Functional literacy. How does functional literacy differ from the ability to read and write?

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 seen as the basis for developing 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 attitude towards 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 October revolution the problem of mass illiteracy of the population is considered as an acute social problem that requires 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 reading comprehension and are able to write a short summary of their Everyday 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 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 transition from industrial society to the post-industrial, he discovered 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 groups of the population .

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 is in modern society accompanied by a rapid change in technological developments, ideas, individual household items, and 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” begins 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

Functional literacy has been studied by authorities for several decades. international organizations. In 1990, the International Year of Literacy was celebrated under the auspices of UNESCO. The United Nations announced at General Assembly on the implementation of the Decade of Literacy in the broadest interpretation of this concept from 2002 to 2012. Modern interpretation functional literacy is presented in the UN Literacy Decade declaration, which explains that in the new conditions of life the concept of literacy becomes extremely complex, showing 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 studies clearly demonstrate that in beginning of XXI 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 the student’s “ignorance” of his own results educational activities may 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 implemented methodological developments, intended for self-monitoring 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.

Bibliography

1. Brockhaus, F. A. encyclopedic Dictionary: in 86 semi-volumes with illustrations and additional materials [Electronic resource] / F. A. Brockhaus, I. A. Efron. – Access mode: http://enc-dic.com/brokgause/Gramotnost-95447.html
2. Gorina, A. V. Individual student card as a methodological means of comprehensive assessment of the development of competencies / A. V. Gorina // Fundamental and applied sciences - the basis of the modern innovation system: materials of the international scientific and practical conference of students, graduate students and young scientists [Electronic resource]. – Omsk: SibADI, 2015. – Access mode: http://bek.sibadi.org/fulltext/ESD1.pdf
3. Gorina, A. V., Frolova, P. I. Psychological and pedagogical support for the formation of professional competence of students in social project activities/ A. V. Gorina, P. I. Frolova // Bulletin of SibADI. – 2014. – No. 5 (39) – P. 125 – 133.
4. Dal, V.I. Dictionary living Great Russian language / V. I. Dal. – M., 1978. – T. 1. – 390 p.
5. History of pedagogy and education. From the origins of education in primitive society to the end of the 20th century: textbook. manual / ed. A.I. Piskunova.  M.: TC “Sfera”, 2001.  512 p.
6. Kalinina, S. V., Kashirina, V. V. History of domestic education VIII - beginning of XX: tutorial: reader / S. V. Kalinina, V. V. Kashirina.  Omsk, 2000.  408 p.
7. Lebedev, O. E. What is the quality of education? / O. E. Lebedev // Higher education Today. – 2007. – No. 2. – P. 34-39.
8. Ozhegov, S. I. Explanatory dictionary of the Russian language: 80,000 words and phraseological expressions / S. I. Ozhegov, N. Yu. Shvedova. – 4th ed., M., 2006. – 944 p.
9. Russian Pedagogical Encyclopedia / ed. V. G. Panova. – M.: Great Russian Encyclopedia, 1993. – 1160 p.
10. Tangyan, S. A. “New literacy” in developed countries / S. A. Tangyan // Soviet pedagogy. – 1990. – No. 1. – P. 3-17.
11. Frolova, P.I. Possibilities of humanities disciplines in the development of educational and cognitive competence / P.I.. 2016. Vol. 2. No. 52. P. 222-230.
12. Frolova, P. I. On the issue of the historical development of the concept of “functional literacy” in pedagogical theory and practice / P. I. Frolova // Human Science: Humanitarian Research. - 2016. - No. 1 (23). - pp. 179-185.
13. Frolova, P.I. Psychological and pedagogical development of human personality in modern conditions: textbook / P. I. Frolova, A. V. Gorina, M. G. Dubynina. - Omsk: SibADI, 2014. -403 p.
14. Frolova, P. I. Development technology critical thinking in the context of the implementation of the competency-based approach in education / P. I.. 2016. T. 3. No. 53. P. 255-261.
15. Frolova, P.I. Personnel development management based on professional standards / P.I. Frolova // Scientific notes of IUO RAO. - 2016. - No. 59. - P. 165-168.
16. Frolova, P. I. Philosophical and methodological foundations of studying functional literacy as an aspect continuing education/ P. I. Frolova // Architecture. Construction. Transport. Technologies. Innovation: materials International Congress FSBEI HPE "SibADI". - Omsk, 2013. - P. 529-532.
17. Frolova, P. I. Formation of functional literacy as the basis for the development of educational and cognitive competence of technical university students in the process of studying humanitarian disciplines: monograph / P. I. Frolova. – Omsk: SibADI, 2012. – 196 p.
18. Frolova, P. I. Formation of functional literacy as the basis for the development of educational and cognitive competence of students / P. I. Frolova // Bulletin of the Siberian State Automobile and Road Academy. - 2014. - No. 1 (35). - pp. 182-186.
19. Frolova, P. I. Functional literacy in the structure of professional competence of students / P. I.. 2016. Vol. 3. No. 53. P. 265-269.
20. Khutorskoy, A.V. Didactic heuristics. Theory and technology of creative learning / A. V. Khutorskoy. – M.: Moscow State University Publishing House, 2003. – 416 p.
21. UNESCO. Revised Recommendation concerning the International Standardization of Educational Statistics.http://portal.unesco.org/en/ev.php-URL_ID=13136&URL _DO=DO_ TOPIC&URL_SECTION=201.html General Conference of UNESCO. Paris, 09/27/1978, b. 19.
22. United nations Literacy Decade: education for all; International Plan of Action: implementation of general Assembly resolution 56/116, p. 4

