Development of functional literacy of students. Formation of functional literacy of schoolchildren

BBK 60.521.2

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

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

Representations, Critical Analysis, Measurement

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

Key words: literacy, functional literacy, student testing.

DOI 10.14258/izvasu(2013)2.2-01

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

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

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

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

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

The Federal State Educational Standard for Secondary (Complete) General Education (grades 10-11) (approved by Order of the Ministry of Education and Science of Russia dated April 17, 2012 No. 413) specifies: 1) within the framework of teaching physics (basic level), it is necessary to achieve in students the form -different ideas about the role and place of physics in the modern scientific picture of the world; understanding the physical essence of phenomena observed in the Universe; understanding the role of physics in the formation of horizons and functional literacy for solving practical problems; 2) within the framework of teaching chemistry (basic level), it is necessary to achieve the formation of ideas about the place of chemistry in the modern scientific picture of the world; understanding the role of chemistry in the formation of horizons and functional literacy for solving practical problems; 3) within the framework of teaching biology (basic level), it is necessary to achieve the formation of ideas about the role and place of biology in the modern scientific picture of the world; By-

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Functional literacy is 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 (local - local, national, global) to improve the quality of one's life and society.

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

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

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

Science literacy in the study was understood as the ability of students to use natural science knowledge to select in real life situations those problems that can be studied and solved using scientific methods, to draw conclusions based on observations and experiments necessary for understanding the world around them and the changes that human activity makes to it, as well as for making appropriate decisions.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Bibliography

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

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

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

mind or intellectual development and education? // Materials of the IV All-Russian Congress of Russian Educational Psychologists “Psychology and Modern Russian Education” (December 8-12, 2008, Moscow). - M., 2008.

4. Leontyev A. A. From the psychology of reading to the psychology of teaching reading // Materials of the 5th International Scientific and Practical Conference (March 26-28, 2001): in 2 hours - Part 1 / ed. I. V. Usacheva. - M., 2002.

Bekturganova Saule Duisenbekovna

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

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

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

1. meaningfully read and comprehend by ear, as well as produce texts of 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 in extracurricular activities, reflect on their experience based on an agreed upon general method, clarify and adjust their 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 beginning to introduce the method of discussions and debates into practice with 5th grade students. In older adolescence, the proposed method is 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 weekly vocabulary practical work on studying individual spelling patterns in the Russian language that cause difficulties for low-performing students.
2. Diversify the structure of reading literary works through creative comprehension - dialogues, essay-reasoning, 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.

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 went down in 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” 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

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.

Bibliography

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FUNCTIONAL LITERACY AS A METHODOLOGICAL CONCEPT

Miknis Diana Tugaudasovna

postgraduate student at Moscow State Pedagogical University, 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.