Visitaeva M.B.1, Vilkova A.V.2, Kamenskiy A.M.3, Mednik E.A.4, Rezinkina L.V.5, Bondarenko N.G.6, Vorobyev G.A.7
1. Chechen Institute for Educators Advanced Training (Grozny)
2.leading researcher of the Federal state institution " Research Institute of the Federal penitentiary service", 3.doctor of pedagogical Sciences, STATE budgetary educational institution "the Lyceum № 590" St. Petersburg,
Director,
4.candidate of pedagogical Sciences, Mau SOSH "Gymnasium №4" Veliky Novgorod, Deputy Director, 5.doctor of pedagogical Sciences, associate Professor, College of technology, modeling and management
St. Petersburg University of technology and design,
6.Doctor of Philosophical Sciences, Professor, the Head of Department of history and philosophy of law of the Institute of service, tourism and design (branch) FGAOU VPO «North-Caucasus Federal University» in Pyatigorsk, 7. Candidate of Pedagogical Sciences, Associate Professor, the Head of Informationand Communication Technologies,
Mathematics and Information Security, FGBOU VO "Pyatigorsk State University"
Abstract
An attempt was made to reveal new aspects of the reading literacy development of a student, in the process of mastering the educational content in the form of text. The content-criterion basis for the text ability assimilation has been developed. Observable indicators have been identified for each criterion component (based on the identified characteristics), indicating of the levels achievement (motivational, cognitive, creatively oriented and creative), giving the opportunity to rank students according to the ability development level to assimilate the educational content. The ability development level of the students’ educational content assimilation is a cumulative evidence of its components formation, in accordance with the criterion components (potential-motivational, cognitive-activity and abstract-reflexive), identified with the indicators. Four ability development levels to master the students’ educational content were characterized by the conducted experimental work (motivational, cognitive, creative-oriented and creative).
Keywords: mastering the educational content, text, student, concept, preconception, criterion, ways and stages of formation, levels, model.
Introduction
In modern conditions, the issue of a student’s development ability [Artemyeva, 1997; Pentin, Kovaleva, Davidova, Smirnova, 2018; Zuckerman, Govaleva, Baranova, 2018, etc.], in the context of developing his reading literacy is the most relevant in the modern paradigm of education. In this regard, we consider the most relevant, in our opinion, the methodological aspects of the ability to assimilate the educational content (EC) textually in the context of the problem under consideration. The concept "ability" is understood as a multi- component and multi-level education - the individual psychological characteristics of an individual, which enables her to master an activity relatively quickly and easily and to achieve great success in it. We will consider the content-criterion basis for the ability assessment to assimilate the ED.
1. Materials And Methods Of Research
We have used the following methods in the considered context: examination and analysis of the psychological, pedagogical and methodical literature on the problem of research, teaching programs, secondary school textbooks on mathematics; generalization of pedagogical experience of teachers of maths; supervision of the learning process, conduction of pedagogical measuring (questionnaires, interviews, analysis of the products of schoolchildren’s activities) and statistical treatment of the results.
The monitoring of individual dynamics and learners’ progress based on the results of evaluation conducted in the classroom, which served the basis for creation of their individual educational path, has been carried out during the research.
Requisites making up the methodological foundation of the research are given below:
- activity approach (V.I. Zagvyazinskij (Zagvyazinskij, 2001); A.V. Hutorskoj (Hutorskoj, 2001); L.А. Krasnova (Krasnova, 2014); V.S. Lednev (Lednev, 2002); М.А. Skatkin (Skatkin, 1986); S.D. Smirnov (Smirnov, 1985) etc.);
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- optimization of educational process (О.N. Mashchenko (Mashchenko, 2018); М.А. Nagoeva (Nagoeva, 2018); M.B. Visitaevа (Visitaevа, 2007); A.G. Mordkovich (Mordkovich, 2009) etc.);
- issues of development of pupils ' abilities (T.I. Artemyeva (Artemyeva, 1997); Z.M. Gabitova, F.M. Suleymanova (Gabitova, Suleymanova, 2017); R.Y. Sternberg (Sternberg 1994), I.S. Yakimanskaya (Yakimanskaya, 1996); M.B. Visitaevа (Visitaevа, 2015) etc.);
- methodological provisions determining the development of modern school education system in the prism of International monitoring studies (PIRLS, TIMSS, PISA); in the direction of humanization and humanitarization, including mathematical education, personality-oriented learning mathematics (A.Yu. Pentin, G.S. Kovaleva, E.I. Davidova, E.S. Smirnova (Pentin, Kovaleva, Davidova, Smirnova, 2018); G.A. Zuckerman, G.S. Govaleva, V.Yu. Baranova (Zuckerman, Govaleva, Baranova, 2018); I.S. Safuanov, S.L. Аtanasyan (Safuanov, Аtanasyan, 2014); I.S. Yakimanskaya (Yakimanskaya, 1996) etc.).
