Development of functional literacy of students in the classroom. Formation of functional literacy of students in English lessons

Specifies an activity

When solving competence-oriented problems, the main attention should be paid to the formation of students' abilities to use mathematical knowledge in various situations that require different approaches, reflection and intuition.

Tasks should contain questions various types- with a choice of answer, with a short answer (in the form of a number, expression, formula, word, etc.), with a detailed free answer. In the first case, the student must find the correct answer among the proposed answers; in the second, write down your answer without giving any explanation; in the third case, the student is required to write down his decision, give a justification, and give an argument. Sometimes these questions are interrelated, and in the process of their consistent implementation, students must notice patterns, reach some generalizations. Sometimes the questions are independent, and the answer to the next question is not determined by the correctness of the answer to the previous one. Questions can often be presented in the same task different type: Choice questions, short answer questions are offered first, and questions with a detailed answer are offered at the end.

Job structure

Example 1

You are a fleet manager taking an aptitude test. Read the text of the problem quickly. What information is missing to solve it? “From two points A and B, a truck and a car left towards each other. They met at point C. The speed of a passenger car is 20 km/h more than the speed of a truck. Find the speeds of both cars if the distance between the points is 200 km.

Underline the correct answer:

Truck speed.

Car speed.

The travel time for each car.

Meeting place for trucks and cars.

We often encounter a problem when a student, having read the condition of the problem, cannot answer the question of what is required of him. All accents in the text of the problem are forced to be placed by the teacher. The above tasks teach schoolchildren to be critical of the formulation of the problem, allow them to simulate life situations, require attention and logical reasoning.

Example 2

Are you a dispatcher at a station? Ambulance". On call, you need to send the car to point D. According to this scheme, select the shortest route for the ambulance from the Ambulance station (A) to point D.

Underline the correct answer:

These tasks allow you to systematize the extracted information and translate it from graphic representation into text and vice versa, develop creative thinking schoolchildren, the ability to work with the model.

Example 3

You are the principal of a school. At the request of the Department of Education, it is necessary to prepare a report on the results of the academic year in the form:

% of students with a mark of "5" -

% of students with grades "4" and "5" -

% of students with a mark of "3" -

% of students with a mark of "2" -

Information source (table):

Example 4

1 liter of gasoline in 2006 cost 105 tenge. In 2007, it went up by 13%. Calculate the cost of gasoline in 2007?

Example 5

Table 1 shows the cost of a ticket in a reserved seat car.

Calculate the amount of money spent by the family from three people to travel there and back?

Example 6

Calculate the amount of money spent on gasoline back and forth, if it is known that 1 liter of gasoline costs 115 tenge (AI-92) and 156 liters are used up?

Example 7

The store has three types of floor tiles:

In a hall with a length of 12 m and a width of 8 m, the floor must be covered with tiles. What tile is better to buy so that the cost of flooring is minimal?

Example 8 In summer, a kilogram of strawberries costs 800 tenge. Masha bought 1 kg 750 gr of strawberries.

How many rubles of change should she receive from 3,000 tenge?

Job structure

Job structure

Based on the foregoing, I would like to note that a teacher who uses such tasks in his lessons, developing functional literacy among students, is " modern teacher”, since this teacher knows his subject well, teaching methods, has information about the psychological and physiological characteristics of children, loves every child, respects him as a person, and constantly improves himself.

List of used literature:

Perminova L.M. The minimum field of functional literacy (from the experience of the St. Petersburg school) / / Pedagogy. - 1999. - No. 2. - P.26-29.

Chichibu T. A teacher's guide to implementing the Lesson study approach. – Astana: Center pedagogical excellence AEO "Nazarbayev Intellectual schools", 2013. - p.28

TOPIC: DEVELOPMENT OF FUNCTIONAL LITERACY OF SCHOOLCHILDREN IN MATHEMATICS LESSONS

COMPLETED BY: ALDABERGENOVA A.A.

