Designing a Platform for Additional Subject Training of Schoolchildren Based on Professional Requests of Teachers

The purpose of the research is to determine the needs of teachers and concretize the structural, content, technological and ergonomic characteristics of the new regional platform for the implementation of additional subject training of schoolchildren in the Krasnoyarsk region, functioning in a digital society. Despite the fact that today online education resources are gaining more and more popularity, providing unlimited access to sources of knowledge for all segments of the population, their use in the real educational process, including additional subject training of schoolchildren, is not gaining such popularity as among the adult contingent of students. This fact is due to the characteristics of the younger generation, as well as such characteristics of existing platforms as rigid fixation of content and procedural components, mass character without the possibility of adjusting to the needs of a particular student, school, program or the author’s position of a real teacher. In this regard, there is a need to develop such a platform that will meet the needs of school teachers, and innovative teachers, interested in the development and productive use of digital educational resources in the multilevel training of schoolchildren in the context of distance education will participate in its development and filling. It seems that such an environment will increase the innovative potential of the Krasnoyarsk region in the field of general education, positively affect the image and competitiveness among other regions of the Russian Federation.
Materials and methods. The paper analyzes psychological, pedagogical, methodological literature and scientific works devoted to the research topic. The results of a questionnaire survey conducted by the authors are analyzed in order to determine the attitude of teachers of the Krasnoyarsk region to the idea of developing a new regional platform for additional subject training of schoolchildren and identifying the requests of its potential users in the field of structure, design, functional and technological characteristics.
Results. The empirical data obtained in the course of the study confirmed the fact that the search for new ways and means of effective organization and implementation of additional subject training of schoolchildren is today an urgent and significant task for both pedagogical theory and educational practice. As the main characteristics of the educational platform, requested by the respondents, such as the ability to transform content according to the needs of the teacher and the student, clustering of content according to didactic tasks and subject content, the use of cognitive visualization, activation of independent activity of students, visualization of learning progress and an intuitive interface, meeting the main focus and the needs of the target audience were identified.
Conclusion. The results of the research made it possible to determine the needs of teachers and to concretize the structural, substantive, technological and ergonomic characteristics of the new regional platform for the implementation of additional subject training of schoolchildren of the Krasnoyarsk region, functioning in a digital society. The data obtained are the basis for the development of training courses-transformers with open access to informative units for innovative teachers.

1. Sapa A.V. Generation Z - the generation of the FSES era. Pedagogicheskaya masterskaya. Vso dlya uchitelya! = Pedagogical workshop. Everything for the teacher! 2015; 8(56): 1-9. (In Russ.)

2. Miroshkina M.R. Interpretations of the theory of generations in the context of Russian education. Yaroslavskiy pedagogicheskiy vestnik = Yaroslavl Pedagogical Bulletin. 2017; 6: 30–35. (In Russ.)

3. Mironova O.A. Problems and tasks of digital education in Russia in the context of the theory of generations. Vestnik Rostovskogo gosudarstvennogo ekonomicheskogo universiteta (RINKH) = Bulletin of the Rostov State University of Economics (RINH). 2019; 1: 51–63. (In Russ.)

4. Strauss W., Howe N. Generations: The history of America’s future, 1584 to 2069. New York: Quill; 1991.

5. Pomerantseva N.G., Syrina T.A. Interrelation of the theory of generations and personality-oriented teaching of a foreign language. Mir nauki = World of Science. 2017; 5; 6: 46–46. (In Russ.)

6. Bastrakova N.S. Digital generation in the projection of life self-determination. Novyye informatsionnyye tekhnologii v obrazovanii i nauke = New information technologies in education and science. 2018; 1: 103–109. (In Russ.)

7. Burdyak A.YA. Additional lessons in school subjects: motivation and prevalence. Monitoring obshchestvennogo mneniya: ekonomicheskiye i sotsial’nyye peremeny = Monitoring public opinion: economic and social changes. 2015; 2: 96–112. (In Russ.)

8. Zhirova N.A., Malova Yu.V. Possibility of achieving meta-subject and personal educational results in the learning process for additional general developmental programs. Pro DOD = About DOD. 2017; 5(11): 23–38. (In Russ.)

