ТЕОРЕТИЧЕСКИЕ ОСНОВЫ ФОРМИРОВАНИЯ СМЫСЛОВОГО ЧТЕНИЯ КАК УНИВЕРСАЛЬНОГО УЧЕБНОГО ДЕЙСТВИЯ

Abstract

The authors consider the problem of achieving the unity of personal, metapedmetic, substantive educational results, drawing attention to the formation of such cognitive universal educational action as the «basis of notional reading of the text». The presented results of the analysis of school educational programs on leading educational subjects in primary and basic schools reveal a lack of coherence, continuity in the formation of this universal educational action. The main reason is seen in the inconsistency of interpretations of the concept of notional reading, in unsettled definitions, which is the result of the inconsistency of the advancing theoretical provisions (psychological, psycholinguistic, didactic). The lack of teachers’ competence in the formation of notional reading as a cognitive universal educational activity is explained by the lack of scientific and pedagogical materials on theoretical coverage of the problem and practical solutions. A diverse analysis of the history of the concept of notional reading is directed by the authors to correlate it with the concept of the reading consciousness, which, in turn, is conjugated with the concept of the teaching consciousness. This ensures the consideration of the problem of semantic reading in the context of the problem of forming a conscious attitude of younger schoolchildren to the mastery in reading. Thus, the search for its solutions is carried out in the key of a subjective approach, in the direction of developing conscious meanings of reading among junior schoolchildren, which means bringing to the students’ consciousness the importance of mastering their skills to read texts to solve specific cognitive problems in accordance with adequate motives and goals of activity. The article provides authors’ data on correlation of the self-esteem of junior students’ skills in reading with the attitude to it as a leisure activity, the regularity of its implementation, and dominant motives. The authors attribute the weakly expressed dynamics of the development of general educational and cognitive meanings of reading in primary education to insufficient pedagogical consideration of the cognitive interests of younger schoolchildren in the educational content of reading, their ability to navigate the functional and typological features of texts. In this regard, the concept of functional reading is touched upon, a critical assessment is given of the unjustified narrowing of its meaning to a purely pragmatic one.