This terrible danger is idleness at the desk; idleness six hours a day, idleness for months and years. This corrupts, morally cripples a person, and neither the school team, nor the school site, nor the workshop - nothing can compensate for what is missing in the most important area where a person should be a worker - in the sphere of thought.

V.A. Sukhomlinsky

It's no secret that mathematics difficult subject which requires hard work. Mathematics cannot be learned (memorized), it must be understood! And how to understand the subject, if it seems boring to the student, the lessons are monotonous. This is where pedagogical resourcefulness is needed, which has one goal - to interest! The manifestation of interest in the subject can be achieved through the use of new modern or, as they are now called, innovative technologies in teaching.

modern society people are required who can quickly adapt to the changes taking place in the post-industrial world. An objective historical pattern in the present is the increase in requirements for the level of education of a person. In the new circumstances, the process of teaching graduates at school should be focused on the development of competencies that contribute to the implementation of the concept of "lifelong education". It has been established that a prerequisite for the development of competence is the presence of a certain level of functional literacy.

The concept of “functional literacy” first appeared in the late 60s.Xyears of the last century in UNESCO documents and later came into use by researchers. Functional literacy in the broadest definition acts as a way of social orientation of the individual, integrating the relationship of education (primarily general) with multifaceted human activity. In today's rapidly changing world, functional literacy is becoming one of the basic factors that facilitate the active participation of people in social, cultural, political and economic activities, as well as lifelong learning.

The purpose of secondary education: is to ensure the development of students' abilities for cognition, the creative use of the knowledge gained in any educational and life situation, readiness for self-development and self-government through the development of key and subject competencies.

General guidelines for the development of functional literacy are defined in the State Program for the Development of Education of the Republic of Kazakhstan for 2011-2020, one of the goals of which is the formation of general education schools ah of an intellectual, physically and spiritually developed citizen of the Republic of Kazakhstan, satisfaction of his need for education, ensuring success and social adaptation in a rapidly changing world.

The national action plan for the development of functional literacy of schoolchildren for 2012-2016 includes a set of measures for the content, educational, methodological, material and technical support for the process of developing the functional literacy of schoolchildren. The National Plan is designed to ensure purposefulness, integrity and systemic action to develop the functional literacy of schoolchildren as a key benchmark for improving the quality of education in the Republic of Kazakhstan.

All of the above makes it possible to justify the choice of the project topic "Formation of the functional literacy of schoolchildren in the classroom.mathematics».

Research problem is to answer the question: what are pedagogical means formation of functional literacy of students.

Purpose of the study is to solve this problem.

What is"functional literacy"?

functional literacy is considered as the ability to use all the knowledge, skills and abilities constantly acquired in life to solve the widest possible range of life tasks in various spheres of human activity, communication and social relations.

Functionally literate person is a person who orients himself in the world and acts in accordance with social values, expectations and interests.

Main features a functionally literate person: this is a person who is independent, cognizant and able to live among people, possessing certain qualities, key competencies.

When developing functional literacy, it is important to remember that the concept of functional literacy is based on one of the most famous international assessment studies - the International Program for the Assessment of 15-year-old 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 tasks in various spheres of human activity, as well as in interpersonal communication and social relations, andTIMSS (assessment of mathematical and natural science literacy of students in grades 4 and 8).

The results of Kazakhstan's participation in PISA and TIMSS show that teachers of general education schools of the republic provide strong subject knowledge, but do not teach how to apply it in real life, life situations. School graduates, for the most part, are not ready for the free use in everyday life of the knowledge and skills acquired at school.

In this regard, let's all remember one mathematical formula which will allow students to form in the process of studying mathematics and other disciplines the qualities of thinking necessary for the full functioning of a person in modern society.

"MASTERY = ASSEMBLY + APPLICATION OF KNOWLEDGE IN PRACTICE"

All methods used by the teacher should be aimed at the development of cognitive, mental activity, which in turn is aimed at working out, enriching the knowledge of each student, developing his functional literacy.

