Моделирование образовательного пространства кадетской школы-интерната как потенциала для самореализации воспитанников

Abstract

The research is relevant because there are not enough studies investigating the potential of cadet institutions’ learning environment regarding its impact on pupils’ self-realization. The purpose of the research is to study a set of conditions of the learning environment of a cadet boarding school that shape pupils’ self-realization. Hypothesis: successful self-realization of cadets at a boarding school depends on three factors: modeling of the learning environment (it should include theoretical and methodological justification, identification of resources and conditions for successful self-realization of cadets), determination of criteria, indicators and diagnostic tools, and development and testing of extracurricular activities, additional education programs, innovative technologies, methods, forms and socio-cultural practices. The study is designed to last three years (2021–2024). Methods: theoretical analysis of scientific literature; analysis and synthesis of teachers’ experience in cadet boarding schools; modeling of the learning environment of a cadet boarding school. The theoretical model includes such components of the learning environment of a cadet boarding school as conceptual, resource-environmental, motivational-value, contentactivity and evaluative-effective. Participation in projects is considered to be a leading activity that provides cadets with opportunities for self-realization. To study self-realization, the authors’ questionnaire “The study of self-realization of cadets in the learning environment of a cadet boarding school” was developed (the authors are E. V. Kamaeva, L. P. Shustova, N. A. Lobankova). This questionnaire diagnoses pupils’ satisfaction with the conditions of the learning environment in a cadet boarding school in terms of their self-realization in various activities. Results: the authors have carried out a theoretical analysis of the problem of how to create a learning environment in cadet institutions; the authors have also identified the resources and conditions for successful self-realization of pupils at a cadet boarding school; additionally, the authors have determined the criteria and indicators to monitor the effectiveness of this process as well as the directions and content of cadet self-realization activities. Main conclusions: modeling the learning environment of a cadet boarding school and testing it in practice will contribute to the successful development of the processes of personal and professional self-determination of cadets and their self-realization in various types of socially useful activities. The educational-methodical and scientific-methodical support of the process of self-realization of pupils at a cadet boarding school developed on the basis of the pedagogical model can be used to create the learning environment in cadet institutions of the Ulyanovsk region and Russia.