ТЕХНОЛОГИЯ ПЕДАГОГИЧЕСКОГО СОПРОВОЖДЕНИЯ САМОРАЗВИТИЯ ПОДРОСТКОВ В ДОПОЛНИТЕЛЬНОМ ОБРАЗОВАНИИ

Abstract

The article is constructed in the context of studying the problem of personality self-development in pedagogy and contains a description of individual research results, including the development, theoretical substantiation and experimental verification of the technology of pedagogical support for self-development of adolescents in additional education in a situation of overcoming difficulties, methodologically based on the reflective-value approach. The essence of the technology lies in the adolescent's independent choice of the optimal strategy for overcoming difficulties, caused by the need to solve the actual problem situation. Based on the methodology of the reflexive-value approach, the technology assumes taking into account the patterns and principles developed in the context of the reflexive-value approach to pedagogical support of self-development of adolescents in additional education, and also contains a list of conditions for its implementation, a description of the algorithms for the actions of the teacher and the adolescent. The content of the technology is revealed through three stages: diagnostic, the stage of the teacher's application of the methodology of problem situations and the stage of building a self-development project by a teenager accompanied by a teacher. The article presents the results of an empirical study of the image of "I" - the ideal of modern adolescents, conducted with the participation of 969 adolescents living in Kaluga, Kaluga region, Yaroslavl, Moscow and Lyubertsy. The results obtained predetermined the need for the development and testing of the pedagogical technology under consideration and revealed its specificity. The technology of pedagogical support of self-development of adolescents in supplementary education has passed an experimental test in a formative mode in the conditions of the educational organization of supplementary education in the city of Kaluga, as well as in supplementary education of rural secondary schools in the Kaluga region. A positive dynamics of the level of adolescents' readiness for self-development and an increase in adaptive coping strategies as dynamic in the subjects of the experimental groups were diagnosed, which makes it possible to recommend the technology for its use in the educational practice of additional education.