Organizational pedagogical support. Correctional work of a psychologist at school

As a manuscript

Timonin Andrey Ivanovich

SOCIAL AND PEDAGOGICAL SUPPORT OF PROFESSIONAL DEVELOPMENT OF UNIVERSITY HUMANITIES FACULTIES STUDENTS

13.00.02 – theory and methodology of training and education

(social education in secondary and higher schools)

13.00.08 – theory and methodology

dissertations for an academic degree

Doctor of Pedagogical Sciences

Kostroma

The work was carried out at the Department of Social Pedagogy of Kostroma State University. ON THE. Nekrasova

Scientific consultant: Doctor of Pedagogical Sciences,

Professor Volokhov Alexey Vasilievich

Official opponents: Corresponding Member of RAO, Doctor

pedagogical sciences, professor

Mudrik Anatoly Viktorovich

Chief Researcher

Institute of Social Pedagogy RAO

Plotkin Mikhail Markovich

Doctor of Pedagogical Sciences, Professor

Khodusov Alexander Nikolaevich

Lead organization: State educational institution of higher professional education

"Yaroslavl State

Pedagogical University named after K.D. Ushinsky"

The defense will take place “__”_________ 2008 at a meeting of the dissertation council of the DM. 212.094.01 at Kostroma State University. ON THE. Nekrasova at the address: 156961, Kostroma, Novy village, 1., Institute of Pedagogy and Psychology, room No. 242.

The dissertation can be found in the library of KSU named after. ON THE. Nekrasov at the address: 156012, Kostroma, st. 1st May, no. 14.

And about. scientific secretary

dissertation council S.K. Buldakov

GENERAL DESCRIPTION OF WORK

Relevance The study of the problem of social and pedagogical support for the professional development of a student in a higher educational institution is due to the need to train high-quality specialists who meet the requirements of state and world standards. The Concept of modernization of Russian education for the period until 2010 states the following main goal of vocational education: “training a qualified worker of the appropriate level and profile, competitive in the labor market, competent, responsible, fluent in his profession and oriented in related fields of activity, capable of effective work in the specialty at the level of world standards, ready for constant professional growth, social and professional mobility; satisfaction of the individual’s needs in obtaining appropriate education.” Higher education today is aimed at solving the most important tasks: preserving and enhancing the cultural heritage of society, developing the value orientations of the individual at a crucial stage of its formation, achieving a high level of readiness for work and professional activity, its modification in constantly changing conditions.

An analysis of methodological and theoretical approaches to the study of sociocultural processes in education gives reason to believe that higher education has a vital role in the implementation of the country’s economic growth strategy and the formation of a democratic, socially oriented society, in conditions where one of the state national projects is aimed at finding new forms and means , ways to modernize higher education in the context of the Bologna process.

The modern system of higher professional education is characterized by a transition from a “knowledge-based” to a personality-oriented paradigm, which is characterized by a consistent movement of pedagogical thought from a one-sided functional to a holistic view of the training of future specialists. In this regard, professional improvement is organically included in the process of social education of a person.

At the same time, it should be emphasized that the vocational education system, which has the goal of “forming a specialist,” has recently developed in a rapidly changing socio-economic environment, when changes in the structure of the economy and employment, the dynamic conditions of the labor market require increased professional mobility of a specialist and the What makes the most in demand is a number of such professionally important personal qualities as independence, a creative approach to business, the ability to cooperate, self-education, social and professional responsibility.

This explains the fact that increasing attention is being paid to issues of vocational education and upbringing in the psychological and pedagogical literature. The process of education and upbringing is considered as one of the factors in the formation of personal characteristics (properties) of a future professional in unity with the assimilation of knowledge, skills and abilities (E.V. Bondarevskaya, N.M. Borytko, A.M. Novikov, G.M. Romantsev , V.V. Serikov, V.A. Slastenin, E.N. Shiyanov and others).

