatives Foundation on behalf of the Environmental Law Association, problems of forming ecological consciousness and age-specific features of ecological perception were identified. As a result, forms and methods of creating ecological consciousness for different age groups were developed: children (preschoolers), adolescents (schoolchildren and students), and adults. The article emphasizes the necessity of educational and awareness-raising activities among the people of each age group to form ecological consciousness effectively.

In the introduction, the author talks about the specifics of the school subject “literature”, in which, as the didacts showed, there are two leading components, namely scientific knowledge and methods of activity. The author adds to what is said by the predecessors: the specifics of the subject is that its results are of a delayed nature. In the process of mastering literary education, one of the indicators of its achievement is the independent reading circle. Materials and methods. The works of the finalists of the contest “Thoughtful Reader” (64 works), which is held by the Central City Children’s Library named after A. P. Gaidar (Moscow), served as materials to prove this thesis. Under the conditions of the two-stage contest, a review or a critical review of the text (the choice of genre was left to the readers) should be written on the work selected by experts for the catalogue “100 Best Books for Children and Teenagers” (issues of 2022 or 2023). The purpose of the catalogue is to guide the reader in exploration of modern children and adolescent books. The first stage of the contest aims to solve this problem. This part of the article also presents quantitative results of readers’ choice, distributed in four categories. Based on quantitative data, the author of the article traces a negative trend that teen readers, middle school students, stop visiting the library, and suggests that either this is caused by the shift toward electronic reading for the most part, which leads to the use of other resources, or by the overload of their academic classes, which leaves no time for independent reading. Bibliography overview. Before introducing the reader to the qualitative results of the contest papers analysis, the author, relying on the latest modern research, one of which highlights the history of the issue, clarifies the content of the term “independent reading”. Results. The results of the study are presented by nominations. In addition, the texts of the participants are examined within the context of a methodical approach and are seen as essential teaching resources, as M. A. Rybnikova suggested at the time. The participants of the junior nomination work with the text as readers and naive realists: first, they give their emotional response to the book, but many strive not only to retell the content, but also to say something about the artistic merits of the book, to appeal not only to the verbal, but also to the visual imagery. Unfortunately, the influence of “adults” is visible in the works: young readers start saying “this book teaches” and become lost on the stationery. The participants of the senior nomination in the conversation about the book do not come from its author, but from themselves as a reader: they talk about the reading process, about their understanding/misunderstanding of the characters, events and the author. Most of them have overcome naive realism, but in books they are looking primarily for what is close to them, they are mainly interested in reading and talking about themselves. The reading circle of readers of this age includes, among other things, a graphic narrative, they pay attention to the visual imagery, which often becomes an entry point into the book for them; they also focus on the artistic merits of the work, strive to fit the book into a number of works of the same genre. The participants of the adult nomination concentrate on the “educational potential” of the book, its resourcefulness (help in a difficult life situation); they write mainly reviews, often evaluate the book on the principle of what “it lacks”. There are some very interesting works according to the reviews from the adult participants. These are particularly texts that “encourage” schoolchildren to read contemporary literature by explaining how to read a “silent book” The participants of the family nomination (the fewest) primarily consider the book as a resource for the joint communication of readers of different generations. In conclusion based on the conducted content analysis, several conclusions are made. The first is that the formation of the reader’s competence is evidenced by the choice of a book for independent reading, the ability and willingness to talk about it within the framework of a detailed statement. The analysis of the works also revealed problem issues: none of the “thoughtful readers” writes about reading as a pleasure. According to the author of the article, this is one of the consequences of studying literature at school, where the emphasis is placed on the “educational role” of the book, and not on the fact that that a work of art is first and foremost a work of art. The author also claims that visual literature has entered the reading circle of schoolchildren, the practices of working with which require to be comprehended and described.

В жизни человека достаточно большое количество ситуаций может вызывать состояние стресса. Ситуации, возникающие в процессе обучения, такие как процедура экзамена, уже привычно считаются одной из таких социальных ситуаций. В настоящее время приходится констатировать, что напряжение и тревога накапливаются в течение всего периода подготовки к экзаменам. Информационные перегрузки и «предстартовое состояние» − ожидание приближения экзаменов, − мощные стрессоры, которые влияют практически на всех обучающихся. Это пагубно отражается на психосоматическом здоровье личности, а также способно привести к деструктивным, девиантным формам поведения. В данной статье авторы представляют результаты эмпирического исследования некоторых особенностей поведения обучающихся 9-х, 11-х классов и студентов I курса в предэкзаменационный период. Проведенное исследование позволяет утверждать, что поведение в стрессовых ситуациях и у школьников, и студентов обладает одинаковыми признаками (что выражается в стандартных эмоциональных, когнитивных и поведенческих паттернах, примерно одинаковым уровнем стресса и тревожности), однако факторы такого поведения разные и зависят от ожидаемых последствий проживаемых ситуаций, а также имеющихся предикторах, влияющих на изменения в поведении обучающихся. In a person's life, a sufficiently large number of situations can cause a state of stress. Situations that arise during the learning process, such as the exam procedure, are already habitually considered one of these social situations. Currently, we have to admit that tension and anxiety accumulate throughout the entire period of preparation for exams. Information overload and the "pre−start state" − waiting for exams to approach - are powerful stressors that affect almost all students. This adversely affects the psychosomatic health of the individual, and can also lead to destructive, deviant forms of behavior. In this article, the authors present the results of an empirical study of some features of the behavior of 9th, 11th grade students and first-year students in the pre-examination period. The conducted research suggests that the behavior in stressful situations of both schoolchildren and students has the same characteristics (which is expressed in standard emotional, cognitive and behavioral patterns, approximately the same level of stress and anxiety), however, the factors of such behavior are different and depend on the expected consequences of the situations experienced, as well as the available predictors that affect changes in the behavior of students.