ПЕДАГОГИЧЕСКОЕ СОПРОВОЖДЕНИЕ СТАНОВЛЕНИЯ СУБЪЕКТНОСТИ СТАРШЕКЛАССНИКА

Abstract

The article contains an analysis of domestic and foreign studies of the modern education paradigm, in the context of which the activity of the student is a priority. In connection with the formation of a student's own activity, the problem arises of changing the nature of pedagogical activity: from formation and support to accompaniment. As the analysis of studies in Russia and abroad has shown, that the problem is topical and little studied. The article reveals the content and stages of the author's technologies of pedagogical accompaniment developed and tested in seven regions of Russia for the development of the senior pupil's subjectivity. The purpose of the article is to characterize the essence and justify the effectiveness of the presented technologies in the educational process of general education and additional education of children. The methodological basis for the study was the idea of an existential approach, that upholds the subjective orientation of human; an environmental approach, that reveals the possibilities of using the environment in the personal development of students; a reflexive-environmental approach, developed by the authors of the article on the basis of the idea of interaction between the subject and the environment, based on the actualization of the processes of reflection; a technological approach, representing the technology as a scientifically and practically justified system of optimizing activity. The main results of the research consist in the disclosure of the essence and implementation of the analysis of the effectiveness of pedagogical accompaniment in the development of subjectivity of higher school age students, as well as in understanding the domestic and foreign experience in implementing the modern subjective education paradigm and identifying similar problems. The article proves, that the technologies of pedagogical accompaniment in the development of the senior pupil's subjectivity are effective and can be used in formal and informal education. The approbation results of the pedagogical accompaniment technologies of the development of the senior pupil's subjectivity presented in the article contribute to the development of such subjective qualities as social responsibility, independence, freedom of will.