Methodological foundations of functional literacy skills. Methods and principles of forming and assessing students’ functional literacy in science lessons

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

Report on the topic: “Scientific and didactic foundations of the activities of primary school teachers in 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 measures for content, educational, methodological, material and technical support of the 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 a person’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.)

The process by means of primary school subjects, based on subject knowledge, abilities and skills, is carried out on the basis formation of thinking skills.

At the initial stage of education, the main thing 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

The highest level is 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, as well as 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 areas of 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 rule. 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 ability to navigate 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. Solving problems in various 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 the successful assimilation of 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. As part of extracurricular activities we stage small 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. By watering this tree with planned, clearly thought-out, coordinated work, using modern pedagogical 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.

pedagogical sciences

• Frolova Polina Ivanovna, Candidate of Sciences, Associate Professor
• Siberian State Automobile and Highway University

• COMPETENCE DEVELOPMENT
• FUNCTIONAL LITERACY
• STAGES OF DEVELOPMENT
• PERIODIZATION
• COMPETENCE
• EXPANSION OF THE CONCEPT
• LITERACY

The article presents the stages of development of the concept of “literacy”. The study developed a periodization of the transformation (evolution) of the concept of “functional literacy” in pedagogical theory and practice in various historical eras. In modern pedagogy, functional literacy is considered as the basis for the development of competence.

• Functional literacy in the structure of professional competence of students
• Problems of psychological readiness and adaptation in the process of preparing children for school
• Problems of speech formation in preschool children
• Problems of development of inclusive education in the vocational education system

The term “functional literacy” arose in the last third of the 20th century in response to the global challenges of our time associated with the transition of society from the industrial era to the post-industrial one, as opposed to the previously used concept of “literacy” in international educational practice. Let us consider the periodization that traces the evolution of the concept of “functional literacy” in pedagogical theory and practice in various historical periods: from the concept of “literacy” to the expanded concept of “functional literacy”, and subsequently to the concept of “functional literacy as the basis for the development of competence” in connection with the growing demands of society on the development and level of education of the individual.

I. The period of formation and development of a value-based attitude to understanding the problem of literacy in public life

The first mentions of the problem of literacy as a social phenomenon of Russian pedagogical theory and practice are found in chronicle sources of the 10th-11th centuries. and are associated with the educational activities of princes Vladimir Svyatoslavovich and Yaroslav.

Gradually, a value-based attitude towards understanding the problem of literacy at the state level is emerging in society. In the 16th century, the importance of the problem of literacy and education increased significantly due to the rapid pace of development of the state. In 1551, during the reign of Ivan the Terrible, the Stoglavy Council, along with current state problems of strengthening centralized power, also considered issues related to the development of education in the country.

In all of the above cases, the problem of literacy is understood as a problem of achieving basic literacy. At the same time, literacy as the ability to read is considered separately from the ability to write independently, which is reflected in the “Explanatory Dictionary of the Living Great Russian Language” by V.I. Dalia.

In the Encyclopedic Dictionary by F.A. Brockhaus and I.A. Efron (the period of creation of the dictionary dates back to the end of the 19th and beginning of the 20th centuries), the word “literate” also means a person who can read and write in any language. The authors specifically clarify that “in a more precise sense, this word applies only to people who can read and at the same time write, in contrast to people who are “semi-literate,” i.e. who only know how to read."

II. The period of mass literacy training for children and illiterate adults

After the October Revolution, the problem of mass illiteracy of the population is considered an acute social problem requiring an immediate practical solution. In 1920, the All-Russian Extraordinary Commission for the Elimination of Illiteracy was created under the People's Commissariat of Education. The existence of illiteracy in the country is perceived as a phenomenon that slows down the industrialization of production that has begun.

Measures to eliminate illiteracy were carried out from 1919 to the 1930s and entered the history of pedagogy as the first mass and compulsory (initiated by the state) literacy training for illiterate adults and school-age adolescents.

