ЗАСТОСУВАННЯ ТЕХНОЛОГІЇ ВІТАГЕННОЇ ОСВІТИ У ФОРМУВАННІ ГРОМАДЯНСЬКОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ

Abstract

The article is devoted to the justification of the feasibility of using the technology of vitamin education in the formation of civic competence of students. The principles of scientificity (scientific justification, the formation of a holistic image of a student as a citizen, his civic competence as a multifaceted phenomenon, the result of personal and professional development), cultural relevance (the unity of the formation of students’ civic competence with the history and culture of the people, its language, national traditions and customs) are taken into account; personal activity (interests of students, their involvement in solving problem situations, stimulation of various forms of educational activity) in the formation of civic competence of students.The author considers the basis of the concept of «civic competence» to be the experience of applying civic knowledge and skills, the experience of participating in the realization of one’s civic rights and duties. Life experience is interpreted as vital information from long-term memory reserves, which is the basis of self-actualization in certain situations.The stages of the transition from vitamin information to vitamin experience are distinguished: primary indivisible perception of vitamin information;clarification of the significance of the received information, its evaluation filtering; creating an installation to remember information for the conditional term «retention», which depends on its significance and practical orientation”.Emphasis is placed on the appropriateness of using the following methods of vitamin education technology for the formation of students’ civic competence: retrospective analysis of the life experience of civic activity and the disclosure of its connections in the educational process; actualization of students’ life experience (finding out the scope of students’ knowledge at the level of everyday civic consciousness before they acquire scientific knowledge; additional construction of an incomplete model of civic education (it is especially reliable if it is necessary to focus on the creative potential of students, needs for self-realization; temporal, spatial, substantive synchronization of educational projects (the theoretical material also reveals the essence of phenomena and connections in time and space between what is happening in society; creative modeling of the ideal of civic objects based on extensive experience and new information.Attention is drawn to the implementation of transformations in the context of the technology of vitamin education in the process of forming the civic competence of students for interesting cognitive activities that contribute to the development of their critical thinking. Key words: civic competence, students, technology of vitamin education, formation of civic competence, principles of formation of civic competence, techniques of vitamin education.