The processes of globalization typical to the post-industrial era challenge a new consideration of literacy that satisfies the expectations of an individual and society. The article discusses various interpretations of the concepts of "language literacy", "literary literacy", and adduces their definitions as the subjectspecific components of the functional literacy of schoolchildren. At different times the concept of language literacy meant the ability to read, mastery of spelling and punctuation rules. Such understanding does not fully meet the existing theories of functional literacy and cultural identity. The reading of works of art is the most important indicator of the culture of any national community, and a means of storing and transferring the most significant cultural codes. This kind of activity requires special competences and skills, and a specific type of literacy, which can be defined as literary literacy, the type which the authors consider as an integral part of reading literacy.
The article analyzes relevant aspects of the Russian language syllabus for schools in the light of the study content being presented in reference documents while taking into consideration historical background and context. Based on modern methods of scientific research, experimental work and experience in designing the study content of the Russian language course the authors conclude that relevant aspects of the school course syllabus come The article analyzes relevant aspects of the Russian (native) language syllabus for schools in the light of the study content being presented in reference documents while taking into consideration historical background and context. The article aims at drawing attention to peculiarities of designing the study content of the mother-tongue course formed at the edge of the 19-20th centuries which are still fruitfully developing nowadays. Based on modern methods of scientific research, experimental work and experience in designing the study content of the Russian (native) language course the authors conclude that relevant aspects of the school course syllabus come down to progressive movement towards competence approach in the presentation of the course’s content; actualization of its supra-subject (meta-subject) function; implementation of its axiological aspect; orientation of the school course on the development of the child's personality, one’s cognitive and creative abilities, as well as spiritual and social experience. The research resulted in methodical system aimed at meeting axiological, thematic and meta-subject challenges during the students’ broad-ranging activities.
A textbook of the Russian language which traditionally has been regarded as a vehicle carrying the contents of education and performed informational, motivational, systematizing, organizing, developing and some other functions, is changing when it was included in the digital educational space. The modern theory of Russian language textbook researches the following issues as the functions, contents, structure of a textbook in the changed educational space; the use of various multimedia resources, information and communication technologies is the most remarkable feature. The problem of correlation of traditional textbook and the electronic format textbook is quite frequently discussed. The question of self-sufficiency e-textbook that may become the main mean of education and the basic tool of information-educational and communicative environment modeling is staying controversial.The purpose of the study is to identify aspects of structuring the educational content of a contemporary textbook on the Russian language in the age of the digital educational space.The principal methods of this study are content analysis, systematization of the results of pedagogical and methodological academic studies with the aim to identify the degree of awareness about the problem under review; generalization of the author’s experience in handling standardization of the subject content of the school course in the native Russian language; reflections on the author’s own research and teaching practice.
Abstract. The article emphasizes the relevance of the use of modern means of multimedia in teaching the Russian language in the changing social and cultural milieu. Multilevel social inquiry and practice of modern education necessitated comprehensive study and the special project of the educational process of learning the Russian language with the use of multimedia and communication technologies. The analysis of monographic and methodological literature and dissertation research results have revealed some features of the present stage of the use of multimedia and information and communication technologies in Russian language teaching.
The article discusses the possibilities of using a differentiated approach to teaching the Russian language, which takes into account both the stage of mastering the subject content and the degree of individual preparation of each student, his abilities, interests, needs, motivation. The authors determined the specifics of modeling tasks of the basic and increased levels of complexity, which allow, based on the knowledge gained and the speech experience of junior schoolchildren as native speakers, to successfully form their universal educational actions (cognitive, communicative, regulatory), which meets the requirements of the Federal State Educational Standard of the Primary General Education to the planned subject and metasubject learning outcomes. The examples of differentiated tasks aimed at the development of speech-thinking abilities, logical thinking, cognitive skills, and skills of independent educational activity are presented.
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