In this period, literacy is understood as a person’s ability to read and write in their native or Russian language. This view of the problem of literacy persisted for quite a long time: until the 80s of the twentieth century, literacy was mainly understood as the ability to read and write, which is recorded in Russian language dictionaries, pedagogical reference books, and encyclopedic dictionaries.

III. Period of research into the problem of literacy at the international level

In the 50s of the 20th century, the problem of literacy began to be considered not only as a problem for a single country, but also at the international level in connection with the creation of the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 1945. UNESCO's long-term research on the problems of spreading literacy and improving the quality of education contributes to further streamlining the terminology used in this matter.

In 1958, at the 10th session of the UNESCO General Conference, it recommended that all countries, when conducting a population census, consider literate only those residents who can read texts with comprehension and are able to write a short summary of their daily life. At the same time, it is recommended to consider a person who can only read as a semi-literate person.

Based on the analysis of the above recommendations, we can conclude that the understanding of a semi-literate person in UNESCO’s international documents remains quite traditional, and in the understanding of a literate person, some aspects of assessing literacy that were not previously taken into account appear, namely: the ability to understand what is read and write about one’s own life. At the same time, literacy is considered as one of the most important indicators of the level of social development of the state and society. Further consideration and study of new aspects of literacy assessment will serve as an impetus for a complete re-evaluation of the concept of “literacy” in subsequent stages of social development.

IV. The period of differentiation between the concepts of “literacy” and “functional literacy”

In the 70s of the 20th century, a gradual revision and rethinking of the concept of “literacy” in international educational practice began. Changes in social life force us to move away from the traditional elementary understanding of literacy and lead to a significant expansion of the concept of “literacy” under study. The primary documentation of this process occurs in 1965 at the World Congress of Ministers of Education in Tehran, where the use of the term “functional literacy” was first proposed.

In 1978, UNESCO revised the text of previously proposed recommendations on the international standardization of statistical data in the field of education. In the new version of this document, “a person is considered functionally literate only who can take part in all activities in which literacy is necessary for the effective functioning of his group and which also enable him to continue to use reading, writing and numeracy for his own development and for further development of the community (social environment)."

The ongoing transition from industrial to post-industrial society revealed the need to consider literacy as a dual phenomenon, firstly, as a problem of achieving basic literacy by the majority of the population in developing countries and, secondly, as a problem of achieving functional literacy in industrialized countries as opposed to the observed functional illiteracy in fairly large populations.

At the same time, the first studies of the level of functional literacy in highly developed countries began to be conducted. Works by S.A. Tangyan allow us to trace the generalized results of the study of functional literacy, which indicate that the level of education existing among the population very often cannot provide (guarantee) functional literacy, since the life of an individual in modern society is accompanied by a rapid change in technological developments, ideas, and individual subjects everyday life, the emergence of new knowledge. The educational system of almost any country in such conditions finds itself in a deliberately losing state and cannot prepare its citizens in time for existence in new conditions. Based on the UNESCO definition, S.A. Tangyan specifies certain aspects and proposes that functional literacy be considered the level of knowledge and skills that increases with the development of society, in particular the ability to read and write, necessary for full and effective participation in the economic, political, civil, social and cultural life of one’s society and one’s country, for promoting their progress and for their own development.

Very similar results were obtained in many Western highly developed countries, as noted in the monograph by P.I. Frolova. Experts equate up to 10% of the active and working population of Western European countries with functional illiteracy. In England, more than 20%, which is approximately 7 million people, have been identified as functionally illiterate citizens of the country. In Germany, functional illiteracy affects 3 million people.

At the UNESCO congress, data was provided that approximately a third of the US population under the age of 30, that is, the most active and working age, is functionally illiterate. According to 1985 statistics, the United States had to spend almost $7 billion a year to house prisoners in federal prisons who were convicted of inadvertently committing crimes due to their functional illiteracy.

