Modeling of pedagogical support for self-development of adolescents in additional education in the context of the methodology of the reflexive-value approach

2020 ◽  
pp. 1-21
Author(s):  
Irina Ivanova
Keyword(s):  
Educational Process ◽  
Social Needs ◽  
The Self ◽  
Scientific School ◽  
Development Projects ◽  
Modern School ◽  
Self Development ◽  
Reported Study ◽  
Additional Education ◽  
Development Of Students

The change in the social and educational situation in the country has actualized the development of subject-oriented models of pedagogical support for students, the search for effective ways to create conditions for the self-development of students. In modern school programs, as well as in educational programs of additional education for children, there are practically no special classes devoted to the construction and implementation of self-development projects by adolescents. The article proposes a model of pedagogical support for self-development of adolescents in additional education, methodologically based on the reflexive-value approach developed by the author within the framework of the scientific school of M.I. Rozhkov, and technologically based on the compilation and implementation of individual self-development projects by adolescents. The presented model can be considered as a pedagogical product and educational resource that allows solving a whole range of problems based on the personal and social needs of both adolescents themselves and society as a whole. The implementation of the presented model presupposes building the educational process in the additional education of children with a focus on the self-development of students, while accompaniment is considered as a special type of pedagogical interaction aimed at stimulating pupils' awareness of the meaning of their own life and its value components and building on their basis a project of their own life. Acknowledgments: The reported study was funded by RFBR, project number 20-013-00616.

Modeling the pedagogical support of self-development of adolescents in additional education based on a reflective-value approach

2020 ◽  
Vol 5 (4) ◽  
pp. 1-22
Author(s):  
Irina Ivanova
Keyword(s):  
Further Education ◽  
Educational Process ◽  
Social Needs ◽  
The Self ◽  
Scientific School ◽  
Modern School ◽  
Self Development ◽  
Teachers And Students ◽  
Reported Study ◽  
Additional Education

Changes in the social and educational situation in the country actualized the development of subject-oriented models of pedagogical support for students, the search for effective ways to solve the aggravated problem of creating conditions for students' self-development. In modern school curricula, as well as in the system of additional education, there are practically no special classes on the construction and implementation of self-development projects by adolescents. The article proposes a model of pedagogical support for the self-development of adolescents in additional education, methodologically based on a reflective-value approach developed in the framework of the scientific school of M.I. Rozhkov, and technology-based on the development by adolescents of individual routes of self-development. The presented model can be considered as a pedagogical product and an educational resource that allows to solve a whole range of problems, based on the personal and social needs of both adolescents themselves and society as a whole. The implementation of the presented model involves the alignment of the educational process in further education with a focus on the self-development of students, while support is considered as a process of pedagogical interaction between teachers and students. Acknowledgments: The reported study was funded by RFBR, project number 20-013-00616.

Analytical Review of Research in the Framework of the Scientifi c School of Existential Approaches in Pedagogy M.I. Rozhkova

2021 ◽  
pp. 48-55
Author(s):  
Irina Ivanova
Keyword(s):  
Basic Research ◽  
Educational Environment ◽  
Educational Process ◽  
Scientific School ◽  
Cultural Conditions ◽  
Self Development ◽  
Analytical Review ◽  
Scientific Project ◽  
Pedagogical Research ◽  
Additional Education

Based on the study of publication activity in the Journal of Pedagogical Research, trends in the development of modern domestic pedagogical science are analyzed in the framework of the implementation of theoretical, methodological and practice-oriented ideas developed in the scientific school of existential approaches in pedagogy under the guidance of Doctor of Pedagogy, Professor Mikhail Iosifovich Rozhkov. It is shown that in modern socio-cultural conditions, the implementation of educational practices based on ideas that embody the meanings of the existential strategy of educating a free personality is especially relevant. Our research has shown that the leading trends in the development of domestic education at the present stage, embodying the ideas of existential approaches in pedagogy, are: the use of subject-oriented technologies in the educational process, the organization of a personality-developing educational environment at school, pedagogical support for the self-development of children and adolescents in conditions additional education, the specificity of the forms of training teachers for the implementation of pedagogical support for self-development and self-realization of students in conditions of additional education, stimulating self-development and self-realization of students in a value-oriented educational environment. The study was carried out with the financial support of the Russian Foundation for Basic Research within the framework of scientific project No. 20-013-00616.

