FORMATION OF LIFE COMPETENCE OF BOARDING SCHOOL STUDENTS AS AN INDICATOR OF SUCCESSFUL SOCIALIZATION
DOI:
https://doi.org/10.25128/2520-6230.22.1.12Keywords:
life competence of students, high school students, socialization, socio-pedagogical conditionsAbstract
On the basis of the analysis of the existing philosophical, sociological, psychological and pedagogical approaches the maintenance of the concept of "formation of vital competence of pupils" is opened. The life competence of boarding school high school students is defined as a set of integrative qualities that are formed in the process of education, upbringing, development, activity and find their expression in the ability and readiness for prosocial actions, social interaction. The success of life competence is defined as the success of physical, mental, social and spiritual functioning of man. Meaning are defined of factors of social influence on the process of formation of life competence of a person, namely the influences of: the environment; social order and type of culture of society; social status and sex of the individual on the process of forming the vital competence of the individual. Characteristics of the criteria for the formation of life competence of students of boarding schools is made through a set of indicators: motivational (the desire for life self-realization; the desire to gain recognition from others; the desire to become a successful person); cognitive (knowledge of: basic life competencies; norms and requirements of society regarding the manifestations of life competencies; components of the culture of life of the individual); and axiological (awareness of the importance of basic life competencies; recognition of basic life competencies as values; acceptance of basic life competencies as personal values) criteria. Evaluation of the results of the experiment allowed to determine the socio-pedagogical conditions for the formation of life competence of students of boarding schools, namely: the promotion of free life and social choice personalities in the conditions of a boarding school; directing the efforts of the teaching staff to create a favorable microclimate of the boarding school; ensuring early diagnosis of social disorders and adequate corrective intervention.References
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