МОДЕЛЬ ЭТНОКУЛЬТУРНОЙ ОБРАЗОВАТЕЛЬНОЙ СРЕДЫ АРКТИЧЕСКОЙ ШКОЛЫ ОБЩИННОГО САМОУПРАВЛЕНИЯ

Abstract

The relevance of the research is determined by consideration of the Arctic school’s ethnocultural education environment as an important pedagogical condition for the successful integration of indigenous graduates into the multicultural high-tech society of the Russian Federation. The purpose of this article is to describe the community self-governance model of ethnocultural education environment of an Arctic school and to reveal its potential for the development of students’ natural science thinking. The scientifi c novelty of the study is to specify the concept “ethnocultural education environment of an Arctic school”, and to describe the community self-government model for the development of natural science thinking of children from among indigenous peoples of the North. It is established that the ethnocultural education environment is closely integrated with the environment of family and tribe of indigenous peoples. The model described by the authors belongs to “soft” pedagogical models and takes into account the nature and characteristics of the natural science thinking of children from among indigenous peoples of the North. The potential of the ethnocultural education environment for the development of this type of thinking is revealed through the content of its interconnected components such as spatial semantic, content- methodological and communicative organisational. The authors generalised and expanded the Arctic Experimental Boarding School’s experience to develop the content of components mentioned.