The essential aspects of professional development of personality are reflected in the works of N.F. Basova, E.N. Volkova, E.F. Zeera, M.V. Kaminskaya, E.A. Klimova, T.V. Kudryavtseva, N.V. Kuzmina, A.K. Markova, L.M. Mitina and other scientists. Researchers pay special attention to the issues of developing professional competence (V.I. Baidenko, Yu.V. Vardanyan, I.A. Zimnyaya, Yu.V. Koinova, D.V. Lifintsev, S.B. Seryakova, A.M. Novikov, L.A. Petrovskaya, P.I. Tretyakov, V.D. Shadrikov), professional culture (E.N. Bogdanov, P.S. Gurevich, A.A. Kriulina), the specialist’s focus on continuous professional and personal self-improvement, transforming oneself to solve problems of creative professional activity (N.K. Sergeev), creating a model of a specialist to work in the conditions of innovative transformations in the field of educational activity (V.V. Davydov, M.V. Kaminskaya, V.T. Kudryavtsev, N.F. Talyzina, I.S. Yakimanskaya, etc.). The scientific research of a number of scientists is aimed at developing approaches to professional education as an integral component of the professionalization process (V.M. Basova, N.M. Borytko, N.M. Rassadin, A.N. Khodusov, etc.).

The analysis of the above-mentioned psychological and pedagogical studies allows us to state that the study of the professional development of an individual as a field of scientific knowledge continues actively in the following directions: identifying factors, driving forces influencing the professional development of an individual; determination of pedagogical conditions that facilitate students’ mastery of the norms of society and profession in the process of training and education in higher education; analysis of the influence of creative self-development (individual-semantic aspect), professional-personal self-affirmation (value-activity aspect) on the effectiveness of the formation of professionally important personality traits of future specialists; identifying the theoretical foundations for managing the process of professional development of an individual.

Certain aspects of the problem of social and pedagogical support are considered in the publications of E.N. Gevorkyan, Yu.D. Denisova, J.W. Duncan, I.G. Zainysheva, I.V. Eremina, G.P. Zhuravleva, Yu.M. Kanygina, L.I. Novikova, S.S. Nosovoy, V.F. Sytnik, M.V. Firsov, J. Stumpeter, G. Emerson and other authors. However, these studies are focused on the conceptual substantiation of approaches to social and pedagogical support for the professional development of students in a higher educational institution.

Thus, based on an analysis of modern scientific literature, a generalization of the experience of a number of higher educational institutions in Russia and abroad, a retrospective analysis of the experience of one’s own teaching activities, we can conclude that it is relevant for solving the problems of social, professional, personal self-realization of a person. development of the theory and methodology of social and pedagogical support as a specific pedagogical activity and justification of its content in relation to the goals of professional development of students in a higher educational institution - in general, and students studying at the humanities faculties of the university - in particular.

Thus, we can fix the series contradictions:

Between sociocultural transformations, reflecting the transition to a democratic, socially oriented society, and the current level of development of higher education, which is not sufficiently prepared to solve educational problems in new conditions;

1. between the need of modern society for specialists who meet the requirements of state and world standards and insufficient attention to the development of a qualitatively new system of professional education, ensuring the readiness of future specialists to meet these requirements;
2. between the need to develop higher professional education as a condition for the effective professional development of an individual in society and the unpreparedness of modern universities to solve this problem;
3. between the functioning of a higher educational institution as a social institution focused on the personal and professional development of a young person, and the lack of methodological, theoretical and methodological justification for the socio-pedagogical support of the professional development of students in the humanities faculties of the university;
4. between the presence of certain experience in organizing socio-pedagogical support for the professional development of a student and the lack of an optimal scientifically based system that solves the problem of bridging the gap between the theory and practice of socio-pedagogical support for the professional development of students in the humanities faculties of the university.

The totality of these contradictions determines research problem: What are the theoretical and methodological foundations of the process of socio-pedagogical support for the professional development of students in the humanities faculties of the university?

The solution to this problem is target research.

Object of study: the process of professional development of students of humanities faculties of the university.

Subject of study: social and pedagogical support for the professional development of students in the humanities faculties of the university.