About 3 million adult citizens of Canada in 1987 were classified as functionally illiterate, which at that time amounted to almost 30% of the total population (of which 8% of respondents had higher education and more than 80% had completed schooling).

In Russia, international experts estimate the number of people experiencing problems in the process of writing, reading, and working with numbers due to the presence of functional illiteracy in the range from 25 to 40% of the total population of the country.

At the end of the 80s of the twentieth century, the expansion of the concept of “literacy” began to gradually be reflected in dictionaries: in 1987, in the “Explanatory Dictionary of the Russian Language” by S.I. Ozhegova, the dictionary meaning of the adjective “literate” is interpreted in a similar way: “1. Able to read and write, and able to write grammatically correct without errors. 2. Possessing the necessary knowledge and information in any field. 3. Executed without errors, with skill.” A similar meaning is recorded in the modern Russian language for the term “literacy” and two decades later in the “Explanatory Dictionary of the Russian Language” (2006) by S.I. Ozhegova, N.Yu. Shvedova.

During this period, society is becoming aware of the socio-economic component of functional literacy. It becomes obvious that functional literacy has a cultural and historical nature, being, on the one hand, part of education and culture, and on the other hand, part of the socio-economic formation.

V. The period of inclusion of the concept of “functional literacy” in the problem field of the competency-based approach in education

For several decades, functional literacy has been studied by authoritative international organizations. In 1990, the International Year of Literacy was celebrated under the auspices of UNESCO. The United Nations announced at the General Assembly the celebration of the Literacy Decade in the broadest interpretation of this concept from 2002 to 2012. The modern interpretation of functional literacy is presented in the declaration of the “UN Decade of Literacy,” which explains that in the new conditions of life, the concept of literacy becomes extremely complex, and shows how literacy affects changes in personal and national well-being. A person's immediate achievement of literacy is meant to be more than just acquiring basic literacy skills. Basic skills are only a prerequisite for further development. The next goal is to ensure that individuals are able ... to function fully and effectively as community members, parents, citizens and workers, that is, it is about achieving functional literacy - as opposed to basic literacy."

The results of international research clearly demonstrate that at the beginning of the 21st century the problem of achieving functional literacy even in the most affluent and economically stable states cannot be considered solved. Consequently, the education system of many countries is faced with the question of the need to create and use such teaching methods and technologies that would help prepare younger generations for successful interaction in changing life situations.

In modern pedagogical research, the concept of “functional literacy” is considered in the problem field of the competency-based approach, which began to be actively developed in education in connection with the transition of society from the educational paradigm “education for life” to the new educational paradigm “education throughout life.” Most developers of the competency-based approach note that the formation of the competencies of a developing personality should occur with the help of educational content, as a result of which the student will develop abilities and have the opportunity to solve real problems in his daily life: domestic, industrial and social.

A.V. Khutorskoy especially emphasizes that the structure of educational competencies also includes components of functional literacy as an integrative characteristic of the student’s level of training, but is not limited to them.

O.E. considers functional literacy as one of the indicators of the level of education within the framework of the competency-based approach. Lebedev, who believes that the task of determining a person’s functional literacy is to identify the ability to solve functional problems that he encounters, based on types of activity, as a subject of learning, communication, social activity, self-determination, including professional choice. To specify this task, several areas of activity are defined. All areas of human activity are extremely complex, just like life itself. The multitude of activity manifestations generated by the individual’s own development lead to their endless diversity. The same sphere in the lives of different people can have different meanings and manifestations, but there is a certain minimum, a kind of invariant contained in each of the spheres. It is this invariant that forms the structure of functional literacy.

The level of functional literacy within the framework of the competency-based approach reflects the formation of the ability to act according to accepted norms, rules, and instructions in society, i.e., it is characterized by the ability to solve standard and non-standard life tasks related to the implementation of social functions of a person. Today, special attention is paid to documenting the implementation of the competency-based approach in education at all levels.

