Formation of General Cultural Functional Literacy of Younger Schoolchildren

2017 ◽  
Vol 5 (5) ◽  
pp. 3-7
Author(s):  
О. Петрашко ◽  
O. Petrashko
Keyword(s):  
State Standard ◽  
Second Generation ◽  
The State ◽  
School Education ◽  
Cultural Literacy ◽  
Functional Literacy ◽  
Essential Component ◽  
Modern School ◽  
Primary Schoolchildren ◽  
High Level

The article considers the possibility of formation of general cultural literacy by younger schoolchildren as an essential component of the functional literacy of modern school education and the planned result of training that meets the requirements of the state standard of the second generation. The reasons for the insufficiently high level of culture of the younger generation are discussed, the main ways of improving the process of the development of general cultural literacy of primary schoolchildren are proposed.

Sociocultural Functional Literacy As a Planned Learning Outcome of a Primary Schoolchild

2021 ◽  
pp. 8-15
Author(s):  
N. Fedorova
Keyword(s):  
Primary School ◽  
Learning Outcome ◽  
Civic Identity ◽  
Cultural Literacy ◽  
Functional Literacy ◽  
Primary Schoolchildren ◽  
Methods And Techniques

The article highlights the problem of the formation of socio-cultural literacy in a junior schoolchild, which is considered as the planned result of his education in primary school. The characteristic of the concept of “socio-cultural literacy” is given, the difficulties of the formation of its individual components are discussed: civic identity; legal and financial culture; tolerance, etc. The examples of methods and techniques aimed at the development of socio-cultural literacy are given, the expediency of using different forms of organization of education is revealed, which contributes to the formation of the ability of primary schoolchildren to constructively build relationships in children’s society and successfully interact.

Mastering the Skills of Semantic Reading As a Result of Teaching Younger Schoolchildren

2020 ◽  
Vol 8 (5) ◽  
pp. 3-10
Author(s):  
Natalya Vinogradova
Keyword(s):  
Learning Outcomes ◽  
Reading Skills ◽  
School Education ◽  
Functional Literacy ◽  
Primary Schoolchildren ◽  
Main Component

The article describes the semantic reading, considered as the main component of communicative functional literacy, the mastery of which includes both subject and meta-subject learning outcomes of primary schoolchildren. The features of the methodology of teaching semantic reading at different stages of school education are revealed. Examples of tasks that contribute to the development of semantic reading skills in schoolchildren studying in the first and second grades are given.

Mastering the Skills of Semantic Reading As a Result of Teaching Younger Schoolchildren

2020 ◽  
Vol 8 (4) ◽  
pp. 3-9
Author(s):  
Natalya Vinogradova
Keyword(s):  
Learning Outcomes ◽  
Reading Skills ◽  
School Education ◽  
Functional Literacy ◽  
Primary Schoolchildren ◽  
Main Component

The article describes the semantic reading, considered as the main component of communicative functional literacy, the mastery of which includes both subject and meta-subject learning outcomes of primary schoolchildren. The features of the methodology of teaching semantic reading at different stages of school education are revealed. Examples of tasks that contribute to the development of semantic reading skills in schoolchildren studying in the first and second grades are given.

Mastering the Skills of Semantic Reading As a Result of Teaching Younger Schoolchildren

2021 ◽  
Vol 8 (6) ◽  
pp. 3-7
Author(s):  
Natalya Vinogradova
Keyword(s):  
Learning Outcomes ◽  
Reading Skills ◽  
School Education ◽  
Functional Literacy ◽  
Primary Schoolchildren ◽  
Main Component

The article describes the semantic reading, considered as the main component of communicative functional literacy, the mastery of which includes both subject and meta-subject learning outcomes of primary schoolchildren. The features of the methodology of teaching semantic reading at different stages of school education are revealed. Examples of tasks that contribute to the development of semantic reading skills in schoolchildren studying in the fourth grades are given.

Sociocultural Functional Literacy As a Planned Learning Outcome of a Primary Schoolchild

2021 ◽  
pp. 10-15
Author(s):  
N. Fedorova
Keyword(s):  
Primary School ◽  
Learning Outcome ◽  
Civic Identity ◽  
Cultural Literacy ◽  
Functional Literacy ◽  
Primary Schoolchildren ◽  
Methods And Techniques

The article highlights the problem of the formation of socio-cultural literacy in a junior schoolchild, which is considered as the planned result of his education in primary school. The characteristic of the concept of “socio-cultural literacy” is given, the difficulties of the formation of its individual components are discussed: civic identity; legal and financial culture; tolerance, etc. The examples of methods and techniques aimed at the development of socio-cultural literacy are given, the expediency of using different forms of organization of education is revealed, which contributes to the formation of the ability of primary schoolchildren to constructively build relationships in children’s society and successfully interact.

