Formation of functional literacy of students: paths, experiences, prospects. Analysis of the historical development of the concept of “functional literacy” First level functional literacy cultural understanding

BBK 60.521.2

A. A. Veryaev, M. N. Nechunaeva, G. V. Tatarnikova Functional literacy of students: ideas, critical analysis, measurement

A. A. Veryaev, M. N. Nechunaeva, G. V. Tatarnikova Functional Literacy of Students:

Representations, Critical Analysis, Measurement

The ideas about students' functional literacy, which became popular after Russia's participation in the international PISA testing, are analyzed. It is shown that functional literacy reflects utilitarian ideas about adaptation to social conditions and cannot be considered as one of the main learning goals. The results of measuring the functional literacy of 9th grade students at gymnasium No. 42 in Barnaul are presented. It was concluded that the natural science direction of education, in comparison with the humanities, has a more favorable impact on test results in the framework of tasks offered by international organizations.

Keywords: literacy, functional literacy, student testing.

DOI 10.14258/izvasu(2013)2.2-01

This work analyzes ideas of functional literacy of the students which become popular after participation of Russia in the PISA international testing. It is shown that functional literacy reflects utilitarian ideas about adaptation to social conditions and can’t be considered as one of the main purposes of training. The study presents the results of determination of functional literacy of pupils from the 9th classes in gymnasium No. 42 in Barnaul. It is shown that the natural-science direction of training has more beneficial impact on the results of testing within the tasks offered by the international organizations, than humanitarian.

Key words: literacy, functional literacy, testing of pupils.

Currently, in the pedagogical literature the words are often uttered that the school should prepare graduates for life in a dynamic, changing, information-rich world. To characterize such a world, societies use the terms “ post-industrial society"or "information society". To characterize the personality qualities of a school graduate who successfully navigates information society, use a number of concepts that have different semantic content, different meanings, and various shades. These concepts one way or another reflect the school’s goals. Here are some of them that began to be used in last years: “competent graduate” (competence is often specified - competent in the field of communication, information and communication technologies, social relations etc.), “functionally literate graduate”, sometimes they simply talk about a literate, educated graduate.

In this article, we will be primarily interested in ideas about the functional literacy of students, methods of its formation, assessment, and all this in the context of the real state of development of functional literacy of students at gymnasium No. 42 in Barnaul.

The following facts indicate the relevance of this goal. In domestic regulatory documents, the functional literacy of students is mentioned in the following regulations that determine the activities of the school.

In the Federal State educational standard secondary (full) general education(grades 10-11) (approved by order of the Ministry of Education and Science of Russia dated April 17, 2012 No. 413) indicates: 1) as part of teaching physics ( a basic level of) it is necessary to achieve in students a developed understanding of the role and place of physics in the modern scientific picture of the world; understanding the physical essence of phenomena observed in the Universe; understanding the role of physics in the formation of horizons and functional literacy for solving practical problems; 2) within the framework of teaching chemistry (basic level), it is necessary to achieve the formation of ideas about the place of chemistry in the modern scientific picture of the world; understanding the role of chemistry in the formation of horizons and functional literacy for solving practical problems; 3) within the framework of teaching biology (basic level), it is necessary to achieve the formation of ideas about the role and place of biology in the modern scientific picture of the world; By-

understanding the role of biology in the formation of horizons and functional literacy for solving practical problems.

In addition, functional literacy is mentioned in the draft Concept for the development of multicultural education in Russian Federation. It emphasizes that only functional literacy (proficiency in modern technology, languages, etc.) allows to modern man master the social and natural environment, work actively in conditions of an intensive economy and post-industrial civilization, become a citizen of the world in a broad sense. Let us note that ideas about functional literacy are more associated with the natural science component of education and have become widely used in domestic pedagogical science and practice in connection with the discussion of the results of the international testing of schoolchildren PISA, in which Russia began to participate.

Thus, the issue of functional literacy of students, which is not of an academic nature, is relevant for modern school. Statement of the relevance of developing functional literacy in students requires an analysis of ideas about this concept.

Let us note that in the pedagogical literature there is a relatively small range of opinions and ideas about functional literacy. This, by the way, sharply contrasts with the ideas about competencies and competencies that appear in the psychological and pedagogical literature (dedicated mainly to higher education); there is an even greater contrast with the ideas about the information culture of schoolchildren and students.

Let's return to ideas about functional literacy. Almost all researchers adhere to the definitions that are found in documents reflecting Russia’s participation in the international program for assessing the educational achievements of students PISA (Program for International Student Assessment) in the field of functional literacy of 15-year-old students. Information about the PISA study can be obtained from the OECD website (Organization for Economic Cooperation and Development, www.pisa.oecd.org). Russia participated in the PISA study in 2000, 2003, 2009. We will not dwell in detail on the results of Russian schoolchildren; they are sufficiently covered in the literature. The results are not encouraging and are what ultimately prompted the present study of 9th grade students.

Many teachers state that foreign ideas about functional literacy correlate quite strongly with some ideas about competencies that appear in our country.

national literature and school practice. We do not share this opinion.

Let's look at some of the features of PISA testing. 15-year-old schoolchildren participate in the international PISA testing. The documents devoted to the PISA program provide fairly clear arguments why in all countries participating in the program it is 15-year-old students who are tested. This is because in many countries compulsory schooling and education programs are completed by this age. different countries have a lot in common. Exactly on at this stage In education, it is important to determine the state of the knowledge and skills that may be useful to students in the future, as well as to assess the ability of students to independently acquire the knowledge necessary for successful adaptation in the modern world. Test material for research is prepared by a consortium consisting of leading international scientific organizations, with the participation of national centers from the OECD: The Australian Council for Educational Research (ACER) - leader and coordinator of the work, Netherlands National Institute for Educational Measurement (CITO), US Educational Testing Service (Educational Testing Service (ETS), National Institute for Educational Research (NIER) in Japan, US Government Agency for Various Surveys (WESTAT).

It is no coincidence that we have provided a fairly substantial list of organizations that participated in the preparation of test items. This fact indicates the following. If a school or university teaching community is preparing to conduct a detailed study of the development of functional literacy of pupils or students throughout all years of study, this will require the development of its own test material, which, in turn, involves the implementation of the following theoretical work:

1) a more fundamental elaboration of ideas about functional literacy than is the case;

2) a detailed analysis of functional literacy with the compilation of a codifier of learning outcomes, with the projection of these results onto school and university subjects;

3) clarifying the stages of formation of certain components of functional literacy.

Let us note in passing that primary school students in Russia participated in another project - “Studying the quality of reading and understanding of text” PIRLS-2006. It tested only one component of functional literacy—reading literacy.

Altai Territory also participated in this testing. Russian schoolchildren showed very good results, which sharply contrasts with the results of the RSA study. Thus, the problem for domestic pedagogy at present is the answer to the following question: why do elementary school students show very good results in international tests to test the quality of reading, and why do 15-year-old students find themselves in the second half of the list of countries participating in the RSA test? ?

It is not possible to give an unambiguous answer to the question. There can be many answers and reasons. In particular, we see as a possible reason subject-centrism, the introduction of subject teaching by various teachers after primary school and the weakening of interdisciplinary connections as a result. In addition, the middle level of the national school systematically works on one of the components of functional literacy - reading literacy - to a lesser extent than in the primary level. There really is a problem, but discussing it takes us away from the purpose of this article.

At the same time, it should be noted that the issues of functional literacy specifically for Gymnasium No. 42 in Barnaul should be dealt with very seriously with a certain amount of skepticism, since quite serious criticisms are voiced against the utilitarian goals formulated in the language of functional literacy. We will present some of the critics' arguments below. Let us add on our own that the functional literacy of students in gymnasium No. 42 should be a “side” effect, complementing the traditional school goals, and the general approach to the implementation of educational activities in the gymnasium, formed over decades, should not be radically changed, it needs to be supplemented with some elements that improve the formation of functional literacy. Some recommendations in this regard are made at the end of the article.