The documents being developed and implemented (fund of assessment tools, passport of competencies, cluster of competencies, etc.) specify the component composition of each competency, and also indicate the criteria for assessing the maturity of a particular level of competencies. But this kind of information is rarely available directly to students; accordingly, the student as a subject of education is deprived of the opportunity to track his own path of developing competencies and make timely adjustments to his educational route, notes A.V. Gorina. Which, in turn, jeopardizes the formation and development of functional skills that form the basis of functional literacy, since the situation of a student’s “ignorance” of his own results of educational activities can lead to the fact that the motivational and reflexive components of functional literacy will be insufficiently expressed. Accordingly, it is necessary to make special efforts to ensure that students develop an awareness of their own educational needs, the ability to form close and long-term plans in accordance with ideas about their true capabilities, goals, and circumstances. One of the means to achieve this goal may be the introduction of methodological developments designed for self-control of the developed competencies.

Thus, at present, researchers are unanimous in the opinion that the formation of a person’s functional literacy cannot end simultaneously with graduation from school, since in the information society this process will continue throughout life due to constantly occurring changes in various fields of activity, and the person will faced with the need to master new norms and rules of life. The developed periodization contributes to the systematization of scientific points of view on the evolution of the concept of “functional literacy” in pedagogical theory and practice in various historical periods.

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Department of Education of Ekibastuz

KSU "Shidertinskaya Secondary School"

“Functional literacy as the basis for the development of a harmonious personality in modern conditions.”

mathematic teacher

Ekibastuz, 2017

Today, society and, first of all, schools face enormous tasks in preparing a person of the new era, who will live in completely different conditions than his parents and solve different problems facing the country. It is necessary to prepare young people for life in market conditions, therefore our graduates must be proactive, creative, enterprising individuals who can choose the best, optimal options from those that reality puts before us, interested in increasingly independent knowledge.

How to create an atmosphere of creativity in the classroom, interest children in educational material, awaken in them the desire to understand this or that issue themselves, find the right solution, justify the correctness of their answer?

One of the most important tasks of a modern school is the formation of functionally literate people. What is “functional literacy”? There are many definitions, let's look at some of them:

Functional literacy is a person’s ability to enter into relationships with the external environment, quickly adapt and function in it.

Functional literacy is the ability to use acquired knowledge to solve life problems.

Functional literacy is a range of skills and abilities - cognitive, emotional and behavioral - that enable people to:

Live and work as a human person;

Develop your potential;

Make important and informed decisions;

Function effectively in society in the context of the environment and the wider community to improve the quality of one's life and society.

The main signs of a functionally literate person are: he is an independent person, knowledgeable and able to live among people, possessing certain qualities and key competencies.

The components of functional literacy are:

Knowledge of information, rules, principles; mastering general concepts and skills that form the cognitive basis for solving standard problems in various spheres of life;

Ability to adapt to a changing world; resolve conflicts, work with information; conduct business correspondence; apply personal safety rules in life;

Willingness to navigate the values ​​and norms of the modern world; accept the features of life to satisfy your life needs; improve the level of education based on informed choice

The key guideline for improving the quality of education is the National Action Plan for the development of functional literacy of schoolchildren for 2012-2016, which states: “teachers in secondary schools of the Republic provide strong subject knowledge, but do not teach how to apply it in real life situations.” As they develop Society's requirements for applied knowledge are growing, we can say that a person's functional literacy is an indicator of his ability to adapt to the conditions of a microsociety.

In his Address to the People, Head of State N.A. Nazarbayev highlighted the following:

“To become a developed, competitive state, we must become a highly educated nation. In the modern world, simple universal literacy is clearly not enough. Our citizens must be prepared to constantly master the skills of working with the most advanced equipment and the most modern production. It is also necessary to pay great attention to the functional literacy of our children, in general, of the entire younger generation. It is important that our children are adapted to modern life.”

