Formation of the reading culture of modern children and adolescents.

Reading in all ages revealed the individual characteristics of the personality, was valued and served as a means of its formation. Therefore, in our days, the reader's culture is the basis of the social, cognitive, artistic, aesthetic and spiritual development of the modern personality.

Under the reading culture of children is meant - a certain level of development of the child's cultural communication with the book, a full perception of what is read, the presence of literary knowledge characteristic of the age.

Literary reading is the main stage in the child's entry into literature. The formation of a child's understanding of the importance of a book in life depends on the quality of teaching this subject. The child should feel all the beauty of the works, have a craving for reading precisely true fiction. Reading develops creativity. An important role in this is played by the process of perception of a work of art. Perception is closely related to the understanding of the essence of the artistic image, which is achieved in the lessons of literary reading by analyzing and synthesizing what has been read. The depth of perception reflects the understanding of the artistic image. An artistic image is a generalized picture of human life, created with the help of fiction and having aesthetic value.

Thus, T.I. Polyakova highlights the criteria for the essence of the development of the reading culture of school-age children as:

The process of developing in children a value attitude to the book;

Ability to research and select a book of interest;

The ability to emotionally respond to what is read;

Opportunities to aesthetically perceive a literary text;

Find valuable and semantic information in the read work.

The study of literature in primary school, as indicated in the Standards of Secondary General Education in Literature, is aimed at achieving a number of goals and objectives, including:

Mastering the system of knowledge about Russian literature, its spiritual, moral and aesthetic significance, its main themes and problems; study of the top works of outstanding Russian writers and information about their life and work;

Education by means of fiction of a spiritual and moral personality, adapted to the conditions of life in modern society, possessing a humanistic worldview, all-Russian civic consciousness, feeling its belonging to their native culture; formation of a sense of justice, honor, conscience, patriotism; fostering love for Russian literature and culture;

Mastering the skills of creative reading and analysis of works of art; revealing in them concrete historical and universal content; obtaining information about literature from various sources (reference literature, mass media, Internet);

development of cognitive interests, intellectual and creative abilities of students: the need for independent reading of fiction, the ability to perceive art at an emotional and aesthetic level;

Formation of artistic taste, to argue their position;

The development of oral and written speech of students, the ability to correctly use the Russian literary language, the skills of writing essays of various types and literary works of various genres.

Thus, the development of the reader's culture of the individual and the speech skills associated with it within the framework of literature lessons becomes a single task that is solved in the process of analyzing the works of Russian classics.

In the scientific literature there is no clear definition of the concept of "reader culture". Summarizing theoretical research in this area, a working definition of the concept of "reader culture" is proposed. Reading culture is understood as a certain level of formation of a number of reading skills and abilities:

The need for reading and a steady interest in it; reader erudition; reading skills, expressive reading skills;

The ability to perceive various literary works, elementary bibliographic knowledge (the ability to use the catalog, understand the annotations);

Required level of theoretical and literary knowledge; creative abilities; assessment and interpretation skills; speech skills.

V.A. Sukhomlinsky wrote: “One of the truths of my pedagogical faith is the boundless faith in the educational power of the book. School is first of all a book… A book is a powerful weapon, without it I would be mute or tongue-tied; I could not tell a young heart even a hundredth of what it needs to say and what I am saying. A smart, inspirational book often decides the fate of a person.

The upbringing of a conscious reader involves mastering the skill of reading, the culture of reading, listening, speaking, the development of erudition, emotional responsiveness to what is being read, creative activity and a certain independence in the perception of a work of art.

A properly organized reading process includes the work and creativity of the reader: while reading, he actively reacts to the actions of the characters, evaluates them, empathizes, recreates them in his imagination. Reading requires certain knowledge, skills and at the same time develops students' skills of labor and creative activity. Thus, already in the very process of reading, developing and educating functions are laid down: it forms the child's attitude to life, to people. to his Motherland, his moral and ethical ideals, enriches feelings, speech, develops creative imagination.

In extracurricular reading lessons, students can be offered the following types of creative tasks:

1. Transfer read in roles.

2. Dramatization of individual scenes from a book read.

3. Illustrating what has been read.

4. Compilation of filmstrips.

5. Compilation of crossword puzzles, puzzles for the stories you like.

Reading is a basic component of upbringing, education and cultural development. It is an activity that forms and develops a personality, a tool for obtaining education and spreading culture, evidence of the formation of the communicative and professional competence of a specialist, a tool for achieving a person’s success in life. The role of reading in the development of a child's imagination, mastering the language of classical literature, developing speech, building their own individual model of culture is enormous.

“Why do many children read reluctantly and little, and literature lessons become boring for them?” - all methodologists ask a question and quite accurately determine the reasons for this sad phenomenon: “... a general decline in interest in teaching, an abundance of sources of information other than reading. The mass media (primarily television), video and computers have an increasing influence on the growing personality. Passion for television and computer communications leads to passive perception, consumption, entertainment, but not development. The mass media, with their strong emotional impact, already creates a certain stereotype of perception, in order to oppose something to it, quite vivid, diverse aesthetic impressions are needed.

How can a child, with the help of a teacher, be able to discover for himself all the riches of literature as an art form, learn to receive aesthetic pleasure from meeting wise and cheerful books, and be able to extract the spiritual potential that writers, great thinkers and humanists, laid in them?

Obviously, the efforts of teachers and parents should be directed not only to the formation of reading skills. This is a necessary condition for the formation of a full-fledged reading activity, but work only on the skill of reading cannot fully ensure the development and formation of other equally important qualities of the reader. More and more modern methodologists come to the conclusion that it is necessary to focus on the formation and development of the student's reading skills.

Skills will be formed through the following techniques and methods (verbal drawing, determining the author's position, establishing a connection between all elements of a work, determining the effectiveness of various types of creative retelling aimed at increasing the level of perception of a work of art).

One of the main goals of teaching literature to students is the formation of a culture of reading as a condition for the intellectual and moral development of students. In this regard, I set myself the following tasks:

improve the reading skills of students;

create conditions for the formation of a critical attitude towards works of art;

develop productive reading skills;

form each student's own reading circle.

To solve these problems, I use two forms of work:

Reader's diary;

Thematic reader's conference.

Keeping a reader's diary is a prerequisite for all students in grades 5-7. A student of grades 5-6 records information about the works read at home and, in the form of a review, formulates his attitude, describes his impressions. Grade 7 children evaluate the content, language, structure of the work. They learn to capture key points, which helps in advanced work with text in high school. By the 9th grade, each student should form his own circle of reading. At the same time, I offer a list of classic works, tested by time and aesthetic taste of several generations of readers. Before the holidays, at the end of the quarter, of the year, parents and children are provided with a list of readings intended by the program for compulsory study. It includes programmatic artistic texts of a large volume (as a rule, children do not have the opportunity to read them before class). Parents are partially responsible for preparing children for literature lessons.

At the same time, over the past decades, in the children's environment, as well as in the adult environment, there has been a decline in the status of the book. Reading books began to be perceived by children and adolescents mainly either as one of the tools for obtaining information (on the instructions of the school), or as a secondary means of recreation and entertainment (at leisure). The first place in the structure of teenagers' leisure time is TV and video viewing, listening to the radio, work or entertainment on the computer, including the Internet. Reading "for the soul", reading that develops personality, adolescents pay less and less attention.

At the same time, there was a deformation of the very circle of reading of the younger generation. For example, when polling teenagers about their favorite books and heroes, the best foreign classics, previously included in the circle of reading for many generations, were almost not named. The “golden shelf” books that are leaving the reading of young people are often replaced by modern works for adults of low artistic merit. But the books that children and adolescents choose are, in the words of the outstanding psychologist L. S. Vygotsky, “a source of development” for them.

