Развитие читательской грамотности учащихся средствами дополнительного текста учебника истории (методический аспект)

Отечественная и зарубежная педагогика. 2024. Т. 1. № 6(102). С. 100–120.

Фонсека А. А., Fedorov O.

One of the least studied components of a modern textbook is additional text, that is, information presented in various forms to accompany the main text and expand the semantic field of the paragraph. This article presents a methodical model for working with additional text of a history textbook to develop reading literacy of students in grades 5-6. The developed and tested model consists of four main blocks (target, content, methodical and diagnostic). The authors propose a technological solution to the methodical problem based on the experimental work carried out. It involved 511 students in grades 5-6 (2021-2022 academic year) of two educational organizations. In both groups — experimental and control — an increase in the proportion of students with average and high levels of reading literacy was observed. However, in the experimental group, the increase in the proportion of students with a high level of reading literacy turned out to be significantly higher. In addition, the experimental group recorded positive dynamics in almost all types of reading operations, especially in operations related to understanding the text and establishing relationships between its parts. The obtained results of the approbation indicate the productivity of the developed model.

Keywords: читательская грамотность, universal competencies, универсальные компетенции, учебник истории, reading literacy, History textbook, history lesson, supplementary text of the textbook, урок истории, дополнительный текст учебника