Development of a Student's Critical Thinking during the Course of General Sociology

2020 ◽  
Author(s):  
Е.Е. Луцькая
Keyword(s):  
Critical Thinking ◽  
Social Reality ◽  
School Education ◽  
Development Trends ◽  
Modern Education ◽  
Mass Society ◽  
Modern School ◽  
Key Competencies ◽  
The University

критическое мышление считается одной ключевых компетенций современного образования, и современные студенты безусловно нуждаются в его развитии, поскольку особенности современного школьного образования и тенденции развития массового общества не дают ему развиться адекватно потребностям быстро изменяющейся социальной реальности. В статье на примере курса общей социологии показан процесс развития критического мышления в университете. Для формирования критического мышления привлекаются работы Ч.Р. Миллса, З. Баумана, Х. Ортеги-и-Гассета и др. critical thinking is considered one of the key competencies of modern education, and modern students certainly need to develop it, since the features of modern school education and the development trends of mass society do not allow it to develop adequately to the needs of rapidly changing social reality. This article uses the example of a General sociology course to show the process of developing critical thinking at the University. The works of Ch.R. Mills, Z. Bauman, J. Ortega y Gasset, and others are used to form critical thinking.

Multidimensional analysis of the state of Russian studies on the education issues over 1993–2016

2018 ◽  
pp. 50-62
Author(s):  
Дмитрий Рубвальтер ◽  
Dmitry Rubvalter ◽  
Александр Либкинд ◽  
Alexander Libkind ◽  
Валентина Маркусова ◽  
...  
Keyword(s):  
Web Of Science ◽  
The State ◽  
Multidimensional Analysis ◽  
Russian Regions ◽  
Global Flow ◽  
Educational Issues ◽  
Foreign Countries ◽  
High Level ◽  
The Web ◽  
Made In

A multidimensional analysis of the state of Russian studies on the education issues over 1993–2016 was carried out based on the materials of the data contained in the Web of Science (SSCI, A & HCI and SCI-E databases). There were determined the dynamics and trends of a number of relevant indicators, such as the number of Russian publications by year, the share of these publications in the global flow of publications on education issues, the dynamics of the share of publications made in co-authorship with foreign colleagues, etc. A number of distributions of Russian publications on educational issues was compiled and analyzed: by journals, by Russian regions and cities, by organizations and authors of the publications. It was found that most of these distributions were characterized by a high level of non-uniformity. A list of journals (125 titles) in which Russian works on education issues had been published was compiled. Russian organizations (308) and domestic researchers (about two thousand) engaged in studying the issues of education were identified. It was discovered that more than 200 organizations and about 400 academicians from 60 foreign countries had participated in Russian studies on the education issues.

Preparation of Interior Latex Coatings by Recycling Banknote Printing Wastewater

2010 ◽  
Vol 168-170 ◽  
pp. 1509-1512
Author(s):  
Zu Min Qiu ◽  
Yan Yan Zeng ◽  
Zhong Wei Liu
Keyword(s):  
State Standard ◽  
Raw Materials ◽  
Low Cost ◽  
The State ◽  
Acrylic Emulsion ◽  
Latex Coatings ◽  
Silicon Sol

This paper related to the recycling of banknote printing wastewater, using which as raw materials, a low cost interior latex coatings has been developed. This coatings is formulated based on styrene-acrylic emulsion and silicon sol as main film former. It has been shown that the performance of of this product meets the state standard of GB/T 9756-2009.

scholarly journals Courage and Cowardice in the North African Campaign: The Eighth Army and Defeat in the Summer of 1942

2013 ◽  
Vol 20 (1) ◽  
pp. 99-122 ◽  
Author(s):  
Jonathan Fennell
Keyword(s):  
North Africa ◽  
The State ◽  
The Other ◽  
Human Dimension ◽  
North African ◽  
The North ◽  
High Level ◽  
Eighth Army

High rates of desertion and surrender during the battles in North Africa in the summer of 1942 were a major factor in Eighth Army’s poor combat performance. At the time, some suggested that these problems were symptomatic of a lack of courage or even of cowardice. There are two broad strands to the conceptualization of courage and cowardice. One focuses on the willingness of the person to fight; the other puts emphasis on how actions express an individual’s ability to cope with fear. Whichever conceptualization is used, high morale motivates the soldier to fight and shields the ordinary recruit from his fear, preventing it from overcoming him in battle. Where morale fails, the soldier is left demotivated and burdened with his terror and, therefore, and is therefore prone to desertion or surrender. Because it is extremely difficult to maintain morale at a continuously high level in an environment governed by chance and managed by humans, all soldiers can find themselves in situations where their actions may be judged as cowardly. Alternatively, if they are properly motivated to fight and prepared by the state and military to deal with the unavoidable fear of combat, all soldiers can be labelled courageous. Accordingly, emotive terms should be avoided when attempting to describe rationally explainable outcomes. The undoubtedly negative connotations attached to cowardice in battle and the positive ones attached to courage are, therefore, arguably unhelpful in understanding Eighth Army’s performance in the summer of 1942 and the human dimension in warfare more generally.

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