THE PHENOMENON OF TECHNOLOGICAL LITERACY IN THE CONTEXT OF SCIENTIFIC AND PEDAGOGICAL RESEARCH

Abstract

The urgency of the problem is due to the presence of a request from the state and society to the education system for specialists with a high level of technological and engineering competencies, creatively thinking, capable of transforming the surrounding reality; the final consolidation in the updated FGOS of OOO and NOO of requirements for the organization of conditions for the formation of functional literacy, as a condition for the implementation of the educational program; the need and timeliness of inclusion the structure of functional literacy includes such a component as “technological literacy.” Based on the analysis of the evolution of scientific ideas about the phenomenon of technological literacy in Russian and foreign studies, the work identifies and characterizes the main structural and content components of technological literacy, designs a structural and content model of technological literacy in the context of school education. Research methods include a theoretical analysis of scientific sources on the problem under study, comparative data analysis, generalization, modeling. The analysis of the results of scientific ideas about the phenomenon of technological literacy allows to define technological literacy as an integrative component of functional literacy, the structure of which is formed by interrelated components: cognitive, activity, communicative, reflexive-evaluative, motivational-value. The developed structural and content model of technological literacy is a system that includes components of technological literacy, which determines the target orientation of technological education.