DISCOURSE ANALYSIS OF THE FORMATION OF FUNCTIONAL LITERACY OF FUTURE BACHELORS IN THE FIELD OF ECOLOGIZATION OF PROFESSIONAL ACTIVITY
DOI: 10.23951/1609-624X-2021-5-53-61
Introduction. The article shows the appeal of teachers and scientists to the scientific concept of “functional literacy” as a timely necessity in connection with the issues of transformation, sustainable development of society, global changes, the introduction of a new generation of FSES. The choice of the topic of the article is due to the accumulated experience, scientific research in the formation of functional literacy of future bachelors, masters in the field of ecologization of professional activity. The aim of the study is to conduct a discourse analysis of the formation of functional literacy in the field of ecologization of professional activity in the context of the transformation of modern education. Material and methods. Theoretical: analysis of pedagogical, philosophical, sociological, literature, normative legal documents; discourse analysis. Empirical: analysis of pedagogical experience, pedagogical experiment, observation, survey methods (questionnaire, conversation), statistical processing of results. Results and discussion. The discourse analysis proves that the formation of functional literacy in the field of ecologization determines the developing effect of pedagogical and technical education, which is associated with the emergence of new values (eco-awareness, eco-thinking, eco-humanity), which are in demand in the practice of the future bachelor, master, specialist (teacher, engineer). A new vision of the greening of professional activity as a necessary process, principle, method of stabilization and sustainable development in the “man – nature society” system in the conditions of transformation of society and education is shown. The features of the construction of the educational process are revealed, taking into account the developed directions and content modules included in the disciplines of pedagogical and technical directions, focused primarily on values, harmony with the surrounding world, personal responsibility for the ecology of the surrounding world, its safety, health preservation – as important indicators of the eco-literacy of a university graduate and a new quality of life of a person of the XXI century. The program “Ecological metadidactics” was implemented in the direction 44.04.01 (pedagogical education, master’s degree level), the main goal of which is related to the development of didactic systems, technologies of teaching and upbringing of an ecological personality by future masters. The program was implemented through a set of classes of different plans, where a greater emphasis was on practical development of skills, problem-solving skills, working out mechanisms within the framework of awareness, increasing knowledge in the field of didactics, education as special ecological systems. Conclusion. The implementation of the greening process is integrated into the content and activity components of professional education and assumes the active involvement of future bachelors in scientific, practical, project activities of an environmental orientation to obtain a high-quality result, which provides a new format of voluminous thinking, creativity, those qualitative indicators that allow a modern graduate of a higher school to think globally and act locally in conjunction with a system of eco-values, which ensures the sustainability of the development of the “man nature society” system.
Keywords: bachelor’s degree, functional literacy, ecologization, eco-literacy, professional activity
References:
1. Agranovich M. L. Indikatory dostizheniya tseley ustoychivogo razvitiya v sfere obrazovaniya i natsional’naya obrazovatel’naya politika [Indicators for achieving the Sustainable Development Goals in education and national education policy]. Voprosy obrazovaniya – Educational Studies Moscow, 2017, no. 4, рp. 242–264 (in Russian).
2. Kutkovaya E. S. Diskurs-analiz emotsiy i teoriya pozitsionirovaniya v issledovanii sotsial’nogo [Discourse analysis of emotions and the theory of positioning in the study of the social]. Psikhologicheskiye issledovaniya, 2014, vol. 7, no. 34. p. 6 (in Russian).
3. Egorov A. N., Loseva N. I., Egorova G. I. Siberian arts and crafts as basis for development of cultural traditions and innovations. Linguistic and Cultural Studies: Traditions and Innovations. Vol. 677. Advances in Intelligent Systems and Computing. Springer International Publ., 2018. Pp. 93–100. DOI: 10.1007/978-3-319-67843-6_13 AG (in Russian).