2. Results Of The Research
2.1. The ability development to operate the ED.
In view of the relevance in modern conditions we should proceed to consider the question of the ability to assimilate educational material (text) by students. As known, in particular, according to the results of the monitoring International Studies PIRLS, TIMSS, PISA, etc. [Pentin, Kovaleva, Davidova, Smirnova, 2018; Safuanov, Аtanasyan, 2014; Zuckerman, Govaleva, Baranova, 2018], the problem of semantic learning is relevant. Schoolchildren are required to understand the meaning of the formulations under study; the essence of phenomena described in them, to see their connection with other phenomena [Gabitova, Suleymanova, 2017; Nagoeva, 2018], to apply when studying the relevant subject, etc.
The theoretical framework in the PIRLS study [Zuckerman, Govaleva, Baranova, 2018] identifies four basic reader skills:
1. To find in the text information stated in an explicit form; 2. To make simple conclusions on its basis;
3. To integrate and interpret the ideas and information of text; 4. To assess the content and form of text.
For example, it is important to teach students the ability to vary a mathematical text. “By varying the mathematical text, we will relate its reformulation within one type of mathematical language and translation from one type to another. The reformulation of some mathematical text may consist in retelling it “close to the text”, in highlighting the essence of the text. A special type of reformulation is an equivalent reformulation, in which the mathematical content of the text is exactly conveyed in other words” [Mathematical education humanitarian potential realization methodical aspects, 2000, p. 90]. It is equally important for students to develop the ability to translate a text formed, for example, in a verbal language, into a symbolic or visual language, or vice versa. In the course of the experiment [Visitaeva, 2007], students are first offered tasks to create images of geometric shapes, and then to mentally operate them.
“Not all observations and ideas leave any significant imprint on the psyche. In this information flow, the most significant is what is meaningful and processed in the mind of a person” [Nagoeva, 2018, p. 26]. Smirnov S. D. continues this thought, the internal is a long-accumulated external, providing a wider context of the cognitive hypothesis than it can be ensured by actual influencing external (often random and unfiltered practice) [Smirnov, 1985], excessive motivation, the desire to find an answer can immediately become an obstacle to the abilities development. The ability development to operate with educational content is one of the directions to form the regulation of the behavior and activities of the student.
2.2. Criteria and ability levels to assimilate EC
Based on the study and analysis of the subject and the active component of the learning process (psychological, pedagogical, methodical literature on the research problem, generalization of the pedagogical experience of teachers in various subject areas, observation of the learning process, etc.) as the most important characteristics to determine the development level of the learning process of educational content by students we have distinguished the following: manifestation (intrinsic motivation in activity, organizational qualities (self- independence, initiative, and single-mindedness), variety of thinking, inclinations, interests, abilities); formalized perception of the material; tackle the formal condition’s structure; integration and interpretation
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of the text idea; assessment of the content and form of the text; full argument; possession of algorithmic culture).
We should note, as shown by our experimental work conducted among students, each of these qualities. The hierarchy that we have revealed is present in varying degrees at all levels at the same time, being expressed in each of them in a particular specific form. The assimilation ability development level of the EC is a cumulative indicator of its components development, in accordance with the specified characteristics of the criterion, observation of the learning process and implemented experimental work, four levels of development of the EC assimilation process (motivational, cognitive, creative-oriented, creative) are described (see tab.).
Table. Criteria and the ability development levels to assimilate the EC
Levels Motivational and communicative Criteria components Cognitive activity Abstract reflective
Indicators - attempts to motivate the
situation in the assimilation process
- attempts to build arguments in the dialogue;
- the possibility to show some
organizational qualities
(independence, initiative and self-mindedness) in standard situations associated with the process of mastering the EC - the possibility to show interest in the process of mastering the EC.
