Learning as a system: design, development and personalization of school educational activities

Abstract

This article defines the main approaches to understanding educational activity as a subject of psychological research. It characterizes the psychological content of educational activity, exploring it in the context of addressing general psychological issues and problems, as well as within the framework of educational psychology. It substantiates the methodological, theoretical, and empirical potential of using the system-genetic theory of activity to develop a psychological concept of student learning. A program for empirical research has been developed, and a methodological toolkit has been selected that is appropriate to the age characteristics of students at different levels of general education, as well as the psychological content of the functional blocks of the psychological system of student learning. Patterns of development of the psychological system of student learning throughout general education are identified. The characteristics of changes in the functional organization of the psychological system of student learning at different stages of general education are determined. The psychological content and development of methods for organizing the psychological system of student learning that contribute to increasing and decreasing its effectiveness are characterized. The characteristics of gender differentiation in the organization of the psychological system of student learning at different stages of general education are identified. The main provisions of the psychological concept of the educational activity of a schoolchild are formulated and described