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42АКТУАЛЬНЫЕ ПРОБЛЕМЫ ОБРАЗОВАНИЯ. СОВРЕМЕННЫЕ ПОДХОДЫ
Формирование компетенции функциональной грамотности как метапредметный результат обучения
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Дейкова Людмила Александровна,
кандидат педагогических наук, доцент, кафедра педагогики и психологии, Санкт-Петербургский университет технологий управления и экономики E-mail: workmail321school@yandex.ru
Шеховцова Елена Анатольевна,
кандидат филологических наук, доцент кафедра педагогики и психологии, Санкт-Петербургский университет технологий управления и экономики E-mail: elshekhovtsova@rambler.ru
Яковлева Людмила Владимировна,
кандидат технических наук, доцент кафедра педагогики и психологии, Санкт-Петербургский университет технологий управления и экономики E-mail: Yakovlevamila14@yandex.ru
Цель исследования - раскрыть особенности формирования компетенции функциональной грамотности. В статье выявлены аспекты грамотности будущего или функциональной грамотности в образовании в контексте требований к планируемым результатам обучения Федеральных Государственных Образовательных Стандартов. Научная новизна исследования состоит в изучении составляющих каждого аспекта функциональной грамотности с точки зрения развития метапредметных навыков. В результате исследования определено, что продуманный подход к обучению функциональной грамотности позволяет включить определенные ее аспекты в учебные планы каждого уровня и класса школьного образования, а далее развивать компетенцию функциональной грамотности в профессиональных училищах и университетах для становления полноценного члена общества, способного решать ежедневные задачи.
Ключевые слова: грамотность, функциональная грамотность, образовательный стандарт.
The education has always been the basis of any professional sphere as well as it is today. The relevance of this issue lies in the current demand of more specifically trained staff. Modern education concern involves the so-called "functional literacy". Generally the term "functional literacy" is understood as the ability of a man to use the acquired knowledge in solving a wide range of tasks in different spheres of human activity.
The term was initially mentioned at the International Congress of Ministers of Education in Tehran in 1965. At that time "functional literacy" included mainly reading and writing. Already in 1978 the UNESCO developed the term adding also counting [3]. The widest interpretation was given to the term within the period of 2002 and 2012 which was declared by the UNO the decade of literacy. Now the literacy itself was understood as the ability of a man to function as a valuable member of the society.
Nowadays the functional literacy has many aspects such as: general literacy, computer literacy, information literacy, communicative literacy, political and social literacy, foreign language literacy, urgent situation literacy, household literacy. They are to give a person real freedom.
The framework of school education today focuses on the main targets of functional literacy which help be integral part of social life, perform different tasks and fulfill social duties. Among many aspects the state standards of school education give as crucial the following:
• Reading literacy;
• Natural science literacy;
• Global competences;
• Critical thinking;
• Mathematics literacy;
• Financial literacy [1, p.70].
Reading literacy
Reading literacy takes a special place in this list as it concerns a human ability to understand and use written text to reach certain aims. Reading literacy broadens the horizon and enables us to take part in social life. Our world is a text in itself and all the information we get is a text organized this or that way.
Reading literacy becomes a key to any other aspect of functional literacy. As well as a language is not just an aim but a means of learning. No math task is possible to solve without understanding the description of it. Any subject starts with a text - sometimes
rather specific but acquiring the application of simple rules. Not knowing the language one can't communicate with a respondent, listen to his argument, interact with state infrastructures. Reading literacy is like muscles that need exercising and take time and effort to get shape. Reading literacy integrates new forms of reading which appeared within the last decades and continue to appear due to the widespread of digital gadgets and digital texts.
The structure of reading literacy includes the main abilities of the reading process. These abilities such as speed reading, literal interpretation, synthesis of information, extraction of main topics, making conclusions, are the crucial skills for processing complex or multiple texts of certain aims. Besides the conception of evaluating reading literacy (in PISA-2018) rethinks the means of including such reading processes as: credibility assessment, information search, reading of several sources, integration/synthesis of information of sources. Thus the modern conception of reading literacy includes new constructs which help evaluate basic reading abilities when reading complex or multiple texts: semantic reading, main topic definition, making conclusions.
Natural science literacy (NSL)
NSL is an ability of a man to master and apply the natural science knowledge to formulate questions, to get new knowledge, to explain natural science phenomena, which are based on scientific proof. Besides, NSL includes understanding main regularities and peculiarities of natural science. It also deals with the awareness of the fact that natural sciences and technologies influence the material, intellectual and cultural spheres of social life. It's also shown in the active civil position in the connection with the complex of natural science problems.
In the process of evaluating NSL of students the abilities of applying natural science knowledge in the real-life situations were taken into account. The participants of PISA research had to show the abilities to make conclusions and find proof confirming or disproving them. The standard curricula of secondary schools consist of academic subjects and has an extensive but not profound enough character. So, teachers give good subject knowledge but don't teach to apply it in real-life situations. The possible way out comprises several steps:
• Integration of natural science and social subjects with the regard of modern science achievements;
• Including into curricula special courses and natural science electives, broadening of extra-curricular work of natural science orientation;
• Inter-subject and meta-subject integration as well as integration of lesson and extra-lesson activities in order to deepen natural science knowledge of students;
• Acquiring versatile experience of applying the knowledge in practice (concerning different spheres of human activity);
• Creation of inter-subject modules with the help of inter-subject technologies and means of networking.