The results of international P^A testing show that education in Russia is simply different, different from that in many Western countries. Let's return to ideas about functional literacy. We partially use materials from M. A. Kholodnaya.

The term “literacy” was coined in 1957 by UNESCO. At the same time, the concepts of “minimal literacy” and “functional literacy” were also introduced. Minimum literacy reflects the ability to read and write simple messages, functional literacy - the ability to use reading and writing skills in interaction with society (open a bank account, fill out a form when checking into a hotel, read

instructions for the purchased device, write a statement of claim to the court, etc.), i.e. this is the level of literacy that makes it possible for an individual to fully function in a social environment (emphasis added. - Author's note). The social environment of people, including some school students, is different. Focusing on adaptability to the social environment can take the domestic school far: instead of providing all students with equal opportunities to use the “social elevator,” it (i.e., the school) will cultivate and generate social disunity and inequality.

As noted by M.A. Cold, distinctive features functional literacy: 1) focus on solving everyday problems; 2) is a situational characteristic of the individual, since it reveals itself in specific social circumstances;

3) is associated with solving standard, stereotypical problems; 4) this is always some elementary (basic) level of reading and writing skills; 5) used as an assessment primarily of the adult population; 6) makes sense mainly in the context of the problem of finding ways to accelerate the elimination of illiteracy.

A. A. Leontyev in one of his works gave the following definition of functional literacy: “If formal literacy is the mastery of reading skills and abilities, then functional literacy is a person’s ability to freely use these skills to extract information from a real text - to understand it , compression, transformation." According to A. A. Leontyev, the problem of functional illiteracy is not a pedagogical problem, but a social one. We believe that the main task of the school is to teach graduates to generate their own, meaningful texts, and not just to instill the ability to read and interpret others.

However, over time, amazing metamorphoses began to occur with the term “functional literacy”. Many researchers have begun to attribute features and characteristics to functional literacy that make it synonymous with core competencies. From our point of view, this does not need to be done; it is necessary to clearly separate the level characteristics of a person’s education or, more generally, the level characteristics of the formation of his culture: “awareness”, “literacy”, “competence”, “culture”.

Since at this stage of the discussion of ideas about functional literacy we are already encountering a problematic situation, it makes sense to orient ourselves in the ideas about functional literacy in official UNESCO materials and descriptions of functional literacy by the organizers of the RSA test.

The following definitions can be found on the official OECD websites.

Functional literacy is whole line skills and abilities - cognitive, emotional and behavioral - that allow people to:

Live and work as a human person;

Develop your potential;

Make important and informed decisions;

Function effectively in society in context environment and the wider community (local - local, national, global) to improve the quality of their lives and society.

The PISA study tested three types of literacy: reading literacy, math literacy, and science literacy.

In the study, reading literacy was understood as a person’s ability to comprehend written texts, use their content to achieve their own goals, develop knowledge and capabilities, and for active participation in the life of society.

The PISA study adopted the following definition of the concept of “mathematics literacy”: it is a person’s ability to identify and understand the role of mathematics in the world in which he lives, to make well-founded mathematical judgments and to use mathematics in such a way as to satisfy the needs inherent in creative work in the present and future. , an interested and thoughtful citizen.

In the study, science literacy was understood as the ability of students to use natural science knowledge to select in real life situations those problems that can be studied and solved with the help of scientific methods, to obtain conclusions based on observations and experiments necessary to understand the world around us and the changes that human activity brings to it, as well as to make appropriate decisions.

Unlike literacy as a stable property of an individual, functional literacy is a situational characteristic of the same individual. Functional literacy reveals itself in a specific static situation.

From the above definitions of functional literacy it follows that the tests actually test a person’s adaptive characteristics, his ability to adapt to the environment, and in no case test his creative ability to change and modify this environment. The problem, from our point of view, is to “make friends” between students’ functional literacy and creativity.

As we have already said, the PISA study is conducted in three areas: “reading literacy”, “mathematical literacy” and “science literacy”. A written form of control (tests) is used. Testing of functional literacy was also organized in gymnasium No. 42 in Barnaul. The student was given two lessons to complete the test. The tests included tasks with ready-made answers from which the correct one must be chosen, as well as tasks for which the student must give his own short or full justified answer. Some tasks consist of several questions of varying complexity that relate to the same life situation.

Testing in the gymnasium was carried out twice: at the beginning of the school year and at the end (10/06/2011 - first test; 04/21/2012 - second test). Both test tasks relied on materials that were officially used in the PISA tests, but were partially reduced due to the fact that less time was allocated for testing in the gymnasium than in the real PISA test (120 minutes instead of 180). Thus, we were and are interested in the in-school results of the formation of functional literacy, but we are not able to compare gymnasium results with Russian or world results, and this was not part of our task.

Here are the results of processing the tests - the average score for the classes. The maximum number of points that a student could score in the first test is 23, in the second - 26. The results look like this:

9 “a” grade: average score = 12.86 - for test 1; 19.16 - for test 2;

9 “b” grade: average score = 12.72 - for test 1; 19.46 - for test 2;

9th grade: average score = 17.06 - for test 1; 23.51 - for test 2.

The test tasks were fragmented into parts by the test developers. The tasks in the test were scored from 1 to 3 depending on complexity. Keys created by the test developers were used for scoring.

The results by grade are not unexpected for school teachers. 9th grade is a class with a physics and mathematics profile; it shows better results in traditional “knowledge-based” assessments. It was important for us to see how functional literacy changes during the school year.

Statistical analysis of the given figures shows that during the school year, students are presented with such material and in such a form that this naturally affects the growth of their functional literacy. The difference in indicators at the beginning of the school year and at the end is significant with 95% confidence for all classes.

1. Strengthening interdepartmental interaction, holding joint seminars and discussions; organizing network interactions between teachers, working on the principle of “Learning from each other.”

2. The use of tasks, the formulations of which are created not in the subject language, but in everyday or natural scientific language. It is advisable to practice using problems with excess and lack of information. When solving problems, you can practice going beyond problem situations by expanding the systems described in the problems.

3. The use in the educational process not only of standard and traditional information teaching aids (textbook, problem book, workbook, thematic resources from the Internet), but also other information flows, television materials, the Internet, etc.

4. More attention in the educational process should be paid to the formation of meta-subject knowledge and skills (putting forward hypotheses, setting goals, the ability to generalize, analyze, predict, etc.). This means strengthening activities that are supra-subject, in which the vocabulary of philosophy, semiotics, systemology, and computer science is used.

Bibliography

1. Kovaleva G. S., Krasnovsky E. A., Krasnokutskaya L. P., Krasnyanskaya K. A. Results of an international comparative study of P1BA in Russia // Education Issues. - 2004. - No. 1.

2. Russian-language site dedicated to testing the quality of students’ reading primary classes[Electronic resource]. - PYA: http://www.centeroko.ru/pirls06/pirls06_pub.htm/.

3. Kholodnaya M. A. Priorities of modern school education: ability to adapt to social

mind or intellectual development and education? // Materials IV All-Russian Congress educational psychologists of Russia “Psychology and modern Russian education"(December 8-12, 2008, Moscow). - M., 2008.

4. Leontyev A. A. From the psychology of reading to the psychology of teaching reading // Materials of the 5th International scientific-practical conference(March 26-28, 2001): at 2 hours - Part 1 / ed. I. V. Usacheva. - M., 2002.

Bekturganova Saule Duisenbekovna

One of the most important tasks of a modern school is the formation of functionally literate people. What is “functional literacy”? Functional literacy is a person’s ability to enter into relationships with the external environment, quickly adapt and function in it. The foundations of functional literacy are laid in primary school, where intensive training takes place in various types of speech activities - writing and reading, speaking and listening.

Today, teaching reading and writing in school cannot be limited to academic goals, but must include functional and operational goals related to daily life and work activities. The new state curriculum focuses teachers on developing students' functional literacy. When teaching the Russian language, emphasis is placed on textual studies, the communicative approach is updated, and the features of a multicultural environment are taken into account.