4. Bondarevskaya E. V. Innovatsionnye protsessy v sovremennom pedagogicheskom obrazovanii [Innovative processes in modern teacher education]. Rostov-on-Don, IPO PI YUFU Publ., 2010. 314 p. (in Russian).
5. Egorova G. I. Missiya obrazovaniya v razvitii intellektosfery i noosfery globaliziruyushchegosya mira Razvitiye noosfernykh idey v pedagogicheskoy nauke i obrazovatel’noy praktike [The mission of education in the development of the intellect sphere and the noosphere of the globalizing world The development of noosphere ideas in pedagogical science and educational practice]. Saint Petersburg-Tyumen’, TOGIRRO – Herzen University Publ., 2018. 80 p. (in Russian).
6. Bim-Bad B.M. Pedagogicheskaya antropologiya: uchebnik i praktikum dlya akadem. bakalavriata [Educational Anthropology: textbook and workshop for academic bachelor’s degree]. Moscow, Yurayt Publ., 2018. 223 p. (in Russian).
7. Gessen S. I. Osnovy pedagogiki: vvedeniye v prikladnuyu filosofiyu [Fundamentals of Pedagogy: an Introduction to Applied Philosophy]. Moscow, Shkola-Press Publ., 2016. 448 p. (in Russian).
8. Krivyлh S. V. Innovatsionnye sotsial’nye tekhnologii [Innovative social technologies]. Tekhnologii v deyatel’nosti sluzhby soprovozhdeniya. Uchebno-metodicheskoye posobiye [Technologies in the activities of the escort service: a training manual]. Saint Petersburg, Herzen University Publ., 2020. P. 216. (in Russian).
9. Egorova G. I. Podgotovka obuchayushchihsya shkoly i vuza v kontekste sotsiokul’turnogo razvitiya [Training of school and university students in the context of socio-cultural development]. Akademiya professional’nogo obrazovaniya – Academy of professional education, 2020, no. 5, рp. 25–31 (in Russian).
10. Krivykh S. V. Distantsionnoye obucheniye kak sredstvo individualizatsii professional’nogo obrazovaniya [Distance learning as a means of individualization of professional education]. Akademiya professional’nogo obrazovaniya – Academy of professional education, 2020, no. 4, pр. 3–13 (in Russian).
11. Egorova G. I. Formirovaniye nauchno tekhnicheskogo krugozora budushchego spetsialista [Formation of the scientific and technical outlook of the future specialist]. Tyumen, TyumGNGU Publ., 2013. 160 p. (in Russian).
12. Rean A. A. Psikhologiya lichnosti. Sotsializatsiya, povedeniye, obshcheniye [Psychology of personality. Socialization, behavior, communication]. St. Petersburg, Praym – Evroznak Publ., 2016. 416 p. (in Russian).
13. Fokin Yu. G. Teoriya i tekhnologiya obucheniya. Deyatel’nostnyy podkhod: uchebnoye posobiye dlya vuzov [Theory and technology of training. Activity-based approach: textbook for universities]. Moscow, Yurayt Publ., 2020. 241 p. (in Russian).
14. Pozdeyeva S. I. Otkrytoye sovmestnoye deystviye pedagoga i rebyonka: soderzhaniye, priznaki, rezul’taty [Open joint programme of teacher and a child: content, evidence, results]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2012, vol. 4 (119), pp. 198–202 (in Russian).
15. Khutorskoy A. V. Sovremennaya didaktika: uchebnik dlya vuzov [Modern didactics: a textbook for universities]. St. Petersburg, Piter Publ., 2001. 544 p. (in Russian).
16. Vygotskiy L. S. Pedagogicheskaya psikhologiya [Educational psychology]. Editor E. H. Stepanova. Moscow, Sfera Publ., 2000. 348 p. (in Russian).
( 553.27 kB ) 
( 543.78 kB )
Issue: 5, 2021
Series of issue: Issue 5
Rubric: THEORY AND METHODS OF TEACHING
Pages: 53 — 61
Downloads: 1005