The following is the The survey shows that more than 60% of primary and secondary school students have exclusive mobile electronic products From China Youth Network recommended by recordtrend.com. And this article belongs to the classification: tablet PC, Intelligent mobile phone, Mobile devices.
In recent years, with the deep integration of information and communication technology and education and teaching, primary and secondary school students use mobile phones, tablet computers and other mobile electronic products more and more widely. This trend has brought profound changes to the traditional mode of learning and education management, and also has a profound impact on the physical and mental development of students.
There are many different opinions on the advantages and disadvantages of mobile electronic products, such as mobile phones, deeply participating in teaching activities. In order to deeply understand the current situation and existing problems of primary and secondary school students’ use of mobile electronic products such as mobile phones and tablet computers, the research group of National Institute of education macro policy of East China Normal University selected senior high school students from provincial capital cities, prefecture level cities and county-level cities in Jilin, Inner Mongolia, Beijing, Zhejiang, Shanghai, Henan and Hunan by the end of 2020 More than 18000 valid questionnaires were collected from junior and primary schools. The research group also conducts in-depth research on educational information technology enterprises and industry standard development experts, analyzes the use of mobile electronic products including mobile phones and tablet computers, and puts forward specific policy suggestions.
More than 60% of primary and secondary school students have exclusive mobile electronic products
According to the survey data of the research group, the current primary and secondary school students in China generally have exclusive mobile electronic products. Among the 17984 primary and secondary school students interviewed, more than 60% have their own personal mobile phones, tablet computers, computers and other electronic products.
77.4% of senior high school students have personal exclusive electronic mobile devices, 64.6% of junior high school students and 50.7% of primary school students. In addition, there are also differences between grades. According to the survey data of the research group, the higher the grade (except senior three), the higher the proportion of students with mobile electronic products. Even for the first grade students, more than 40% of them have their own mobile electronic products.
There are also differences in the ownership of personal mobile electronic products among different types of schools. According to the survey data of the research group, compared with private schools, the proportion of students in public schools with personal exclusive mobile phones, tablets, computers and other electronic products is higher, accounting for 65.9%; The proportion of private school students with personal exclusive mobile electronic products is 53.1%.
There are also differences in the ownership of mobile electronic products among primary and secondary school students in different locations. The higher the geographical level of the school, the higher the proportion of students with electronic mobile devices. According to the survey data of the research group, 74.4% of the students in provincial capitals and municipalities have electronic mobile devices; The proportion of prefecture level cities was 61.9%; The proportion of county-level cities was 60.2%; The proportion of villages and towns is 54%.
There are different degrees of differences in the time that students use electronic devices to play games in different periods and different types of schools. According to the survey data of the research group, the weekly playing time of primary school, junior high school and senior high school students increases in turn. Compared with private schools, the proportion of students playing video games in public schools is higher, accounting for 61.5%; The proportion of students playing video games in private schools was 39.7%.
The main problems of primary and secondary school students using mobile electronic products
In recent years, with the increasing popularity of mobile phones and other mobile electronic products, while the teaching scene continues to expand, the non-standard use of mobile electronic products has also brought many adverse effects on the physical and mental health of students. The research group believes that from the perspective of policy objectives and practical difficulties, the following problems exist in the use of mobile electronic products such as mobile phones and tablet computers in primary and secondary schools.
First, the unrestrained use of mobile electronic products damages the physical and mental health of primary and secondary school students, especially in the aspects of visual impairment, game addiction and work and rest habits.
According to the data released by the National Health Commission in 2018, the overall myopia rate of children and adolescents in China has reached 53.6%, of which the myopia rate of 6-year-old children is 14.5%, and the myopia rates of primary school students, junior high school students and senior high school students are as high as 36%, 71.6% and 81% respectively. In addition, the unrestrained use of electronic products will affect students’ sleep and work and rest. Sleep is an important part of body recovery and memory consolidation, which is very important for primary and secondary school students’ brain development, bone growth, and improvement of learning ability and efficiency. Excessive use of electronic products in spare time will deprive students of sleep time to a certain extent, affect their physical and mental health and development, and even lead to students’ biological rhythm disorder, resulting in inattention The result of the decline of academic performance and so on; In the long run, it is more likely to damage children’s brain function, and even cause adolescents’ depression, anxiety, attention deficit and other emotional and behavioral problems.