scholarly journals The Psychological Aspect of the Phenomenon “Personal Results of Education”

2021 ◽  
Vol 18 (3) ◽  
pp. 50-62
Author(s):  
I.V. Dubrovina
Keyword(s):  
Social Situation ◽  
Cultural Development ◽  
Educational Process ◽  
School Education ◽  
Point Of View ◽  
Interpersonal Interaction ◽  
Actual Problem ◽  
Modern School ◽  
The Social ◽  
Development Of Students

The article discusses the actual problem of education as a factor in the social formation of the student’s personality, the development of his spiritual and moral culture. In the context of problems of upbringing, the phenomenon of “personal-educational results”, formulated in the standards of school education, is considered — the qualities of the student’s personality, which should be formed in the learning process and which should form the basis of the psychological culture of his personality. The article analyzes the psychological and pedagogical conditions of modern school education, necessary to achieve “personal educational results”, from the point of view of their compliance with the essence of the educational process itself — the unity and interdependence of the processes of teaching and upbringing of students. Attention is focused on the creation of a cultural and educational environment at school as the basis of the social situation of the cultural development of students, as well as on the phenomenon of “culture of interpersonal interaction of subjects of the educational process”, which plays a significant role in the implementation of such an environment.

scholarly journals Pedagogical support of adolescents’ self- development in additional education

2021 ◽  
Vol 1 (118) ◽  
pp. 37-47
Author(s):  
Mikhail I. Rozhkov ◽  
◽  
Irina V. Ivanova ◽  
Keyword(s):  
Development Project ◽  
Value Orientations ◽  
Educational Process ◽  
Children And Youth ◽  
Moral Value ◽  
Problem Situations ◽  
Self Development ◽  
Existential Choice ◽  
Additional Education ◽  
The City

Following the methodology of existential pedagogy, we believe that a person's upbringing should proceed, first of all, from his understanding of freedom, a desire to become what he represents himself, therefore, the most important component of the process of upbringing a free person is the pedagogical support of his self-development. The article reveals the pedagogical possibilities of additional education for children in the formation of a self-developing personality of a child, shows the conditions for creating a subject-oriented educational environment, which consists in ensuring the possibility of developing and implementing an interesting self-development project for students, eventfulness of the educational process, ensuring the formation of a need for self-development through the creation of problem situations associated with the need to overcome, purposeful and systematic use in the educational process of methods and techniques aimed at the formation of moral value orientations. The conditions are disclosed on the example of describing some aspects of the educational activities of the Galaktika Children's and Youth Center for Space Education in the city of Kaluga, the Constellation Center for the Development of Children and Youth Creativity in the city of Kaluga and the Regional Ecological and Biological Center of Students. The article proposes the author's methodology «My ideal», aimed at studying the image of «I-ideal» adolescents aged 11 to 14 years, developed in the context of a reflexive-value approach to pedagogical support of self-development of adolescents in additional education. The article presents the results of an empirical study of the experience of pedagogical support for self-development of adolescents in the system of additional education (on the example of the city of Kaluga), which showed that educational practices of the development of value-semantic and reflexive-regulatory spheres of a teenager's personality have been accumulated in institutions today. Along with this, it is necessary to systematically and technologically approach the implementation of pedagogical support for self-development of adolescents in additional education, aimed at forming the readiness of pupils for existential choice, independent creation and responsible implementation of the project of their own life.

scholarly journals Philosophical and Psychological Approach to Self-Development of Scientific and Pedagogical Workers

wisdom ◽  
2021 ◽  
Vol 20 (4) ◽  
pp. 139-147
Author(s):  
Svitlana KRYSHTANOVYCH ◽  
Nataliia CHUBINSKA ◽  
Iryna GAVRYSH ◽  
Oleksandra KHLTOBINA ◽  
Zhanna SHEVCHENKO
Keyword(s):  
Complex System ◽  
Educational Process ◽  
The Self ◽  
Psychological Aspects ◽  
Psychological Approach ◽  
Scientific Methods ◽  
Self Development ◽  
General Scientific ◽  
Pedagogical Approaches