In the program for the subject cycle “Language and Literature” in the section “Language and Literary Competence”, skills and abilities are duplicated at different levels of education, without which today it is impossible to cope with the solution of vital problems:

1. meaningfully read and comprehend by ear, as well as produce texts different types(informational and applied nature, literary texts);
2. be able to extract information from different sources;
3. learn to find and critically evaluate information;
4. be able to use sources and refer to them;
5. be able to read tables, diagrams, diagrams, symbols and be able to apply them when preparing your own texts;
6. implement different reading strategies when working with text.

The school must teach its students to apply the acquired knowledge in Everyday life.

Productive techniques for working with text.

In today's environment, there are many methods and techniques for working with text.

For example, when developing the ability to set a goal, students first, under the guidance of a teacher, gain experience in goal setting in the classroom. Then their motivation is organized, familiarization with the concept of the purpose of activity and the goal-setting algorithm. Next, students begin to independently apply the learned method of setting educational goals in subject lessons and during extracurricular activities, reflect on your experience, based on an agreed upon general method, clarify and adjust your actions, and exercise self-control. Here, in fact, students develop functional literacy, practice and consolidate the required skills, after which the level of development of this IUD is controlled by the teacher.

For example, I am starting to introduce the method of discussions and debates into practice with 5th grade students. In senior adolescence the proposed method is the most interesting, as it contributes to the formation of the skills to come into contact with any type of interlocutor and maintain contact in communication, observing norms and rules, listen to the interlocutor, stimulate the interlocutor to continue communication, and change speech behavior if necessary.

This method allows students to freely express their thoughts, opinions, points of view, and also make connections with life. In the lessons I also use the project method, defending presentations, creating and demonstrating computer presentations that help overcome difficulties associated with personal experiences, feelings awkwardness, uncertainty. An individual form of work in lessons using the techniques “Fishbone” (fish bone), “Insert”, “Three-part diary”, “Evaluation window”, “Sinquain” helps students interpret, systematize, critically evaluate, analyze information from the perspective of the problem being solved, do reasoned conclusions.

I also use the following tasks in my lessons to develop students’ functional literacy:

Tasks for the “Analysis” level:

1. Working on the text “Who to be friends with?”

• Do you think we should try to see only the bad or only the good in a person? Why?
• Why does Aliya know well who she should be friends with?

1. Drawing up a plan for the presentation of “Tireless Disney”
2. Draw such a table in your notebook, fill it out and analyze it.

I know I want to know I studied it
The ending is
The basis is
The root is
The suffix is
The prefix is

1. Role reading of dialogue
2. Game "Find the extra word":

Garden, summer, mountain, water
Plant, fly, mountain, water
Soot, summer, burn, driver
Landing, summer, mountainous, waterfall

6.Game “Find common ground”

bird life beast

Tasks for the “Synthesis” level:

1. Work with text " Ambiguous words».
   -Guess which definition matches the pictures on page 26
2. Creative work. Compose a text from these words and highlight parts of the words:
   Let's start a new academic year. At, school, start, classes. We study history, Russian language, geography, botany. For lessons, we read, write, draw, sing. After, lessons, play, do, homework, assignments.

1. Make a crossword or puzzles with words with the same root
2. Make a Venn diagram.

SINGLE ROOT WORDS…………… FORM OF THE SAME WORD

Tasks for the “Assessment” level:

1. Competition for best reader(poem “After Summer”)
2. (text about Mowgli)
   —Can a person learn to speak if he were not raised with people?
3. Reading the text “When is the best time to learn lessons?”
   Express your opinion in the form of reasoning.

The answer can start like this:

A) -I believe that lessons should be taught late in the evening, because.....

B) - I think that lessons should be learned after a short rest during the day, because.....

1. Speech development. How do you understand the expression: “Work is the root of our whole life.” Prove your opinion.
2. Complete a creative assignment. Insert related words into the sentences.
   Not far from us………….house. Tomorrow………..they will start building the walls. Trucks are arriving at the ……….site. House…….. for the holiday – Republic Day.

   This year, Sain Muratbekov’s story “The Smell of Wormwood” took part in the “One Country, One Book” campaign. During an extracurricular activity, I developed the following tasks:

Multi-level tasks based on Bloom's taxonomy in the process of studying S. Muratbekov’s story “The Smell of Wormwood”.

Level 1: "Knowledge"

1. Name the author of the story “The Smell of Wormwood.”
2. Tell us, at what time do the events in this story take place?
3. Name the main character of the story “The Smell of Wormwood.”
4. How did Ayan end up in the village?

Level 2: "Understanding"

1. What influence do Ayan’s fairy tales have on the children?
2. State the theme and idea of ​​the story.
3. How is Ayan different from the village boys?
4. Name the sequence of all events in the story.

Level 3: "Application"

1. What allows Ayan to be strong?
2. What were the hardships of the war?
3. How would you feel if you were Ayan?
4. Write a fairy tale about your classmates. What place would you take in this fairy tale?

Level 4: "Analysis"

1. What kind of relationships did Ayan have with the other boys?
2. Did Ayan have friends?
3. Why did Ayan start telling fairy tales?
4. Divide the text into meaningful parts and title each of them.

Level 5: "Synthesis"

1. Why is the story called “The Smell of Wormwood”?
2. Suggest your version of the ending of the story.
3. Imagine that Ayan's father returns from the war. How will the boy's life change?
4. How do you imagine the meeting between Ayan and the narrator?

Level 6: "Evaluation"

1. Suggest a cover for this book.
2. Do you justify the author for the unfinished work?
3. Write an annotation for the work.
4. Create an advertisement for this story.
5. Write a film script based on this story.

In the 10th grade, during a literature lesson based on A.S. Pushkin’s novel “Eugene Onegin,” I use the following types of tasks:

1. Choose your favorite quote from the speech of the heroes of the story and write a short argument for it, using SSP and SPP in it. (The task relates to synthesis, it requires students to critically evaluate. The reader must understand the quote in detail and interpret it, without forgetting that already creates his own text, becoming a writer.)
2. Write a “Three-Part Diary” Evgeniy - Tatyana - student comments.
3. “Evaluation window”: characteristics of the characters: Did you understand the work? What is it about? What character traits are close to you? What actions of heroes would you never do? Why? By using assignments like these, I think students will better understand this work and be able to apply what they learn to their own lives.

Having listened to lectures on the development of students’ functional literacy in reading and understanding text and worked them in practice, I think that many teachers have changed their view of working with texts, learned to correctly select texts and tasks for them that will contribute to the development of students’ knowledge of learning, and which they can use and apply in practice, in life. Now I understand that this work is not being carried out with such high quality, or better yet, correctly. We mostly worked one-sidedly: read the text, retell it, answer simple questions. Now I understand that not only philologist teachers should develop reading literacy in students, but other colleagues should also develop functional literacy in students. After all, the main task of the school is to strive to prepare a student, a person capable of being successful in an ever-changing world.

My thoughts on improving this process:

1. Conduct a weekly vocabulary test practical work on the study of certain spelling patterns in the Russian language, which cause difficulties for low-performing students.
2. Diversify your reading structure literary works through creative thinking - dialogues, argumentative essays, role-playing games.
3. Verbal perception of written speech is carried out through the design of stands (writing an article, abstract).
4. Develop reading literacy tasks for texts: analytical, informational, positional, interpretive. Use Bloom's taxonomy.
5. Use more interactive teaching methods in your practice.
6. Choose the right text material so that it has an educational character and a connection with life.

