Provisions of the Activity-based Approach Regulating the Preparation of Students of a Pedagogical University for the Development of Functional Literacy in Primary School Students

The purpose of this article is to identify the principles of the activity-based approach that underlie the preparation of future primary school teachers for the development of functional literacy in primary school students. The article has been prepared using the methodology of cross-disciplinary research in the subject areas of school pedagogy and professional pedagogy. The following theoretical research methods have been used: abstraction and concretization, comparison and systematization, formalization and interpretation. The article presents a comparison of interpretations of the activity-based approach in pedagogy and psychology, as well as in dissertations devoted to the problems of preparing teachers for the development of functional literacy in schoolchildren. The article highlights the principles of the activity-based approach that determine the strategy for preparing students for the development of functional literacy in primary general education: consideration of the age characteristics of primary school children; selection of task typologies; the need for teaching in the zones of actual and proximal development of primary school students, etc. The article also provides the grounds for developing tasks for future teachers with varying degrees of determination of student actions by the teacher.