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 modernizing the national education system, acquiring knowledge and developing 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, is the main value and goal of a teacher.

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 State program development of education in the Republic of Kazakhstan for 2011 - 2020, one of the goals of which is the formation of secondary schools ah intellectual, physically and spiritually developed citizen of the Republic of Kazakhstan, satisfying his need for 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 students' functional literacy is influenced by the following factors:

2) forms and methods of teaching;

3) diagnostic and assessment system educational achievements, students;

4) after-school programs, additional education;

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

6) having a friendly educational environment based on the principles of partnership with all stakeholders;

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 methods of working with information and allowing them to solve real problems. life problems, 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 the search algorithm 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 in 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 the activities of government bodies, the professional community, non-governmental organizations, and parents in developing the 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 general education, which suggest that model formation educational process should be carried out on the basis of the development of cooperative relationships between teacher and student, harmonious combination various methods training that ensures the use of diverse different types 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.

At the basic school modern 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. Changes in the modern paradigm of education under the influence of social factors and 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 a 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.

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 the ability of a person to enter into relationships with external environment, quickly adapt and function in it. The foundations of functional literacy are laid in primary school, where intensive training takes place various types speech activity - 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 everyday life and labor activity. 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. Working with the text “Polysemantic 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 the best reader (poem “After the 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 and didactic foundations of a teacher’s activity primary classes By the formation of functional literacy of students in the context of International Studies Timss and Pirls»

All education system 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, conducted 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.

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

The highest level is assessment. Before the teacher primary school they cost 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 spheres of human activity, as well as in interpersonal communication and social relations, 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 prerequisite 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 It is common 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.

Academic subject " Literary reading” provides for mastery 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. Problem solving different ways. Little attention is paid to problem solving 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.

Development in children logical thinking- This 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- an excellent tool for such development. Systematic use of non-standard problems in mathematics lessons broadens mathematical horizons junior 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.

Academic subject " The world” 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, awareness self-esteem. Within extracurricular activities we put on little skits

So the model formation and development of functional literacy can be represented in the form 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.

Class="clearfix">

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. Modern dictionary 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, to get a decent job and to advance in career ladder, but also to simply be a competent Internet user and 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?