Individualized interaction in the process of primary school student`s functional literacy formation
DOI: 10.23951/1609-624X-2023-5-34-41
Functional literacy formation is a new educational result of Primary education, fixed in the federal state educational standard (new edition). Functional literacy is based on subject and meta-subject results. Basis for achieving subject and meta-subject results is shaped in 1–4 grades. Therefore, the relationship between a functional literacy formation process and a subject and a meta-subject results achievement is a relevant problem. Research group of the Perm State Humanitarian Pedagogical University identified meta–subject co-ordination and interdisciplinary integration as conceptual foundations for the functional literacy formation at a primary school. Extracurricular activities provide time resources for meta-subject coordination and inter-subject integration. Functional literacy formation at the primary school can be considered a result of students’ proximal development zone since functional literacy has traditionally been studied as an educational result of adults and youth. Consequently, primary school students’ functional literacy formation is possible if it is based on an individualized teacher and students’ interaction in actual and proximal development zones. The individualized interaction acquires significance in inclusive classes for mental retardation children and children without developmental disorders. The fact that the same action methods correspond to students without developmental disorders actual development zone and mental retardation students’ proximal development zone specifies this kind of training. The purpose of the research is to work out theoretical grounds, to develop an extracurricular activities program, to study materials for the course, and to conduct an experimental verification based on the studied difficulties in mastering the primary general education program by mental retardation children and children without developmental disorders. The research contributes to the relationship development between general and inclusive education. The research specifies an individualized interaction technology between a teacher and students in the areas of actual and proximal development. The effectiveness of this technology has been proven. The practical significance of the research lies in the fact that the developed course and a set of study materials for it can be used in other educational organizations that implement primary general education programs.
Keywords: functional literacy, meta-subject results, interdisciplinary integration, primary school student, individualization, mental retardation children, children without developmental disorders, extracurricular activities
References:
1. Prikaz Ministerstva prosveshcheniya Rossiyskoy Federatsii ot 31.05.2021 No. 286 “Ob utverzhdenii Federal’nogo gosudarstvennogo obrazovatel’nogo standarta nachal’nogo obshchego obrazovaniya” [Order of the Ministry of Education of the Russian Federation dated May 31, 2021 No. 286 “On Approval of the Federal State Educational Standard for Primary General Education”] (in Russian). URL: http://publication.pravo.gov.ru/Document/View/0001202107050028 (accessed 13 August 2022).
2. Zaharova V. A. Vybor klyuchevykh elementov pedagogicheskoy tekhnologii formirovaniya funktsional’noy gramotnosti v nachal’noy shkole [Selection of key elements of pedagogical technology for forming functional literacy in primary school]. Gumanitarnyye issledovaniya. Pedagogika i psikhologiya – Humanitarian Studies. Pedagogy and Psychology, 2022, no. 9, pp. 7–16 (in Russian).
3. Bezukladnikov K. E., Gotlib D. L., Zanina K. A. et al. Sravnitel’nyy analiz podkhodov, programm i metodik formirovaniya funktsional’noy gramotnosti mladshikh shkol’nikov [Comparative analysis of approaches, programs and methods for the formation of functional literacy of primary school students]. Perm, PSPU Publ., 2021. 170 p. (in Russian).
4. Vygotskiy L. S. Dinamika umstvennogo razvitiya shkol’nika v svyazi s obucheniem [Dynamics of mental development of a schoolchild in connection with learning]. In: Vygotskiy L. S. Pedagogicheskaya psihologiya [Pedagogical Psychology]. Moscow, Pedagogika Publ., 1991. Pp. 391–410 (in Russian).
5. Obukhova L. F. Kontseptsiya Zhana Piazhe: za i protiv [Jean Piaget’s concept: pros and cons]. Moscow, Moscow university Publ., 1981. 192 p. (in Russian).
6. Piaget J. The moral judgement of the child; Transl. by M. Gaban. New York, Free Press, 1966. 410 p.
7. Bezukladnikov K. E., Vlasova I. N., Gotlib D. L. et al. Osnovaniya didakticheskikh resheniy, napravlennykh na formirovaniye funktsional’noy gramotnosti mladshikh shkol’nikov [Foundations of didactic decisions aimed at the formation of functional literacy of younger students]. Pod obshchey redaktsiyey M. A. Khudyakovoy, nauchnyye redaktory K. E. Bezukladnikov, V. A. Zakharova. Perm, PSPU Publ., 2021. 252 p. (in Russian).
8. Bezukladnikov K. E., Popova N. S., Zhigalev B. A. Differentsirovannoye obucheniye inostrannomu yazyku na osnove osoznannosti: voprosy podgotovki uchitelya [Mindfulness-based differentiation in foreign language instruction: teacher training aspects]. Vestnik Tomskogo gosudarstvennogo universiteta – Tomsk State University Journal, 2022, no. 475, pp. 106–117 (in Russian).
9. Kovaleva T. M. Printsip individualizatsii kak resurs kachestva obrazovaniya v mnogokonfessional’nom i polikul’turnom obshchestve [The principle of individualization as a resource for the quality of education in a multi–confessional and multicultural society]. In: Tendentsii razvitiya obrazovaniya: obrazovaniye v mnogokonfessional’nom i polikul’turnom obshchestve: materialy VII Mezhdunarodnoy nauchno–prakticheskoy konferentsii, Moskva, 19–20 fevralya 2010 goda [Education Development Trends: Education in a Multi-Confessional and Multicultural Society: Proceedings of the VII International Scientific and Practical Conference, Moscow, February 19–20, 2010]. Moscow, Delo Publ., 2011. Pp. 101–107 (in Russian).
10. Unt I. E. Individualizatsiya i differentsiatsiya obucheniya [Individualization and differentiation of learning]. Moscow, Pedagogika Publ., 1990. 192 p. (in Russian).
