Formation of functional literacy in Russian language lessons in primary school when studying vocabulary
Alexandra A. Dmitrieva
3rd year student of the faculty of preschool, primary and special education
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU
Annotation. This article discusses some issues related to the formation of functional literacy of pupils. Definitions of the concepts "functionally literate personality" and "functional literacy" are given. In addition, the main aspects of the formation of functional literacy skills in the framework of the study of vocabulary in Russian language lessons are considered. Besides, the article analyses modern methods for the formation of functional literacy among pupils, and provides examples of tasks.
Keywords: primary education, functional literacy, functionally literate personality, methods of teaching the Russian language, methods of teaching vocabulary, modern teaching methods, problem-based learning, problem questions, problem situations, problem dialogue, case assignments.
The main requirement for modern education is the formation of an independent personality, capable of creatively solving various problems (social, scientific), having critical thinking, able to develop and defend their point of view, as well as continuously replenish their knowledge, apply it in practice and improve themselves [2]. In other words, the modern education system is aimed at developing the functional literacy of pupils, in which, on the basis of theoretical knowledge, practical skills and abilities, they are able to solve non-standard problems.
A functionally literate person is a person who navigates the world and acts in accordance with social values, expectations and interests. The main features of a functionally literate personality are a person who is independent, cognizant and able to live among people, possessing certain qualities that scientists call general educational skills or key competencies [1].
According to V. Matskevich, functional literacy is the ability of a person to enter into relations with the external environment and adapt and function in it as quickly as possible [4]. Within the framework of language education, this includes the ability to freely use reading and writing skills in order to obtain information from the text and in order to convey such information in real communication, to create texts of different types of speech depending on the situation of communication.
In primary school, the main line of development is the ability to grammatically correctly and effectively use the system of the Russian language in oral and written speech. The presence of functional literacy in the Russian language implies fluency in all types of speech activity.
Improving speech activity in primary school involves taking into account psychological (the theory of speech activity) and linguistic foundations (studying the language system).
In the Russian language lessons, students enter into communication in several areas: pupil – teacher, pupil – student, pupil – fictional character. Pupils learn to prove their point of view, to convince, to conduct an educational discussion.
Linguistic foundations include the formation of linguistic lexical concepts. The methodology for studying vocabulary in primary school involves work in four areas: enrichment of the dictionary, clarification of the dictionary, activation of the dictionary, elimination of non-literary words. All directions are interconnected and are possible in the primary grades only on a practical basis, based on the text and without theoretical information. In the methodology of teaching the Russian language, there are many methods of working on the meaning of a word. Among them are word-formation analysis, comparison of words in order to clarify their differences, explanation of the meaning of a word through context, selection of synonyms and antonyms for a word, etc. The use of various techniques helps to ensure a variety of work, enhance the cognitive activity of pupils and allows you to introduce a new word in the most optimal way.
Observations show that phraseological units in the speech of children are rare. As a rule, there is no special work on them in primary school. However, the phraseological units found in the texts are explained and analyzed. For this, such techniques are used as the selection of a synonym for a phraseological unit, a detailed explanation of a phraseological unit, the selection of an antonym to it. For a more accurate assimilation of the meanings of phraseological units, it is better to use several techniques and be sure to include a detailed explanation, pointing to the pictorial meaning of the phraseological unit.
Work on lexical units will be effective only if pupils are active in their cognitive activity. Moreover, this means that the teacher is faced with the task of activating the cognitive activity of pupils, teaching them not to passively acquire knowledge and learn the rules, but to take an active part in obtaining this knowledge themselves. In other words, pupils should not just “absorb” information, but process it, interpret it. Then pupils will develop critical thinking, their own point of view, the ability to apply the theoretical knowledge gained in practice, that is, the foundations of functional literacy will be laid.
It is possible to create conditions for the formation of functional literacy of pupils at any stage of the lesson – both during the initial consolidation of the acquired knowledge, and during reflection. The main thing in the work of a teacher is to choose methods and techniques that activate the mental activity of pupils, which is based on the methods of mental actions: analysis, synthesis, classification, comparison, generalization, abstraction, etc.
One of the most effective means of enhancing the cognitive activity of pupils, and, consequently, the formation of functional literacy, is problem-based learning.
Currently, problem-based learning is implemented within the framework of the Federal State Educational Standard. Problem-based learning is a type of learning that combines independent systematic search activity of pupils with their assimilation of ready-made conclusions of science, and the system of methods is built taking into account goal-setting and the principle of problematic [3]. Within the framework of problem-based learning, various methods and techniques are used. Among them are problematic dialogue, problematic issues, and problematic situations.
In addition, case assignments can also be used as part of problem-based learning, since they initially contain a problem situation of a practice-oriented nature.
The use of problem-based learning in the classroom and the development of a system of specific tasks depends on the level of knowledge of pupils and their intellectual thinking capabilities.
In the Russian language lessons (as well as in other lessons), the formation of functional literacy begins with the pupils defining the topic, goals and objectives of the lesson. It is important to create favourable conditions for this: to properly motivate pupils for learning activities, create a problematic situation, raise a problematic issue. This activates the cognitive activity of pupils and creates conditions for the formation of their functional literacy.
In conclusion, the process of formation of functional literacy has a purposeful, systematic character. The teacher is faced with the task of activating the cognitive activity of pupils, using various methods and techniques. One of the most effective means is problem-based learning, which involves the formation of a system of mental operations, the development of critical thinking, and a creative approach to solving non-stereotypical problems.
Literature:
1. Gubanova, M.I., Lebedeva, E.P. Functional literacy of younger schoolchildren: problems and prospects of formation, 2009. – No. 12
2. Kolesnikova, I. P. Formation of functional literacy in the lessons of the Russian language and literature /I. P. Kolesnikov. // Young scientist, 2016. – No. 7.3 (111.3). – P. 15-17. – Access mode:https://moluch.ru/archive/111/27963/(date of access: 06/02/2021)
3. Matyushkin A.M. Problem situations in thinking and learning. – M.: Pedagogy, 1972
4. Matskevich, V., Krupnik, S. Functional literacy. – Minsk: Harvest, 2001
5. Mezhova M.V. Educational English-Russian terminological dictionary of psychological and pedagogical terms, 2012
6. Petrochenkov A.V. 135 most valuable words of the English language, English-Russian educational dictionary, 2003
7. Popova L.P. Russian Russian-English dictionary with grammatical application, 2016
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