Nonstandard use of mobile phones, tablet computers and other electronic products, or even addiction to mobile electronic products, makes students indulge in the virtual world for a long time, resulting in the lack of time with peers and family members, affecting children’s social communication ability and the establishment of harmonious family relations; The lack of closeness to nature affects children’s understanding of the world and plays a negative role in the cultivation of imagination, observation and attention during their development; Lack of outdoor sports time is not conducive to the healthy growth of teenagers. In addition, due to the immature physical and mental development of teenagers, the ability to distinguish right from wrong is not strong, which is easy to be affected by the atmosphere in the virtual world, and is not conducive to the establishment of their own correct values and outlook on life.
Second, the policy details of mobile electronic products into the campus need to be further improved.
In the information age, all kinds of mobile electronic products play an important role in school education and teaching. With the popularity of mobile phones and other terminals, mobile electronic products are more and more used in teaching assistant practice《 According to the 2018 white paper on Internet Learning (basic education development report), among the most popular online learning devices for students, the top two are smart phones and tablets, which are mainly used to complete homework and watch teaching videos.
In recent years, education departments have issued policies to clarify the use of electronic products. Not long ago, the Ministry of Education issued the draft of the regulations on the protection of schools for minors and the notice on strengthening the management of mobile phones for primary and secondary school students. Among them, the draft of “Regulations on the protection of minors’ schools” clearly states that schools should prohibit students from carrying smart terminal products such as mobile phones into schools or using them on campus, and those allowed to be brought in should be managed uniformly and prohibited from being brought into the classroom. The research group believes that the “New Deal” does not mean to return to the teaching methods before informatization, but how mobile electronic products enter the campus, for students at different growth stages, needs more targeted specification.
Third, parents’ supervision ability needs to be further strengthened.
The research group found that most families can not effectively supervise the students’ use of mobile electronic products at home. The specific performance is as follows: first, there is no restriction on the use time of mobile electronic products between parents and children, which fails to timely intervene, stop and correct children’s addiction to online games, and allow children to use mobile electronic products for a long time. 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 are not aware of their responsibilities in guiding and supervising children’s myopia prevention and control, work and rest management, and do not provide a good home visual environment for children. Third, parents’ unrestrained use of mobile electronic products brings bad demonstration to children. Due to busy work or other reasons, some parents ignore the interaction between parents and children, and do not give their children enough company and care; What’s more, they overuse mobile electronic products in front of their children and fail to set a good example, which has a bad impact on their children. When there is a lack of communication between parents and children, and the relationship between generations is poor, children are more likely to be attracted or even addicted to mobile electronic products. In fact, the formation of behavior habits can not only rely on the unilateral supervision of schools or families. If the use of mobile electronic products is restricted in school and there is no good family atmosphere at home, it may even aggravate children’s addiction to mobile electronic products.
To guide primary and secondary school students to use mobile electronic products reasonably requires classified management and home school cooperation
Therefore, the research group suggests that:
First, implement the policy of classified and hierarchical management of mobile electronic products in primary and secondary schools.