I think for this reason in our country they began to train teachers using the Cambridge technology. Like a teacher completed courses advanced training of the third level, I can say that not everything that we were taught is new. Everything new is well-studied old. But it is more systematic.

Children need to be taught what will be useful to them when they grow up.(Aristippus).All new learning begins with what a person already knows and the conclusion he will draw from it.Using the Teacher's Guide, I can say that the Professional Development Course Program teaching staff based on learning how to learn. As a result, self-motivated, enthusiastic, self-confident and independent individuals are formed, capable of critical thinking.By communicating with each other, students learn to not be afraid to express their opinion and do something wrong. The task of the teacher is the question: How to help the student? Any teacher should try to help the child understand that there are not only facts, but also the relationship between them. We need to think about what children already know and what they need to learn, and then think about how they will use this knowledge in practice.

As John Dewey said“If we teach today like this,as we taught yesterday, we will steal from our children tomorrow.”

For my work in the future, I chose the module "New approaches to teaching and learning", because I think that new approaches to teaching will help improve my pedagogical activity. Why do I like this module? The fact that it is considered in all other modules. Here great attention is given to group activities of students, where they can learn how to learn, get used to being critical of their actions, learn to evaluate their actions, help their peers. As a result, an independent, but at the same time capable of learning personality is formed. I think these skills will help them in their further education. Among the pedagogical mechanisms involved, I applied the systematic development of thinking, and the attitude to learning as an exciting process, a way of self-knowledge.

During the training, I had the opportunity to study all the modules and think about how I would apply them in practice. As you know, at the lectures, the student does not have information left, 10% he remembers when reading, 20% for audio-visual contact, 30% for demonstration,5 He remembers 0% when discussing, 75% when using the acquired knowledge in practice and 90% when transferring knowledge. Therefore, it is very important to teach students how to learn, learn through dialogue in order to exchange information.

To establish the existing knowledge, I used diagnostics that help students connect learning with existing knowledge. To do this, I identified the initial knowledge for the assimilation of new material by students.

"Metaknowledge" - driving force“learning to learn”, that is, not only learning, but also learning to learn. People are able not only to think, but also to think about thinking. Therefore, "learning to learn" is seen as a process of thinking about independent learning, the ability to think and learn, evaluate and apply the knowledge gained in further learning. The task of the teacher is not to focus on his own teaching, but to pay attention to how children learn.

In this case, specialplace is occupied by the so-calledPfromabouttoaboutinohSOStaboutyanie,naPaboutpassingwithaboutwithtaboutyaniePaboutlonoGaboutedynamismwithactiveaboutstuandsithatation.PfromOKetcedstainlaysyourselfwithaboutwithtaboutyanie, attofromopaboutm , mabouttiination and withaboutedinyaYutXia,challengesinand Inehtaboutvraboutde praboutdutoactive or . (Stream. M. Csikszentmihalyi)

The teacher needs to take into account mental attitude class, teach children to learn.It is necessary to create an educational environment where students will not just be listeners, but will already begin to take part in learning.Uchenikimust learn to listen to the opinions of others, respect the idea of ​​others, discuss, questionreceived informationand reason every thought, learn to talk. An integral part of learning is conversation, the ability to conduct a conversation.Therefore, group work is used, where students sit in groups and they do not need to turn around to discuss any idea.

It is very important to choose the right starting point. As is known new material necessarily somehow connected with previously studied and students have an idea about it. The teacher needs to think over the tasks for which he will establish a connection between what students already know and what they should learn at a certain stage. this lesson. Tasks should be different from each other in order to keep the attention of students. Since if the students just listen or perform the same type of tasks, then as a result, he will simply pass information through himself and will not be able to remember the necessary knowledge. Therefore, the teacher should strive to create conditions in which students have what Csikszentmihalyi (2008) calls "an end in itself" and what Ryan and Deckey (2009) call intrinsic motivation. (Teacher's Manual, p. 140). If the teacher succeeds in accustoming children to self-motivation, then as a result he will get the curiosity and desire of students to gain knowledge and learn.