Mathematical literacy
Mathematical literacy is a human ability to think in a mathematical way, formulate. Apply and interpret mathematics to solve tasks of various practical context. It includes concepts, procedures and facts as well as instruments for description, explanation and foretelling the phenomena. Mathematical literacy helps people to understand the role of mathematics in the world, to give well-based judgments and make decisions which are characteristic of constructive, active and reflecting citizens of the 21st century. The basic concept of the PISA research of mathematical literacy is the mathematical reasoning. The ability to logical reasoning and convincing argumentation is a skill which is getting more and more importance in the modern world. Mathematics is a science about strictly defined objects and concepts which can be analyzed and transformed in different ways using mathematical reasoning to make conclusion. On the whole the conception describes the relations among mathematical reasoning and three processes of the task-solving cycle: formulation, application, interpretation and evaluation. Within this conception mathematical context is divided into four categories:
• quantity;
• ambiguity and data;
• transformation and dependence;
• space and form;
Besides that, eight skills were added to the concept in maths of the 21 st century:
• Critical thinking;
• Creativity;
• Research and study;
• Self-regulation, initiative and persistence;
• Usage of information;
• System thinking;
• Communication;
• Reflection. Financial literacy
Financial literacy is a sum of knowledge, skills and policies in the sphere of financial behavior of a man that lead to the welfare improvement and the rise of life quality. It helps to shape the principles of responsible and expert approach to financial decisions, to combine knowledge, skills, abilities and behavior connected with finance and the necessity to make sane financial decisions. It contributes as well to reaching financial welfare. Financial literacy is about the set of competences of a man that serve the basis for adequate financial steps. The development of financial literacy enables a man to support and improve financial welfare [2, p.5-7].
On a higher level it also means the interaction with banks and credit organizations, using effective money tools, sober assessment of the economic situation of the region and the country. Acquiring the ABC of financial literacy lets us set realistic goals and reach them. To save the earned one must constantly renew the knowledge in the sphere of fund management. To increase the financial balance, it's important to enroot new income generation tools.
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Financial literacy includes four key spheres: money and transactions, planning and managing the finance, risks and fees, financial landscape.
Critical thinking
Critical thinking is a system of judgments which is used for analyzing things and events from the critical point of view alongside with formulating reasonable conclusions. It permits to make our own evaluations, interpretations and correctly use the results according to situations and problems.
Critical thinking is a human ability to doubt any new information including our own beliefs. Critical thinking is the concentration and discipline of mind. It's also the recollection and ability to rule your own cognitive processes but not to reproduce the given patterns. It's vital to develop critical thinking to cut down the number of mistakes and to make more relevant decisions which eventually make your life and career better.
Global competences
Global competences - are not certain skills, but the combination of knowledge, abilities, viewpoints, relations and values which are successfully applied in personal or virtual interaction with people belonging to a different cultural environment for solving global problems. This means in situations requiring understanding the problems that have no national borders and influence the life of next generations. The mastery of certain knowledge, abilities, relations and values is a lifelong process-there's no single point when a man becomes totally competent in this sphere.
The PISA research helps to define the level of global competences of teenagers and the effectiveness of schools' contribution to this process.
The instruments developing the mentioned aspects of futures literacy are included in school textbooks, systems of testing and everyday lesson methodology. Every school is encouraged to have its own bank of certain tools helping to train students in every side of such a complex issue as futures literacy. Thus the school education today keeps the pace of the universal progress in paying special attention to futures lit-
eracy as a guarantee of human development and advance.
Литература
1. Бардакова Е.А. Futures literacy и необходимость новых технологий в российском высшем образовании//Вестник Донского государственного аграрного университета. 2018. № 1-2 (27). С. 69-72.
2. Global Futures Literacy Design Forum: catalogue of learning-by-doing labs//Global Futures Literacy Design Forum, Paris, 2019. 34 p.
3. UNESCO strategy for youth and adult literacy (2020-2025). Электронный ресурс: URL https:// en.unesco.org/themes/literacy/strategy. Дата обращения: 08.06.2022.
THE FORMATION OF THE COMPETENCE IN FUNCTIONAL LITERACYAS A META-SUBJECT RESULT OF EDUCATION
Deikova L.A., Shehovtsova E.A., Yakovleva L.V.
St. Petersburg University of Management Technologies and Economics
The aim of the research is to reveal the peculiarities of the formation of the competence in functional literacy. The article describes the aspects of the futures literacy or functional literacy in education in the context of the requirements for planned learning results in the Federal State Educational Standards. The scientific novelty of the research comes down to studying constituents of every aspect of the functional literacy from the point of view of meta-subject skills development. As a result of the research, it was determined that the elaborate approach to teaching functional literacy gives way to including its certain aspects into the curricular of each level and form of secondary school and its further development in lyceums and universities as the basis of shaping a fully-fledged member of the society capable of solving everyday tasks.
Keywords: literacy, functional literacy, educational standard. References
1. Bardakova E.A. Futures literacy and the need for new technologies in Russian higher education // Bulletin of the Don State Agrarian University. 2018. No. 1-2 (27). S.69-72.
2. Global Futures Literacy Design Forum: catalog of learning-by-doing labs//Global Futures Literacy Design Forum, Paris, 2019. 34 p.
3. UNESCO strategy for youth and adult literacy (2020-2025). Electronic resource: URL https://en.unesco.org/themes/literacy/ strategy. Date of access: 06/08/2022.
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