11. Egorov K. B., Zakharova V. A. Protsedurnyye teksty v formirovanii i otsenke funktsional’noy gramotnosti v nachal’noy shkole [Procedural texts in the formation and assessment of functional literacy in the primary school]. Vestnik Baltiyskogo federal’nogo universiteta im. I. Kanta. Seriya: Filologiya, pedagogika, psihologiya – IKBFU’s Vestnik, 2022, no. 2, pp. 116–123 (in Russian).
12. Hautamaki J., Podolskiy A. I. The Finnish Education as an Individualized Service System with a Reference to Students with Special Educational Needs. Psychological Science and Education, 2021, vol. 26, no. 3, p. 94.
13. Bobrova V. V., Kapiyat A. Zh. Possibilities of technology of differentiated (including individualized) education of children with intellectual disabilities of primary school age. Nauchnyy al’manakh, 2021, no. 1–1 (75), pp. 43–46.
14. Konstantinova O. A., Koshcheyeva O. V., Kryuchkov V. P. Problema formirovaniya mezhlichnostnogo vzaimodeystviya uchashchikhsya s tyazhelymi narusheniyami rechi v usloviyakh inklyuzivnogo obrazovaniya: kommunikativno-rechevoy aspekt [The problem of forming interpersonal interaction among schoolchildren with severe speech disturbances in the conditions of inclusive education: communicative and speech aspect]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – Tomsk State Pedagogical University Bulletin, 2020, vol. 6 (212), pp. 99–107 (in Russian). DOI: 10.23951/1609-624X-2020-6-99-107
15. Ivashneva A. R., Chaban T. L. Osobennosti psikhicheskogo razvitiya detey s OVZ (zaderzhkoy psikhicheskogo razvitiya) s tochki zreniya kriteriev otsenki sformirovannosti regulyativnykh universal’nykh uchebnykh deystviy [Features of the mental development of children with disabilities (mental retardation) in terms of criteria for assessing the formation of regulatory universal educational activities]. The Newman in Foreign Policy, 2017, no. 37 (81), pp. 72–76 (in Russian).
16. Maksimova U. S. Osobennosti formirovaniya regulyativnykh umeniy u detey s zaderzhkoy psikhicheskogo razvitiya [Features of the formation of regulatory skills in children with mental retardation]. In: Inklyuzivnoye obrazovaniye v epokhu postpandemii: novyye normy, formaty, strategii: materialy Mezhdunarodnoy nauchno-prakticheskoy konferentsii (1 dekabrya – 15 dekabrya 2021 g.) [Inclusive Education in the Post-Pandemic Era: New Norms, Formats, Strategies: Proceedings of the International Scientific and Practical Conference (December 1th–15th, 2021)]. Ed. N. M. Borozinets, Yu. V. Prilepko, O. D. Sal’nikova. Stavropol, SKFU Publ., 2022. Pp. 387–392 (in Russian).
17. Maksimova U. S. Formirovaniye regulyativnykh universal’nykh uchebnykh deystviy u mladshikh shkol’nikov s zaderzhkoy psikhicheskogo razvitiya vo vneurochnoy deyatel’nosti [Formation of regulative universal educational activities in junior schoolchildren with mental retardation in extracurricular activities]. In: Otkrytyy mir: ob”yedinyayem usiliya: materialy VI Vserossiyskoy nauchno-prakticheskoy konferentsii (9–10 noyabrya 2022 g., g. Perm’, Rossiya) [Open world: join forces: materials of VI All-Russian scientific and practical conference]. Ed. O. R. Voroshnina. Perm, 2022. Pp. 371–376 (in Russian).
18. Kuz’micheva T. V. Individualizatsiya obrazovaniya mladshihk shkol’nikov s ZPR kak predmet professional’nogo dialoga budushchego uchitelya i spetsial’nogo psikhologa [Individualization of education for younger schoolchildren with mental developmental delays as a matter of professional dialogue between a future teacher and a special psychologis]. Vestnik Cherepovetskogo gosudarstvennogo universiteta – Cherepovets State University Bulletin, 2019, no. 4 (91), pp. 177–187 (in Russian). DOI 10.23859/1994-0637-2019-4-91-177-187. URL: https://www.elibrary.ru/item.asp?id=39205124 (accessed 13 August 2022).
19. Fomicheva E. K. Formirovaniye regulyativnykh universal’nykh uchebnykh deystviy u mladshikh shkol’nikov s zaderzhkoy psikhicheskogo razvitiya posredstvom kineziologicheskikh uprazhneniy: postanovka problemy [Formation of regulative universal educational actions in junior schoolchildren with mental retardation through kinesiology exercises: problem statement] (in Russian). URL: https://cyberleninka.ru/article/n/formirovanie-regulyativnyh-universalnyh-uchebnyh-deystviy-u-mladshih-shkolnikov-s-zaderzhkoy-psihicheskogo-razvitiya-posredstvom (accessed 13 August 2022).
20. Egorov K. B., Zakharova V. A. External evaluation of self-directed learning skills: online education. Education & Pedagogy Journal, 2022, no. 1 (3), pp. 41–55. DOI: 10.23951/2782-2575-2022-1-41-55
21. Pototnya E. M. Kratkosrochnyye kursy kak sredstvo formirovaniya universal’nykh uchebnykh deystviy [Short-term courses as a means of forming universal educational activities]. Spravochnik zamestitelya direktora shkoly, 2011, no. 4, pp. 58–74 (in Russian).
( 412.9 kB ) 
( 404.52 kB )
Issue: 5, 2023
Series of issue: Issue 5
Rubric: GENERAL EDUCATION
Pages: 34 — 41
Downloads: 303