The study?s main purpose is to highlight the philosophical and psychological aspects of the self- development of scientific and pedagogical workers in the context of the development of the education sys- tem. The article uses various methods to conduct research, namely general scientific methods: formal- logical, systemic, structural-functional, concrete-historical. The pedagogical synergetics is considered as part of the research. Pedagogical synergetics, which explains the development of a complex system, edu- cation, is a new philosophy of the educational process. Pedagogical synergetics makes it possible to ap- proach the development of problems of the development of pedagogical systems and the pedagogical pro- cess in a new way, considering them primarily from the standpoint of openness, co-creation and orienta- tion towards self-development. As a result, philosophical, psychological and pedagogical approaches to self-improvement are characterized.

Retrospective of Presentations and Analysis of Experience in the Implementation of Pedagogical Support for Children's Self-Development in Supplementary Education

2018 ◽  
Vol 7 (4) ◽  
pp. 15-20
Author(s):  
Ирина Иванова ◽  
Irina Ivanova
Keyword(s):  
Empirical Study ◽  
Educational Practice ◽  
The Self ◽  
Supplementary Education ◽  
Pedagogical Training ◽  
Self Development ◽  
Category Comparison ◽  
History Of ◽  
Additional Education

The article is devoted to the study of the essence of pedagogical support for self-development of an individual as an independent scientific category, comparison of its morphology with other methods of interaction between teachers and pupils that are close by nature (upbringing, pedagogical support). Attention is focused on the fact that the history of pedagogical thought and educational practice, using the term "pedagogical support of children's self-development," mostly resorts to demonstrating the accumulated pedagogical experience of implementing various educational approaches in conditions of additional education, extra-curricular activity, children's camps and profile shifts, that gives grounds to conclude that additional education is an environment that is optimal for the implementation of the ideas of pedagogical training of the self-development of the maturing personality. The results of empirical study of the problem are presented.

scholarly journals The Development of Students’ Cognitive Self-Study While Teaching Reading in FL Training

2017 ◽  
Vol 6 (5) ◽  
pp. 321
Author(s):  
Natalia S. Andrianova ◽  
Liliya R. Nizamieva ◽  
Gulnara I. Nazarova ◽  
Olga F. Ostroumova ◽  
Cecile Leblanc
Keyword(s):  
Experimental Work ◽  
Educational Process ◽  
Foreign Languages ◽  
Teaching Reading ◽  
Self Reflection ◽  
Potential Development ◽  
Self Study ◽  
Self Development ◽  
Creative Self ◽  
Development Of Students

<p>In the informational society while teaching foreign languages the development of students’ skills aimed at searching, analyzing, critical thinking, processing and using the obtained information in the productive speech activity is in demand. In this context, the problem of students’ cognitive self-study development, aimed at “revealing” knowledge while reading, is becoming increasingly important as reading while teaching foreign languages not only contributes to self-development and self-reflection, but also to the formation of a cross-cultural and linguistic personality, which is a priority of linguistic education. The solution of the above-mentioned problems has defined the aim of our research: it is the development and implementation of technologies for optimizing students’ self-study in teaching reading. In the course of our experimental work the implementation of the principle of multi-level approach in the form of five interrelated elements in teaching reading – from the level of mastering reading techniques to the level of critical reading and stylistic comprehension reading – contributed to the ultimate development and improvement of students’ constructive-creative self-study. During the experimental work while testing the effectiveness of our methods of cognitive-practical activities, we concluded that in the process of teaching foreign languages, these methods are an effective way of teaching reading, activating students’ self-study, forming linguistic creativity, which manifests itself in the ability to produce oral and written discourses based on the creative potential development of a linguistic personality. The results obtained in the experiment can be used in educational process while creating and implementing the algorithm of organizing students’ self-study while teaching foreign languages.</p>

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