Abstract:

An important prerequisite for the educational failure of schoolchildren is socio-cultural factors. Schoolchildren are representatives of generation Z. Their value consciousness, ways of perceiving and understanding the world, cultural patterns are radically different from the socio-cultural background of teachers. Meanwhile, the pedagogical community elaborations the content of educational programs and pedagogical technologies. It does not always take into consideration the serious socio-cultural gap that prevents generation Z from mastering educational programs and leads to educational failure.

The aim of the study was to substantiate the problem of misunderstanding in pedagogical communications caused by socio-cultural differences between the generations of schoolchildren and teachers. The objectives of the study were:
1) to reveal the concept of «culture of educational knowledge» in the context of the understanding and acceptance by Generation Z of knowledge transmitted by the teacher;
2) based on empirical data, to show how the lack of understanding of knowledge manifests itself in pedagogical practices and how this situation leads Russian schoolchildren to educational failure;
3) to propose some approaches to overcoming misunderstandings in pedagogical communications.

The empirical base of the article is formed by the results of a sociological study conducted in 2019-2021. The author used the methodology of a problem case study, which included:
(1) a method of observing the conduct of literature and history lessons in schools (Yekaterinburg, 16 lessons, 2019-2021),
(2) conversations with schoolchildren and an analysis of the difficulties they have when doing homework (n=15, 2019-2021),
(3) interviews with teachers of humanities subjects (n=10, 2019).

Research results:
1. The author proposed to interpret the concept of «culture of educational knowledge» as the level of educational activity of schoolchildren, which reflects the quality of knowledge received, their understanding and personal acceptance. The article shows the intercultural gaps between the value picture of the world of schoolchildren and teachers. The problem of misunderstanding and rejection of knowledge transmitted by teachers inevitably arises, since Russian teachers do not reflect on the causes of the current situation and do not elaborate a metalanguage for pedagogical communication.
2. The study revealed how in the humanities Russian schoolchildren have a misunderstanding of the material being studied. The study shows not only lack of understanding, but also rejection of the socio-cultural experience contained in this knowledge. As a result, the quality of acquired knowledge, motivation to learn, interest in subjects decreases. Under these conditions, the forced study of the educational program leads to academic imitations (cheating, cramming) and educational failure.
3. The author proposed in the paper the following pedagogical approaches to overcoming misunderstanding in educational communications:
1) careful selection of educational material taking into consideration the socio-cultural characteristics of schoolchildren of Generation Z;
2) elaboration of metalanguage by teachers (a set of vocabulary, images, explanatory schemes, updating of context);
3) the formation of a deep context of the studied historical events and literature with the help of modern pedagogical techniques and interdisciplinary connections (immersion in a different socio-cultural context).

Keywords:

Schoolchildren, teachers, generation Z, misunderstanding, culture of educational knowledge, metalanguage, educational failure.