emr Управление образованием: теория и практика Education Management Review 2311-2174 Индивидуальный предприниматель Подколзин М.М. 3474 HGSNNK 10.25726/z2390-2216-2047-k МЕЖДУНАРОДНЫЙ ОПЫТ УПРАВЛЕНИЯ УЧРЕЖДЕНИЯМИ ОБРАЗОВАНИЯ Стратегии применения ситуативного обучения при организации заданий на перенос и творческое применение на уроках чтения на английском языке в старших классах Strategies for applying situational teaching to transfer-and-create activities in high school English reading classrooms Ду Цяньцянь Du Qianqian 1615291426@qq.com Лун Юйхун Long Yuhong 1185604152@qq.com Синьцзянский педагогический университет, 050060, г. Алматы, ул. Розыбакиева 250Б, 1 этаж Xinjiang Normal University, 050060, Almaty, Rozybakieva st. 250B, 1st floor 30 09 2026 16 9 384 395 11 07 2026 © 2026 Управление образованием: теория и практика © 2026 Education Management Review 2026 Управление образованием: теория и практика Education Management Review Это произведение доступно по лицензии Creative Commons «Attribution-NonCommercial-NoDerivatives» («Атрибуция — Некоммерческое использование — Без производных произведений») 4.0 Всемирная. This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Метаданные настоящей записи распространяются на условиях Creative Commons CC0 1.0 (передача в общественное достояние). The metadata of this record are distributed under the Creative Commons CC0 1.0 Universal Public Domain Dedication.

Статья посвящена стратегиям применения ситуативного обучения при организации заданий на перенос и творческое применение на уроках чтения на английском языке в старших классах. Актуальность исследования определяется необходимостью перехода от буквального понимания текста, объяснения лексики и механической проверки ответов к осмысленному использованию текстовой информации в новых коммуникативных, культурных и проблемных ситуациях. Цель статьи состоит в систематизации педагогических стратегий, позволяющих учащимся понимать текст, интерпретировать его смысл, переносить основные идеи в новые учебные ситуации и создавать собственные продукты на основе прочитанного. Методологическую основу исследования составляют анализ требований учебной программы, работы по ситуативному познанию, пониманию текста, переносу обучения, педагогическому сопровождению и task-based language teaching. В статье определяется роль ситуативного обучения при организации предтекстового, текстового и послетекстового этапов урока, а также предлагаются критерии оценки результатов заданий на перенос и творческое применение. Процедура исследования включала уточнение ключевых понятий, сопоставление теоретических и методических источников, построение модели учебных стратегий и формулирование критериев оценки. Предложенная модель объединяет четыре группы стратегий: создание осмысленной предтекстовой ситуации, сопровождение понимания через ситуативные задания, переход от понимания к переносу и проектирование творческого продукта с опорой на ясные критерии оценивания. Практическая значимость работы заключается в возможности использования предложенных стратегий при проектировании уроков чтения на английском языке, ориентированных на развитие языковой компетенции, мышления, культурной осведомленности и учебной самостоятельности.

The article examines strategies for applying situational teaching to transfer-and-create activities in high school English reading classrooms. The relevance of the study is determined by the need to move reading instruction beyond literal comprehension, vocabulary explanation and mechanical answer checking toward meaningful use of textual information in new communicative, cultural and problem-based contexts. The purpose of the article is to systematize teaching strategies that help students understand a reading text, interpret its meanings, transfer its ideas to new situations and create their own reading-based products. The methodological basis of the study includes analysis of curriculum requirements, works on situated cognition, reading comprehension, transfer of learning, scaffolding and task-based language teaching. The article defines the role of situational teaching in organizing pre-reading, while-reading and post-reading activities and proposes criteria for evaluating transfer-and-create outcomes. The research procedure included the clarification of key concepts, the comparison of theoretical and methodological sources, the construction of a classroom strategy model and the formulation of evaluation criteria. The proposed model connects four groups of strategies: creating a meaningful pre-reading situation, guiding comprehension through situated tasks, moving from comprehension to transfer and designing creative output supported by clear assessment criteria. The practical value of the research lies in the possibility of using the proposed strategies when designing high school English reading lessons aimed at language development, thinking skills, cultural awareness and learner autonomy.