Tatyana Grigorievna Kiseleva
“Formation of functional literacy of students in the context of International Studies Timss and Pirls”

Report on the topic: “Scientific - didactic foundations activities of primary school teachers the formation of functional literacy of students in the context of International Studies Timss and Pirls»

The entire educational system of our Republic is on the verge of transition to 12-year education. This will allow us to integrate our country’s education system into the global educational space. For this purpose, in June 2012 No. 832, the National Action Plan for the Development of the Republic of Kazakhstan was approved by Decree of the Government of the Republic of Kazakhstan functional literacy schoolchildren for 2012-2016, which includes a set of activities on content, educational and methodological, material technical support development process functional literacy of schoolchildren.

In this regard, lessons and extracurricular activities taught by primary school teachers should also have points of contact with life.

The requirements of the standard are such that, along with the traditional concept « literacy» , the concept appeared « functional literacy» .

What is it « functional literacy» ? Functional literacy– the ability of a person to enter into relationships with the external environment and adapt as quickly as possible and function in it. Unlike elementary literacy as an individual’s ability to read, understand, compose simple short texts and carry out simple arithmetic operations, functional literacy there is an atomic level of knowledge, skills and abilities that ensure normal functioning personality in the system of social relations, which is considered to be the minimum necessary for the life of an individual in a specific cultural environment.

About existence we will learn functional literacy, only when faced with its absence. Therefore, we have to talk not so much about functional literacy, how much about functional illiteracy, which is one of the determining factors inhibiting the development of social relations.

Functionally competent a personality is a person who navigates the world and acts in accordance with social values, expectations and interests.

Main features functionally literate person: this is an independent person, knowledgeable and able to live among people, possessing certain qualities and key competencies. (Study Search Think Collaborate Get down to business.)

Process by means educational subjects primary grades, based on subject knowledge, skills and abilities, is carried out on the basis formation of thinking skills.

On initial stage The main thing in teaching is to develop each child’s ability to think using such logical techniques as analysis, synthesis, comparison, generalization, classification, inference, systematization, seriation, negation, limitation. Formation of functional literacy In elementary school lessons, assignments that correspond to the level of logical techniques will help.

Table 1.

Logical techniques Examples of tasks

1. level - knowledge Make a list, highlight, tell, show, name

2. level - understanding Describe explain, identify signs, phrase it differently

3. level - use Apply, illustrate, solve

4. level - analysis Analyze, check, conduct an experiment, organize, compare, identify differences

5. level - synthesis Create, come up with a design, develop, make a plan (retelling)

6. level - assessment Present arguments, defend a point of view, prove, predict

Most high level is an assessment. An elementary school teacher faces colossal tasks: develop the child. What does it mean to develop thinking? Translate from visually effective to abstractly logical: develop speech, analytical-synthetic abilities, develop memory and attention, develop fantasy and imagination, spatial perception, develop motor skills function, ability control your movements, and fine motor skills, since the development of the hand leads to the development of the frontal lobe of the brain, responsible for mental activity. It is very important to develop communication skills, the ability to communicate, the ability control emotions, manage your behavior.

At When developing functional literacy, it is important to remember what a concept functional literacy based on one of the most famous international assessment studies –« International program assessments of educational achievements of 15-year-olds students(PISA)", which assesses the ability of adolescents to use the knowledge, skills and abilities acquired at school to solve a wide range of life problems in various fields human activity, as well as in interpersonal communication and social relationships, and TIMSS(assessment of mathematics and natural science literacy of 4th and 8th grade students).

The prospect of Kazakhstan's participation in international comparative assessments research enshrined in the State program Development of Education for 2011-2020 - a basic document defining the political and conceptual framework for the development of the country's education in the long term. In particular, it is planned that Kazakhstan will participate (along with the already known PISA and TIMSS) such international studies, How: "Study of reading quality and text comprehension" (PIRLS, comparison of the level and quality of reading, text comprehension students primary schools in countries around the world).

The test evaluates three areas functional literacy: reading literacy, mathematics and natural sciences, literacy.

Basic skill functional literacy is a reader's literacy. In modern society, the ability to work with information(read first) becomes a prerequisite for success.

The development of reading awareness must be given the closest attention, especially at the first stage of education. Conscious reading is the basis of personal self-development - competently a reading person understands the text, reflects on its content, easily expresses his thoughts, and communicates freely. Deficiencies in reading also cause deficiencies in intellectual development, which is understandable. In high school the volume increases sharply information, and you need not only to read and memorize a lot, but, mainly, to analyze, generalize, and draw conclusions. With undeveloped reading skills, this turns out to be impossible. Conscious reading creates the basis not only for success in Russian language and literature lessons, but is also a guarantee of success in any subject area, the basis for the development of key competencies.

Results of Kazakhstan's participation in PISA and TIMSS show that teachers of secondary schools in the republic provide strong subject knowledge, but do not teach how to apply it in real life situations. Most school graduates are not ready to freely use the knowledge and skills acquired at school in everyday life. All methods used by the teacher should be aimed at developing cognitive and mental activity, which in turn is aimed at developing and enriching everyone’s knowledge student, its development functional literacy.

Ways to Promote functional literacy of students in the Russian language.

The academic subject “Russian language” is focused on mastering students with functional literacy, but at the same time the guys master the skill of organizing their workplace (and attached to other items); skills in working with a textbook and a dictionary; time management skills; the skill of checking a friend’s work; skill in finding errors; skill of verbal assessment of the quality of work.

Most children in primary school tend to make mistakes when using new spelling or grammar rules . These are temporary errors. As the material covered is consolidated, they are overcome.

So that students there was a need to know the rules. Familiarization with the rule is carried out well in situations of spelling difficulties. At this stage, creative mastery and development of children's thinking ability occurs. This is what problem-based learning involves.

The entire system of spelling work is based on problematic methods.

It is important to organize work so that each student feels responsible for their knowledge every day.

How to ensure that the student skillfully not only memorizes the rule, but also sees spelling.

A letter with pronunciation.

Cheating.

Commentary letter.

Letter from dictation with preliminary preparation.

Letter from memory.

Creative works.

Selective cheating.

To arouse interest in the lesson, I use poetic spelling exercises.

Vocabulary work

Work on mistakes,

They can successfully apply their knowledge to others lessons: reading, history, natural history, mathematics.

The academic subject “Literary reading” provides for mastering students' fluent reading skills, familiarization with works of children's literature and formation skills in working with text, as well as the ability to find the right book in the library or on the store counter (in class we create the cover of the work being studied); ability to choose a work on a given topic (to participate in the reading competition); ability to evaluate a friend's work (at the competition the jury is all students); the ability to listen and hear, express one’s attitude to what is read and heard

The subject “Mathematics” involves formation arithmetic counting skills, familiarization with the basics of geometry; formation the skill of independently recognizing the location of objects on a plane and designating this location using language means: below, above, between, next to, behind, closer, further; practical skill orientation in time, the ability to solve problems, the plot of which is connected with life situations.. The greatest effect can be achieved as a result of the use of various forms of working on a task:

1. Work on a solved problem.

2. Problem solving different ways. Little attention is paid to solving problems in different ways mainly due to lack of time. But this skill indicates a fairly high mathematical development. In addition, the habit of finding another way to solve will play a big role in the future.

3. A properly organized way of analyzing a problem - from question or from data to question.

4. Presentation of the situation described in the problem (draw a “picture”). The teacher draws the children's attention to the details that must be presented and which can be omitted. Mental participation in this situation. Breaking down the task text into meaningful parts. Modeling a situation using a drawing or drawing.

5. Independently compiling tasks students.

6. Solving problems with missing data.

7. Changing the task question.

8. Compiling various expressions based on the data of the problem and explaining what this or that expression means. Choose those expressions that answer the question of the problem.

9. Explanation of the finished solution to the problem.

10. Using the technique of comparing problems and their solutions.

11. Write two solutions on the board - one correct and the other incorrect.

12. Changing the conditions of the problem so that the problem is solved by another action.

13. Finish solving the problem.

14. Which question and which action is superfluous in solving the problem? (or, conversely, restore the missed question and action in the task).

