The article analyzes the results of a study aimed at studying overcoming as a leading factor that ensures self-development of the individual and actualizes the need to use pedagogical tools in modern educational practice that contribute to the formation in children and young people of the perception of overcoming difficulties as an opportunity for personal growth. The relevance of studying the problem of self-development and its procedural component is due to various reasons: the new socio-cultural reality, which predetermined the rapid pace of self-development as a condition for the competitiveness of the individual; a high level of motivation of the younger generation to achieve success as a result of self-development; the unpreparedness of modern children and youth to overcome obstacles on the way to achieving the goal; the presence of psychological barriers blocking readiness for self-development. The conclusions are based both on the results of a theoretical analysis of modern scientific literature and on the results of our surveys. Empirical research methods were survey methods presented by the author’s tools. The study involved 2474 students aged 11-16 living in the Moscow, Yaroslavl, Kostroma and Kaluga regions. The study included the design and testing of the technology of pedagogical support for self-development of adolescents in additional education in a situation of overcoming difficulties, the implementation of which makes it possible to form adolescents’ readiness for self-development, helps to build up individual experience of successful overcoming through the purposeful formation of adaptive coping strategies. The conclusion is made about the effectiveness of the implementation of technology in the conditions of additional education, as well as the possibility of dissemination of the received pedagogical experience in educational organizations of various types and types.
Keyword(s) : pedagogical technology
The Specificity of Learning Technologies in Rural Small Schools
The article reveals the specifics of learning technologies in rural small schools, special features of their application that meet the values of humanistic orientation, taking into account the specific features of the lesson in small schools and in accordance with the provisions of the strategy of individualization of learning. We considered the subject matter of the concept “technological approach” proposed by different supervisors and teachers, noted that this concept was revealed deep enough through the development of a scheme of algorithm for constructing a separate training cycle that includes a set of all necessary components (learning objective, method steps and achieved the learning outcome). We analyzed the efficiency of technologies of collective ways of learning (CSR) in several schools of the Republic of Tatarstan. This technology is characterized by the following principles: completeness, continuous transfer of acquired knowledge to each other, the cooperation of students, the diversity and division of labor, multiple-aged participants of pedagogical process, considering learning abilities, pedagogical activity of each participant. The obtained results prove the value of this technology in modern conditions of implementation of second generation standards and achievement by students the requirements of major educational results: subject, metasubject and personal.
It is necessary to maintain and develop small schools. This is due to a number of demographic, natural and geographical, socio-economic and socio-cultural factors. Modern education in primary and secondary school can not have effect without new student-oriented teaching technologies. In rural schools one of the most effective technologies is a technology of collective methods of education: this technology forms cognitive interests and skills of independent work of students; group work contributes to knowledge on the different levels of complexity, motivates students to compete, adds so necessary for the process of learning element of competition; the technology has good effect in small classes.