Interactive technologies of practical literacy in the digital educational mainstream structure

Abstract

The article is made in line with the new educational paradigm, replacing the installation of “ready knowledge” with the installation of independent “production of knowledge”, i. e., to “learn to learn”.Digitalization of education has qualitatively changed the content of education, making it informational, and the organization of educational and cognitive activities more effective. This process manifests itself as creativity. The results of the work of teachers, methodologists and scientists are a universal means of education and the subject of training. Continuing education involves the development and expansion of subject learning and the components of its methodological system through interaction with other components of the information and educational environment. This, in turn, requires the search for new organizational forms and means of implementing such educational activities in a modern information and communication environment, which will make it possible to use the didactic capabilities of this environment to a much greater extent.It is noted that the communicative aspect and communication processes, tools and technologies should contribute to the organization of effective dialogue (communication), the perception and assimilation of communicative competencies by students, overcoming illiterate use of the Russian language in cyberspace. As practice shows, the latter has become a real philological disaster. The language of virtual communication is not equal to the language of real communication.The article notes that one of the promising directions in the conditions of digital transformation of education is interactive learning as a special form of organization of cognitive activity and a way of cognition carried out in the process of joint educational and cognitive activity of students, in which all participants interact with each other and exchange information.Digital technologies can be used in teaching Russian at all levels of education. At the same time, the teacher can create educational materials with their own digital interactive content based on the proposed HTML environment programs. On the website “The Power of Knowledge” (EOR “Alphabet”) and on the portal of KubGU (section “Innovative computer didactics”), you can see several examples of such training. The authors believe that the process of digital technologies’ dominance in all spheres of public activity (digital mainstream) should lead to an increase in the general level of practical literacy in the Russian language among the entire population of the country.