Abstract
The article considers the possibility of applying a reflexive-dialogical approach to the design of a personal result, built on the basis of the value-semantic intentions of a person in his individual and social modes. Such a pedagogical attitude is built taking into account the peculiarities of the reflexive mechanism that starts the process of appropriation by a person of socially significant values, if it is possible to correlate them with personally significant ones. The effectiveness of the approach lies in the fact that as a result of dialogic interaction in the learning process, conditions are created for gaining the integrity of the individual.
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