METHODOLOGY OF ORGANIZING LESSONS BASED ON THE PIRLS ASSESSMENT SYSTEM (IN THE CASE OF GRADES 3–4)
DOI:
https://doi.org/10.55640/Keywords:
PIRLS, creativity, critical thinking, cognitive process, metacognitive process, reproductive, assessment system, methodology, modeling, traditional teaching, modern education.Abstract
This article is aimed at strengthening the methodological system for developing reading and comprehension skills and competencies of 3rd and 4th grade students of primary education based on the criteria of the PIRLS international assessment system. The relevance of the article is expressed in the integration of the requirements of the PIRLS international assessment criteria and the development of logical and critical thinking in students. This article uses methods of theoretical analysis, pedagogical observation, and comparative-methodological modeling. As a result of the research, a system of tasks and lesson scenarios based on the four-level cognitive model of PIRLS for reading literacy lessons in grades 3 and 4 was developed. The benefits of switching from traditional "reproductive" teaching to "metacognitive" methods are substantiated. The methods highlighted in this article increase the efficiency of primary school students' work with PIRLS texts by 20-25%. Methodological recommendations are given for the systematic introduction of PIRLS requirements into primary school textbooks.
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