Особливості професійного самовизначення сільських дівчат-старшокласниць
Дата
2013
Автори
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розкриваються особливості професійного самовизначення сільських старшокласниць, які полягають у: дотриманні гендерного підходу до організаційно-методичного забезпечення роботи школи з підготовки сільської родини стосовно професійного самовизначення сільських старшокласниць; урахуванні інтересів, нахилів, здібностей сільських старшокласниць; урахуванні особливостей сучасних сільських сімей стосовно місця проживання. Окреслені аспекти розглядаються в контексті взаємодії сільської школи і сім ї як найважливіших соціальних інститутів у формуванні особистості, зокрема у професійному самовизначенні дівчат. Особлива увага приділена врахуванню гендерних особливостей як одного із значущих факторів, що визначає зміст професійного самовизначення.
The peculiarities of professional self-determination of rural girls of senior school age are following: the compliance of the gender approach to organizational-methodological providing of school work to the preparation of a rural family for professional self-determination of rural girls of senior school age; consideration of the interests, aptitudes and abilities of rural girls of senior school age; appreciation of features of modern rural families concerning their residence. The outlined aspects are considered in the context of the interaction of rural school and family as the most important social institutions in forming of the personality particularly in professional self-determination of girls of senior age. Special attention is paid to consideration of gender peculiarities as one of the important factors that determines the content of professional self-determination. This article has indicated the area of new problems which are solved in the interaction of rural school with family, namely in teachers’ work with the family that should focus on the implementation of psychological support to parents in the upbringing through «dialogical communication», especially singled out the need to worry about personal growth both pupils and their parents. All this contributes to the establishment of constructive relationships between students and their parents in finding effective forms of assistance that would provide their needs for professional self-determination. Solving the problem of interaction between family and school to professional self-determination of girls of senior school age, the article outlines the following items: human interaction is a process which is based on the objective socio-psychological mechanisms. The most important of them are: the exchange of information by interacting parties and activities, taking into consideration the unevenness of this interaction (school is more active in improving pedagogical culture of parents than family), and the interdependence of changes that occur in each of the parties. The content and forms of interaction depend on the specific socio-demographic conditions as well as the objectives and goals that school and family are facing at this point. The article proves that self-determination of rural girls of senior school age is carried out in the specific conditions of the rural environment, which greatly influences this process. In rural educational institutions is accumulated the experience of pedagogical conditions that promote self-determination of students in both career and independent life in the future. Obtained results confirm the assumption about the differences between boys and girls in the professional interests, aptitudes, motivation, achievement and should be considered when organizing work with pupils on problem of their professional self-determination.
The peculiarities of professional self-determination of rural girls of senior school age are following: the compliance of the gender approach to organizational-methodological providing of school work to the preparation of a rural family for professional self-determination of rural girls of senior school age; consideration of the interests, aptitudes and abilities of rural girls of senior school age; appreciation of features of modern rural families concerning their residence. The outlined aspects are considered in the context of the interaction of rural school and family as the most important social institutions in forming of the personality particularly in professional self-determination of girls of senior age. Special attention is paid to consideration of gender peculiarities as one of the important factors that determines the content of professional self-determination. This article has indicated the area of new problems which are solved in the interaction of rural school with family, namely in teachers’ work with the family that should focus on the implementation of psychological support to parents in the upbringing through «dialogical communication», especially singled out the need to worry about personal growth both pupils and their parents. All this contributes to the establishment of constructive relationships between students and their parents in finding effective forms of assistance that would provide their needs for professional self-determination. Solving the problem of interaction between family and school to professional self-determination of girls of senior school age, the article outlines the following items: human interaction is a process which is based on the objective socio-psychological mechanisms. The most important of them are: the exchange of information by interacting parties and activities, taking into consideration the unevenness of this interaction (school is more active in improving pedagogical culture of parents than family), and the interdependence of changes that occur in each of the parties. The content and forms of interaction depend on the specific socio-demographic conditions as well as the objectives and goals that school and family are facing at this point. The article proves that self-determination of rural girls of senior school age is carried out in the specific conditions of the rural environment, which greatly influences this process. In rural educational institutions is accumulated the experience of pedagogical conditions that promote self-determination of students in both career and independent life in the future. Obtained results confirm the assumption about the differences between boys and girls in the professional interests, aptitudes, motivation, achievement and should be considered when organizing work with pupils on problem of their professional self-determination.
Опис
Ключові слова
сільські старшокласниці, професійне самовизначення, гендерні особливості, взаємодія сільської родини і школи, rural girls of senior school age, professional self-determination, gender peculiarities, interaction of rural family and school
Бібліографічний опис
Повалій, Л. В. Особливості професійного самовизначення сільських дівчат-старшокласниць [Текст] / Л. В. Повалій // Педагогічні науки: теорія, історія, інноваційні технології: науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, Дж. Бішоп, О. В. Єременко та ін. – Суми : СумДПУ імені А. С. Макаренка, 2013. – №7 (33). – С. 84–92.