Keyword: «functional literacy»

A new educational paradigm is described, including the concept of functional literacy. An attempt was made to identify the internal links among the concepts of skill, competence, literacy, functional literacy.

This article presents theoretical data on the concept of functional literacy (definition, components); a selection of tasks for the formation of functional literacy for solving within the school course of computer science is given; a conclusion is made about the possibilities of computer science to assist in the formation of various facets of functional literacy in modern schoolchildren.

The article presents a fragment of the methodological development «Formation of mathematical and financial literacy in mathematics lessons in grades 5-11». The development is devoted to the consideration of the issue of applying the practice of the system of tasks on mathematical and financial literacy in mathematics lessons. The methodological development is intended for mathematics teachers and students of grades 5-11.

The challenges of modern society dictate new requirements for the development of the education system as a whole, as well as for the organization of the learning process at school. At the same time, there is a change in the model of understanding and assessment of educational achievements of students, new standards for the content and format of school education are being formed. In this context, it is necessary to search for new ways of forming and developing the functional literacy of students and its components. One of the priority areas in modern Russian education has become the development of natural science literacy of schoolchildren. The article presents an analysis of publications of domestic and foreign researchers on the problems of understanding the essence of natural science literacy of students, its formation and development in the education system. The object of the study presented in the article is the natural science literacy of students and the current state of its formation and development in the education system. The subject of the research is the approaches to teaching science disciplines and the conditions for the formation of science literacy competences. The purpose of the study was to determine, based on the study and analysis of domestic and foreign experience, the optimal conditions and the most effective approaches in the formation of the natural science component of the functional literacy of students in the implementation of educational programs of basic general education. The objectives of the study included the analysis of scientific and methodological literature reflecting the experience of foreign and domestic researchers on formation and evaluation of the development of natural science literacy; revealing the shortcomings of the theory and practice of science education, as well as the optimal conditions for the formation of the science component in the functional literacy of students. Theoretical methods were used in the study: the study of data from scientific and methodological literature, analysis and generalization. The authors of the article consider a number of shortcomings in the theory and practice of science education, the relevance of the effective use of certain approaches in teaching science disciplines to improve the level of achievements of Russian schoolchildren in the field of science literacy. The role of the Technopark as an innovative educational environment is revealed from the point of view of the formation of natural science literacy through the development of knowledge, skills and abilities of project-based activities of schoolchildren in the field of natural sciences. The article describes the optimal conditions for the formation of natural science literacy of students, as well as the experience of using the STEM approach as part of the implementation of an additional general educational and developmental program based on the Technopark of Universal Pedagogical Competences of the Altai State Humanitarian and Pedagogical University named after V.M. Shukshin.

Now the world needs globally competent people – able to understand global problems, understand and accept cultural differences, ready and able to interact. The relevance of the study is due to the need for continuous formation of global intercultural competence at all levels of education. If the structure of global intercultural competence and the content of education are defined for the school, then for secondary vocational and higher education they are not: some components of global intercultural competence are formed in the disciplines related to the study of a foreign language. Systematic training on the formation of global inter-cultural competence in colleges and universities, as a rule, is not carried out. The purpose of the article is to substantiate the need for purposeful formation of global intercultural competence of students, to determine its structure at the stage of general and professional education, to present the content of education at each stage of the "school – college – university" system. In the study of the problem, systemic and competence-based approaches were used. The key research method is modeling. The categories "global competence", "intercultural competence", "global intercultural competence" are analyzed. The necessity of purposeful formation of global intercultural competence at the levels of "school", "college", "university" is proved. Theoretical significance of the article: the definition of the term "global intercultural competence" is given, the structure of global intercultural competence at the levels "school", "college", "university" is defined, taking into account the PISA study and the requirements of federal state educational standards of secondary vocational and higher education. The practical significance of the article: the content of education on the formation of global intercultural competence in the school-college-university system is presented; the courses "Fundamentals of Intercultural Communication" for the specialties of secondary vocational education and "Theory of Intercultural Communication" for higher education programs were developed; Sections and topics are defined within the content components "Global Problems", "Intercultural Interaction" for general, secondary vocational, higher education.