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SEMANTIC READING IN RUSSIAN LESSONS IN
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| SEMANTIC READING IN RUSSIAN LESSONS IN
SECONDARY SCHOOL Vinnikova A. M. Moscow State Pedagogical University This article aims to define the essence of the concept of “semantic reading”, to determine the basic educational teachings that should be formed in the process of working on semantic reading in the study of the subject “Russian language” in secondary school. The author gives examples of tasks aimed at developing semantic read- ing skills, which are effective at the stages of pre-text, pre-text and post-text activities. The article notes that the mastery of semantic reading technologies allows the teacher to competently build work in the lesson to prepare students for the final certification, for the final test papers both during classroom hours and optional, since for high school students, the skills of finding in the text conceptually turn out to be extremely relevant. important information, its processing, the use of the information received in the future. In addition, this type of reading can be used by a teacher in the process of studying texts of various styles, which allows you to significantly expand the complex of text material that accompanies the lesson. The use of skills in the field of this type of reading will help future graduates navigate the large information flow characteristic of modern society, as well as improve their writing skills, and increase the level of general literacy. Keywords: semantic reading, semantic reading strategies, func- tional literacy, general educational skill. References 1. Asmolov A. G. Formation of universal educational actions in ba- sic school: from action to thought. System of tasks: a guide for the teacher. –M.: Education. – 2017. – 160 p. 2. Bykova T. P. Mastering the skill of semantic reading as a me- ta-subject result of teaching mathematics // Elementary school. – 2012. – No. 8. –P. 37–40. 3. Count S. V., Chistyakova N. N. Technologies of semantic read- ing as a tool for the formation of professional knowledge among bachelors // Bulletin of the Cherepovets State University. – 2020. – No. 1 (94). –P. 137–148. 4. Mikhailova E. V. Development of metasubject competencies through the formation of semantic reading skills based on the subject content of a physics course // New science: strategies and vectors of development. – 2016. – No. 10–1. –P. 59–63. 5. Mishakova V. N. Semantic reading as a cognitive activity of stu- dents in the study of biology // Questions of education and sci- ence: theoretical and methodological aspects: a collection of scientific papers based on the materials of the International Sci- entific and Practical Conference. – 2014. – P. 98–99. 6. Myasnikova O. V. Semantic reading in the learning process: from translation to interpretation // Modern research in the field of teaching foreign languages in a non-linguistic university. – 2014. – No. 3. –P. 48–54. 7. Potapenko A. G. Semantic reading as a general education- al skill // Bulletin of scientific conferences. – 2017. – No. 3–4 (19). –P. 82–83. 8. Sapa A. V. Formation of the foundations of semantic reading in the framework of the implementation of the federal state edu- cational standard of basic general education // Experiment and innovations in school. – 2014. – No. 5. –P. 23–42. 9. Smetannikova N. N. Teaching reading strategies in grades 5–9. How to implement the Federal State Educational Standard: a teacher’s guide. –M.: Balass. – 2018. – 130 p. 10. Falina N. N. Semantic reading in digital space: new forms and methods of forming semantic reading skills // Modern education: topical issues and innovations. – 2021. – No. 1. –P. 196–201. 11. Chernikova O. V. Strategies for semantic reading and work with text // Pedagogical experience: theory, methodology, practice. – 2015. – No. 4 (5). –P. 358–360. 12. Shatskaya E. F., Pichugina G. A. Development of semantic reading in chemistry lessons // Educational environment today: theory and practice: Collection of materials of the II Internation- al scientific and practical conference / ed. O. N. Shirokova [and others]. – 2017. – P. 100–102. |