Data mining
mobile phone!
Cell phone!
In order for the healthy growth of the next generation, basic education urgently needs to respond to five major concerns (5)
In recent years, with the in-depth integration of information and communication technology and education and teaching, mobile electronic products such as mobile phones and tablet computers have become increasingly popular among elementary and middle school students.
This trend has brought profound changes to the traditional learning and education management model, and has also had a profound impact on the physical and mental development of students.
There are divergent opinions on the pros and cons of mobile electronic products represented by mobile phones in deep participation in teaching activities.
In order to gain a deeper understanding of the current status and problems of primary and secondary school students’ use of mobile electronic products such as mobile phones and tablets, at the end of 2020, the research team of the National Education Macro Policy Research Institute of East China Normal University will be in Jilin, Inner Mongolia, Beijing, Zhejiang, Shanghai, Henan, In Hunan and other places, high schools, junior high schools and elementary schools in provincial capitals, prefecture-level cities, and county-level cities were selected for questionnaire surveys, and more than 18,000 valid questionnaires were collected.
The research team also conducted in-depth investigations on educational information technology companies and industry standard development experts and other groups, analyzed the use of electronic mobile electronic products including mobile phones and tablet computers, and put forward specific policy recommendations.
Over 60% of primary and secondary school students have exclusive mobile electronic products
The survey data of the research group shows that the current primary and middle school students in my country generally have exclusive mobile electronic products.
Among the 17,984 primary and middle school students surveyed across the country, more than 60% of the students have their own personal mobile phones, tablets, computers and other electronic products.
The proportion of high school students who have personal electronic mobile devices is 77.4%, which is 64.6% among junior high school students and 50.7% in elementary school.
In addition, there are differences between grades.
The survey data of the research group shows that the higher the grade (except the third grade), the higher the proportion of students with mobile electronic products.
Even for the first grade of elementary school students, more than 40% of students have their own mobile electronic products.
The ownership of personal mobile electronic products of primary and secondary school students also differs between different types of schools.
The survey data of the research group shows that compared with private schools, the proportion of public school students owning personal mobile phones, tablets, computers and other electronic products is higher, accounting for 65.9%; while private school students have personal exclusive mobile electronic products The ratio is 53.1%.
The ownership of mobile electronic products of elementary and middle school students is also different in different locations.
The higher the geographical level of the area where the school is located, the higher the proportion of students owning electronic mobile devices.
According to the survey data of the research group, the proportion of students in provincial capitals and municipalities owning electronic mobile devices is 74.4%; the proportion of prefecture-level cities is 61.9%; the proportion of county-level cities is 60.2%; the proportion of townships is 54%.
There are also varying degrees of differences in the amount of time students spend playing games on electronic devices each week in different stages and different types of schools.
According to the survey data of the research group, the amount of time that elementary school, junior high school, and high school students spend playing video games each week increases sequentially.
Compared with private schools, the proportion of students playing video games in public schools is higher, accounting for 61.5%; while the proportion of students playing video games in private schools is 39.7%.
The main problems of primary and middle school students using mobile electronic products
In recent years, with the increasing popularity of mobile electronic products such as mobile phones, while the teaching scene continues to expand, the irregular use of mobile electronic products has also brought many adverse effects on the physical and mental health of students.
The research team believes that, from the perspective of policy goals and practical dilemmas, the current use of mobile electronic products such as mobile phones and tablet computers in primary and secondary schools has the following problems.
First, the unrestrained use of mobile electronic products damages the physical and mental health of primary and secondary school students, which is prominently manifested in visual impairment, game addiction, and work and rest habits.
According to data released by the National Health Commission in 2018, the overall myopia rate of children and adolescents in my country has reached 53.6%, of which the myopia rate of 6-year-old children is 14.5%, and the myopia rate of primary school students, junior high school students and high school students is as high as 36%. , 71.6% and 81%.
In addition, unrestrained use of electronic products can also affect students' sleep and work and rest.
Sleep is an important part of the body’s recovery and memory consolidation. It is essential for primary and secondary school students’ brain development, bone growth, and improvement of learning ability and efficiency. Excessive use of electronic products in their spare time will deprive students of their sleep time to a certain extent. Affect their physical and mental health and development. In severe cases, students’ biological rhythms will be disturbed, which will cause inattention, decreased academic performance and other consequences; in the long run, it is more likely to damage children’s brain function, and even cause adolescents’ depression, anxiety, attention deficits and other emotional behaviors. problem.
