Structural aspects of teaching the basics of AI as a tool for developing the critical thinking of schoolchildren
Introduction. In the context of the rapid digitalization of modern education, it is necessary to prepare schoolchildren for effective interaction with artificial intelligence (AI) technologies. The formation of critical thinking is a priority task of modern pedagogy, since it ensures the ability of students to independently analyze information and make informed decisions in a digital environment. The purpose of the study is to identify the structural and content features of teaching the basics of artificial intelligence in the context of the formation of critical thinking among students. Methodology and methods. The study is based on system-activity, personality-oriented and competence-based approaches. The following theoretical methods were employed: an analysis of psychological and pedagogical literature; the systematisation of the didactic capabilities of artificial intelligence; and empirical methods, including pedagogical observation and the analysis of educational products. Experimental work was carried out at the private educational institution “The Orthodox Secondary School of Saints Methodius and Cyril, Belgorod”. Results. The identified training features include propaedeutic, conceptual, algorithmic, practical and analytical-reflexive modules. The practical significance of these results is that the identified training features can be used in the basics of artificial intelligence when creating elective courses and extracurricular activities. Particular attention is paid to forming students' understanding of the principles of AI systems and their capabilities and limitations. Conclusion. Teaching the basics of artificial intelligence is an effective tool for developing critical thinking and preparing schoolchildren for life in the digital economy. The identified training features contribute to students developing a systematic understanding of modern technologies and the skills needed to use them consciously.
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This article is dedicated to the 150th anniversary of Belgorod National Research University and its long-standing tradition of researching the psychological and pedagogical mechanisms of personality development, advanced educational practices, and the integration of science, education, and upbringing.