RURAL SCHOOL IN KAZAKHSTAN: FROM URBANIZATION TO INNOVATION

Abstract

Modernization of the education system in Kazakhstan mainly involves ensuring the high quality of educational services provided by educational organizations. At the same time, the effectiveness of the educational process is directly dependent on an efficient, professionally organized system of managing the results of external and internal assessment of the educational achievements of students. The introduction of the updated educational content in 2016 showed that primary school-age children could show a high level of development of thought processes such as observation, analysis, and reasoning. The research was conducted on Secondary school № 22, TC "RISHKA", Aktobe, Aktobe region. The survey included elementary school children from the first, second, and third grades (N=65). The first-graders were 27 (17 boys and 10 girls); second-graders were 19 (10 boys and 9 girls); third-graders included 19 people (8 boys and 11 girls). Children are persons who have not attained the legal age for consent to treatments or procedures involved in research; in Kazakhstan, anyone under the age of 18 is considered a child. That is why we requested parents to fill the consent form. We analyzed and studied the reading skills of elementary school children (grades 1, 2, 3) on three indicators: fluency, correctness, and awareness of reading. We divided the respondents (1st grade) into 3 groups: 1 group - children who could read when entering school, 2 group - children who knew letters but could not read when entering school and 3 group - children who could not know letters and could not read when entering school. The following methods were used to study this skill: analysis of fluency and correctness of reading in younger schoolchildren (by T. G. Egorov), analysis of the level of awareness of reading and comprehension in younger schoolchildren (by M. P. Voyushina). Reading fluency (from lowest to highest) for elementary students requires the following: 1st grade - 15 to 40 words; 2nd grade - 35 to 65 words; 3rd grade, 50 to 85 words. The results showed that first graders had two students with High Literacy Speed (Max=45; Me=16.8); the majority of students showed a low level of Literacy, 16 students showed low results in Reading Rate (Min=7, Std.=9.2). We should mention the fact that students who demonstrated the best reading scores were able to read before the beginning of the school year. The fluency of reading for grade 2 students is average: high fluency rate (N=2); average fluency rate (N=7); low fluency rate (N=10), where most of the students showed results below that average (Me=33, Std=13.4). The results of third-graders demonstrated a low result in Reading Proficiency Test (Me= 44.2, Std=14.2). The results of reading comprehension were shocking 53% of participants were still on the Fragmentary level. The results of PISA 2018, which includes measuring children's understanding of the text, have become widely known. After a while, many professional publications have published materials testifying our weakness in reading literacy.

Keywords

• criterion evaluation
• cumulative evaluation of the section
• cumulative evaluation of the quarter
• functional literacy
• primary schoolchildren

ИЗМЕНЕНИЯ В ОБРАЗОВАНИИ И ИХ ВЛИЯНИЕ НА ФУНКЦИОНАЛЬНУЮ ГРАМОТНОСТЬ МЛАДШИХ ШКОЛЬНИКОВ

Öz

Обновленное содержание образование Республики Казахстан – это программа образования, которая в будущем будет удовлетворять запросам будущих поколений. Обновленное образование – это гарант будущего. Обновленное образование важно по многим критериям: ученик в центре образования стоит как личность, которая умеет думать, исследовать, проводить опыты, умеет использовать функциональную грамотность, творчество в работе, работа индивидуально и в группе. Внедрение обновленного содержания образования в 2016 году показало, что дети младшего школьного возраста могут показывать высокий уровень развития мыслительных процессов, таких как: наблюдение, анализ и рассуждение. Выборка: респонденты младшей возрастной группы, а именно ученики 1, 2 и 3 класса. Всего участвовало 65 человек: 27 человек (1 класс) из них 17 мальчиков и 10 девочек; 19 человек (2 класс) из них 10 мальчиков и 9 девочек; 19 человек (3 класс) из них 8 мальчиков и 11 девочек. В данном исследовании нами проводился анализ и изучение навыка чтения у младших школьников (1,2,3 классы) по трём показателям: беглость, правильность и осознанность чтения. Мы разделили респондентов (1 класс) на 3 группы: 1 группа – дети, которые умели читать при поступлении в школу, 2 группа – дети, которые знали буквы, но не умели читать при поступлении в школу и 3 группа – дети, которые не знали букв и не умели читать при поступлении в школу. Для исследования данного навыка были использованы следующие методы: анализ уровня развития беглости и правильности чтения у младших школьников (по Т. Г. Егорову), анализ уровня осознанности чтения и восприятия у младших школьников (по методике М. П. Воюшиной). По результатам исследования было установлено, что у младших школьников выявлен низкий уровень развития беглости чтения, однако большинство учащихся находятся на среднем уровне развития правильности и осознанности чтения. Разрешение данной проблемы возможно по мере исследования значительных аспектов проблемы развития навыка чтения у младших школьников.

Anahtar Kelimeler

• критериальное оценивание
• суммативное оценивание раздела
• суммативное оценивание четверти
• функциональная грамотность
• младшие школьники.

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