Since reading is work, the need for reading must be nurtured in a person from childhood. The desire to read is transmitted only "from hand to hand", like a relay baton. It is almost impossible to instill a love of reading without direct contact with a person who has a culture of reading and is able to establish a dialogue and live communication with a child. It is the combination of these two factors that produces a talented reader. Unfortunately, one of them in our country "falls out" all the time.

Previously, adults - parents, teachers, librarians - for the most part had a high reading culture, but acted more authoritarianly. Now adults are more democratic, but their culture of reading has fallen significantly. Under these conditions, the role and importance of children's libraries is growing. The specialists who work there are trained in methods of introducing reading and can help children from non-reading families to love books and reading.

The education of the reading culture consists primarily of:

Habits for systematic daily reading, which is formed in children under the influence of family, school and library;

A high level of perception of literature, which makes it possible to include in the circle of reading books that require intensive work of the mind and heart;

Ability and willingness to use all the opportunities provided by book and reading institutions – libraries, bookstores, etc.

And although one of the unique “tools” for the development of a person’s spiritual, moral, intellectual, emotional abilities is reading, including reading fiction, today, in order for children and adolescents to read quality books, much more effort must be made than before. The state of the future society largely depends on whether we can change the current situation, the attitude of many parents, teachers and society as a whole only towards the development of “informatization” as opposed to the development of a holistic personality.

It is impossible to educate a full-fledged personality without a book: reading develops cognitive processes, personal culture, forms knowledge, teaches to think, helps a person understand his destiny.

Sections: Elementary School , General pedagogical technologies

The Year of Literature is a comprehensive state program carried out during 2015, aimed at developing interest in Russian and world literature, promoting reading and book culture in all its manifestations. The Year of Literature was declared by President V.V. Putin dated June 12, 2014. The Organizing Committee developed and approved the Plan of the main events of the Year of Literature. Among them are the international writers' forum "Literary Eurasia", the project "Literary Map of Russia", "Library Night-2015", the projects "Books in Hospitals" and "Summer with a Book", the pilot project "World Book Day", the competition "Literary Capital Russia", projects "Live Classics" and.

Unfortunately, children's interest in reading classic children's literature is declining from year to year. One reason is the growing influence of the media. Reading books is being replaced by many hours of watching TV, and the place of family libraries is now taken by video libraries and computer games. In this regard, the issue of forming the reading competence of schoolchildren remains very relevant. Particular attention is paid to solving this problem in elementary school, because. it is the basis for the development of a sustained interest in literature.

In connection with the change in the socio-economic situation in the country, society needs a person who can independently acquire new knowledge and apply it in a variety of activities. The main source of knowledge is the book.

The theory, the development of which belongs to N. N. Svetlovskaya, has existed in methodological science for 30 years, it gave the school a scientifically based system of extracurricular reading. N. N. Svetlovskaya defines reader independence as “a personal property that is characterized by the presence of motives in the reader that encourage him to turn to books, and a system of knowledge, skills and abilities that enable him, with the least expenditure of effort and time, to realize his motives in accordance with social and personal need. An objective indicator that reader independence has been formed should be considered a steady need and ability to read books by conscious choice, applying in the process of reading all the knowledge, skills and abilities that the reader has at the time of activity with the book. Reader independence is a reliable basis for continuous self-education, self-education and self-development.”

The modern requirements of society, the modernization of education dictate the need for the introduction of new educational programs.

Among the large number of programs is the course “Literary Reading” by L.A. Efrosinina.

The features of the program are the following:

• lessons of literary listening in the 1st grade;
• use of modeling technology;
• “inseparability” and “interlacing” of classroom and extracurricular reading;
• use of diagrams, tables, crossword puzzles;
• multi-level tasks that allow for a differentiated approach to learning;
• self-monitoring and self-assessment.

The strategy proposed by L. A. Efrosinina for becoming a reader - a child in the primary grades is productive and fully meets the tasks of modern developmental education.

The main goal of the subject "Literary Reading" is to introduce children to the world of domestic and foreign children's literature, to enrich the child's reading experience, to help him become an independent reader.
From the main goal of the subject "Literary reading" follows a number of tasks, the solution of which contributes to the formation of the child - the reader:

• ensure a full perception of the work, students' understanding of the text and the specifics of its literary form (genre), identifying the writer's point of view, forming the reader's position;
• work on reading skills
• to form literary representations and concepts that a student needs to master literature as an art of the word;
• include students in independent creative activities, develop speech;
• expand the reading circle of younger students.

These tasks are implemented to a greater or lesser extent in each lesson. The most important outcome of the training should be the literary development of schoolchildren, the steady need and ability to read books on a conscious choice, the desire for self-education and self-development.

The modern quality of education in literary reading in elementary school is determined by the level of mastery of key competencies by students - the ability to work independently in the educational process, to use the knowledge and skills acquired at school in practical activities and everyday life for:

• independent reading of books;
• statements of value judgments about the read work;
• independent choice and determination of the content of the book by its elements;
• work with various sources of information (dictionaries, reference books, including those on electronic media).

In his work, Khutorskoy A.V. says that competence (in relation to the field of education) is a set of interrelated semantic orientations, knowledge, skills and experience of the student's activities necessary to carry out personally and socially significant productive activities in relation to the objects of reality.

Competence - possession, possession by a person of the relevant competence, including his personal attitude towards it and the subject of activity. Competence is an integral characteristic of a person that determines his ability to solve problems and typical tasks that arise in real life situations, in various fields of activity based on the use of knowledge, educational and life experience and in accordance with the acquired system of values. Thus, competence, in contrast to skill, is associated with the awareness of activity, is formed and manifested exclusively in activity.

• Educational and cognitive competencies (manifested in the ability of students to determine the goals and order of work, independently plan their educational activities and study, establish connections between individual objects, apply the mastered methods in new situations, exercise self-control);
• Information competencies (reflect the ability of students to independently search, analyze and select information, structure, transform, store and transmit it);
• Communicative competencies (these are indicators of the ability to cooperate, help others, participate in the work of a group, exchange information);
• Competencies of personal self-improvement (as the ability of students to analyze their achievements and mistakes, detect problems and difficulties in the messages of classmates, provide mutual assistance and support in difficult situations, critically evaluate and re-evaluate the results of their activities, use the acquired knowledge and skills in practical activities and everyday life) .

The reading competence of elementary school students is the ability formed in children for purposeful individual comprehension of books before reading, as they read and after reading the book. Reading competence is not a running of the eyes along the lines, but a constantly developing set of knowledge, skills and abilities, that is, a quality of a person that improves throughout his life .

The second generation standards impose new requirements on learning outcomes, basic educational programs, the conditions of the educational process, where the methods of teacher and student activity should be changed. Therefore, there is an urgent need for the formation of reading competence

Reading competence of younger schoolchildren is an integrative quality of a personality, characterized by: 1) a value attitude to reading and knowledge obtained through reading literature that is accessible in content and form (why read?); 2) the presence of the reader's outlook and literary ideas; knowledge of the circle of reading in its genre and thematic diversity (what to read? what to read about?); 3) the ability to perform the necessary reader actions in working with a book and a work in order to form and develop the need for reading; the presence of productive ways of reading, high-quality reading skills (how to read?).

The structure of the reading competence of younger students is a set of competencies and their corresponding functions (educational, developmental, communicative, informational and social).

The criteria and indicators of the formation of the foundations of the reading competence of younger students are:

• motivational criterion: the presence of a personal attitude to reading, the formation of the need for reading; reader independence;
• cognitive criterion: full perception of the literary text; the presence of literary ideas about the works of various genres; the presence of a reader's horizons;
• activity criterion: the ability to operate with the information received; good reading skills; degree of development of skills of educational cooperation.