- actions to recognize, recognize and discriminate educational material without a specific sequence; - use learning content by students on the basis of specified conditions, guidelines, well-known rules and regulations;
- students' understanding of the idea and the sequential connection of single elements of the mastering process the EC without their subsequent connection with each other (the simplest manifestations of formalized content perception on the topic)
- operate with visual-effective and
visual-figurative thinking, the
possibility to manifest abstract thinking in the mastering process of EC;
- a student’s attempt occasionally to explain the EC essence in a standard situation (well-reasoned situation); - an attempt to assess the content and form of the text;
- fragmentary elements mastering of algorithmic culture.
- partial motivation in the mastering process of the EC; - the possibility to show
organizational qualities
(independence, initiative and single-mindedness) in the EC assimilation process;
- the possibility to show
organizational qualities
(independence, initiative and single-mindedness) in standard situations related to the EC assimilation process;
- show interest in the
assimilation process of EС;
- use visual basis - real and ideal objects of study in the form of sketches, drawings, drafts, layouts, etc. in an unusual situation without an algorithmic prescription in the mastering process of the EC (tackle the formal structure of the situation); - tackle only separate fragments of the text without their subsequent connection
with each other
(the simplest manifestations Of Formalized
content perception); - the possibility to interpret ideas and information of the text.
- fragmentary manifestation of the abstract
thinking in the assimilation process of EC;
- the possibility of student to see the reasoning pattern learned in the standard situation systematically; - independent actions in all cases according to the description and explanation of the text; - the possibility of the student to episodically explain the essence of the text in a standard situation (the well- reasoned situation);
- the possibility to assess the content and form of the text;
- the possibility to apply elements of algorithmic culture.
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To
determine the assimilation ability level of EC by schoolchildren, there may be a reflection implying a study of already implemented activities [Mashchenko, 2018] with the goal of fixing its results and increasing the effectiveness of this activity in the future. “According to the results of reflection, you can ... build its realistic structural basis, directly arising from the peculiarities of the previous activity” [Hutorskoj, 2001, p. 299]. It is logical that knowledge and information should be distinguished. “Scientific information is given through the content of educational material. When assimilating this information, the student passes it through his subject experience” [Yakimanskaya, 2000, p. 14]. The implementation of a student-centered learning system requires a change of vector in pedagogy: from learning a normatively constructed process in which “learning of already structured experience is based on reproducing cognitive activity” [Krasnova, 2014, p. 22], to teaching the individual activity of a schoolchild, its correction and pedagogical support. School subjects studied in school (mathematics, physics, chemistry, etc.) are a kind of projection of the relevant scientific fields, “in depth and volume they differ from the knowledge recorded in science itself, but correspond to them in content and the nature of the connections between their elements (definition fundamentals of sciences by structure) ” [Krasnova, 2014, p. 23], naturally rely, in particular, on the fundamental didactic principle of science, which consists in the fact that“ the content of education must 1) correspond to the level of modern science (when implementing availability); 2) include the content necessary to create in students an idea of private and general scientific methods of cognition; 3) show students the most important laws of the knowledge process " [Skatkin, 1986, p. 105].
In the conditions of the information surplus received from the World Wide Web, there is a problem to teach a student to vary, manage this information, take that positive part of it, which will serve him in solving problems encountered in learning activities, and in the future will help in choosing a profession and growth in relevant
- show motivation in the mastering process of the EC; - show organizational qualities (independence, initiative and self-
mindedness) in the EC
assimilation process;
- show disposition in solving tasks; - show formed abilities in standard
problem situations in the
mastering process of EC;
- building logical links in the mastering process of the EC.
- use visual basis - real and ideal objects of study in the form of sketches,
drawings, drafts, layouts, etc. in an unusual situation in the mastering process of the EC (tackle the formal structure of the situation);
- mastering and operating by students of the learned EC in standard (proposed or existing) situations (formalized content
perception on the topic);
- possibility to integrate and interpret ideas and information
of the text.
- show abstract thinking in the mastering process of EC;
- the ability of student to
see the reasoning pattern learned in the standard situation systematically in the structural links and hierarchy of content elements;
- self activity in all cases according to the description and explanation of the EC;
- a conscious explanation of the EC essence (full-fledged argumentation); - the ability to assess the content and form of the text;
- the ability to apply in all cases the elements of algorithmic culture.