The hierarchical management of mobile electronic products is conducive to enhance students’ information literacy, and make a good knowledge and skills reserve to adapt to the social development of the intelligent era. For different types of mobile electronic products, the research group suggests that targeted equipment management policies should be adopted according to the needs of education and teaching and the actual situation of students’ physical and mental development, and classified and hierarchical management should be adopted according to the students of different periods: in primary school, students do not have basic information literacy and self-control ability, It is suggested that schools should provide information equipment for education and teaching; In the junior high school stage, the school should guide students to use mobile electronic devices regularly and at fixed points in an orderly manner. The classroom can be equipped with mobile electronic device storage cabinet. Before class, students will put mobile electronic products into the storage cabinet, and use mobile electronic products appropriately under the guidance and supervision of teachers; When it comes to senior high school, schools should encourage students to consciously and reasonably use mobile electronic devices. Schools should formulate regulations on the management of mobile electronic devices, and cultivate students’ good habits of using mobile electronic devices for learning. Make students timely access to relevant learning materials, enhance knowledge understanding, cultivate students’ exploratory and autonomous learning, and maintain lasting interest in learning.
It should be noted that the target of policy regulation is improper use of mobile electronic devices, not all electronic devices. In the policy implementation, we also need to avoid overcorrection, do not let the implementation of one size fits all policy affect the smooth progress of education informatization. The school should also avoid simple and rude management behavior. If students really need to bring mobile electronic products into the campus, they must obtain the consent of their parents and submit a written application. After entering the school, they should hand over the mobile electronic products to the school for unified custody, and can only use them when applying to the relevant management personnel.
Second, play a good school family “combination boxing”, standardize the use of mobile electronic products.
Parents are the close companions and guides of children in the growth period. To ensure the healthy growth of children, we need to start from parents. The research group suggests that, on the one hand, parents should control the use of mobile electronic products in front of their children, so that parents can become an example for their children to learn and live outside the campus. Parents should also implement the responsibility of supervision and strictly limit the time and place for children to use mobile electronic products. On the other hand, parents should attach importance to getting along and accompanying with their children, scientifically plan their study and rest time with their children, cultivate their children’s self-discipline, improve their time management ability, develop appropriate work and rest and leisure habits, enrich their children’s off campus life with appropriate labor practice experience and outdoor sunshine sports, stay away from mobile electronic products and get close to green nature. In addition, students should standardize 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 life and adjust their mood. And consciously resist addiction to online games, online novels and other behaviors. At home, we should plan and use mobile electronic products with parents scientifically, consciously abide by the agreement with parents, and improve self-control.
The school needs to strengthen the standardized management of the use of mobile electronic devices and students’ own mobile electronic devices in the process of education and teaching, respect the objective laws of physical and mental development of young children and the needs of teaching scenes, guide students to use reasonably, and at the same time, pay attention to guiding students’ attention from the virtual world to the real world, and strive to find the colorful 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 rich and colorful extracurricular activities to accompany their children in reading, exercise and leisure.
At the same time, enhance the communication and cooperation between home and school. According to different characteristics of students, the school strengthens the regular communication with parents, and guides parents to understand the knowledge related to student behavior management. Families and schools work together to strengthen the management of mobile electronic products and online games, and build a “safety net” for students’ growth.
Third, we should take various measures to promote the high-quality development of education.
The development of education informatization helps to narrow the gap among regions, urban and rural areas and schools, alleviate the digital gap of education, and realize the high-quality integrated development of education《 The 2 action plan of education informatization “puts forward:” build an integrated platform for “Internet plus education”. We will introduce the “platform + education” service mode, integrate all kinds of public service platforms and support systems for educational resources at all levels, gradually realize the interoperability, convergence and opening of resource platforms and management platforms, and build a national public service system for digital educational resources. “
With the development of China’s local information industry, the research group suggests that the state should vigorously advocate the opening up and use of digital teaching equipment that can meet the needs of the whole process of digital teaching scenes, meet the characteristics of students’ physical and mental development, and facilitate the management of teachers, and strengthen online ideological and moral education in combination with the education app filing system, so as to help the management departments, parents, teachers, teachers, etc Students achieve integrated precision management, intelligent precision service, accompanying home school communication, and personalized and diversified precision teaching. Standardize the specifications and supporting software of mobile electronic devices, promote the level of education informatization, and realize the deep integration of information technology and education.
(Qian Dongming is an associate professor of the National Institute of education macro policy of East China Normal University, and 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
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