Irregular use of electronic products such as mobile phones and tablets, and even addiction to mobile electronic products, makes students addicted to the virtual world for a long time, resulting in a lack of time to spend with peers and family members, affecting children's social interaction skills and affecting a harmonious family The establishment of relationships; lack of closeness to nature affects children’s knowledge and understanding of the world, and has a negative effect on the cultivation of imagination, observation and attention during adolescent development; lack of outdoor sports time is not conducive to the healthy growth of adolescents .
In addition, due to the immature physical and mental development of adolescents, the ability to distinguish right from wrong is not strong, and they are easily affected by the atmosphere in the virtual world, which is not conducive to the establishment of their own correct values and outlook on life.
Second, the detailed policy rules for mobile electronic products entering campuses need to be further improved.
In the information age, various mobile electronic products have played a huge role in school education and teaching scenarios.
With the popularization of mobile phones and other terminals, mobile electronic products are increasingly used in teaching aids.
The "2018 Internet Learning White Paper (Basic Education Development Report)" shows that in the ranking of commonly used online learning devices by students, the top two learning devices most popular with students are smartphones and tablets, and they are mainly used to complete homework after school. And watch the instructional video.
In recent years, the education department has successively promulgated policies to clarify the use of electronic products.
Not long ago, the Ministry of Education issued documents such as the "Provisions on the Protection of Schools for Minors" for soliciting opinions and the "Notice on Strengthening the Management of Mobile Phones for Primary and Middle School Students."
Among them, the "Provisions on the Protection of Schools for Minors" clearly stated that schools should prohibit students from bringing smart terminal products such as mobile phones into the school or using them on campus. Those who are allowed to bring in should be managed in a unified manner and prohibited from being brought into the classroom. .
The research team believes that the "New Deal" does not mean a return to teaching methods before informatization, but how mobile electronic products enter campuses for students at different growth stages needs to be more targeted and regulated.
Third, parents’ supervisory capabilities need to be further strengthened.
The research team found that most families cannot effectively supervise students' use of mobile electronic products at home.
The specific manifestations are as follows: First, there is no restriction on the use time of mobile electronic products between parents and children, and failure to timely intervene, stop and correct children's addiction to online games, and allow children to use mobile electronic products for a long time.
Those students who spend a lot of time on mobile electronic products such as mobile phones every week often lack effective supervision after class.
Second, some parents have a weak sense of supervision and are not aware of their responsibility for guidance and supervision in the prevention and control of children's myopia, work and rest management, and fail to provide children with a good visual environment at home.
Third, parents themselves use mobile electronic products uncontrollably, which brings bad examples to their children.
Some parents neglect parent-child interaction due to busy work or other reasons, and do not give their children enough company and care. What's more, they overuse mobile electronic products in front of their children, failing to establish a good role model image, and causing adverse effects on their children. .
When there is a lack of communication between parents and children and poor inter-generational relationships, children are more likely to be attracted or even addicted to mobile electronic products.
In fact, the formation of behavioral habits cannot rely solely on unilateral supervision by schools or families.
Restricting the use at school and returning home if there is a lack of a beneficial family atmosphere may even aggravate children's addiction to mobile electronic products.
Guiding elementary and middle school students to use mobile electronic products reasonably requires classified management and home-school collaboration
To this end, the research team recommends:
First, implement a classified and hierarchical management policy for mobile electronic products in primary and secondary schools.
The hierarchical management of mobile electronic products is conducive to enhancing students' information literacy, and preparing knowledge and skills for adapting to the social development of the intelligent age.
For different types of mobile electronic products, the research team suggested that targeted equipment management policies should be adopted according to the needs of education and teaching and the actual conditions of students’ physical and mental development, and the classification and hierarchical management methods should be adopted according to students of different school stages: in the elementary school stage, Students do not have basic information literacy and self-control ability. Students should strictly control their own mobile electronic devices. It is recommended that the school provide the information equipment needed for education and teaching; in the junior high school stage, the school should guide students to use mobile electronic devices regularly and regularly , The classroom can be equipped with mobile electronic equipment storage cabinets. Before class, students will put the mobile electronic products brought into the campus into the storage cabinets, and use mobile electronic products appropriately under the guidance and supervision of teachers; and in the high school stage, the school should encourage students For the conscious and reasonable use of mobile electronic devices, schools should formulate regulations on the management of mobile electronic devices to cultivate students' good habit of using mobile electronic devices for learning.
