METHODOLOGY OF ORGANIZING LESSONS BASED ON THE PIRLS ASSESSMENT SYSTEM (IN THE CASE OF GRADES 3–4)

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.本文旨在基于国际阅读素养进展研究（Progress in International Reading Literacy Study，简称PIRLS）国际评估体系的标准，完善小学三、四年级学生阅读与理解技能及素养培养的方法论体系。本文的研究意义在于，将PIRLS国际评估标准的要求与学生逻辑思维、批判性思维的培养深度融合。本文采用理论分析、教学观察、比较方法论建模等研究方法。本研究基于PIRLS四级认知模型，开发了面向小学三、四年级阅读素养课程的任务体系与课堂教学场景方案。本文论证了从传统"再现型"教学转向"元认知导向"教学方法的显著优势。文中提出的教学方法可使小学生在PIRLS文本阅读任务中的作答效率提升20%-25%。此外，本文还针对将PIRLS评估要求系统性融入小学教材的工作，提供了方法论层面的具体指导建议。