Keyword: «functional literacy»

This article examines the issue of the development of functional literacy among schoolchildren by foreign language teachers using supra-professional competences. The relevance of the research is due to the need to implement the requirements of the Federal State Educational Standard for General Education concerning digitalization and individualization of education, which creates a need for new competences of teachers. The development of functional literacy among schoolchildren requires foreign language teachers to have supra-professional competences that ensure the integration of digital technologies and an individual approach in educational practice. Supra-professional competences, which have a metasubject character, consisting in a combination of these processes, meet the requirements of modern educational needs. The aim of the article is to theoretically substantiate and analyze the potential of supra-professional competences of foreign language teachers in the development of functional literacy among schoolchildren in the context of digital transformation of education. The main approaches to studying the problem of functional literacy development in the context of applying supra-professional skills are activity-based, systematic, and meta-disciplinary approaches. The activity-based approach sets the benchmark for research in the professional activity of a foreign language teacher, the systematic approach focuses on the educational process as a single interconnected system, the meta-disciplinary approach allows us to competently combine knowledge from different fields and disciplines, as well as coordinate the processes of digitalization and individualization. The research results include a terminological analysis of the concepts of «supra-professional competences» and «functional literacy», a description of the meta-disciplinary nature of supra-professional competences, a description of the implementation of digitalization and individualization processes in the professional activity of teachers, and the identification of the potential of supra-professional competences to solve the problems of functional literacy development. The theoretical significance of the article lies in the terminological analysis of the concepts of «supra-professional competences» and «functional literacy of schoolchildren». The practical significance lies in determining the prospects for the application of supra-professional competences to solve the professional tasks of foreign language teachers in the field of functional literacy of schoolchildren.

This article focuses on integrative methods of teaching Russian as a foreign language, including CLIL (Content and Language Integrated Learning), which combines language learning with the acquisition of disciplinary content. Using the example of an Armenian school, effective models of integrating Russian as a foreign language with history, literature, geography, music, and art are demonstrated. The use of CLIL in teaching Russian as a foreign language allows for the creation of a multifunctional educational environment where language becomes a tool for learning rather than an end in itself.

The article is devoted to the problem of the transformation of the role of generative neural networks in mathematics lessons: from a tool of hidden cheating to a didactic partner. Based on an empirical study (76 students in grades 6-10, Glazov, MBOU "Secondary School №. 3"), it is shown that the vast majority of schoolchildren already use neural networks to complete tasks. However, they do not blindly copy the answers, but check or redo them. A clear age trend has been revealed: among sixth graders, the proportion of "cheating" students exceeds the proportion of those who study with the help of AI, while by the 10th grade the situation is reversed. A methodological system of four strategies has been proposed and tested: "Critical reviewer", "Noisy task", "AI tutor" and "Methodical duo". It has been experimentally proven that the implementation of this system makes it possible to significantly increase the proportion of students who constructively use the neural network, compared with the control group. The methodological transition from prohibitive tactics to a partnership strategy is substantiated. The results can be directly used by math teachers at school.