15. Drawing up a similar task with changed data.

16. Solving inverse problems.

The development of logical thinking in children is one of the important tasks of primary education. The ability to think logically, make inferences without visual support, and compare judgments according to certain rules is a necessary condition for successful learning educational material. The main work for the development of logical thinking should be carried out with a task. After all, any task contains great opportunities for the development of logical thinking. Non-standard logic problems are an excellent tool for such development. The systematic use of non-standard problems in mathematics lessons broadens the mathematical horizons of younger schoolchildren and allows them to more confidently navigate the simplest patterns of the reality around them and more actively use mathematical knowledge in everyday life.

The educational subject “The World around us” is integrated and consists of modules of natural science and social and humanitarian orientation, and also provides for the study of the fundamentals of life safety. In the lesson we practice the skill of denoting events in time using language means: first, then, earlier, later, before, at the same time. We strengthen the child’s recognition of health as the most important value of human existence, the ability to take care of his physical health and follow the rules of life safety. The children have the opportunity to prepare their own material on a given topic, as well as their own questions and assignments, which they do with great pleasure.

The academic subject “Technology” provides for mastering students self-service skills, skills in manual technologies for processing various materials; the development of individual creative characteristics of the individual, necessary for knowing oneself as an individual, one’s capabilities, and awareness of one’s own dignity. Within extracurricular activities we put on little skits

So the model formation and development of functional literacy can be represented in the form of a fruit tree. Just as any tree needs care, watering, warmth, light, so a little person who comes to a teacher for a lesson needs knowledge, skills and abilities. Watering this tree with planned, clearly thought out, coordinated work, using modern educational technologies, the tree will immediately bear fruit - wonderful, admirable apples (key competencies, i.e. educated, successful, strong, capable of self-development, people.

Tree - functionally competent person

Water – educational technologies

Apples – key competencies

The watering can is a teacher (in order to water, it must be constantly replenished, i.e., engage in self-education).

Just as a tree will wither without watering, so without literate competent work of a teacher is impossible form, achieve development functional literacy of junior schoolchildren.

THE REPUBLIC OF KAZAKHSTAN

East Kazakhstan region, SEMEY

KSU "Secondary School No. 25"

BUZHIEVA GULNAZ KUBAIDULLAEVNA

Methods and principles of forming and assessing students’ functional literacy in science lessons

Introduction

“There is one enduring value - the pursuit of knowledge” - these words from the lecture “Kazakhstan on the path to a knowledge society”, said by our President to the students of Nazarbayev University, define the main goal of education of our Republic at the present time.

Our country is moving towards a post-industrial world, ruled by the triad “education - science - innovation”, which largely determines and answers the questions of modernization national system education, knowledge acquisition and development of high technologies. We live in an era latest technologies and discoveries, when students can easily find the necessary information on the Internet, but nevertheless, a lot depends on the activities of the teacher, in this case the geography teacher. After all, students' knowledge is the result of the work of a teacher and a student, connected by an invisible thread of interest. Thus, knowledge must be considered as an economic resource of the state, a factor of production, and therefore, we must strive, first of all, to interest each student in his subject. And this I think main value and the teacher's purpose.

The work of a teacher lies not only in the ability to conduct high-quality lessons and provide knowledge on the subject specified in work programs, calendar and thematic plans, but also to work to “attract” students into the subject. For all this, a lot of work is being done in our state and it can be noted that at a high professional, competitive and creative level. The Head of State, in his Address to the People of Kazakhstan dated January 27, 2012, “Socio-economic modernization is the main vector of development of Kazakhstan,” set a specific task for the adoption of a five-year National Action Plan for the development of functional literacy of schoolchildren. What can the adoption of this program give us, geography teachers?

Main part

General guidelines for the development of functional literacy are defined in the State Program for the Development of Education of the Republic of Kazakhstan for 2011 - 2020, one of the goals of which is the formation in secondary schools of an intellectual, physically and spiritually developed citizen of the Republic of Kazakhstan, satisfying his need for an education that ensures success and social adaptation in a rapidly changing world.

The national plan is a set of measures: on content, educational and methodological, material and technical support of functional literacy. At the same time, we must understand what functional literacy is.

The concept of “functional literacy” first appeared in the late 60s of the last century in UNESCO documents and later came into use by researchers who define it as a way of social orientation of the individual, integrating the connection of education with multifaceted human activity. In today's rapidly changing world, functional literacy is becoming one of the basic factors contributing to the active participation of people in social, cultural, political and economic activities, as well as lifelong learning. Functional literacy is a meta-subject phenomenon, and therefore it is formed during the study of all school disciplines and therefore has various forms of manifestation.

Conventionally, the level of functional literacy is fixed in the expressions: “A modern Kazakh student should know and be able to...”. In relation to the current stage of development of Kazakhstan, the most relevant are the following types of functional literacy: language literacy; computer and information literacy, legal literacy, civic literacy, financial literacy, environmental literacy, professional and special aspects of functional literacy (management, public relations, planning, new technologies, etc.). Activity literacy occupies a special place in the idea of ​​functional literacy. In other words, the ability to set and change goals and objectives of one’s own activities, communicate, and implement simple acts of activity in a situation of uncertainty.

Modern society requires people who can quickly adapt to changes taking place in the world. In new circumstances, the learning process of students should be focused on the development of competencies that contribute to the implementation of the concept of “lifelong education”. A prerequisite for the development of competence is the presence of a certain level of functional literacy.

One of the main directions of modernization of the education system is teaching students to independently obtain and analyze, structure and effectively use information for maximum self-realization and useful participation in society.

In the context of modernization of the education system, the role of natural science subjects increases and ensures the development of effective ways and means of solving vital tasks and problems for people. Therefore, one of the objectives of studying natural science subjects in secondary schools should be focused on the development of students’ functional literacy.

The development of functional literacy of students is influenced by the following factors:

2) forms and methods of teaching;

3) a system for diagnosing and assessing educational achievements of students;

4) after-school programs, additional education;

5) school management model (public-state form, high level of autonomy of schools in regulation curriculum);

6) the presence of a friendly educational environment based on the principles of partnership with all interested parties;

7) the active role of parents in the process of teaching and raising children.

Among the factors listed above, one of the main ones is the forms and methods of teaching. Since each teacher is individual, his forms and teaching methods are individual. The same lesson, using the same technology, using the same methodology, but different teachers - the result will always be different.

The formation of functional literacy of primary school students is ensured and achieved if:

Consider the functional literacy of students as the basic level of education of students, characterizing the degree of mastery of ways of working with information and allowing them to solve real life problems and adapt to the outside world;

Include three components in the teacher’s professional competence in developing students’ functional literacy: cognitive, operational-technological and personal components, based on the student’s functional literacy;

To implement the content of the teacher’s professional competence in developing students’ functional literacy in the process of advanced training in the conditions of intra-school methodological work;

To develop, justify and test an interactive technology for developing a teacher’s professional competence in developing students’ functional literacy;

To identify a set of organizational and pedagogical conditions that ensure the development of a teacher’s professional competence in developing students’ functional literacy.

Characteristics of level indicators of functional literacy of students are:
1) goal setting:

the student’s awareness of the need and ability for self-realization;

the emergence of educational and cognitive interest;

knowledge of independent work techniques;

understanding of terms, concepts, general educational skills;

2) planning:

ability to navigate task conditions;

highlighting an algorithm for searching for the necessary information;

3) decision making:

choosing the optimal option to solve the problem;

analysis of activity plans;

4) execution:

ability to work with text, drawings, diagrams and graphs.

5) evaluation of results:

self-assessment of achieved general educational skills; introspection.

One of the main activities of students when teaching subjects is the ability to use theoretical material on practice. This activity makes it possible to:

develops students' cognitive competencies;

activates cognitive mental activity;

develops self-learning skills;

contribute to the formation of universal educational actions;

develop the ability to highlight the main idea of ​​a text;

help analyze the text from different positions, evaluate information;

helps to master new concepts;

make it possible to understand the text and pay attention to individual ones;

present your subjective experience, etc.