9. Zuyev P.V., Trusova S.YA. Objective assessment of the results of the development of additional general education programs by students as a means of improving the quality of education in organizations of additional education. Pedagogicheskoye obrazovaniye v Rossii = Pedagogical education in Russia. 2015; 9: 118–124. (In Russ.)

10. Kosaretskiy S.G., Abankina I.V., Mertsalova T.A. et.al. Analiticheskiy doklad o sostoyanii sistemy dopolnitel’nogo obrazovaniya detey v Rossiyskoy Federatsii v usloviyakh realizatsii. Kontseptsii razvitiya dopolnitel’nogo obrazovaniya detey = Analytical report on the state of the system of additional education for children in the Russian Federation in the context of implementation. Concepts for the development of additional education for children [Internet]. 2017. Available from: http:// www.eseur.ru/Files/file6096.pdf. (In Russ.)

11. Pavlova N.V. The concept of training as a pedagogical category within the framework of the conceptual and terminological apparatus used in the system of higher educational institutions. Aktual’nyye problemy gumanitarnykh i yestestvennykh nauk = Actual problems of the humanities and natural sciences. 2010; 8: 1-7. (In Russ.)

12. Kontseptsiya razvitiya dopolnitel’nogo obrazovaniya detey, utverzhdennoy rasporyazheniyem Pravitel’stva Rossiyskoy Federatsii ot 04.09.2014 goda № 1726 – r = The concept for the development of additional education for children, approved by the order of the Government of the Russian Federation dated 04.09.2014 No. 1726 - p (In Russ.)

13. Pavlenko K.V., Polivanova K.N., Bocha- ver A.A., Sivak Ye. V. Additional education for schoolchildren: functions, parenting strategies, expected results. Voprosy obrazovaniya = Education Issues. 2019; 2: 241-261. DOI: 10.17323/1814- 9545-2019-2-241-261. (In Russ.)

14. Kuznetsov N.V. Online education: key trends and obstacles. E-Management = E-Management. 2019; 2; 1: 19-25. (In Russ.)

15. Voronin D.M., Kiseleva I.V., Voronina Ye.G. Main trends in the education system. Problemy sovremennogo pedagogicheskogo obrazovaniya = Problems of modern pedagogical education. 2020; 69(1): 126-129. (In Russ.)

16. Artomenko M.V. Features of the trend of education digitalization forced by lockdown. Obrazovaniye i problemy razvitiya obshchestva = Education and problems of society development. 2021; 1: 14-24. (In Russ.)

17. Klarin M.V. Pedagogicheskiye tekhnologii v uchebnom protsesse = Pedagogical technologies in the educational process. Moscow: Knowledge; 1989. 77 p. (In Russ.)

18. Makhmutov M.I. Organizatsiya problemnogo obucheniya v shkole. Kniga dlya uchiteley = Organization of problem-based learning at school. A book for teachers. Moscow: Education; 1977. 240 p. (In Russ.

19. Makhmutov M.I. Problemnoye obucheniye = Problem learning. Moscow: Education; 1975. (In Russ.)

20. Gal’perin P.YA. Metody obucheniya i umstvennoye razvitiye rebenka = Teaching methods and mental development of the child. Moscow: Publishing House of Moscow University; 1985. 45 p. (In Russ.)

21. Talyzina N. F. Pedagogicheskaya psikhologiya: Uchebnoye posobiye dlya studentov srednikh pedagogicheskikh uchebnykh zavedeniy = Educational psychology: a textbook for students of secondary pedagogical educational institutions. Moscow: Publishing Center «Academy»; 1998. 288 p. (In Russ.)

22. Erdniyev P.M. Ukrupneniye didakticheskikh yedinits kak tekhnologiya obucheniya. Chast’ 1 = Consolidation of didactic units as a teaching technology. Part 1. Moscow: Education; 1992. 58 p. (In Russ.)

23. Shatalov V.F, Sheyman V.M., Fait A.M. Opornyye konspekty po kinematike i dinamike = Basic notes on kinematics and dynamics. Moscow: Education; 1989. 143 p. (In Russ.)

24. Shatalov V.F. Kuda i kak ischezli troyki: iz opyta raboty shkol g. Donetska = Where and how the troikas disappeared: from the experience of Donetsk schools. Moscow: Pedagogy; 1979. 154 p. (In Russ.)