ЧЕТЕНЕ С РАЗБИРАНЕ ПРИ ОСЪЗНАТО ПИСАНЕ С ПОМОЩТА НА ГЕНЕРАТИВЕН ИЗКУСТВЕН ИНТЕЛЕКТ
READING COMPREHENSION IN CONSCIOUS WRITING WITH THE HELP OF GENERATIVE ARTIFICIAL INTELLIGENCE

Summary/Abstract: Contrary to expectations, it turns out that the more technologies enter our lives, the more difficulties are observed among students in key areas, such as reading, mathematics, natural sciences, etc. Studies such as PISA have been tracking a similar negative trend since the moment this study was conducted. On the other hand, students are active users of technologies and the only way in which education can respond is to regulate their use and provide methodological guidelines for their productive application. This article concerns the problem of reading with understanding, with a focus - understanding of tasks containing a lot of text, typical of mathematics and natural sciences education. This classic problem in recent years has been overcome by the fact that modern students actively use chatbots with artificial intelligence in dealing with the tasks set for them. In the process of obtaining the desired result, students have to write and refine their text repeatedly, as well as read and critically analyze the submitted solutions. The topic of reading and writing with understanding is extremely relevant and numerous studies have been conducted on it with different emphasis. For this reason, a brief review of the literature from the last 20 years is proposed, with the main achievements being presented. Different directions are highlighted, with those that we touch on mainly concerning the use of digital technologies to support reading comprehension and the ability to formulate instructions in writing. Author's ideas for stimulating reading comprehension with the help of projects based on working with artificial intelligence are proposed. Three stages in the application of generative artificial intelligence in work are touched on. A preliminary stage is the one that took place independently - without control from a teacher and parent, and the stages defined by us are: assigning projects and tasks that require a complex description of the requirements; assigning incorrect tasks and stimulating independent searches by students. These ideas were tested in work with future teachers. The received feedback showed some advantages and disadvantages.

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