- motivation in the process of assimilation of EC;
- conscious alignment of argumentation in dialogue, etc.; - show organizational qualities (independence, initiative and self- mindedness) in an non-standard situation (proposed or created in the EC assimilation process;
- detecting student needs
- use the learned reasoning pattern systematically in structural links and hierarchy of content elements in a modified non-standard situation.
- actions on the application and
transformation of educational
material in the form of texts in unfamiliar, non-standard (proposed or created by student) situations to solve new tasks in the subject
domain, actions including
scheduling algorithms (tackle the formal structure of the condition in the subject domain);
- conscious action in an
unusual situation; self activity on the description and explanation of the EC (formalized content perception on the topic);
- mastering to integrate and interpret ideas and information of the text.
- master abstract logical thinking; - - the ability of student to see the reasoning pattern learned in the non- standard situation systematically in the structural links and hierarchy of content elements;
- self activity in all cases according to the description and explanation of the EC;
- a conscious explanation in all cases of the essence of the objects of study, including educational material in the form of texts, etc. (full-fledged argument);
- master an assessment of the content and form of the text;
- algorithmic culture mastering
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professional activities [Visitaeva, 2015; Gabitova, Suleymanova, 2017; Mashchenko, 2018]. Despite the fact that specific knowledge is the key in obtaining new knowledge, it is necessary to develop a line of educational policy
that will serve to increase its intelligence, particular, the model of successful intelligence R.J. Sternberg [Sternberg, 1994] is particularly valuable for education, and emphasizing the fact that intelligence is an information processing activity.
On the way to overcome these problems, new textbooks are also needed, including content, which is the basis for the development of special abilities of the student, in general, the development of his personality. The presented content should contribute the level achievement at which students can solve not only ready-made tasks, but also compiled by themselves.
3. Discussion of Results
V.S. Lednev [Lednev, 2002] believes that the basic structure content of general education is the content of personal experience (orientation, quality (cognitive, creative, communicative, aesthetic and physical) in relation to the implementation of invariant activities (cognitive, transformative, value-oriented, communicative, aesthetic and physical).
The work with a text in the process of learning in school can take various forms:
- reading the text under the guidance of a teacher (a teacher organizes goal setting, work planning before text reading, the implementation of self-control actions and self-assessment);
- independent study of educational material according to the plan proposed by a teacher;
- independent reading of a text by highlighting the key-notes and incomprehensible places in it; drawing up support (plan, scheme, contact);
- posing questions for self-control and self-assessment, as well as for improvement, deepening knowledge, the emergence of new problems [Mathematical education humanitarian potential realization methodical aspects, 2000, p. 90].
Educational activities conducted under the guidance of a teacher should be transformed into an independent, conscious activity organized by student himself, i.e. in self-study. It is necessary to teach students to independent activities, in particular, the ability to work with educational text, with the growing force of their independent work (in the learning process, a hierarchy of teaching methods should be used: problematic, partially exploratory and research) [see for example Visitaeva, 2015; Gabitova, Suleymanova, 2017; Zagvjazinskij, 2001; Mathematical education humanitarian potential realization methodical aspects, 2000; Hutorskoj, 2001 etc.].
The authors should preface the interpretation of the used terminology in the developed content to the relevant requirements for the proposed course of study. In this regard we should note that EMC appeared containing a glossary at the end, for example, CMD "Psychology. Intelligence. Mathematics” by the authors E.G. Gelfman and et al. The line of textbooks in mathematics for primary and high school by A.G. Mordkovich [Mordkovich, 2009, and others] is based on the principle: firstly to form an idea of a mathematical fact (presuppose the interpretation or definition of the propaedeutic introduction of the concept) and then introduce the concept (definition) of it or formulate an interpretation.
Conclusion
The content-criterion basis for the ability development to assimilate EC as a text has been developed The ability development level to assimilate EC of students is considered as a cumulative evidence of its components formation and in accordance with the components of the criterion (potential-motivational, cognitive-activity and abstract-reflexive).
For each component of the criterion, we revealed observable indicators indicating the achievement of one of the levels (motivational, cognitive, creative-oriented and creative), which make it possible to rank students by ability development levels to master the EC in the text form.
Reference
1. Artemyeva T. I. (1997) Methodical aspect of the problem of abilities. Moscow: Science, 184 p.