In the first lesson I gave on the topic "Quads", students created posters on the properties of quadrangles, in order to help children remember the knowledge they had previously learned. I wanted strong students to help weak ones learn something more, I tried to help students, by stimulating reflection and reflection, in generalizing the knowledge gained. By presenting students with the opportunity to mutually learn and discuss their knowledge in an educational environment, children should gradually get used to conducting a conversation, to the ability to listen to their comrades, to choose reliable information from the findings, which would help them think critically, as a result of which they would be able to evaluate their work. This lesson was dominated by conversation-debate. Why did it happen? I think the students did not quite understand what was expected of them. Previously, if children were divided into several groups, they had to compete. The atmosphere in the class was competitive, students wanted to excel and show that they know more than others. It was difficult to create a collaborative atmosphere. Command tone prevailed in questions and answers of students. When defending the posters, the groups tried to point out the shortcomings of the opposing groups. But there was also a benefit in this lesson. Why? Even weak students, such as Kazakova A., Akhmetov M., Sattari I., did not want to accept the ideas imposed on them, they also tried to show that they were also capable of something. The reason for such big disputes was not a well-thought-out distribution of groups by me. When dividing, I used cards and distributed them without taking into account weak and strong students. As a result, the formed groups were not equal. In the first group, strong students prevailed, in the second - average, in the third group there were only weak students. At the beginning, I was a little worried about whether they would cope with the tasks. But I was surprised by the outcome. The students of the third group immediately realized that their group was weak and everyone tried to stretch their team. This group was dominated by cumulative conversation. The students in this group knew very little, so they gladly accepted every idea. The first group, seeing that they had gathered strong students, relaxed, as a result, they did not cope with the task. At first, here, each student tried to lay out the work for another student, then, when they realized that nothing would work out that way, they began to vigorously discuss it. This group was dominated by conversation-debate. The task was completed last, but the idea itself was never approached. In this group, everyone wanted to take on the role of leader and simply manage the others, but since only strong students were gathered here, not everyone wanted to obey the will of the other. And the second team was the only one who coped with the task, I think, because there was an exploratory conversation. They used the Internet via telephone, textbooks and reference books, each expressed his knowledge. In the course of the study, only in their poster it was possible to see the properties of all the quadrangles assembled in one scheme with a certain sequence created by them. The first group paid great attention to the types of quadrilaterals, and imagined a world without them. The third team presented all kinds of quadrilaterals and some of their properties. But there was no consistency and connection between the figures.

An important aspect of teaching is to teach students to think critically and evaluate their own work. I used formative assessment - assessment for learning in equally as well as summative assessment, that is, the assessment of learning. To this end, she more thoroughly posed innovative questions, and also voiced solutions to problems, analyzing the ideas of students. If I used to ask questions such as “What is a rhombus? What figure is called a parallelogram?”, then after completing the courses I tried to use the following questions: “What quadrilateral can be called a parallelogram? How will the parallelogram change if each of its angles is equal to 90◦? What needs to be done to get a rhombus from a parallelogram? What is the difference and what is the similarity of a rectangle and a square? In this case, each student did not repeat the memorized definitions, but tried to remember, then correctly formulate and present his answer. And if the answer of one student was not complete enough, others tried to supplement. As a result, several students could answer one question and could compare the answers. That is, the task of the teacher is to ask one question, and then the students answer in turn and they have other questions that they want to know the answers to. As a result, a dialogic conversation takes place in the class.