Enable students to consult relevant learning materials in time, enhance knowledge understanding, cultivate students' exploratory and autonomous learning, and maintain a lasting interest in learning.
It should be noted that the target of the policy is the inappropriate use of mobile electronic devices, not all electronic devices.
In the implementation of policies, it is also necessary to avoid overcorrection, and do not allow the implementation of one-size-fits-all policies to affect the smooth advancement of education informatization.
Schools should also avoid simple and rude management behaviors. If students really need to bring mobile electronic products into the campus, they must obtain the consent of the students’ parents and apply in writing. After entering the school, the mobile electronic products should be kept by the school for unified custody and related management It can only be used when the personnel apply.
Second, hit the "combination punch" of schools and families, and regulate the use of mobile electronic products.
Parents are the close companions and guides of children during the growth period. To ensure the healthy growth of children, it is necessary to start from the parents.
The research team suggested that, on the one hand, parents should use mobile electronic products sparingly in front of their children, so that parents can become role models for their children to study and live outside the campus.
Parents should also implement their supervisory responsibilities and strictly limit the time and place where their children can use mobile electronic products.
On the other hand, parents should pay attention to getting along with and company with their children, plan their study and rest time with their children scientifically, cultivate children's self-discipline, improve time management ability, develop appropriate routines and leisure habits, and experience appropriate labor practices. Enrich children's off-school life with outdoor sunshine sports, stay away from mobile electronic products, and get close to green nature.
In addition, students should regulate the scientific use of mobile electronic products, give full play to the positive energy of mobile electronic products, consult learning materials, broaden their horizons, enrich their daily lives, and adjust their mood.
And consciously resist behaviors such as indulging in online games and online novels.
At home, you should scientifically plan the use of mobile electronic products with your parents, consciously abide by the agreement with your parents, and improve self-control.
Schools need to strengthen the standardized management of the use of mobile electronic devices and students' own mobile electronic devices in the education and teaching process, respect the objective laws of the physical and mental development of teenagers and children and the needs of teaching scenarios, guide students to use them reasonably, and pay attention to guiding students’ attention. From the virtual world to the real world, we strive to discover the diversity of the real world.
At the same time, the school offers parent-child education courses for parents, so that parents can learn to communicate with their children, and carry out a variety of extracurricular activities to accompany their children to read, exercise and relax.
At the same time, enhance communication and collaboration between home and school.
The school strengthens regular communication with parents for students with different characteristics, and guides parents to understand the knowledge related to student behavior management.
Family and school form a joint force to strengthen the management of mobile electronic products and online games, and build a "safety net" for students to grow.
Third, take multiple measures to promote high-quality development of education.
The development of education informatization will help narrow the gap between regions, urban and rural areas, and schools, alleviate the digital divide in education, and achieve high-quality integrated development of education.
The "Education Informatization 2.0 Action Plan" puts forward: "Build an integrated'Internet + Education' platform. Introduce the'Platform + Education' service model, integrate public service platforms and support systems for various types of educational resources at all levels, and gradually realize the integration of resources and platforms. The intercommunication, connection and opening of management platforms will establish a national public service system for digital education resources."
With the development of China's local information industry, the research team suggested that the country should vigorously advocate the opening and use of digital teaching equipment that can meet the needs of the entire process of digital teaching scenes, meet the characteristics of students' physical and mental development, and is convenient for teachers to manage, combined with the educational App filing system. Strengthen online ideological and moral education to help management departments, parents, teachers, and students achieve integrated precision management, intelligent precision services, companion home-school communication, and personalized and diversified precision teaching.
Standardize the specifications of mobile electronic equipment and supporting software, promote the level of education informatization, and realize the in-depth integration of information technology and education.
(Qian Dongming is an associate professor of the National Education Macro Policy Research Institute of East China Normal University, Xia Yu is a postdoctoral fellow of the institute; Li Yushun is a professor of Beijing Normal University; Xie Yongxiang is a doctoral student of Fudan University)
Qian Dongming, Xia Yu, Li Yushun, Xie Yongxiang Source: China Youth Daily