Особливості і структура соціальної самовизначеності підлітків у психолого-педагогічній науці та практиці
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Дата
2020
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Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті для вирішення загального наукового завдання – з’ясування тенденцій формування соціальної самовизначеності підлітків у педагогічній науці і практиці першої половини ХХ століття – проведено теоретичний аналіз особливостей і структури соціальної самовизначеності дітей підліткового віку в сучасній психолого-педагогічній науці та практиці; з’ясовано низку понять, базових для поняття «соціальна самовизначеність підлітків», які відображують особливості і структуру досліджуваного феномену та шляхи його реалізації в умовах педагогічної і психологічної підтримки школи.
Introduction. In the article to solve the general scientific task – to clarify the trends of social self-determination of adolescents in pedagogical science and practice of the first half of the twentieth century – a theoretical analysis of the features and structure of social elfdetermination of adolescents in modern psychological and pedagogical science and practice is conducted; a number of concepts, basic for the concept of “social self-determination of adolescents”, which reflect the features and structure of the studied phenomenon and ways of its implementation in terms of pedagogical and psychological support of the school. The purpose of this article is a theoretical analysis of the features and structure of social self-determination of adolescents in modern psychological and pedagogical science and practice to clarify in the future study the trends in the formation of this quality of children that were significant in the first half of the twentieth century. Research methods: analysis of philosophical, sociological, psychological, pedagogical sources, comparison and generalization – to clarify a number of concepts basic to the concept of “social self-determination of adolescents”; forecasting – to determine the prospects of the study. Conclusions and prospects for further scientific research. Thus, the problem of personal growth of student youth has been and remains relevant, and its solution is traditionally aimed at making adequate independent choices and achieving positive success in life. Social self-determination of the individual is formed throughout the school life of the child, but especially responsible is the period of adolescence. The adolescent’s selfdetermination depends: on his attitude to himself; on the state of formation of selfawareness; from the need to be and be considered an adult; from the desire for selfaffirmation as a recognition of one’s value, the importance of one’s own person. Mechanisms of self-affirmation (centering, role self-awareness, identification, autonomy, “self”, personalization) are those elements of the structure that provide both positive and negative sides of self-determination. The prospects of the study are the search for effective pedagogical technologies to ensure the formation of positive signs of social self-determination of adolescents in secondary education. Such a search can be carried out in line with the trends of innovative development of pedagogical science and practice of the first half of the twentieth century (pedagogical technologies of the Waldorf School, Chicago Laboratory School and Dalton Plan, colony and commune of A. Makarenko, etc.). modern education.
Introduction. In the article to solve the general scientific task – to clarify the trends of social self-determination of adolescents in pedagogical science and practice of the first half of the twentieth century – a theoretical analysis of the features and structure of social elfdetermination of adolescents in modern psychological and pedagogical science and practice is conducted; a number of concepts, basic for the concept of “social self-determination of adolescents”, which reflect the features and structure of the studied phenomenon and ways of its implementation in terms of pedagogical and psychological support of the school. The purpose of this article is a theoretical analysis of the features and structure of social self-determination of adolescents in modern psychological and pedagogical science and practice to clarify in the future study the trends in the formation of this quality of children that were significant in the first half of the twentieth century. Research methods: analysis of philosophical, sociological, psychological, pedagogical sources, comparison and generalization – to clarify a number of concepts basic to the concept of “social self-determination of adolescents”; forecasting – to determine the prospects of the study. Conclusions and prospects for further scientific research. Thus, the problem of personal growth of student youth has been and remains relevant, and its solution is traditionally aimed at making adequate independent choices and achieving positive success in life. Social self-determination of the individual is formed throughout the school life of the child, but especially responsible is the period of adolescence. The adolescent’s selfdetermination depends: on his attitude to himself; on the state of formation of selfawareness; from the need to be and be considered an adult; from the desire for selfaffirmation as a recognition of one’s value, the importance of one’s own person. Mechanisms of self-affirmation (centering, role self-awareness, identification, autonomy, “self”, personalization) are those elements of the structure that provide both positive and negative sides of self-determination. The prospects of the study are the search for effective pedagogical technologies to ensure the formation of positive signs of social self-determination of adolescents in secondary education. Such a search can be carried out in line with the trends of innovative development of pedagogical science and practice of the first half of the twentieth century (pedagogical technologies of the Waldorf School, Chicago Laboratory School and Dalton Plan, colony and commune of A. Makarenko, etc.). modern education.
Опис
Ключові слова
підліток, самовизначеність, особливості підліткового віку, структура соціальної самовизначеності, самосвідомість, психосоціальна ідентичність, самоствердження, механізми самоствердження, adolescent, self-determination, features of adolescence, structure of social self-determination, self-consciousness, psychosocial identity, self-affirmation, mechanisms of self-affirmation
Бібліографічний опис
Васюк, Ю. Особливості і структура соціальної самовизначеності підлітків у психолого-педагогічній науці та практиці [Текст] / Ю. Васюк // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – № 9 (103). – С. 294–305. – DOI: 10.24139/2312-5993/2020.09/294-305.