The formation of reading competence is implemented in the following areas:

1. Formation of reading skills: the ability to read aloud and to oneself, mastery of the main types of reading (introductory, in-depth, search, viewing). Techniques used: reading syllabic tables, speech warm-ups, game exercises for the development of articulation, visual perception, attention, reading phrases with different semantic intonation, voice power, reading in pairs, working with tongue twisters, etc.
2. Reading. This competence includes the following components: knowledge of the studied works, understanding of literary concepts, their use and understanding; knowledge of books and works from the circle of children's reading offered in educational anthologies for each class. Techniques used: keeping readers' diaries, reading notebooks, making their own covers for the authors' works, baby books, holding conferences, literary quizzes and holidays, staging works.
3. Ability to work with a book (definition and selection of books by genre, authors, topics, etc.); knowledge of the elements of the book, work with reference books, dictionaries, visits to the school and city children's libraries.
4. Skills and abilities of the actual reading activity, providing the perception, interpretation (interpretation) and evaluation of a work of art as the art of the word, that is, according to the laws of this art (at a level accessible to schoolchildren of each year of study). This competence is based on versatile work with text (productive reading technology)

The pedagogical condition for the formation of the foundations of the reading competence of younger students is the gradual formation of reading skills from the first to the fourth grade. The mechanism for the formation of reading competence at all stages is the technology of productive reading, integrated with elements of various pedagogical technologies aimed at the gradual formation of reading skills and knowledge.

The use of pedagogical technologies in the practice of a teacher is one of the possible ways to increase the efficiency and effectiveness of the educational process. The quality of education largely depends on the chosen pedagogical technology and the degree of its adequacy to the situation and the contingent of students. It is the use of pedagogical technologies that allows the teacher to gain new opportunities to influence the traditional learning process and increase its effectiveness, makes it possible to solve educational problems and form the child's readiness for independent knowledge of the world around him.

New educational technologies come to the aid of the teacher, who must master student-centered, developing educational technologies that take into account the different levels of readiness of the child to learn in a modern school. The development of the student's personality is carried out in the process of his own activity aimed at the "discovery" of new knowledge. Among the variety of modern educational technologies, I have chosen for myself those that, in my opinion, can be used in working with elementary school students.

In any modern lesson, one cannot do without the technology of problem-based learning or without its elements. In overcoming feasible difficulties, students have a constant need to acquire new knowledge. Students do not receive ready-made knowledge, but as a result of posing a problem situation, they begin to search for a solution, discovering new knowledge on their own.

The use of ICT in various lessons in elementary school allows developing the ability of students to navigate the information flows of the world around them; master practical ways of working with information; exchange information using modern technical means. One of the main tasks facing an elementary school teacher is to expand the horizons, deepen knowledge about the world around us, activate the mental activity of children, develop speech - today it is impossible to do without information and communication technologies in a school. When using ICT in elementary school, the general goals of education are more successfully achieved, competences in the field of communication are more easily formed: the ability to collect facts, compare them, organize, express one’s thoughts on paper and orally, reason logically, listen and understand oral and written speech, discover new things, make choices and make decisions, children have an increased interest in the subjects they study.

Project activity. During the implementation of each new project in any subject (according to the program, conceived by the child himself, the group, the class, independently or with the participation of the teacher), we solve several interesting, useful and real-life problems. The child is required to be able to coordinate his efforts with the efforts of others. To succeed, he has to acquire the necessary knowledge and use it to do specific work.

Game technologies are an integral part of pedagogical technologies, one of the unique forms of education that makes it possible to make interesting and exciting not only the work of students at the creative and exploratory level, but also everyday steps in studying academic subjects. Another positive side of the game is that it promotes the use of knowledge in a new situation, i.e. the material assimilated by students goes through a kind of practice, brings variety and interest to the educational process. Conducting lessons in elementary school dictates the expediency of using gaming technologies that enhance the cognitive activity of students and lead to a more meaningful assimilation of knowledge. The use of gaming technologies is also necessary as a technology for extracurricular activities. At the same time, the game teaches. In the pedagogical process, the game acts as a method of training and education, transfer of accumulated experience.

In the context of the implementation of the Federal State Educational Standard since 2010, a new paradigm of education requires mastering the concept of "reader competence", by which we mean the active interest of students in reading and literature accessible to them in content and form; knowledge of the circle of children's reading in its genre and thematic relation; the ability to perform the necessary reader actions in working with a book and a work in order to form and develop the need for reading; the presence of reader independence, productive ways of reading, high-quality reading skills, reader's outlook.

The competence-based approach most fully ensures the active attitude of younger students to reading activity and their social and personal orientation associated with children's reading, while actualizing the problem of identifying the pedagogical conditions for the formation of the foundations of the reader's competence of younger students.

Characterizing the reading competence of younger schoolchildren, we note its activity basis and intellectual orientation. Consequently, the personal development of a younger student is significantly influenced by his environment, the personality of the teacher and educational material that can initiate the cognitive activity of students, have a beneficial effect on their emotional development and the full perception of literary works. According to N.N. Svetlovskaya, reader independence is manifested in a steady need to turn to books, in a conscious choice of reading material according to strengths and interests, in the ability to apply reading skills in the process of reading.

Having mastered the basic theoretical ideas about books, having acquired reading skills, students proceed to an independent search for information on the problem. That is, the educational environment becomes developing and informational. According to G.M. The first, information-developing educational environment in the lessons of children's literature is based on the psychological patterns of students' perception of children's literature and includes: the formation of a circle of children's literature, the student's cooperation with the teacher, the selection of forms and methods of work that correspond to the specifics of the educational material, modeling the educational process, providing opportunities for students independently carry out cognitive activities, set learning goals, look for ways to implement them, monitor and evaluate the learning process and the results of activities in the lesson. The creation of a class-book, library-information and multimedia environment that ensures the intellectual development of the child is the foundation of the process of forming reading competence in elementary school.

Reading competence of younger schoolchildren is a high level of proficiency in reading activity: deep motivation, knowledge of the circle of children's reading in its genre and thematic relation, the ability to perform the actions necessary for the reader with a children's book and work, an effective interest in reading and literature, accessible in content and form. The pedagogical conditions for the formation of the reading competence of younger students are a combination of factors that represent the unity and interaction of the subjects of the educational process. On the part of the teacher, this is a quality preparation for teaching younger students to read. On the part of the student, this is the activation of independent reading activity aimed at developing abilities, interest in literature, improving knowledge, skills and reading skills.

Work on the formation of the reading competence of younger students should be carried out systematically within the framework of classroom and extracurricular activities, in work with parents. The role of the family in shaping attitudes towards books and reading is also extremely important. If reading is included in the lifestyle of adult family members, the child picks up and absorbs it. The impressions received in one's own family remain a certain scale for comparison, for evaluation for life and are already realized in one's own family. The composition of the home library, reflecting the taste, occupation and amateur interests of sometimes several generations, largely determines not only the attitude to the book, but also the reading circle of the child and adolescent. Children need a "reading" environment, a book environment. Only on this basis does the desire to read arise, growing into a deep spiritual need. "Reading" environment should be created primarily in the family. Timely and close contact with the parents of students allows you to find in their person the necessary and reliable assistants, deepening children's interest in reading.

One cannot but agree with the great teacher V.A. Sukhomlinsky that “reading is one of the ways of thinking and mental development”, as it teaches to think, think, speak. If we learn to read, we will learn to think! Let's learn to think - we will become successful both in education and in life!

