Practice-oriented tasks on technology class as a condition for the formation of functional literacy

The article examines the problem of developing practical tasks on technology class in the context of the formation of functional literacy. Based on the analysis of the content of the concept of «functional literacy», the expediency of using tasks that involve the contextual application of previously acquired knowledge is substantiated. The scheme of the student's intellectual actions in solving practical problems is presented, including the perception of the text taking into account the context, the choice of a strategy and its approbation. On the basis of this algorithm, a structure of tasks has been developed, which includes primary target settings, the text itself and the context specified either by the conditions of the task itself, or through additional materials provided to the student. The article also presents a number of examples of tasks developed according to this algorithm and general recommendations for compiling similar tasks.