寄宿学校学生生活能力的形成是成功社会化的标志

Oksana Fushteі, N. Franko, I. Sarancha
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引用次数: 0

摘要

在分析现有哲学、社会学、心理学和教育学研究方法的基础上,对“小学生重要能力的形成”这一概念的维护进行了探讨。寄宿制高中学生的生活能力是在教育、成长、发展、活动等过程中形成的一套综合素质,表现为亲社会行为、社会交往的能力和准备程度。生活能力的成功被定义为人的身体、心理、社会和精神功能的成功。意义是指影响一个人的生活能力形成过程的社会因素,即:环境的影响;社会秩序与社会文化类型;个体的社会地位和性别对个体重要能力形成过程的影响。寄宿学校学生生活能力形成的特征标准是通过一套指标来制定的:动机性(对生活自我实现的渴望;渴望得到别人的认可;成为成功人士的愿望);认知知识:基本生活能力;社会对生活能力表现形式的规范和要求;个人生活文化的组成部分);对基本生活能力重要性的价值论意识;将基本生活能力视为价值观;接受基本生活能力作为个人价值标准。对实验结果的评估可以确定寄宿学校学生生活能力形成的社会教育条件,即:在寄宿学校条件下促进自由生活和社会选择个性;指导教师努力营造良好的寄宿学校小气候;确保社会障碍的早期诊断和适当的矫正干预。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
FORMATION OF LIFE COMPETENCE OF BOARDING SCHOOL STUDENTS AS AN INDICATOR OF SUCCESSFUL SOCIALIZATION
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.
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