Bibliography:

1. Amonashvili Sh.A. Personal and humane basis of the pedagogical process. Mn., 1906.
2. Kolganova N.E., Pervova G.M. The concept of a competent reader // Teacher of higher education: traditions, problems, prospects: materials of the 4th All-Russian scientific and practical Internet conference November 5-11, 2012 / ed. ed. L.N. Makarova, I.A. Sharshov. Tambov, 2012.
3. Lvov M.R. Fundamentals of the theory of speech. Uch. Pos. Publishing house Academy / Akademia, 2002 /
4. Pervova G.M. Formation of a reading circle by a teacher // Elementary school. 1999. No. 12.
5. Pervova G.M. On Modern Textbooks on Literary Reading in Primary School // XVII Derzhavin Readings: Proceedings of the All-Russian Scientific Conference. Tambov, 2012.
6. Pervova G.M. Federal state educational standard in action // Socio-economic phenomena and processes. 2011. No. 11.
7. Reshetnikova S.V. Formation of reading skills based on the development of cognitive processes//Primary school. - 2006, No. 2
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MUNICIPAL EDUCATIONAL INSTITUTION

"GYMNASIUM No. 10"

Reviewed and approved

at the pedagogical council

Formation concept

reading competence of students

in educational activities

Perm - 2008

1. Introduction.

2. Theoretical and methodological base of the concept.

3. Basic concepts used in the concept.

4. Characteristics of the problem situation and tasks of the pedagogical staff of the gymnasium in the field of support and development of reading for children and youth

5. The library of the gymnasium as a center for the formation of reading and informational competence of students.

6. Technological algorithm for the implementation of the concept

7. Expected results from the implementation of the concept.

8. System for evaluating the results of the implementation of the pedagogical tasks of the concept.

Introduction

The concept contains the basic concepts and main ideas of organizing work in the gymnasium as an institution of higher education, performs the function of identifying the problems of children's and youth reading in the gymnasium and searching for ways to solve them.

The concept is built on the basis of analytical materials containing the results of sociological research conducted by libraries for children and youth of the constituent entities of the Federation, as well as leading documents that determine the policy for the development and support of reading:

National Program for Support and Development of Reading.

The concept of serving children and youth by state and municipal libraries of the Sverdlovsk region.

The concept of support and development of children's and youth reading in the Chelyabinsk region.

The concept of the formation of the information culture of students in the educational activities of the gymnasium No. 183 with in-depth study of the English language of the Central District of St. Petersburg.

The theoretical and methodological basis of the concept of the formation of the reader's competence of students in educational activities are:

1. "Reader's Personality Development: Theoretical and Methodological Aspects

(V.A. Borodina).

2. Cultural approach "Reading as a socio-pedagogical phenomenon of Open Education" (TG Galaktionova).

3. Research on the problems of reading culture (S.M. Borodin, V.A. Borodina, T.G. Brazhe, T.G. Galaktionova, O.E. Galitskikh, L.A. Nikolaeva, I.I. Tikhomirova , and etc.).

4. Research on the phenomenon of information culture ( V.A. Borodin, G.G. Vorobyov, N.I. Gendina, N.B. Zinoviev, E.P. Semenyuk, A.P. Sukhanov and others).

Leading ideas of the concept:

1. Reading is a way of gaining culture, a means of broadening one's horizons and intellectual development, an intermediary in communication, a basic skill for learning and life. It is necessary that it become a tool for the successful activity of the younger generation in various spheres of life.

2. Reading is an indispensable condition for entering a culture. Culture for a teenager becomes an organic environment for his designation and manifestation of his own "I". His main motive for activity in culture is the discovery of himself, his own meanings in the system of symbols and images.

3. In the conditions of a modern educational institution with a high level of education, a developing educational environment can be created in which the culture of reading is the basis, tool and stimulus for the overall development of the child.

4. Activation of the reading activity of children and adolescents is possible under the influence of a targeted system of pedagogical conditions, which are: an activity approach in teaching reading techniques (strategies); organization of pedagogical situations that stimulate the reading activity of children and adolescents; new directions in the joint work of the school, library, family. During the period of study at the gymnasium, the student must master

various strategies for developing, creative, intellectual, business reading.

5. Gymnasium teachers should master the current methods and technologies for working with texts and assist students in mastering the basic strategies that combine reading printed and screen texts.

The book culture created by mankind and the phenomenon of reading are among the fundamental achievements of the human mind. The special role of book culture and its bearer, the reader, in the development of civilization is undeniable. Reading and reading literacy (or reading culture of the individual) is now highly valued and recognized by the world community: 2003-2012 has been declared by the United Nations as the decade of literacy.

Reading is a basic component of upbringing, education and cultural development. It is an activity that forms and develops a personality, a tool for obtaining education and spreading culture, evidence of the formation of the communicative and professional competence of a specialist, a tool for achieving a person’s success in life. The role of reading in the development of a child's imagination, mastering the language of classical literature, developing speech, building their own individual model of culture is enormous.

Development of this concept updated the growing importance of reading as a basic intellectual technology, the most important resource for personal growth, a source of acquiring knowledge and overcoming the limitations of social experience. For members of society, reading is a means of translating and mastering the values ​​of world culture, the main component of the education and cultural competence of the individual and, consequently, preparing for life in the global information society.

The implementation of the idea of ​​continuous education in modern society is aimed at overcoming the main contradiction of the education system - the contradiction between the rapid amount of information and the limited possibilities of its assimilation by a person during the training period. The educational space is rapidly expanding, the range of school and extracurricular sources of information is increasing. This gap, despite the use of new information technologies, is increasing.

This contradiction sets the task for educational institutions to form the ability of schoolchildren to learn, to extract the necessary information from various sources, to effectively satisfy their information needs that arise in the process of educational, cognitive and self-educational activities, i.e. read competently.

Achieving the designated goal is impossible without the formation of a system of knowledge, skills and abilities in schoolchildren necessary for searching, critically evaluating information, processing it, perceiving, understanding and using information for practical purposes.

The whole range of the designated knowledge and skills is currently commonly associated with the concept of reading literacy, reading culture. "New literacy" is becoming the most important factor in successful professional, educational, self-educational and other activities, as well as the social security of the individual in the information society. Mastering the ability to read literately and comprehend texts comes to the fore among all other abilities of students by the time they leave school, which determine the level of functional literacy. Teaching methods of adequate understanding of the text, not only the educational one, is one of the urgent pedagogical tasks in the modern educational situation. The significance of the problem of adequate understanding of the text is especially enhanced now, in the face of a sharp increase in the amount of information that must be processed and comprehended. Increasing this volume requires the ability to quickly and efficiently perceive and process information. The formation of reading literacy is one of the urgent tasks of school education. Reading competence (literacy) in the PISA study refers to the ability to understand texts of various kinds in their statements, intentions and formal structure, to bring them into connection in a wider life context, to be able to use for various purposes in accordance with the subject, to isolate the necessary information from the text. information for a given purpose. According to the concept of this study, it is reading literacy that is the basic ability for independent learning and for full participation in the life of modern information civilization. Even for mastering mathematical abilities, reading competence is basic.

"New literacy - reading literacy" implies the presence of elements of education that form the information and communication-technological basis for achieving various goals. It can be represented as follows: reading - finding information through a search made in written sources, observation, collection, etc.; writing is the establishment of hyperlinks in the hypermedium between all types of information and its carriers. Mastering by schoolchildren rational methods of perception and processing of information contained in texts of a different nature, depending on the content and communicative task, will significantly affect the effectiveness of training sessions, which will be expressed in a different (different from the present) quality of mastering subject knowledge. Techniques for understanding the text and their purposeful development is impossible within the framework of individual areas of knowledge. The pronounced interdisciplinary nature of the problem requires a constructive interaction of various subjects (both the humanities and the natural sciences). Opportunities for the development of reading literacy have almost every academic discipline, so it is advisable to do this through joint efforts and coordinated actions of almost all subject teachers.

With social significance concept is due to the need to determine the opportunities available in an educational institution to support children's and youth reading, to build a strategy for interaction between the gymnasium and cultural institutions.

strategic goal concept is to create a system of support and development of children's and youth reading in the educational space of the gymnasium. Considering the special role of the book in the formation and development of a person's personality, the efforts of teachers should be aimed at laying the foundations for reading activity already at school age, giving adolescents guidelines for its activation and improvement.

