ПРОЕКТНАЯ ДЕЯТЕЛЬНОСТЬ КАК СРЕДСТВО РАЗВИТИЯ САМОРЕГУЛЯЦИИ МЛАДШИХ ПОДРОСТКОВ

Abstract

. The article reveals the issues of the development of self-regulation in younger adolescents through project activities, which are considered as personality-oriented, contributing to formation of the subject position of students and their gaining experience in self-regulation. Features of self-regulation in early adolescence are dependent on changes occurring in different areas of personality development of a younger adolescent. Based on the ideas of L. S. Vygotsky, the influence of external motivation and a specially organized pedagogical environment on the development of self-regulation was revealed. The invariant functional structure of self-regulation by O. A. Konopkin and its components are analyzed and correlated with the stages of project activities. The influence of the experience of self-regulation on the project activities of students is grounded. The pedagogical conditions of project activity in the development of self-regulation in younger adolescents are determined. The article presents and analyzes the results of a survey of younger adolescence students following the results of the implementation of the program of the modular course of extracurricular activities and approbation of the organizational and pedagogical conditions for the implementation of project activities. The data presented in the article made it possible to conclude that the implementation of the stages of project activity (goal setting, planning, forecasting, evaluation, correction, reflection) ensures the development of self-regulation in younger adolescents. In the course of experimental work for three years, an increase in the level of self-control and the development of arbitrariness were noted, which indicates the formation of the experience of self-regulation and the development of self-regulation. The organizational and pedagogical conditions for the implementation of project activities were identified, which contribute to the development of self-regulation in early adolescence: a modular system for teaching project activities, including theoretical and practical modules; a combination of classroom and extracurricular activities; organization of monitoring of mastering the stages of project activity; the use of diagnostic tools for diagnosing the level of development of self-regulation in younger adolescents; use of heuristic and research teaching methods; selection of the content of the modules in accordance with the stages of the project activity.