The problem of the formation of sociocultural values of students according to the methodological and technological points of view is obtained in the article. The pedagogical toolkit has been developed by author that allows introducing a methodology for the formation of sociocultural values of students based on the identified diagnostics. The approaches include three stages of implementation: normative-cognitive, communicative-active and reflective-evaluative. The pedagogical toolkit was selected for each stage of the process of forming sociocultural values of students, suggesting effective forms and methods.The normative-cognitive stage is forms of work: project activities in the form of individual projects of a sociocultural orientation, methods: project, partially search; individual tasks, using methods of search, practical work method; in solving problematic issues, situations, the following methods were used: problematic, situational and group forms of work: research projects, (methods: project method, partial search); creative workshops, clubs, student associations, communities, methods: role-playing games, group dynamics method; intercultural associations in the form of round tables, webinars, seminars, trainings, flash mobs, using methods: empirical, role-playing games, discussion.For communicative-activity and reflective-evaluative stages, the author proposed the following forms and methods: active: resource circle (method of situations and imitations); work in pairs (methods: group dynamics, a method for solving situational problems); communicative trainings and video-trainings (methods: visualization, immersion seminar); active and interactive: business games, quests (methods: role- playing games, situational, “brainstorming”); sociocultural dialogue (methods: interaction, training); discussion using problematic and dialogue methods of communication.
‘Self’ (
ziji
), ‘others’ (
taren
) and ‘collective’ (
jiti
): Friendships at school embedded with China's Confucian–collectivist sociocultural values