Functional literacy (eng. functionalliteracy) is the result of education, which provides the skills and knowledge necessary for personal development, acquiring new knowledge and cultural achievements, mastering new technology, successfully performing professional duties, organizing family life, incl. raising children, solving various life problems.

In PISA studies, the concept of mathematical literacy is clarified as follows. Mathematical literacy refers to students’ ability to:

recognize problems that arise in the surrounding reality and that can be solved using mathematics;

formulate these problems in the language of mathematics;

solve these problems using mathematical facts and methods;

analyze the solution methods used;

interpret the results obtained taking into account the problem posed

formulate and record the results of the decision.

From the above, the term functional mathematical literacy is born, which presupposes the student’s ability to use the mathematical knowledge acquired during school to solve a variety of problems.

To develop functional literacy, it is necessary to create a special educational environment, not only in the classroom, but also outside of class time.

As practice shows, some of the effective ways to develop functional literacy are competency-oriented tasks, integrated tasks and information technologies:

Competency-based tasks (tasks of the international PISA study, GOATs)

Integrated tasks (mathematics - computer science, physics - mathematics, economics - mathematics, astronomy - mathematics, geography - mathematics)

Information technologies (teacher’s personal website, distance competitions, olympiads)

In my mathematics lessons, I form functional literacy through solving non-standard problems, solving problems that require approximate methods for calculating and estimating data values, assigning practical content, logical tasks

The formation of functional literacy in mathematics lessons is impossible without correct and clear mathematical speech. To form competent, logically correct mathematical speech, you can use compiling a mathematical dictionary, writing a mathematical dictation, and performing tasks aimed at literate writing, pronunciation and use of numerals and mathematical terms. For example, during oral work the following work can be carried out: mathematical dictation, which reveals the ability to write numbers.

I use gaming technologies (puzzles, crosswords, role-playing games) - this is a type of activity in situations aimed at recreating and assimilating social experience in which self-management of behavior is developed and improved.

Problem-based learning also contributes to the formation of functional literacy. A problem is always an obstacle. Overcoming obstacles is movement, a constant companion of development. The use of problem-based tasks in the classroom allows you to develop such personality qualities as: resourcefulness, intelligence, ability to make non-standard solutions, problem vision, mental flexibility, mobility, information and communication culture.

Among the methods I also use working with text. The student must understand texts of various types, reflect on their content, evaluate their meaning and significance, and express their thoughts about what they read. In our lessons we work with texts of different types and genres, such as scientific texts, biographies, documents, articles from newspapers and magazines, business instructions, geographical maps, etc.

When learning new material, it is important to interest students and promote the desire for productive creative activity. This can be done in different ways. So, when studying prime and composite numbers, you can talk about the history of identifying these classes of numbers, about the achievements made in this direction and about what else can be researched in this direction.

The student must develop a generalized ability to solve problems. Its formation begins in the process of solving problems on a specific topic, then it is generalized and the generalized structure is replenished with specific content. Students who master generalized methods for solving problems, with appropriate training, will be able to competently solve any practically significant problems using knowledge of natural science subjects.

Students who confidently use a certain skill in one subject will not always be able to apply it in another discipline. When talking about using information from different fields of knowledge, one should keep in mind not only the use of material from other sciences in mathematics lessons, but also the use of concepts and methods of mathematics in other lessons and in life. There are several ways to solve this problem:

the teacher himself can demonstrate some ways of working with symbolic text on subject and non-subject materials, revealing the meaning, logic, and features of transformations

You can organize group or independent individual work with symbolic text, in which it is necessary to translate the text from ordinary language into mathematical language, from geometric language into the language of vectors, and also translate a model specified in one way into another model.

