Abstract
The article is devoted to the problem of the formation of students' readiness to master a new level of subjectivity for them, at which they are actively involved in the design of their individual educational results. The purpose of the article is to describe this level of subjectivity of a student, characterized by his readiness to design individual edu-cational results in the process of additional education. The prerequisites for the emer-gence of this problem in the field of modern research are characterized. The existing manifestations and levels of subjectivity of students in the educational process are de-scribed. It is shown that they are insufficient for the student to become the subject of designing individual educational results. The concept of a student's readiness for this type of educational activity is revealed, its motivational-target, content and regulatory-evaluative components are characterized. The general conclusion is made that the stu-dent's readiness to design individual educational results in the modern situation of education development is the object of social and pedagogical design.
Highlights
Способность учащегося проектировать индивидуальные образовательные результаты, становящиеся для него не только средством познания и преобразования окружающего мира, но и важнейшим ресурсом обретения своей культурной и гражданской идентичности, связана с достижением качественно нового уровня субъектности, не представленного в массовой практике образования прошлых лет
The article is devoted to the problem of the formation of students' readiness to master a new level of subjectivity for them, at which they are actively involved in the design of their individual educational results
The purpose of the article is to describe this level of subjectivity of a student, characterized by his readiness to design individual educational results in the process of additional education
Summary
Способность учащегося проектировать индивидуальные образовательные результаты, становящиеся для него не только средством познания и преобразования окружающего мира, но и важнейшим ресурсом обретения своей культурной и гражданской идентичности, связана с достижением качественно нового уровня субъектности, не представленного в массовой практике образования прошлых лет. The purpose of the article is to describe this level of subjectivity of a student, characterized by his readiness to design individual educational results in the process of additional education. Прежде всего необходимо охарактеризовать разнообразие видов и уровней проявления субъектности учащегося, определяющие возможности его продвижения по индивидуальной образовательной траектории.Самый первый уровень связан с «первым рождением личности», которое А.Н.
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