Algorithmic Thinking: Educational Causes of Development and Place in the Classification of Types of Thinking

Abstract

As a result of the analysis of the socio-economic consequences of the widespread prevalence of algorithmic thinking among Russian youth, a conclusion was made about the large-scale transition of the negative consequences of this phenomenon from the sphere of education to the country's economy. It is this conclusion that determines the purpose of further research: conducting a psychological analysis of the fundamental educational reasons for the development of algorithmic thinking among Russian youth as thinking according to patterns, and its place in the classification of types of thinking. When conducting the study, the patterns of productive thinking, determined by the presence of a problem situation, were used. During the study, the following methods were used: a general analysis of scientific and scientific-methodological literature on the problems of the development of various types of thinking; a form of analysis through synthesis that allows one to identify new properties of a problem situation that are not directly visible in perception itself. As a result of the analysis of scientific and scientific-methodological literature, the existence of two different types of algorithmic thinking was revealed: algorithmic mathematical and algorithmic template. Psychological analysis through the synthesis of currently generally accepted types of thinking and methods of their development, as well as teaching methods underlying the federal state standards of general education and their results, showed: technologies for the formation of “universal educational actions”, which are the basis of teaching methods in accordance with federal state educational standards - do not lead to the internalization of external action into internal action (into the mental form of performing the action). Having undoubted advantages for external control of students’ development of a mental form of performing an action, this teaching method develops and reinforces only the techniques of template algorithmic thinking (thinking according to templates), moreover, as a form of activity, instilled as a skill and remaining alien to oneself. trainee. It is concluded that further research is necessary to find the most optimal way out of the extremely negative consequences of this situation.