Purposeful formation of skills to solve problems in general, mathematical ones in particular, is, of course, one of the most important ways to improve education. And this, in turn, is associated with the formation of skills in analyzing the problem conditions, finding ways to solve it, and comprehending the results of the solution

The formation of functional literacy is a complex, multifaceted, long-term process. The desired results can be achieved only through systematic daily work in the classroom, skillfully and competently combining various modern educational pedagogical technologies. As a result of this work, the quality of students’ knowledge has increased by up to 50%; students are happy to solve non-standard problems, logic tests, and participate in various distance learning olympiads and competitions. Using various techniques for developing functional literacy, students developed speech that allows them to express their thoughts logically, accurately, with arguments and conclusions

In conclusion, I would like to say that the development of functional literacy ultimately assumes that the graduate will have a set of key competencies:

Study: Be able to benefit from experience; organize the interconnection of your knowledge and organize it; organize your own teaching methods; be able to solve problems; engage in your own learning.

Search : Query various databases; survey the environment; consult an expert; receive information; be able to work with documents and classify them.

Think : Organize the connection between past and present events; be critical of one or another aspect of the development of our societies; be able to confront uncertainty and complexity; take a stand in discussions and forge your own opinions; see the importance of the political and economic environment in which training and work take place; assess social habits related to health, consumption, and the environment; be able to evaluate works of art and literature.

Cooperate: Ability to collaborate and work in a group; decisions; resolve disagreements and conflicts; be able to negotiate; be able to develop and implement contracts.

Get down to business : Be involved in the project; be responsible; join a group or team and contribute; prove solidarity; be able to use computational and modeling instruments.

Adapt: Be able to use new technologies of information and communication; show resilience in the face of difficulties; be able to find new solutions.

References:

1. National action plan for 2012-2016 for the development of functional literacy of schoolchildren"

2. Lebedev O.E. Competence-based approach in education // School technologies - 2004. No. 5.

3. Features of the formation of functional literacy of high school students in natural science subjects; methodological manual Ministry of Education and Science of the Republic of Kazakhstan RGKP “National Academy of Education named after. I. Altynsarina

FUNCTIONAL LITERACY AS A METHODOLOGICAL CONCEPT

Miknis Diana Tugaudasovna

MSGU graduate student, Moscow

e-mail: [email protected]

FUNCTIONAL LITERACY AS A METHODOLOGICAL CONCEPT

Diana Miknis

Postgraduate Student

The Moscow State Pedagogical University

e-mail: [email protected]

annotation . The article reveals a view on functional literacy in the methodological aspect.

Abstract. The article reveals the view of the concept of functional literacy in the methodological aspect.

Keywords: functional literacy, methods of teaching the Russian language.

Keywords: functional literacy, methods of teaching the Russian language/

Currently in Russia there is a formation and development of a new education system, focused on entering the global educational space. One of the indicators of the success of this process is the implementation of educational international standards, in which the formation of functional literacy is designated as one of the main tasks. In the Law “On Education”, in the educational initiative “Our New School” and other regulatory documents, the formation of functional literacy is considered as a condition for the formation of a dynamic, creative, responsible, competitive personality.

A high level of functional literacy in students presupposes the ability to effectively participate in the life of society, the ability for self-development, self-improvement, and self-realization. Consequently, society needs a functionally literate person who knows how to work for results and is capable of certain socially significant achievements.

In pedagogical science, the idea of ​​“functional literacy/illiteracy” appeared in the late 60s and was first identified in UNESCO documents as an international problem affecting developed countries of the world. At the World Congress of Ministers of Education for the Elimination of Illiteracy (Tehran, 1965), the term “functional literacy” was proposed. According to the new version of the document, “a functionally literate person is considered to be one who can participate in all types of activities in which literacy is necessary for the effective functioning of his group and which also enable him to continue to use reading, writing and numeracy for his own development and for the development of the community.” .

In 1967-1973 UNESCO developed and began to implement the World Literacy Pilot Programme, in which the concept and strategy of functional literacy were understood as ensuring the process of mastering reading and writing and the acquisition of general practical knowledge.