Conclusion

The implementation of the National Plan will ensure overall coordination of activities government agencies, professional community, non-governmental organizations, parents on the development of functional literacy of schoolchildren.

As a result of the implementation of the National Plan by 2017, the following conditions will be created for the development of functional literacy of Kazakhstani schoolchildren:

1. Research support:

1) the scientific and methodological foundations for the formation and development of functional literacy and the school management system in the paradigm of competency-based education are determined;

2) provided research, expert and analytical support for activities aimed at the formation and development of functional literacy;

3) diagnostics of the meaning of schoolchildren’s life orientations and the role of parents in the formation of children’s functional literacy is provided.

The concept of updating the modern Kazakh school has identified new priorities for general education, which suggest that the formation of a model of the educational process should be carried out on the basis of the development of cooperative relationships between teacher and student, a harmonious combination of various teaching methods, ensuring the use of various types of educational activities. These priorities form the basis for the development of modern school biological education. In accordance with it, the educational goals of teaching biology at each level of school, the principles of selection and structuring of content, as well as methods for assessing the quality of schoolchildren’s training were clarified.

In basic school at the present stage, the student is placed at the center of the educational process. Attention is focused on the development of the student, the formation of his motivational sphere and independent thinking style.

The consistent development of ideas for the humanization of school education includes changes in goals, planned results, content and methods of teaching. The requirements for both the choice of teaching methods and the logic of constructing the subject are determined. The technology for teaching subjects is based on the activity approach described in the previous lesson paragraph. At the same time, primary school students remember the presented facts, phenomena and theories.

The content of the concept of “literacy” is transformed historically along with changes in the requirements of society. Changing the modern education paradigm under the influence social factors, trends in the development of society have determined the need to consider the issue of developing functional literacy in the field of communication as an important personality quality that determines the successful functioning of an individual in modern society.

The formation of functional literacy is a complex, multifaceted, long-term process. The desired results can only be achieved skillfully, intelligently combining various modern educational pedagogical technologies.

List of used literature

1. Message from the President of the Republic of Kazakhstan - Leader of the Nation Nursultan Nazarbayev to the people of Kazakhstan “Strategy “Kazakhstan-2050”: a new political course of an established state.” 12/14/2012.

2. State Program for the Development of Education of the Republic of Kazakhstan 2011-2020 dated December 7, 2010.

3. National action plan for the development of functional literacy for 2012-2016.

4. Competencies in education: design experience: collection. scientific tr. / Ed. A.V. Khutorskogo. – M.: Research and Development Enterprise “INEK”, 2007. – 327 p.

5. Perminova L.M. Minimum field of functional literacy (from the experience of the St. Petersburg school) // Pedagogy. 1999. - No. 2. - P.26-29.

6. Perminova L.M. Functional literacy/illiteracy as socio-pedagogical phenomenon. – M., 2003

7. Repkina G.V., Zaika E.V. Assessment of the level of formation of educational activities. – M., 1997.

8. Tiangyan S.A. Literacy in the computer age. – M.: Pedagogy. – 1995. - No. 1.

Introduction

Socio-economic changes in society have set new parameters for the training and education of the younger generation, requiring a radical revision of the goals, educational outcomes, traditional teaching methods, and systems for assessing achieved results.

Consequently, we, teachers, are entrusted with great responsibility for the education, training, and development of our students, who are able to enter into relationships with the external environment and adapt and function in it as quickly as possible.

Functional literacy – is considered as a way for an individual to use all the knowledge, skills and abilities constantly acquired in life to solve life problems in various spheres of human activity.

Functional literate personality – This is a person who navigates the world and acts in accordance with social values, expectations and interests.

Relevance:

Elementary school teachers must educate an independent person who can quickly adapt to the modern world and has functional literacy skills.

Hypothesis:

The formation of functional literacy develops initiative, innovative thinking, and independent acquisition of knowledge based on experience in a primary school student.

Target:

Create conditions for the development of functional literacy of primary schoolchildren.

Tasks:

Consider ways to develop functional literacy;

Summarize the proposed experience;

Outline prospects in this topic

1. Theoretical foundations of functional literacy students

1.1 Paths.

Creating a situation for success in the classroom .

For younger schoolchildren, success plays a special role, being the most important incentive for learning. Success in learning- the only source of the child’s internal strength, which gives rise to positive motivation and energy to overcome the student’s difficulties.

On the basis of this state, stable feelings of satisfaction can be formed,

new, stronger motives for activity are formed, the level of self-esteem and self-esteem changes.

Success- experiencing a state of joy, satisfaction of the student and teacher from the result of their activities, which either coincided with the expectations and hopes of the teacher, or did not, and sometimes exceeded them. The student’s expectation of success is based on a great desire to please the teacher, praise from parents and teachers.

We, teachers, use many interesting, non-standard techniques to create a situation of success in the classroom.

Creating an atmosphere of joy and approval.

These affectionate and encouraging words, emotional stroking, soft intonations of the voice, calls with affectionate names, an open posture and friendly facial expressions create a favorable psychological background that helps the child cope with the task assigned to him.

For example: I start creating a positive mood at work with the following words:

Let's smile at each other, children. We can do this...

Well, check it out, buddy, are you ready to start the lesson?

Is everyone sitting correctly? Is everyone watching carefully?

Maybe everyone wants to receive only the “five” mark?

Physical exercises, close your eyes, put your heads on your desks (the music is quiet, calm)

Here I am in class.

I'll start studying now.

I rejoice in this (pause)

My attention is growing.

I'm a scout, I'll notice everything

My memory is strong.

My brain is working (pause)

I want to learn

Everything is interesting to me

I'm ready to go.

First, we will all be happy together that we have learned the tables of addition and subtraction up to 20, and for this we will conduct a small oral survey.

Then we’ll try to answer the question: “How to add the number 5?”

Then we’ll train our brains and solve problems to find the sum. And finally, we will “get” something valuable from the recesses of memory, namely, the ability to draw segments or:

Hello, I really like...

how did you prepare for the lesson;

how did you do your homework, test;

Removing fear - advance children before they begin to implement the task (before the activity). Advance success means announcing positive results before they are obtained.

It is necessary to help the student overcome self-doubt, timidity and fear of the task itself, and the assessments of others. Such a preventive measure removes the pressure from the child, he becomes more relaxed and confident, and more boldly realizes his potential.

For example: overcoming fear that interferes with productive actions, there are cards with various tasks, for individual work (differentiated approach) cards with a secret or with additional notes. When checking the completion of their task, children see the numbers appearing - the answers. Joyful smiles and the eyes of students - this is not success in the lesson.

In the 1st grade, during a literacy lesson, “Magic Water” drew the correct answer (letter) with a candle, the children had to insert the letter, they had to check

colors, the letter appeared. How many emotions

Providing hidden assistance.

Hidden help is realized through a hint, an indication, a wish in which there is no

direct instructions on what students should do and in what order.

For example, in grade 3: during the lesson the children were asked the question “How to find

area of ​​a rectangle? So that the children themselves can come to the conclusion of the formula, I

I invited them to try it themselves.

Task 1 - draw geometric figure 3 cm and 5 cm, divide into small ones

squares. How many are there?

Task 2 - who guessed how to quickly cope with this task.

Thus imperceptibly leading children to the main thing, namely, the conclusion of the rule.

Interesting work in groups. It’s not scary to work together with your friends and someone will definitely come to help if you need it.

Increasing the status of the child in the team.

The process of entering the system of class relations is carried out with the active, but largely unconscious participation of schoolchildren, striving to make the microenvironment around them favorable for themselves and their group, team. The child strives for popularity in the team, tries to consolidate his position in it, suffers from his unpopularity, very often without even realizing the reasons for this. Sometimes he incorrectly assesses his position in the team and the attitude of his comrades.

Schoolchildren strive to occupy a favorable position in the sphere of relationships in various ways. Some succeed easily and simply, others fail, which leads to disappointment, poor psychological well-being, and the desire to achieve a good position in the team at any cost.

