FORMATION OF FUNCTIONAL LITERACY IN RUSSIAN LANGUAGE LESSONS IN THE FIRST GRADE

ФОРМИРОВАНИЕ ФУНКЦИОНАЛЬНОЙ ГРАМОТНОСТИ НА УРОКАХ РУССКОГО ЯЗЫКА В 1 КЛАССЕ

Васильченко Марина Викторовна

студент, Белгородский государственный национальный исследовательский университет» (НИУ «БелГУ»),

РФ, г. Белгород

Богачев Роман Евгеньевич

научный руководитель, канд. филол. наук, доц., Белгородский государственный национальный исследовательский университет» (НИУ «БелГУ»),

РФ, г. Белгород

ABSTRACT

The article is devoted to an urgent problem of modern education — the development of functional literacy in younger schoolchildren, which goes beyond the traditional understanding of literacy. Traditional reading, writing and numeracy skills are complemented by new competencies necessary for successful adaptation in modern society and professional development. The criteria of a functionally literate personality are central to the study:

1. Willingness to interact with the outside world: the ability to confidently adapt to changing conditions.

2. Independent problem solving: the ability to independently cope with academic and life problems.

3. Building relationships in a social group: the ability to effectively interact in a team, for example, in a classroom.

4. Reflection and self-assessment: the ability to critically evaluate one's own actions.

The article also discusses four methods of enhancing learning aimed at increasing motivation and learning efficiency.

АННОТАЦИЯ

Статья посвящена актуальной проблеме современного образования — развитию функциональной грамотности у младших школьников, которая выходит за рамки традиционного понимания грамотности. Традиционные навыки чтения, письма и счета дополняются новыми компетенциями, необходимыми для успешной адаптации в современном обществе и профессионального развития. Центральное место в исследовании занимают критерии функционально грамотной личности:

1. Готовность к взаимодействию с окружающим миром: умение уверенно адаптироваться в изменяющихся условиях.

2. Самостоятельное решение задач: способность самостоятельно справляться с учебными и жизненными проблемами.

3. Построение отношений в социальной группе: умением эффективно взаимодействовать в коллективе, например, в классе.

4. Рефлексия и самооценка: способность критически оценивать собственные действия.

Так же в статье рассматриваются четыре приема активизации обучения, направленные на повышение мотивации и эффективности усвоения материала.

Keywords: standard, functional literacy, successful adaptation, criteria, delayed guessing, associations, children, problematic situation.

Ключевые слова: стандарт, функциональная грамотность, успешная адаптация, критерии, отсроченная отгадка, ассоциации, дети, проблемная ситуация.

The requirements of the education standard are such that along with the traditional concept of "literacy", the concept of "functional literacy" has appeared. In addition to basic literacy as a person's ability to read, understand, compose simple short texts, build reasoning and perform simple arithmetic operations, it is necessary to form a "functionally literate" personality for successful adaptation in society, for professional growth.

What are the criteria for a functionally literate personality?

1. Willingness to interact with the outside world, confident adaptation.

2. The ability to independently solve educational and everyday tasks.

3. The ability to build relationships in a small social group, in particular, in the school classroom.

4. Mastery of reflection skills, the ability to look at yourself from the outside, evaluate your work. The techniques that can be used in the work contribute to the formation of functional literacy of younger schoolchildren, allow the teacher to increase the motivation of students, create an environment of creative search, and activate mental activity.

Before the topic is announced, the teacher offers an unusual fact, illustration, proverbs, etc., which show the topic of the lesson, but do not name it. During the discussion, students should put forward their versions of what kind of topic will be studied in the lesson, what they will learn, what will be discussed at all. In the technology of problem-based learning, "Delayed guessing" is considered as a method of creating a problematic situation in the lesson.

The technique of "Association" is an important element in the formation of literate writing is vocabulary and error correction. Vocabulary work is carried out daily and is based on associations that the students pick up as they work on vocabulary words. The essence of this technique is to come up with an image for a dictionary word that will be imprinted in memory and will involuntarily pop up. Having a prop invented by them, children do not make mistakes in such words. Over time, the skill decreases, and the memorized word is easily recalled without an invented image.

The "Problem situation" technique A problem situation in education is a planned, specially conceived tool aimed at arousing students' interest in the topic under discussion. Problematic situations are based on the active cognitive activity of students, which consists in finding and solving complex issues that require updating knowledge, analysis, and the ability to see patterns behind individual facts. The reception encourages the child to look for a way out on his own.

The "Yes–no" method This playful technique can captivate both young and adults. It can be used in Russian language and literature lessons. A literary hero makes a mystery, and the students ask questions trying to find the answer. They can only be answered with the words "yes" or "no". The conclusion is made by children.

Список литературы:

1. Andyusev B.E. The case method as a tool for competence formation // Headmaster of the school. № 4. 2010. – 61 с.
2. Gin A. Methods of pedagogical technique. Moscow: Vita-Press, 2002.
3. Zair-Bek S.I., Mushtavinskaya I.V. Development of critical thinking in the classroom. Moscow: Prosveshchenie, 2004. – 142 с.