Обґрунтування організаційно-педагогічних умов формування просоціальної поведінки учнів загальноосвітніх навчальних закладів
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Дата
2014
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті проаналізовано й теоретично обґрунтовано необхідні та достатні організаційно-педагогічні умови формування просоціальної поведінки учнів загальноосвітніх навчальних закладів. Методом експертного оцінювання до них віднесено: формування й ефективне забезпечення функціонування превентивного виховного середовища ЗНЗ; упровадження сучасних технологій виховання, що базуються на врахуванні вікових та індивідуальних психофізіологічних особливостей учнів; упорядкування системи державно-громадського управління навчальним закладом; активізація діяльності органів учнівського самоврядування у виробленні шкільної політики щодо формування просоціальної поведінки учнів; створення системи науково-методичного супроводу формування просоціальної поведінки учнів.
The article analyzes and theoretically justifies necessary and sufficient organizational and pedagogical conditions of formation of students’ prosocial behavior of secondary educational institutions. The list of possible organizational and pedagogical conditions has been drawn up on the basis of the analysis of the theory and practice of educating the students. The organizational and pedagogical conditions are united into the following four groups: 1. The first group (a factor of the effectiveness of internal educational environment): the formation and effective functioning of preventive educational environment of the school; the formation and effective functioning of the educational system the educational institution; the formation and effective functioning of the health of a favorable educational environment of the school. 2. The second group: the introduction of modern technologies of education, based on the age and individual psycho-physiological characteristics of the students; the introduction of interactive methods of training and education; streamlining the existing forms and methods of education in order to develop prosocial behavior. 3. The third group: the regulation of the system of state and public administration institution; the increased activity of the student self-government bodies in the development of school policies on the formation of the students’ prosocial behavior; participation of parents in establishing school policy; partnerships specialists, concerning the problem of the formation of prosocial behaviour. 4. The fourth group: the creation of a system of scientific-methodical support of the formation of the students prosocial behavior; the introduction of special courses devoted to health care, social norms and values, interpersonal relationships; the willingness of the teachers to the formation of the students’ prosocial behavior of the school; the development of various forms of educational activities (educational hours, trainings, projects, discussions, debates shares and so on), aimed at promoting pro-social behavior of the students at school. The expert estimates are considered to be the formation and effective functioning of preventive educational environment of the school; the introduction of modern technologies of education, based on the age and individual psycho-physiological characteristics of the students; the arrangement of the system of state-public management of the educational institution; the increased activity of the organs student self-government in developing a school policy on the formation of pro-social behavior of the students; the creation of a system of scientific-methodical support of the formation of pro-social behavior of the students.
The article analyzes and theoretically justifies necessary and sufficient organizational and pedagogical conditions of formation of students’ prosocial behavior of secondary educational institutions. The list of possible organizational and pedagogical conditions has been drawn up on the basis of the analysis of the theory and practice of educating the students. The organizational and pedagogical conditions are united into the following four groups: 1. The first group (a factor of the effectiveness of internal educational environment): the formation and effective functioning of preventive educational environment of the school; the formation and effective functioning of the educational system the educational institution; the formation and effective functioning of the health of a favorable educational environment of the school. 2. The second group: the introduction of modern technologies of education, based on the age and individual psycho-physiological characteristics of the students; the introduction of interactive methods of training and education; streamlining the existing forms and methods of education in order to develop prosocial behavior. 3. The third group: the regulation of the system of state and public administration institution; the increased activity of the student self-government bodies in the development of school policies on the formation of the students’ prosocial behavior; participation of parents in establishing school policy; partnerships specialists, concerning the problem of the formation of prosocial behaviour. 4. The fourth group: the creation of a system of scientific-methodical support of the formation of the students prosocial behavior; the introduction of special courses devoted to health care, social norms and values, interpersonal relationships; the willingness of the teachers to the formation of the students’ prosocial behavior of the school; the development of various forms of educational activities (educational hours, trainings, projects, discussions, debates shares and so on), aimed at promoting pro-social behavior of the students at school. The expert estimates are considered to be the formation and effective functioning of preventive educational environment of the school; the introduction of modern technologies of education, based on the age and individual psycho-physiological characteristics of the students; the arrangement of the system of state-public management of the educational institution; the increased activity of the organs student self-government in developing a school policy on the formation of pro-social behavior of the students; the creation of a system of scientific-methodical support of the formation of pro-social behavior of the students.
Опис
Ключові слова
просоціальна поведінка, організаційно-педагогічні умови, учні загальноосвітніх навчальних закладів, prosocial behavior, organizational and pedagogical conditions, students of secondary educational institutions
Бібліографічний опис
Єжова, О. О. Обґрунтування організаційно-педагогічних умов формування просоціальної поведінки учнів загальноосвітніх навчальних закладів [Текст] / О. О. Єжова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2014. – № 8 (42). – С. 125–134.