Not a single pedagogical idea will be realized without proper organization of the activities of children's groups and teams. This organization should be such that it creates optimal conditions for the learning and education of the individual. What are these conditions and what, based on them, should be the joint activity of children?

First such condition- providing each member of the children's group or team with the opportunity to actively participate in all matters. This condition can be met only when the number of children’s groups is relatively small, i.e., one that allows each member of the group to behave freely and engage in joint activities with full dedication. Practice shows that the optimal composition is a group of children ranging from 3 to 7 people. This is explained by the fact that a group of this size ensures active participation in joint activities, while at the same time allowing for a better distribution of responsibilities between group members and coordination of their actions.

Second condition- gaining rich and varied experience of communication and joint activities in groups. To fulfill this condition, it is recommended to systematically change the composition and distribution of responsibilities in children's groups. This allows children to gain rich and varied communication experience, learn various forms of role behavior, and develop necessary and sufficiently flexible communication skills. The younger the children are, the smaller the group in which all this happens should become. For younger children school age teachers consider the optimal number of 2-3 people in each.

Third condition- the use in groups or teams of such norms and rules of interaction that the interests of personal development are placed in the foreground. This condition will be met if the relationship between the group and each individual member is built on an equal, democratic basis. In this case, this means that each child in the group receives the same rights as the group as a whole, and if his opinion differs from the opinion of the majority of other members of the group, then the child retains the right to act in this or that case in his own way.

Fourth condition- recreation in the practical activities of children's groups or collectives of the social reality that children, upon becoming adults, will definitely have to face. The activities of developing children's groups or teams should be organized in such a way as to gradually prepare children for adult life.

It happens that what children do in practice, although interesting for children as entertainment, is very divorced from reality and the relationships of adults and practically does not prepare them for life. In order for the collective forms of children's existence to truly become a real school of preparation for life, it is necessary to ensure the fulfillment of the fourth condition. Here, without the active help of adults, without joint creative work teachers, psychologists and sociologists are indispensable. When drawing up a program for collective parenting, you need to make sure that it includes group activities related to solving the most difficult life problems. The types of activities in which children are practically involved should not only prepare them for life, but also develop them psychologically. Children's groups and teams, at least in educational institutions, should be created to solve specific developmental problems and be located in the zone of proximal development of the child.

Fifth condition- identifying the child’s inclinations, developing them and turning them into abilities.

Individualization in the learning process.

Personally oriented learning is widely used already in primary school individual work . This form of teaching organization becomes more effective if the teacher actively uses not only frontal, but also group and pair work in his activities. In this case, the student gradually learns to be independent, show initiative and creativity, and take responsibility for the results of his work.

One of the most effective ways to implement individual form organizing the educational activities of schoolchildren in the classroom are differentiated individual assignments, especially assignments with a printed basis, which free students from mechanical work and allow, with less time spent, to significantly increase the amount of effective independent work. No less important is the teacher’s control over the progress of assignments, its timely assistance in resolving students' difficulties. The teacher, having discussed with the children a three-color indicator: red - “I don’t know, I’m asking for help”; yellow – “I doubt it, I’m not sure”; green – “I know, I can”, carries out ongoing monitoring at each lesson in the form of an individual or frontal oral survey.

Individual conversations with students. Additional classes for low-achieving students. Questionnaires. Psychological testing. Use ICT in various lessons in elementary school allows you to:

develop students’ ability to navigate the information flows of the surrounding world;

master practical ways of working with information;

develop skills that allow you to exchange information using modern technical means;

intensify cognitive activity students;

conduct lessons at a high aesthetic level; approach the student individually, using multi-level tasks.

Use of non-standard forms and methods of work.

The use of non-standard forms and methods is one of the important means of teaching, because they Form students’ sustained interest in learning, relieve tension and constraint, which are common to many children, help to develop skills academic work, actual educational activities. Non-standard lessons have a deep emotional impact on children, thanks to which they develop functional literacy and stronger, deeper knowledge.

students in pairs;

Work in groups;

Problem-based learning is the creation of special situations of intellectual difficulty and their resolution.

Reception "choice". A student can sometimes choose his own homework on a subject, outline the number of examples, problems that he will have to solve during the lesson, etc.

Support diagram method. This is a type of generalization and “tip” for students who are not always able to successfully master the topic.

Not only the teacher, but also the students take part in the preparation of such lessons, since significant time in such a lesson is devoted to the presentation of homework. It becomes possible to differentiate learning, the scope of the curriculum expands, and the authority of even the weakest student rises. Depending on the goals of a particular lesson and the specifics of the topic, the forms of classes may be different. To get away from the same type of lesson structure, to overcome stereotypes in teaching, to make the lesson joyful and interesting, the teacher plans and builds the lesson in accordance with his experience, mood, and temperament.

I’ll give you a few examples that allow me to cope with children’s fatigue and help set them up for work.

In Russian language lessons, much attention is paid to vocabulary work. If you try to diversify the methods of conducting vocabulary work, then children will not lose interest in this stage of the lesson, and, in my opinion, they will have more desire to prepare for vocabulary work at home.

The teacher reads puzzles, and students guess them. The guesses are vocabulary words that children write down in a notebook, underlining the unchecked letters and putting emphasis on them.

« Find out an item by description" The teacher gives a description, the children name the object - a vocabulary word, and write it down.

A game " Close the window" The teacher shows cards with opening windows (the letters that need to be remembered are cut out and bent to the opposite side). Students say which letter needs to be inserted and then the window “closes” and required letter is put in its place.

« Picture dictation" The teacher shows pictures depicting objects - vocabulary words. You can group them by topic (vegetables, fruits, school...). This dictation can be done differently: as a commented letter, as an independent work, as a dictation - silent...

Solve puzzles, crosswords compiled by the teacher from dictionary words, guess,

Game "Scattered Balls". Words with missing spellings are written on the board, and on the right side of the line there are multi-colored balls with letters written on them. Students go to the board, find the right ball and attach it to the word.

Grammar relay with competition elements. Words with missing spellings are written on the board in 3 columns. Students are divided into 3 teams, at a signal they simultaneously go to the board and insert the missing spelling into the word. The row that completes the task faster while making the fewest mistakes wins.

Working with punched cards. The teacher distributes cards with vocabulary words to the students that have missing spellings. Children put them on a blank sheet of paper and fill in the missing letters.

Great importance in the organization of the lesson has its beginning. It is important to set them up for work. This is why you can use the technique of starting a lesson in a non-traditional form.

As a non-standard technique, you can use the stages of the lesson with elements of theatricalization.

Checker. Checking homework and any skills.

Remembrance. Repetition of spelling letters, orthograms.

Dumaika. Tasks of increased difficulty, advance.

Wordsmith. Various work with text.

Play. Grammar games.

Guessing game. Entertaining material in the form of puzzles, riddles, etc.

Listen. A type of auditory, selective dictation.

Observer. A few observations while preparing for the passage new topic.

Composer. Working with deformed text and key words.

Recognize. ("Did you know?"). Introduction to the rules of the Russian language, brief information in connection with the topic of the lesson.

Modern lesson impossible to carry out without the involvement of information and communication technologies. One of the advantages of non-traditional lessons using IT tools is its emotional impact on students, which is aimed at forming in students a personal attitude towards what they have learned, at developing various aspects of students’ mental activity. In such lessons, children of primary school age develop the skills and desire to learn, develop an algorithmic style of thinking, and lay down knowledge and skills not only of a specific academic subject, but also mastery of IT tools, without which further successful learning is impossible.

Presentation is a powerful means of visualization and development of cognitive interest. The use of multimedia presentations makes lessons more interesting; it includes not only vision, but also hearing, emotions, and imagination in the perception process; it helps children dive deeper into the material being studied and makes the learning process less tiring.