By the second lesson, the children began to understand what was required of them. The lesson began with a puzzle, from the cut triangles it was necessary to make a figure (the first team red - a rhombus, the second team green - a parallelogram, the third team blue - a rectangle). Why did I do it? I wanted them to get used to listening to each other and come to a conclusion. The students realized that from any pieces of triangles you can make a quadrilateral. The theme of the lesson is "Triangles". Students immediately guessed that by dividing any quadrilateral into two parts, you can get triangles. But what if it's multiple triangles? The children got self-motivated, they wanted to know what would happen if they collected all the triangles. In this lesson, I tried to distribute even groups, as a result of which the students began to listen to the opinions of others. They realized their previous mistakes. The students tried to teach the weaker ones what they themselves know. When completing the task, the closed students were given the opportunity to answer. Fedorova N. was always very reserved, did not want to answer orally, solved only in her notebook and did not want her work to be checked. When using new approaches, she opened up and was already able to defend the opinion of the group in front of the class. As Natasha noted, the friendly atmosphere in the classroom helped her. Sattari I. became more calm and began to ask questions on the topic and listen to the opinions of others. He began to develop a sense of responsibility, he began to respect the opinion and work of classmates.

In the last lesson, "Square of Plane Figures" used pair work and work in small groups of three. Test simulators helped to learn a lot. For each question, when answering it, the child knew whether he answered correctly. And it was easy to evaluate yourself and your classmates.

Results and subsequent changes in my practice:

In conclusion, it should be noted: I tried to fully engage the process of solving problems for the development, understanding, mutual learning of students in the process of metacognition. The trainees were given the opportunity to choose a reasoned explanation of their work, through assessment. They enjoyed working in a group, they could discuss what they knew, what they considered possible. Students stopped being afraid of wrong answers, were not afraid to experiment and learned to draw conclusions. Weak students tried to work more fruitfully, tried to respond more to oral questions, as it was a little difficult for them to solve problems. The quiet disciples opened up. Gradually, from lesson to lesson, they learned to express their thoughts, were not afraid of their ideas. Strong students found the application of their knowledge, they did not interfere with the weak, but on the contrary, they got used to directing their skills in the right direction. But there were also problems. Sakhruddin has always been smug and selfish. For several lessons, he tried to separate from the group. The first to complete the task, he did not want to help others. In his opinion, everyone should acquire knowledge on their own without anyone's help. Only by the last lesson, he began to understand that not everyone will be able to gain knowledge without outside help, that some simply need support.

Also, in the course of teaching and learning, she set a goal to comprehend the opinions of students, identify problems and opportunities for the system of rewards and punishments. In communicating with students, impartiality was important, that is, all students had to be heard. As a result of communication with students, we have achieved a positive development of self-esteem in children, the formation of a positive attitude towards elders and teachers. The desire to work and develop independently is an important aspect of the cognitive process. I tried to achieve in the children's minds to instill confidence in knowing oneself as a student, including the awareness of strong and weaknesses and the ability to set goals and objectives.

In the future, introducing new approaches to teaching, I will try to use them so that every student who comes to my lesson knows that he will be able to gain new knowledge. I would like students to make meaningful and meaningful contributions to learning.More than two thousand years ago, Socrates said: "In every person there is a sun, just let it shine." I will try to make every student feel like the sun and know that their opinion matters a lot.

L literature:

1. State Program for the Development of Education in the Republic of Kazakhstan for 2011-2020 / Decree of the President of the Republic of Kazakhstan No. 1118. – Astana: Akorda, December 7, 2010

2. The main results of the international study of educational achievements of 15-year-old students PISA-2012. National report. - Astana: NCOSO, 2013. - 283 p.

3. Decree of the Government of the Republic of Kazakhstan "On approval of the National Action Plan for the development of functional literacy of schoolchildren for 2012-2016" dated June 25, 2012 No. 832

4. Methods of pedagogical technique A. Gin, Lugansk, Educational book, 2003.
5. Results of an international study on the assessment of educational achievements of students in grades 4 and 8 of general education schools in Kazakhstan. National report. - Astana: NCOSO, 2013. - 237 p.

7. Teacher's Guide 3 a basic level of

8. Stepanov V.D. Activation extracurricular work in mathematics at high school. M .: "Enlightenment", 1991.