Tamara Demidova

Modern research convincingly shows that the resources and services of the Internet can have a negative impact on the physical, mental and spiritual condition of children and adolescents. One of the answers to these threats from the state and society is the development and implementation of regional programs to organize productive, creative activities of the younger generation in Russia on the Internet, contributing to the formation of their media culture. The successful formation of the media culture in schoolchildren today involves systematic work, which includes organizational, pedagogical, technological and economic measures. At the same time, the question of modern teachers’ readiness to solve a complex set of problems in this area successfully remains open. The purpose of this article is to analyze the level of teachers’ readiness in the Bryansk region to the formation of media culture in schoolchildren. The research of teachers’ readiness in the Bryansk region to perform their professional activity on formation of media culture in children and teenagers was carried out within the framework of "Youth media resources" project, which was carried out in the territory of the Bryansk region. During the period of the project implementation in 2017-18, the experience of 127 teachers from 54 educational organizations was studied. The study involved primary school teachers, as well as teachers of various subjects of natural Sciences and Humanities. Besides their different specialties, the study identified three groups of teachers according their place of work: teachers working in schools of Bryansk city, district centers and rural settlements. Specially worked out questionnaires allowed the authors to obtain a number of characteristics that reflected various aspects of the problem concerning formation of media culture in schoolchildren within the framework of professional activities of teachers. The results of the study confirm that the effectiveness of media culture formation process is determined to a decisive extent by the level of appropriate professional competence of teachers. The readiness of teachers to form a media culture among schoolchildren is characterized by a number of specific features associated with the specialty, experience and place of work. A significant part of teachers experiences serious difficulties in solving problems related to the formation of media culture in schoolchildren. These difficulties are largely due to the lack of adequate scientific, methodological and organizational support at the municipal, regional level and in individual educational organizations. The article may be interesting to specialists engaged in research of information and communication technologies use for the education and socialization of children. The results will be useful for education authorities at the Federal, regional and municipal levels, as well as educational organizations engaged in training and professional development of teachers.

The relevance of the study is due to changes in the requirements for the training of primary school teachers. A modern teacher should not only teach the child to learn, but also be able to solve the problems of education independently and creatively. One of the modern education problems is inadequate level of the ability to work with information among primary school students, comprehend it properly, concentrate on priorities, objectively evaluate their own and others' point of view. All these skills are included in the requirements of the federal state educational standard of primary general education. The search for ways to prepare the teacher for the development of critical thinking among junior schoolchildren puts forward the problem of forming the readiness of the future primary school teacher to use the technology of developing critical thinking through reading and writing, as this technology has in its arsenal various forms, methods and techniques that allow the teacher to be as flexible as possible in each learning situation. It should also be noted that this technology allows for training based on principles of cooperation, co-planning and comprehension. The main goal of the study is to identify the level of future primary school teachers’ readiness for using the technology of developing critical thinking through reading and writing. The leading method of this research was the analysis of the diagnostic techniques results, questionnaires and tests conducted among the graduates of «Pedagogical Education» training of «Primary Education and Informatics» specialty. The research was carried out on the basis of the determined components of readiness to use the technology of critical thinking development through reading and writing (motivational, cognitive, activity and reflexive). For each component, a set of methods and techniques was selected. The analysis of the data showed that the majority of students have a low level of the studied readiness, which indicates the urgency of further researching this problem. The theoretical significance of the article is in analyzing approaches to defining concepts of "pedagogical technology", "readiness for professional and pedagogical activity", as well as in defining the concept of "readiness to use the technology of critical thinking development through reading and writing" and determining its components. The practical importance is conditioned by the recommendations on the formation of future primary school teachers’ readiness to use the claimed technology. The article can be useful to researchers of students' readiness to use the technology of critical thinking development (graduate, post-graduate students), as well as to teachers and lecturers.