Abstract
The article reveals the essence and foundations of the situational-environmental approach in pedagogy (N.V. Khodyakova) as a new strategy for designing personality-developing educational systems. The main methodological regulatives of this approach are defined: its basic concepts (personality, personality development, educational environment, personality development situation, and others); structural models of the educational environment and the situation of personality development in the educational environment; psychological and pedagogical patterns of the process of personality development in the educational environment; situational mechanisms of personal growth and the corresponding typology of personality-developing situations in education; the procedure of situational-environmental design of the educational process, the indicative basis of the relevant activity of the teacher and its specific functions in the implementation of the situational-environmental approach in education. The theoretical conclusions are illustrated by examples of designing various educational systems based on the situational-environmental approach. Promising directions of continuing research are shown, including the development of the concept of pedagogical support for personal self-development in continuing education (T.S. Kupavtsev), the study and modeling of personality-oriented environments in the context of designing the individual trajectory of personal development of the subject of education (D.V.Litvin), the application of the methodology of situational-environmental approach to the scientific and pedagogical justification of solving various learning tasks and education (E.M. Shevchenko, E.N. Gordeeva, L.A. Mangasarova).
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