For the full-fledged moral and aesthetic development of a teenager's personality and the formation of a reading culture, it is not enough to use the pedagogical potential of literature as a subject, since literary education and reading development of schoolchildren are processes that largely do not intersect. It must be used in conjunction with various forms of extracurricular activities, with an indirect impact on reader activity through the family. The gymnasium, integrating the powerful educational potential of the library, the interest of parents, using innovative forms and methods of work, is able to initiate adolescents' interest in independent reading activity, create an atmosphere of creative interest in reading.

The task of introducing modern schoolchildren to reading is considered by the teaching staff of the gymnasium as an integral part of solving the problem of the quality of general education.

Basic concepts used in the concept

Enculturation- the process of mastering by an individual the cultural values ​​of a particular cultural community to which he belongs, as well as universal cultural values, the formation of his own spiritual life on this basis.

information culture- this is the knowledge, skills and motives of a person, providing purposeful activities for the optimal satisfaction of individual information needs using both traditional and new information technologies.

Information culture of students- part of the general culture of the individual, a complex of knowledge, skills, skills that allows you to freely navigate in the educational space, which is a necessary condition for readiness for constant updating of knowledge in the process of continuous education; information culture of students includes the following components: communicative, reader, bibliographic, information technology.

Reading culture- the achievement of the individual, the level of reader development, quantitative and qualitative indicators of consciousness, activity and communication are both a product and a factor in the development of the individual. Understanding reading culture, its interpretation as a level of personality development reflects the characteristics of the psyche, speech activity, literary and cultural development, the main activities (games, learning, work), communication and mentality of the individual in the socio-cultural and information space.

culture reading includes:

Rational organization of the reading process depending on the text, the broad context of reading and the properties of the reader;

Deep, precise, clear and complete understanding and "appropriation" of the content of the text, accompanied by emotional empathy, critical analysis and creative interpretation of what is read;

Search, analysis and selection of text (books, electronic documents, databases, search engines on the Internet, etc.) for reading in accordance with the interests and capabilities of the reader, as well as for the purpose of reading;

Choice of methods (oral, written) and linguistic means of preserving what is read in native and foreign languages ​​(statement, judgment, report, plan, theses, abstract, abstract, abstract, etc.);

The reader's reading culture is realized in the reader's actions as a manifestation of his empathy, co-thinking, co-creation with other people in society, taking into account the laws of nature and society.

The personality of the reader a person, as a carrier of consciousness, has a certain reader status in society, playing a socio-psychological role in accordance with the stage of reader development, consciously satisfies his diverse vital needs by reading various literature.

General cultural competence - this is the level of education sufficient for self-education, self-knowledge, independent reasonable judgments about phenomena in various fields of culture, dialogue with representatives of other cultures.

Reading culture- a complex education that reflects many components of personality development: worldview, information-bibliographic, cultural, psychological, literary criticism, including the development of speech activity of the individual as a whole. The culture of reading is considered as a criterion not only for the literary and aesthetic, but also for the social maturity of the reader.

The process of forming a culture of reading- an indispensable condition for the harmonious development of personality. It depends on the acquisition of knowledge, skills and abilities of aesthetically literate reading.

The growth of reader activity(coverage and intensity) of reading subjects - bringing it to a level corresponding to successful adaptation in a complex dynamic society of a transitional type.

Reading system- an indicator of a certain level and quality of reading activity.

Reading strategy - these are actions and operations arranged in a certain sequence and used by the reader in accordance with his plan, the program for working with text to achieve his goals.

Reading activity - one of the ways of being, his life activity. Its psychological essence consists in value-oriented, cognitive-communicative and emotional-aesthetic perception, cognition, experience, evaluation of the real or fictional world of things, people, events, facts, thoughts, ideas, feelings described in printed or handwritten text. The reader not only perceives, cognizes, experiences and evaluates this world, but also refracts it in his mind in accordance with a variety of personal and social needs, and then uses (applies) what he has received in other types of life (professional, leisure, family and household). The measure, generalizing criterion of reading activity is reading productivity.

Reading Competence in the national program for the support and development of reading is understood as a set of knowledge, skills that allow a person to select, understand, organize information presented in printed (written) form, and successfully use it for personal and public purposes.

Reading Competence- this is the quality of preserving what has been read, formed on the basis of the general culture of a person, providing the possibility of solving emerging educational, academic, social and professional problems adequately to situations in a wide social interaction of educational and professional activities. Reader's competence is a total personal quality formed on the basis of his intellectual (thinking) abilities and personality traits. Reading competence also has an activity component, which is formed in the educational process in relation to the tasks of each of its stages. It is based on interdisciplinary, interdisciplinary knowledge and is carried out through many skills - to search for and analyze information, understand and interpret the text, evaluate and form judgments about the text.

Reader Orientation- a system of relations that determines the selectivity and activity of a person in his reading behavior, communication, activities. By the nature and characteristics of the content of the reader's orientation of the individual, one can judge the reader's consciousness of the individual. The content of the reader's orientation affects all phases of the reader's activity (motivational-requirement-procedural-effective, result-evaluative, reflective-applied).

Reader communication - a way of being and knowing one's own reader's "I" and the reader's world in the inter-reader community based on the exchange of opinions, assessments about what they read. Reader communication is the process of emergence, establishment, development, destruction and termination of contacts between readers. In the course of interaction, readers manifest and form value, creative, communicative, cognitive, emotional, aesthetic and regulative-volitional mental phenomena in relation to reading as a universal human vital fact. Reader communication occurs in various forms, reflecting the reader's consciousness and reader's activity.

Reading personality development - regular quantitative and qualitative changes in the reader's personality, reflecting different aspects of reader's development (biogenetic, psychophysiological, speech, psycho-pedagogical, socio-psychological, cultural, communicative). Reader development occurs in three areas: reader's consciousness, reader's activity, reader's communication, manifests itself at three levels: actual (real), actualized (realized) and potential (associated with the zone of proximal development), is carried out in three ways: spontaneous, purposeful, self-government. The criteria for the quality of reading development include the following grounds: the personal meaning and nature of reading in the system of reading orientation; neoplasms in the circle of reading; features of inter-reader communication, reader's sociometric status, reflection in the structure of consciousness, activity and communication, home library fund, including non-book information resources; using different libraries.

The reader's mind the highest form of reflection of the reader's reality, the reader's world through cognition, experience and relationships based on the dynamics and stability of mental phenomena (processes, states, properties). The content of the reader's consciousness is made up of a system of views, ideas, ideas, knowledge, opinions, emotions, interests, attitudes, delusions, prejudices, illusions, etc. They arise on the basis of one's own reading experience and interaction with other readers. The reader's consciousness cognizes, evaluates and regulates the reader's activity and reader communication, highlighting his own reader's "I" among others, identifying himself on the basis of certain criteria and indicators and referring to a specific reader group.

Reader socialization - the process and result of assimilation and reproduction by an individual of the accumulated reading experience is fixed in a certain way and functions in a specific social environment. The influence of the environment on the reader, the nature of interaction with it depend on the personalization of the reader's socialization, the involvement of the individual in this complex process. It is the individual who, mastering the socialized reader's experience, appropriates it for himself and makes it unique.

Reading - the most important way of mastering basic socially significant information, professional and everyday knowledge, cultural values ​​of the past and present, information about historically enduring and current events, normative ideas, which is the core of a multinational and multilayered culture. The criteria for the quality of reading as the basic competence of education include the needs, motives, interests, attitudes, goals, range and productivity of reading, the system of methods for consolidating what has been read and perceived, and the general and applied effectiveness of reading.

Characteristics of the problem situation and tasks of the teaching staff of the gymnasium in the field of support and development of reading for children and youth

The study of the main scientific characteristics of the phenomenon of "reading", the analysis of modern pedagogical approaches to solving the problem of reading in our country and abroad allows us to identify the following groups of contradictions, the resolution of which in a particular educational institution should be facilitated by the implementation of this concept.