The term “functional literacy” is much broader than the concept of “literacy”, which refers to the ability to read and write. B.S. Gershunsky argues that the formation of literacy is the prerogative of not only the school, but also society as a whole, since the idea that literacy is limited to mastering basic reading, counting and writing skills is outdated. The emergence of the phenomenon of functional literacy has significantly expanded the time frame for acquiring certain components of literacy.

Let's consider functional literacy as a methodological concept that contributes to the development of various competencies of students in Russian language lessons.

There are several main types of functional literacy in Russian language lessons:
- communication literacy, which presupposes fluency in all types of speech activity; the ability to adequately understand someone else’s oral and written speech; independently express your thoughts in oral and written speech;
- information literacy- the ability to search for information in textbooks and reference books, extract information from the Internet and educational CDs, as well as from various other sources, process and systematize information and present it in different ways;
- activity literacy- this is a manifestation of organizational skills and abilities, namely the ability to set and verbally formulate the goal of an activity, plan and, if necessary, change it, verbally justifying these changes, exercise self-control, self-assessment, self-correction.
A number of studies show that students have insufficiently developed oral and written language, so functional literacy in the field of communication is of particular concern.

Functional literacy is a meta-subject concept, and therefore it is formed during the study of various school disciplines and has various forms of manifestation. When studying the Russian language, the formation of functional literacy means fluency in all types of speech activities: reading, writing, listening and speaking.

The formation of functional literacy and improvement of students’ speech activity is based on knowledge about the structure of the Russian language and the peculiarities of its use in different communication conditions. The learning process is focused not only on the formation of language analysis skills, the ability to classify linguistic phenomena and facts, but also on the development of speech culture, the formation of such vital skills as the use of various types of reading, information processing of texts, various forms of searching for information and different ways of transmitting it in accordance with the speech situation and the norms of the literary language and ethical standards of communication.

The basic ability in the formation of functional literacy isThe ability to understand text is the most important ability that school graduates should possess in modern conditions:master cultural patterns of the most important ways of understanding the text, understanding the general meaning of the text, the author’s position; distinguishing between the position of the author and the position of the hero; understanding the logical structure of the text.

The methodological factors that we take into account first when including texts in the educational process include:criteria for selecting text material; types of work that are appropriate for including text in the lesson; organizing a lesson using the possibilities of relying on the text.

The formation of functional literacy in Russian language lessons implies not only the developmentcommunicative competence, but also linguistic and linguistic.Thus, linguistic competence involves knowledge of the language system, the development of a sense of language and the formation of spelling and punctuation literacy, and linguistic competence is aimed at developing a worldview about language, studying its history, as well as mastering the works of linguists and cultural scientists. The types of tasks should be productive. With the development of language competence this may beanalysis of words and forms, comparison of one phenomenon with another, drawing up diagrams and tables, creating text based on diagrams and tables. Working with a dictionary, referring to cultural monuments, making statements about language, comparing phenomena in different languages– all this is aimed at mastering the linguistic competence of students.

Thanks to the formation of functional literacy, teaching the Russian language at school should ensure the general cultural level of a person who is able to continue his studies in various educational institutions.

Functional literacy becomes more of a socio-economic term associated with the successful functioning of an individual in modern society, and literacy becomes an academic term associated with the activities of educational institutions. Reading and writing are basic literacy skills. 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. Gradually, learning will pose tasks related to the formation of literacy in various areas. In the new century, “new literacy” as a set of many skills or many literacies inextricably linked with reading and writing, applied in educational and social contexts, already has its place in the scientific and pedagogical paradigm.