 ситуативное обучение чтение на английском языке старшая школа задания на перенос и творческое применение понимание текста проектирование урока учебная деятельность ключевые компетенции situational teaching English reading high school transfer-and-create activities reading comprehension instructional design learning activity view core competencies Авторы не заявили о внешнем финансировании исследования. The authors did not declare any external funding for this research. metadata-license CC0 1.0 Список литературы Afflerbach P., Pearson P.D., Paris S.G. Clarifying differences between reading skills and reading strategies // Reading Teacher. 2008. Vol. 61. № 5. pp. 364-373. Barnett S.M., Ceci S.J. When and where do we apply what we learn? A taxonomy for far transfer // Psychological Bulletin. 2002. Vol. 128. № 4. pp. 612-637. Bransford J.D., Schwartz D.L. Rethinking transfer: a simple proposal with multiple implications // Review of Research in Education. 1999. Vol. 24. № 1. pp. 61-100. 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Second language acquisition and task-based language teaching. Malden: Wiley Blackwell, 2015. 439 p. Ministry of Education of the People’s Republic of China. General Senior High School English Curriculum Standards: 2017 Edition, 2020 Revision. Beijing: People’s Education Press, 2020. Nation I.S.P. Teaching ESL/EFL reading and writing. New York: Routledge, 2009. 171 p. Nie X., Lu M. Design of transfer-and-create activities in the English learning activity view // Teaching Foreign Languages in Primary and Secondary Schools (Part Dedicated to Secondary Schools). 2024. Vol. 47. № 7. pp. 30-35. Nunan D. Task-based language teaching. Cambridge: Cambridge University Press, 2004. 240 p. Passov E.I. Communicative method of teaching foreign language speaking. 2nd ed. Moscow: Prosveshchenie, 1991. 223 p. Richards J.C., Rodgers T.S. Approaches and methods in language teaching. 3rd ed. Cambridge: Cambridge University Press, 2014. 421 p. Solovova E.N. Methods of teaching foreign languages: a basic lecture course. 3rd ed. Moscow: Education, 2005. 239 p. Vygotsky L.S. Thinking and speech. Moscow: Labyrinth, 1999. 352 p. Wang Q., Qian X., Wu H. English learning activity view oriented to English subject core competencies: connotation, framework, advantages, theoretical foundations and initial practical effects // Teaching Foreign Languages in Primary and Secondary Schools (Part Dedicated to Secondary Schools). 2021. Vol. 44. № 7. pp. 1-6. References Afflerbach P., Pearson P.D., Paris S.G. Clarifying differences between reading skills and reading strategies // Reading Teacher. 2008. Vol. 61. no. 5. pp. 364-373. Barnett S.M., Ceci S.J. When and where do we apply what we learn? A taxonomy for far transfer // Psychological Bulletin. 2002. Vol. 128. no. 4. pp. 612-637. Bransford J.D., Schwartz D.L. Rethinking transfer: a simple proposal with multiple implications // Review of Research in Education. 1999. Vol. 24. no. 1. pp. 61-100. Brown J.S., Collins A., Duguid P. Situated cognition and the culture of learning // Educational Researcher. 1989. Vol. 18. no. 1. pp. 32-42. Duke N.K., Pearson P.D. Effective practices for developing reading comprehension // What Research Has to Say About Reading Instruction. Ed. by A.E. Farstrup, S.J. Samuels. 3rd ed. Newark: International Reading Association, 2002. pp. 205-242. Ellis R. Task-based language learning and teaching. Oxford: Oxford University Press, 2003. 387 p. Gal’skova N.D., Gez N.I. Theory of teaching foreign languages: linguodidactics and methodology. 3rd ster. ed. Moscow: Academy, 2006. 336 p. Gibbons P. Scaffolding language, scaffolding learning: teaching English language learners in the mainstream classroom. 2nd ed. Portsmouth: Heinemann, 2015. 272 p. Grabe W., Stoller F.L. Teaching and researching reading. 3rd ed. New York: Routledge, 2019. 320 p. Hattie J.A.C., Donoghue G.M. Learning strategies: a synthesis and conceptual model // Science of Learning. 2016. Vol. 1. Article 16013. Kintsch W. Comprehension: a paradigm for cognition. Cambridge: Cambridge University Press, 1998. xvi + 461 p. Larsen-Freeman D., Anderson M. Techniques and principles in language teaching. 3rd ed. Oxford: Oxford University Press, 2011. 272 p. Lave J., Wenger E. Situated learning: legitimate peripheral participation. Cambridge: Cambridge University Press, 1991. 138 p. Li S., Deocampo M.F. An analysis of senior high school English textbooks’ core competencies using China’s English curriculum standard framework // Arab World English Journal. 2022a. Vol. 13. no. 4. pp. 162-182. Li Y., Lyu R. A study on the application of the task-based language teaching approach in an English reading comprehension classroom in a Chinese senior high school // Curriculum and Teaching Methodology. 2022b. Vol. 5. pp. 132-150. Littlewood W. The task-based approach: some questions and suggestions // ELT Journal. 2004. Vol. 58. no. 4. pp. 319-326. Long M.H. Second language acquisition and task-based language teaching. Malden: Wiley Blackwell, 2015. 439 p. Ministry of Education of the People’s Republic of China. General Senior High School English Curriculum Standards: 2017 Edition, 2020 Revision. Beijing: People’s Education Press, 2020. Nation I.S.P. Teaching ESL/EFL reading and writing. New York: Routledge, 2009. 171 p. Nie X., Lu M. Design of transfer-and-create activities in the English learning activity view // Teaching Foreign Languages in Primary and Secondary Schools (Part Dedicated to Secondary Schools). 2024. Vol. 47. no. 7. pp. 30-35. Nunan D. Task-based language teaching. Cambridge: Cambridge University Press, 2004. 240 p. Passov E.I. Communicative method of teaching foreign language speaking. 2nd ed. Moscow: Prosveshchenie, 1991. 223 p. Richards J.C., Rodgers T.S. Approaches and methods in language teaching. 3rd ed. Cambridge: Cambridge University Press, 2014. 421 p. Solovova E.N. Methods of teaching foreign languages: a basic lecture course. 3rd ed. Moscow: Education, 2005. 239 p. Vygotsky L.S. Thinking and speech. Moscow: Labyrinth, 1999. 352 p. Wang Q., Qian X., Wu H. English learning activity view oriented to English subject core competencies: connotation, framework, advantages, theoretical foundations and initial practical effects // Teaching Foreign Languages in Primary and Secondary Schools (Part Dedicated to Secondary Schools). 2021. Vol. 44. no. 7. pp. 1-6.