Controversy with sociocultural plan - between the ever-growing requirements for the level of reading competence as a factor in successful socialization in the information society and progressive trends in functional illiteracy among young people.

contradictions scientific plan - between extensive knowledge in the possible ranges of reading research and the lack of theoretical knowledge about the reading of schoolchildren as a socio-pedagogical phenomenon of open education.

contradictions pedagogical plan:

Between the strategy of modern education for the development of basic competencies by schoolchildren: learning to know, learning to do, learning to live together, learning to be, and the insufficient development of pedagogical methods and technologies that are adequate to solve these problems, in particular, in the development of children's and adolescent reading;

Between the declared humanitarization of modern education and the unwillingness of teachers to actively use the potential of reading in the development of subject areas of knowledge by schoolchildren;

Between the orientation of modern education on the continuous strengthening of the role of independent activity of schoolchildren and the lack of competence of teachers in matters of effective strategies for working with text.

contradictions organizational and methodological plan:

Between the vast educational potential of modern society in terms of the development of reading for schoolchildren and the lack of the necessary experience of social partnership of the gymnasium in this matter;

Between the integrative nature of pedagogical activity aimed at developing the reading of schoolchildren, and the insufficient orientation of teachers to team interaction in solving the problem;

Between the high pedagogical potential of visual culture and the lack of practical developments on the problem of purposeful pedagogical design of the educational space of an educational institution focused on the development of the culture of schoolchildren;

Between the progressive development of media resources and the minimal use of their potential in practical activities to introduce reading.

contradictions development processes of schoolchildren's reading culture :

Between the prestige of reading among elementary school students and the nihilism towards reading among high school students;

Between a wide selection of book publications and the inability of schoolchildren to independently build their reading circle.

The problematic situation that necessitated the development of this document is associated with a decrease in the intensity and quality of reading by gymnasium students. In recent years, there has been a deterioration in a number of reading characteristics in children and adolescents, a decrease in their level of literacy. Not only the culture of reading is being lost, but also the culture of speech, since a significant part of the repertoire of literary classics is not mastered. Interest in the book in the educational process is not purposefully formed, and students do not have sufficient skills in independent reading activity. Teachers are poorly oriented in the literary field, attractive to the younger generation, in the reading preferences of students and do not use the potential of books and reading in the educational process enough. The formation of a complex of reading literacy skills, which are part of reading competence as a personality trait, is not carried out on the materials of educational texts in various subjects.

In the Gymnasium's UVP, there is no understanding of the introduction to reading as a general pedagogical task, just as the possibility of subject integration and educational activities of an educational institution is underestimated. Insufficient demand in the system of school education and the richest experience of the library community. And the available pedagogical technologies do not always effectively solve the problem of introducing children of different levels of motivation to reading. Traditional methodological resources are no longer enough, so the urgent task is to create a methodological system of socio-pedagogical support for introducing modern schoolchildren to reading. The use of the traditional approach in the conditions of the educational process of the gymnasium through library and bibliographic lessons, classes of the course "Research Workshop" does not allow solving these problems. In order to create an appropriate attitude to reading in a child, it is necessary to form the experience of reading activity in conditions of social activity and interpersonal interaction. In this regard, it is more promising to develop and implement a "super-subject" program of familiarization with reading. The over-subject program "Competent Reading" should be focused on motivating reading, mastering various strategies and ways of reading, awakening interest and readiness for independent reading activity for pleasure and self-development. The result of the implementation of the program will be an increase in the level of productivity of reading activity, improvement of the culture of reading and personal growth. The development of a program for introducing reading involves the participation of a team of like-minded specialists who will make up the creative group of program developers. Such a group should include a librarian, a psychologist, subject teachers, and an organizer of educational work in the gymnasium. The direct result of the work of the group will be a program of familiarization with reading, taking into account the specifics of the gymnasium, experience will be gained in coordinating the pedagogical positions of specialists in various fields in solving the problems of developing and supporting children's reading.

It is obvious that reading skills and abilities should be purposefully formed at the proper level in elementary school, but further work on the formation of a competent reader should be related to their development in other lessons, which implies that teachers of all subjects have the techniques and strategies of textual activity. Teaching any subject should include teaching strategies for reading and writing on a variety of educational material, diverse and multi-genre texts, which will activate cognitive, creative, critical and communicative activities and thereby satisfy the integrity of the educational process.

The main provisions of the concept of forming students' reading culture

in the educational activities of the gymnasium

The main goal of education is the cultural self-development of the individual. A. Diesterweg pointed out the principle of cultural conformity: "... learning in the context of culture, orientation to the values ​​of culture, mastering its achievements and its reproduction, acceptance of socio-cultural norms and inclusion of a person in their further development." At present, the need to realize the cultural goals of education focused on the personality is recognized - its familiarization with culture (acculturation), the cultural development of children's and adolescent communities of reference groups (inculturation - entry into culture). The principle of cultural conformity involves the creation of various environments in the educational space, which together make up the cultural and educational space of the school, where the cultural development of the child is carried out, the acquisition of experience of cultural behavior, the provision of social and psychological assistance to him and support in cultural self-identification and self-realization, including familiarization to a culture of reading. The organization and interaction of the child with the cultural educational environment is the main field of activity of the teacher, which determines the socio-pedagogical culture that has developed in society as a whole. With regard to reading, this is realized in the creation of an appropriate cultural background, a context that motivates the reading needs of schoolchildren.

Development of reading orientation T.G. Galaktionova considers it as a purposeful pedagogical activity to create the immediate and future cultural development and self-development of the individual in the field of reading. The way to carry out this activity is the cultural forms of interaction between a child (adolescent) and an adult. The result of such interaction will be the creation of a common cultural field of the individual. By creating a cultural field for communication with adolescents, the teacher really helps them form new cultural forms, new realities of today's and future life. From a psychological point of view, the child in the process of his development learns not only the content of cultural experience, but also the methods and forms of cultural behavior, cultural ways of thinking. Of great importance for an educational institution is the line of cultural improvement of psychological functions, the development of new ways of thinking, and the mastery of cultural means of behavior. Psychologists call a child who has not completed cultural development or who is at a relatively low stage of this development a primitive child. T.G. Galaktionova, by analogy with this definition, argues that a non-reading child is a kind of manifestation of a primitive personality. Reading is an indispensable condition for entering the culture. Culture for a teenager becomes an organic environment for his designation and manifestation of his own "I". His main motive for activity in culture is the discovery of himself, his own meanings in the system of symbols and images.

The gymnasium library as an organizational center of activity

for the support and development of reading

Understanding the essence of the information culture of the individual, presented in the works of N.I. Gendina, implies, first of all, its awareness as one of the general manifestations of the general culture of man. Information culture is a product of human activity. On the one hand, the acquisition of information culture requires significant efforts of the individual, and on the other hand, only information culture opens up access to information resources accumulated by civilization for a modern person. The developing reader is in constant interaction with a complex information environment. Mastering it, he experiences significant difficulties in the formation of an integral world of personality. The task of teachers, librarians participating in reader socialization is to help the individual development of a person's personality as a reader. The main area of ​​responsibility of the gymnasium library is the formation of an information and educational environment for the development of students in literacy, reading skills and ICT competence, which are necessary for the successful search and development of new knowledge by students, the selection, evaluation and use of traditional and electronic educational resources.

To support and develop the reading of high school students, a set of measures is needed to increase the attractiveness of the school library. First of all, this refers to the formation of the library territory as a hospitable space for active intellectual and leisure activities with modern design, convenient service hours, and the absence of various spatial and psychological barriers between the reader and the fund, the reader and the librarian. It is important to provide free, unimpeded access to all library resources, to analyze the degree of comfort of places for work of student-readers with traditional and non-traditional media, to provide rooms for inter-reader communication in the library.

The modern library of an educational institution should present the information space to young readers in an orderly manner and teach them how to use its information resources.

