EXPERIMENTAL VERIFICATION VERIFICATION OF CIVIL RESPONSIBILITY FOR STUDENTS IN LABOR EDUCATION

Abstract

The article considers the problem of forming civic responsibility of students in the lessons of labor training. The phenomenon of civic responsibility is defined as an integrative manifestation of a number of its constituent components: socially active life position; independence, persistence, self-analysis, self-control and self-organization in public relations; compliance with civil norms and values; honesty; willingness to take responsibility for their own actions; appropriation of norms and principles of public morality; national and planetary consciousness. It is concluded that the indicator of students’ acquisition of optimal levels of civic responsibility is their mastery of its constituent components. Criteria for the formation of civic responsibility are determined, which determine the degree of mastery of its components by students on the basis of productivity of their expression in educational activities and development of civic qualities of students: knowledge and understanding of civic norms and values; formation of value attitudes to the components of civil responsibility; activity of actions in application of practical experience of civil responsibility. On the basis of reasonable criteria and indicators of the formation of civic responsibility of students, the levels of its formation are determined: high, sufficient, medium and initial. The effectiveness of the formation of civic responsibility of primary school students in the lessons of labor training was revealed experimentally. Positive growth dynamics was found at three levels of civic responsibility (sufficient, medium and initial), and regression was established at a high level. Positive dynamics of growth of the initial level and negative regression at a high level of civic responsibility indicate that the existing traditional approaches to the formation of civic responsibility of primary school students in labor training are ineffective and require conceptual adjustment and appropriate organization of specially selected teaching methods.