So, for example, when studying the topic on the surrounding world “Diversity of plants on Earth,” it is useful to ask children with the question “Do you want to learn more about the plants of our country? Let’s find information on the Internet and make a presentation together.” And while conducting a lesson - a game on this topic, the children demonstrated their presentations and saw from the screen what the Forest on Vorskla nature reserve looks like. Thanks to the presentations, those students who were usually not very active in the classroom began to actively express their opinions and reason.

In mathematics lessons, when conducting lessons and competitions, I use an interactive whiteboard. To attract the attention and activity of students, at the beginning of the lesson I conduct an oral count with elements of the game “Write down only the answer.” I write the examples in two columns according to the options. After the children have written down their answers, they conduct a self-test or mutual test using animation on the interactive board. Students like this type of work because they act as a teacher. When performing oral calculations, I demonstrate diagrams and puzzles.

To develop interest in Russian language lessons, I use a graphics tablet. I offer students creative tasks that can be expressed in: creating a crossword puzzle on a topic, writing down words, underlining spellings, highlighting parts of a word, finding the grammatical basis and minor parts of a sentence.

Lessons literary reading will be uninteresting and boring if audio is not included in their content. For example, in the “Literary Living Room” lesson, I invite children to listen to recordings of exemplary readings of short works. This teaches expressive reading, the ability to feel the mood, and determine the character of the characters. Reading poetry accompanied by a well-chosen soundtrack evokes a storm of emotions in the souls of little listeners, a desire to try to evoke the same feelings in others. Lessons - quizzes on fairy tales - increase the creative and intellectual potential of students, expand and consolidate acquired knowledge.

Application design - research activities in the lesson of the surrounding world allows you to develop the child’s active independent thinking and teach him not just to remember and reproduce the knowledge that school gives him, but to be able to apply it in practice. When selecting a project topic, I focus on the interests and needs of students, their capabilities and personal significance of the upcoming work, and the practical significance of the result of working on the project.

One of the forms of cognitive activity is a game that promotes the development and strengthening of interest in mathematics. In order to arouse interest in the account, I use the following in various variations: role-playing games: “Fishing”, circular examples, “Who is faster”, “Find the mistake”, “Coded answer”, “Mathematical dominoes”, “Collect a card”, “Relay race”.

The game form of classes can be used at various stages of the lesson. Determining the place of a didactic game in the structure of a lesson and the combination of game and teaching elements largely depend on the teacher’s correct understanding of the functions of didactic games and their classification. First of all, collective games in the classroom should be divided according to the didactic objectives of the lesson. These are, first of all, educational, controlling, and generalizing games.

Thus, we can conclude that the effectiveness of the educational process largely depends on the teacher’s ability to correctly organize a lesson and wisely choose one or another form of conducting a lesson.
Non-traditional forms of conducting lessons make it possible not only to raise students’ interest in the subject being studied, but also to develop their creative independence and teach them how to work with various sources of knowledge. All the proposed techniques and forms of work were born gradually over many years of work, some of them were borrowed from the work experience of other teachers, some from books and teaching aids.

1.2 Experience.

Publication of works on the Internet;

Creation of a blog by students;

Creation of a website for a primary school teacher;

Creation Electronic portfolio;

Recording the accumulated experience in regulatory documents, technological diagrams, methodological developments;

Speech at a meeting of the Moscow Region, teachers' councils;

Carrying out open lessons.

Prospects.

Continue work on developing functional literacy using design technologies;

Use competency-based tasks (KOTS);

Introduce critical thinking technology;

Involving students in creating projects and using Internet resources.

Contribute formation and development personal qualities of the child - the ability to work together, the ability to be a full member of the team.

2. Analysis of results pedagogical activity

To develop educational interests, I follow the principle: the younger the students, the more visual the learning and the greater the role active activity plays.
The development of students' personalities primarily occurs in the classroom. I intensify the cognitive activity of the children and increase interest in learning at every stage of the lesson through individual and group work; differentiated approach; game; creating a situation of success; independent work.

I select tasks and materials so that they are accessible in presentation, colorfully designed, have elements of entertainment and competition, and contain information and facts that go beyond curricula.
Support diagrams, tables, signal cards, handouts, and entertaining exercises have long become faithful assistants in my work. They evoke feelings of surprise, novelty, unusualness, unexpectedness, develop intelligence, initiative, and ignite the flame of inquisitiveness.

As a result, the student works in class with interest, and even difficult tasks become feasible for him. I help each student to assert themselves, to seek and find their own ways of obtaining an answer.
Play is an excellent means of education and learning.

To do this, I put the student in search conditions, arouse interest in winning, and hence the desire to be fast, collected, dexterous, resourceful, be able to accurately carry out tasks, and follow the rules.
In games, especially collective ones, moral qualities personality. As a result, children help their comrades and take into account the interests of others. Properly organized independent work promotes the formation of cognitive interests, the development of cognitive abilities, and mastery of the techniques of the cognition process.

Through solving creative problems of varying degrees of difficulty and multivariate tasks, I provide my students with the development of logical thinking, instilling the skills of self-organization and self-design.
As a result, when discussing different options for finding solutions, children actively propose possible approaches, look for arguments, and defend their answer. At the same time, they have a desire to find out why some ways of solving problems turn out to be rational, while others are not. They also learn to listen carefully and hear each other. I make every success the property of the whole class.

Constant analysis of student achievements – required condition my work. I see the point of diagnosing in obtaining as real and clear a picture as possible of the child’s development, his ability to observe, analyze, compare, and classify.

Diagnostics allows me to determine whether it is possible to solve the problems of training, development and education in unity.
An important condition of my work is a smile and a kind word.

And how much they add to both the lesson and the child! With sincere love, I win the trust of children, which means the right to educate and teach.

At the present stage, there is a comprehensive mass implementation information technologies in all areas of education.

The process of informatization of education, which is both a basic requirement and a result of development modern society, poses new challenges for each teacher:
master skills to work with computer equipment and methods of using the computer as a teaching tool,
navigate the increased flow of information, be able to find, process and use it,
teach children to use information.

To implement the assigned tasks, I mastered the basics of the necessary knowledge and accumulated personal experience on the practical use of computer technologies, learned to apply them in the educational process.
I understand that it is impossible to construct all lessons using information technology. Yes, this is not necessary. Ordinary work lessons have their own specifics and different goals. But in most lessons, computer technology is my main assistant!

Conclusion

Thus, we come to you with the following:

1) the essence of functional literacy is the ability of an individual to independently carry out learning activities, as well as to apply all the knowledge, skills and abilities constantly acquired in life to solve the widest possible range of life problems in various spheres of human activity, communication and social relations;

2) the components of functional literacy are skills (key competencies or universal learning activities) of a certain type, based on solid knowledge, namely: organizational, intellectual, evaluative and communicative. In the educational process, they can be acquired by a student if the following conditions are met:

– training is activity-based;

– the educational process is focused on developing the student’s independence and responsibility for the results of his activities;

– an opportunity is provided to gain experience in achieving the goal;

– the certification rules are clear and understandable to all participants in the educational process;

– productive forms of group work are used;

3) to ensure the productivity of the formation of functional literacy of junior schoolchildren, teachers need to use special active, activity-based, “subject-subject”, personally oriented, developmental educational technologies, such as:

– problem-based dialogical technology for mastering new knowledge, allowing for the formation of organizational, intellectual and other skills, including the ability to independently carry out learning activities;

– technology for the formation of reading activity, creating conditions for the development of the most important communication skills;

Information competence of schoolchildren is necessary for high-quality mastery of all academic subjects. Mastering computer culture and developing the information competence of schoolchildren is a necessary condition for the inclusion of the younger generation in the global information space.

Thus, the introduction of new information technologies into the educational process of primary school makes it possible to use in an accessible form the cognitive and gaming needs of students for cognitive processes and the development of functional literacy.

Bibliography

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Khusnetdinova M.K. Development of design competencies of junior schoolchildren // Elementary school. 2009. No. 1.

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