The library, by attracting students to reading and providing access to vital information, promotes integration into the socio-cultural environment and increases the level of social security of the emerging personality. For this, priority areas of information are identified, taking into account socio-psychological and age specifics, related to those areas of life that are especially relevant in childhood and adolescence: the formation of a worldview, legal culture, interpersonal relationships, self-knowledge, life skills training, environmental education, choice profession, family.

The information retrieval space of the gymnasium library should be built as an environment for adaptation in the world of reading and information. The introduction of information technology is considered as one of the forms of support for reading activities.

Technological algorithm for the implementation of the concept

Socio-pedagogical interaction on familiarization with reading should be aimed at the formation of value-oriented, competence-based and activity components in schoolchildren that characterize reading. Improving the educational activities of the gymnasium in terms of introducing students to reading will take place in the following areas:

Expansion of objects of study: the number of text sources, aspects of the culture of reading);

Identification of problems of a socio-pedagogical nature, for the solution of which it is necessary to prepare students through familiarization with reading;

Using the potential of interdisciplinary connections to introduce the culture of reading;

Using the possibilities of self-education in the field of reading as a component of an individual educational trajectory;

Considering ways to improve the individual educational trajectory, it is necessary to think over educational and extracurricular activities to introduce reading. Introduction to reading should take place within the framework of compulsory academic subjects, optional and elective courses, extracurricular activities, self-educational activities of students.

Principles of organization of educational activities

The guiding principle of content selection is the principle socio-cultural conformity and practice orientation .

The principle of interactivity (or interaction) involves the organization of learning, in which the development of experience by students (spontaneous or specially organized) is based on the interaction between the student and the subject of study, the student and the teacher, between students. The principle of interactivity allows students to build their own educational trajectories and transform general information into personal knowledge.

Principle reflexivity develops in students the ability to realize their actions, introspection of their activities and results.

Principle visualization involves the development of educational material with the help of visual means (video materials, multimedia).

The implementation of these principles can be ensured by using the following educational technologies:

Situational teaching methodology ( case-m method). The case method is a learning technique through the analysis of specific situations.

The technology "Development of critical thinking through reading and writing" is a general didactic integrating technology that ensures the development of thinking, the formation of communication skills, and the development of independent work skills.

LUCH Reading technology (V.A. Borodina, St. Petersburg State University of Culture and Arts), which helps to master various algorithms for reading fiction and intellectual literature and increase reading productivity.

Project-based learning is a learning system in which students acquire knowledge and skills in the process of planning and performing gradually more complex practical tasks-projects.

CSE (collective ways of learning, or “Learning in collaboration”) is a way of learning that involves bringing students together to jointly solve a specific learning problem.

Expected results from the implementation of the concept

The implementation of the concept should lead to an increase in the intellectual potential of students, their adaptation to the modern conditions of the information society.

The main result of the activities of the gymnasium in terms of supporting and developing reading is not only a system of knowledge, skills and abilities, but also a positive inculturation of the individual, provided by the content of culturally appropriate education. In the process of inculturation, the subjective experience of the individual is enriched with cultural values, the acquisition of a broad humanitarian culture. As part of the implementation of the concept, a system of pedagogical conditions for activating the reading activity of children and adolescents is developed, tested and described, which involves updating the content, forms and methods of lesson, extracurricular and extracurricular work; providing reading independence of schoolchildren and forming generalized ways of their reading activity; a system of interaction "gymnasium - library - family" is being built as a pedagogical condition for a positive change in the reading activity of children and adolescents in the process of forming a culture of reading.

Introduction to creative, developing reading in the process of implementing the course of literature contributes to the active spiritual activity of gymnasium students, socialization based on personally significant development of social norms of behavior.

Mastering the theoretical, technological and organizational foundations of reading development by teachers contributes to a more constructive, productive and effective solution of complex problems of preserving and increasing the culture of reading of the individual.

Lessons and workshops are arranged in such a way that the effectiveness of reading is clear and reflects the level of achievement and indicators of progress in reading development.

Tasks simultaneously reflect controlling, teaching and developing functions. Complexity and consistency is manifested in the methods of working with text in textual activity.

Teaching reading is carried out in various forms (individually and collectively), realizing the fundamental psychological and pedagogical principles: personal-activity and interactive.

A significant place is given to the development of reading strategies - reading strategies are a program of mental actions and operations in working with text. Providing understanding of the text, they help to master knowledge better and faster, retain it longer, educate the culture of reading, form the habit of using all its main elements. Strategies and algorithms form certain skills of the culture of thinking. The ability to “dissect” a text according to different levels of information (target, prognostic, conceptual, factographic, formative, evaluative) is developed on the basis of analysis and synthesis, classification and systematization, concretization and abstraction, comparison and generalization, which contributes to the development of a higher level of thinking. Formulating textual judgments in your own words develops speech, sharpens the ability to think, makes the forms of thinking richer and more diverse (concepts, judgments, conclusions). Strategies and algorithms implement a program of mental actions at all stages of reading related to the search, selection, perception, comprehension, understanding and consolidation of information. They serve as the basis for memorization and subsequent reproduction of what has been read, make it possible to better assimilate the content of the text, increase the efficiency of reading, and activate thinking.

The system for evaluating the results of the implementation of the pedagogical tasks of the concept

1) Obtaining information about the state of educational achievements in the introduction to reading.

2) Identification of changes in the introduction to reading.

3) Determination of the factors influencing the state of educational achievements in initiation to reading.
Educational achievements in initiation to reading (according to T.G. Galaktionova) are:
1) personal outcomes- the formation of a value attitude to reading; improving reading skills; development of aesthetic taste; formation of a developing circle of reading;
2) metasubject results- ability to use various sources effectively; objectively evaluate the reliability and significance of information; gain experience in project activities;
3) subject results- the level of assimilation of the material, sufficient for continuing education in this area and solving a certain class of problems in social practice;
the formation of the experience of achievements in socially significant activities - in olympiads, competitions, thematic book exhibitions, reader forums.
The priority in introducing reading is to achieve integrative results:

Personal self-determination of the student in relation to reading,

Formation of one's own reader's position,

The ability to independently solve problems in various spheres of life and activity through reading.
The procedure for assessing the educational achievements of students in introducing reading should take into account such modern trends in improving the assessment system as:

Transition from quantitative evaluation of results to qualitative evaluation of the process;

Supplementing the cognitive subject of assessment with the factor of the affective component of educational achievements;

Changing the nature of the assessment: from a one-time measurement to a comprehensive measurement;

Accounting for the dynamics of individual achievements based on self-assessment;

In addition to the assessment of individual achievements, the introduction of an assessment of group achievement: assessment of the ability to work in a team, as well as assessment of the results of group work;

Increasing the motivation of students in the process of monitoring educational achievements.
Portfolio (accumulative system of educational achievements) is an expedient tool for assessing the educational achievements of students in initiating reading.

Used sources

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2. Borodina V.A. Information socialization is the way to universal accessibility of information.

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4. Galaktionova T.G. Introducing schoolchildren to reading: the phenomenon of open education. Scientific method. materials: (abstract) / T.G. Galaktionova; aut.ref. SPb., 2008

5. Galaktionova T.G. Schoolchildren's Reading Culture as a Socio-Pedagogical Problem of Open Education.

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S.E. Morozova,

primary school teacher of the highest category

MBOU gymnasium No. 1 named after. N.M. Przhevalsky

Smolensk

Formation of reading competence by means

information educational technologies.

It's no secret that today's children, coming to school, own a computer, sometimes even better than a teacher. Therefore, one of the main tasks of modern education is the formation of information literacy of students: the ability to find and use the information received, the ability to critically evaluate it. And this is what we must teach our students from elementary school. Thus, the inclusion of information and communication technologies in the educational process has become a socially conditioned necessity.

