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The study presents a conceptual model for the prevention of adolescent mobile addiction in the interaction of a classroom teacher and parents, including targeted, content-organizational and performance-evaluation blocks. The methodological basis for the implementation of the model is axiological, systemic and activity-based approaches implemented in the principles of health conservation, synergy, constructive interaction and personal orientation. The content and organizational block of the model is represented by pedagogical conditions (constructive interaction between the class teacher and the parent, the systematic nature of preventive measures, the proactive nature of the impact on the risk situation), implemented in three stages: raising awareness of parents (passive), involving parents in various forms of activity (active), joint activities of the class teacher and parents (interactive). The performance evaluation block presents criteria for diagnosing the effectiveness of the implementation of pedagogical conditions in cognitive, social and value components at high, medium or low levels. The article presents an analysis of sources on the problems of mobile-dependent behavior of adolescents, clarifying the concept of "mobile dependence of adolescents.
The study presents a conceptual model for the prevention of adolescent mobile addiction in the interaction of a classroom teacher and parents, including targeted, content-organizational and performance-evaluation blocks. The methodological basis for the implementation of the model is axiological, systemic and activity-based approaches implemented in the principles of health conservation, synergy, constructive interaction and personal orientation. The content and organizational block of the model is represented by pedagogical conditions (constructive interaction between the class teacher and the parent, the systematic nature of preventive measures, the proactive nature of the impact on the risk situation), implemented in three stages: raising awareness of parents (passive), involving parents in various forms of activity (active), joint activities of the class teacher and parents (interactive). The performance evaluation block presents criteria for diagnosing the effectiveness of the implementation of pedagogical conditions in cognitive, social and value components at high, medium or low levels. The article presents an analysis of sources on the problems of mobile-dependent behavior of adolescents, clarifying the concept of "mobile dependence of adolescents.
В статье проведен анализ источников, позволивший автору прийти к выводу об актуальности рассмотрения возможностей семьи в воспитании подрастающего поколения для современной педагогической науки. Направленность исследований охватывает определение роли и функций семьи как малой социальной группы, как микросоциума, выполняющего определенные функции для воспитания гармонично развитой личности; описание моделей семейного воспитания; исследование роли семьи в формировании различных форм зависимого поведения (мобильная зависимость, интернет-зависимость, компьютерная зависимость) и возможностей семьи в их профилактике. Автором выявлено поле применения наработок теоретиков и практиков педагогики в вопросах организации включения семьи в профилактику мобильной зависимости подростков на основе повышения компетентности родителей в вопросах ее профилактики и их взаимодействия с классным руководителем на мотивационном, когнитивном и деятельностном уровнях, реализуемых на определенных этапах (пассивный, активный, интерактивный). The presented article analyzes the sources, which allowed the author to come to the conclusion that it is relevant to consider the possibilities of the family in the upbringing of the younger generation for modern pedagogical science. The research focus covers the definition of the role and functions of the family as a small social group, as a microsocium performing certain functions for the upbringing of a harmoniously developed personality; the description of family education models; the study of the role of the family in the formation of various forms of dependent behavior (mobile, Internet, computer) and the possibilities of the family in their prevention. The author has revealed the field of application of the available developments of theorists and practitioners of pedagogy in the organization of family inclusion in the prevention of mobile addiction based on increasing the competence of parents in matters of its prevention in the context of their interaction with the classroom teacher at motivational, cognitive and activity levels, implemented in certain stages (passive, active, interactive).
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