List of used literature

1. Gershunsky B.S. Literacy for the 21st century [Text] // Soviet pedagogy. – 1990. – P.58-64.
2. Gershunsky B.S. Philosophy of education [Text]. – M.: MPSI, Flinta, 1998. – 432s.
3. Ermolenko V.A., Perchenok R.L., Chernoglazkin S.Yu. Didactic foundations of functional literacy in modern conditions: A manual for workers in the education system [Text] / Russian Academy of Education, Theory of Education and Pedagogy. – M.: ITOP RAO, 1999. – 228 p.
4. Onushkin V.G., Ogarev V.I. The problem of literacy in the context of social change [Text] // Person and education. - 2006. – no. 8,9. – pp. 44-49.

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First, a real-life story. Our publishing house searched for a long time and unsuccessfully for a good literary editor. When talking with applicants, I asked the usual questions: where did you study, what did you graduate from, do you have any work experience, what texts do you prefer to work with, what do you know, etc. One of the many applicants (in the end they took him) answered all my questions the same way: “I can read and write!” With some irritation, I noticed that we can all do this, but the answer was: “I I can read and write if you understand what it means.”

If you understand...

Possession of the skills and abilities of reading and writing is called literacy. The modern dictionary of synonyms includes this word in the following synonymous series: literacy, awareness, competence, knowledge (of), familiarity (with). And, accordingly, synonyms for the word literate are the words knowledgeable, knowledgeable, competent, knowledgeable, heard (about), strong (colloquial). A logical question arises: if literacy is already the ability to read and write, competence, awareness, then What exactly adds to this concept the word “functional”? What is meant by functional literacy and why is so much written and talked about?

Let us refer to the definition of Doctor of Psychological and Pedagogical Sciences, Academician Aleksey Alekseevich Leontiev (in the article “Common Sense Pedagogy”, 1999) Functional literacy, according to A. A. Leontiev, is a human ability Fluently use reading and writing skills to obtain information from text, that is, for its understanding, compression, transformation, etc. (reading) and for transmission of such information in real communication(letter). From this point of view, a person who, for example, sees in a text only what is explicitly stated, does not know how to highlight the main thing in what he read, concisely state the content of the text, or draw up a simple diagram, plan or table, cannot be considered literate.

It is unlikely that anyone needs to be convinced of how important the skills of reading and working with information are today: without them, it is impossible not only to successfully master school and university programs, get a decent job and move up the career ladder, but also to simply be a competent user of the Internet, communicate adequately with others.

What is it like minimum set of skills reading and working with information, ensuring functional literacy? There are not many of them, but each of these skills is extremely important, and all skills are closely interrelated. By answering each question from those proposed below, you will be able to delve deeper into the content of the concept, and by counting the number of “yes” and “no” answers, you can approximately determine the level of your functional literacy.

1. Do you pay attention to How you are reading?
2. Did you know that any text contains, as a rule, three levels of information: factual(what is said explicitly in the text, directly), subtextual(what is not directly said, but can be read “between the lines”) and conceptual(this is the main idea of ​​the text, its main meanings, which the reader formulates independently)? We can talk about a complete understanding of the text only if the reader masters (reads) all three levels of text information.
3. Can you read all three levels of text information?
4. Did you know that all texts cannot be read in exactly the same way, that there are different reading techniques depending on what text you are reading and for what purpose?
5. Did you know that there are different types of reading, for example, viewing, introductory, studying, reflective- and each type of reading has its own techniques?
6. Do you know the techniques of different types of reading?
7. Do you know how to change reading strategy and tactics depending on the purpose of reading and the type of text?
8. Do you know how to predict the further content of the text and test yourself before you start reading and as you read?
9. Do you see hidden author's questions in the text? If so, do you try to predict the answers to them and then check yourself as you read - that is, conduct a so-called “dialogue with the author”?
10. Can you convey the content of the text concisely orally and in writing? What about selectively?
11. Do you know how to find keywords in a text and, conversely, determine the topic and main content of the text based on a group of keywords?
12. Do you know how to present text information in a different form (for example, create a plan, table, diagram, abstract, summary, simple graph or diagram based on the text you read)? But on the contrary: compose a coherent text based on a table, diagram, plan, abstract?