Domestic and foreign studies on the use of information and communication technologies in the educational process convincingly prove the possibility and expediency of using ICT in the development of speech, intelligence and, in general, the personality of the student (I.G. Zakharova, V.G. Bespalko, S. Papert, G.K. Selevko and others), consider the psychological aspects of using a computer in the learning process (E.I. Vishtynetsky, A.O. Krivosheev, E.S. Polat and others); the role and place of ICT in the system of liberal education (B.S. Gershunsky, I.G. Zakharova, etc.).

Reading competence within the framework of new educational standards refers to universal educational activities and one of the means of its formation is the use of ICT technologies. A student with well-formed reading competence knows what to read (orients in the world of literature), knows how to read (adequately perceives what is read), based on ideas about artistic techniques, to his own taste and feelings. Reader's competence, the culture of perception of literature, is based on an understanding of the figurative nature of a literary text and includes knowledge of the language of verbal images, orientation in the system of basic literary concepts.

K.D. Ushinsky noted the following: “Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them; but associate twenty such words with pictures and the child will learn them on the fly. Modern information technologies have ample opportunities for the implementation of this task, only it is necessary for teachers to take into account the psychological characteristics of the perception of material by students of this age.

I have been working at a school for more than thirty years and I see how many changes have taken place in the education system, especially in connection with the introduction of the Federal State Educational Standard. We teachers need to keep up with the times, keep up with all the changes, be close to our students, and not catch up with them.

I see many advantages in using ICT technologies in the classroom:increasing the effectiveness of schoolchildren's education, increasing motivation; organization of new forms of interaction in the learning process and changes in the content and nature of the activities of the teacher and student;increasing the level of activity of the student;improvement of methods and technologies for selection and formation of the content of education; development of the ability to find solutions to educational problems, to the ability to learn the patterns of subject areas through their integration;ability to predict results.

But the use of ICT in the educational process requires special conditions. The Federal State Educational Standards says that the information and educational environment should include a set of technological means: computers, databases, communication channels, software products, and much more. I use almost all of the above. In 2010 I tookIIa place in the city competition of primary school classrooms, so the material and technical base of our classroom with the guys is rich: a laptop, a multimedia installation, a tape recorder, a scanner, a printer, a copier, etc. All this facilitates the educational process, makes it diverse, modern and at the same time there are certain problems.

While conducting literary and extra-curricular reading lessons, I noticed that children most often work not with a real, "living" book, but with a text downloaded from the Internet and printed on sheets of paper. Believe me, this is a sad picture - children with leaves in their hands. I see a problem in this - the discrepancy between the modern possibilities of educational electronic resources and the unwillingness of children and parents or the lack of time to find the right book. Talking with my parents, I find out that in the evenings almost no one in the family reads - there is no time, at least to have time to do the homework. Preparing for lessons, children and parents do not go to the library, do not look for a book or encyclopedia at home, and even more so do not go to the store to buy a book - it is easier and faster to find the information you need on the Internet, our students do not have their own library at home.

It should also be notedfrequent use of information resources published on the Internet leads to the fact that the principle of saving forces is triggered: ready-made projects, abstracts, reports and even solving problems from school textbooks borrowed from the Internet - today at school - this is already a familiar fact, hence the decrease in learning efficiency and education of schoolchildren; the difficulty of moving from information circulating in the network to independent actions and searches; reduction of live communication between teachers and schoolchildren, which is so limited in the educational process; as well as non-observance of the norms for the use of information resources in the classroom - does not add health to students.

In the Program of Primary General Education according to the system of L.V. Zankov we read: the role of literature in the overall development of schoolchildren is invaluable. Touching literature contributes to the development of spiritual and moral ideas, the formation of aesthetic concepts, the formation of the child's personality.The result of the work on the course of literary reading can be the upbringing of an intelligent personality.

The purpose of the literary reading course is to educate a competent reader. The course is based on a single methodological approach - the study of literature as an art.

Introducing children to the art of literature, it is necessary not to destroy the process of perception and understanding of a work of art. It is important to work with the text delicately, maintaining the sprouts of an emotional relationship to what is read.

Conducting literary reading lessons, teachers should work on accumulating students' reading experience, develop reading techniques based on understanding the meaning of what they read, teach them to compare works of literature, painting, music, and cultivate a desire to read constantly. Forming reading competence, we introduce children to the authors, their position, which is expressed primarily in their works. We teach children to compare texts, introduce them to the means of artistic expression, teach them to take care of the word. A careful attitude to the author's word is impossible without a book in hand.

In our office there is a large library of children's books used by students, albums "Portraits of writers", with their brief biography.

I do a lot of work on instilling a love of reading, on the right attitude to the book and getting information with my parents: I separate the concepts of "search for information - on the Internet" and reading the works of writers - through working with a book.

Regular reading lessons are held in the library. Sokolov-Mikitov.

But wider opportunities for solving the most important tasks aimed at developing reader competence in literary reading lessons are provided by the use of ICT.

Having studied the requirements of SanPiN, the law "On Education in the Russian Federation" for the use of ICT in the classroom, Iregularly from 1st to 4th grade I use in class:

presentations of Russian teachers (website - Creative Teachers Network) and my own presentations, using children's presentations.

Purpose: work according to the lesson plan, getting to know the authors, their lives, conducting quizzes on works, using illustrative material, conducting essays and presentations, editing text, conducting tests

electronic albums "Portraits of writers", their short biography

Purpose: joint or independent search for information about the authors of works, design of the board for the lesson

electronic catalog of children's library books

Purpose: the ability to use catalogs, search for the necessary information in books

electronic reading homework

Purpose: individual work of students with the text

video footage

Purpose: absentee visits to museums around the world, communication with the author via video recording

Purpose: development of expressiveness of reading, respect for the author's word

using the Internet for face-to-face travel to museums in Russia and the world when working with an art gallery, to find the necessary information

Goal: expanding the scope of children's interests

use of disks "Lessons of Cyril and Methodius"

Purpose: to conduct literary reading lessons in an interactive form.

I buy these lessons on disks at the Fedorov Publishing House, children love such lessons very much

use of electronic textbooks

Purpose: a variety of forms and methods of working with children, saving study time. I order electronic textbooks on the Uchmet website.

All the presented electronic resources make it possible to make the lessons richer, more interesting, and thus attract students to work with the book.

Reading a lot, children are not afraid to express their point of view about what they read, not to be afraid to say which book they liked and which they did not.

The result of my work on the development of reading competence using ICT technologies in literary reading lessons is the following indicators: children began to come to class with a book, talking about what they read, they like to hold a book in their hands. We carry out "Book Hospital" operations for the library, when students at home "treat" books themselves.

Thus, children are constantly developing a positive internal motivation for handling a book, the work on organizing the educational process is more clear, ICT technologies allow more frequent use of analysis, synthesis, comparison in reading lessons, allow solving the following tasks in a complex: work on technique and expressiveness reading, analyzing the text, comparing the works of different authors on the same topic, resolving conflicts and working on the student's creative speech activity.

The teacher's knowledge of ICT technologies raises the teacher in the eyes of students, the desire of students to work on a computer teaches them to cooperate with each other and with the teacher.

Work on the development of reading competence was also reflected in the quality of reading: reading became more conscious, fluent, and expressive.

For example, from grade 1 to grade 2, the number of words read per minute increased.

Thus, to educate a literate reader, a student who loves a book, of course, modern forms of work are needed in reading lessons, in extracurricular activities, in the family, but one should not forget that the priority is still working with a "living" book.

Literature:

Federal Law "On Education in the Russian Federation": amended text. and additional for 2014 - M.: Eksmo, 2014.

Federal State Educational Standard of Primary General Education / Ministry of Education and Science Ros. Federation. - M.: Education, 2010.

Programs of primary general education. L.V. Zankov's system: a collection of programs: at 2 o'clock. - 2nd ed., Rev. / comp. N.V. Nechaeva, S.V. Bukhalova. - Samara: Fedorov Publishing House, 2012.