Based on an analysis of the theory and practice of modern student training in a higher educational institution, our own experience and the results of the ascertaining experiment, the following was formulated hypothesis :

sociocultural factors of the development of society naturally determine the transformation of the system of higher professional education, the main direction of which is the updating of existing connections, relationships, processes in order to achieve a high level of preparedness of future specialists that meet international and Russian state standards, and guaranteeing this in the implementation of the concept of social and pedagogical support professional development of students of humanities faculties of the university; for the effective implementation of this process, it is necessary to attract personal, institutional resources, and resources of the social environment, the functional purpose of which is to overcome the contradictions that arise in the process of the student’s positional movement from the object of pedagogical influences to the subject of professional education and professional activity; the dominance of groups of personal, institutional and environmental resources changes depending on the stage of formation of the student’s personal and professional position, the implementation of a set of organizational and pedagogical forms that optimize this process (individual routes of professional development, Internet testing, competition of methodological developments and technological modules, participation in activities electives, inclusion of students in scientific research, participation in scientific and methodological seminars and conferences, project seminars), and pedagogical conditions that ensure the effectiveness of social and pedagogical support (presenting to students the values ​​of the sociocultural sphere, general cultural and professional activities, ensuring variability of content and forms of participation in social practice, providing individual assistance to a student in revealing his potential, in his self-realization, stimulating reflection).

Based on the goal and hypothesis, the following are determined: research objectives:

1. To identify and justify the set of provisions that make up the theoretical and methodological foundations of the concept of social and pedagogical support for the professional development of students of the university's humanities faculties.
2. To identify and classify the main groups of resources that are necessary for the socio-pedagogical support of the professional development of students in the humanities faculties of the university.
3. To identify and characterize the content of social and pedagogical support for the professional development of students in the humanities faculties of the university.
4. To develop a model and justify the methodology of social and pedagogical support for the professional development of students in the humanities faculties of the university.
5. To determine and experimentally confirm a set of pedagogical conditions that ensure the effectiveness of socio-pedagogical support for the professional development of students in the humanities faculties of the university.
6. To identify criteria and indicators of the effectiveness of the process of social and pedagogical support for the professional development of students in the humanities faculties of the university.

Methodological basis research amounts to:

Conceptual approaches to the essence, mechanisms and patterns of manifestation of sociocultural phenomena and processes in education (A.G. Asmolov, M.M. Bakhtin, A.P. Bulkin, S.G. Vershlovsky, L.S. Vygotsky, V.P. Zinchenko, M.S. Kagan, A.A. Makarenya, E.V. Piskunova, P.A. Sorokin);

Theoretical views of domestic and foreign scientists, revealing the essence of the systems approach in social research (I.V. Blauberg, M.S. Kagan, L.I. Novikova, Yu.G. Markov, A.V. Petrovsky, L.F. Spirin , E.G. Yudin, G. Parsons);

Ideas of resource management in management theory, pedagogy, psychology and social work theory (E.N. Gevorkyan, I.N. Gerchikova, J.W. Duncan, I.G. Zainyshev, A.M. Kondakov, H.H. Perlman , K. M. Ushakov, A. Fayol, M. V. Firsov, L. I. Fishman, G. Ford, J. Stumpeter, G. Emerson).

Theoretical basis studies are:

Theories and concepts of personal development of a person as an active subject transforming the world and himself (K.A. Abulkhanova-Slavskaya, L.I. Antsyferova, N.A. Berdyaev, S.G. Vershlovsky, A.A. Derkach, A.V. Petrovsky, S.L. Rubinshtein, D.I. Feldshtein, B. Berstein);

Scientific approaches in the study of modern education (V.I. Zagvyazinsky, V.V. Kraevsky, N.B. Krylova, A.V. Mudrik, A.M. Novikov, S.A. Pisareva, A.P. Tryapitsyna, L A. Shipilina);

Research into the patterns of professional development of a future specialist (O.A. Abdullina, N.E. Astafieva, N.F. Basov, V.M. Basova, A.P. Belyaeva, I.A. Zimnyaya, E.A. Klimov, N. O.V. Kuzmina, A.K. Markova, V.A. Slastenin, V.V. Serikov, A.N. Khodusov, I.S. Yakimanskaya);

Concepts of socialization and social education of the individual at various age stages (A.V. Volokhov, B.Z. Vulfov, N.F. Golovanova, I.S. Kon, A.V. Mudrik, M.M. Plotkin, M.I. . Rozhkov);

Management theories in the field of education (V.A. Bolotov, B.S. Gershunsky, O.E. Lebedev, M.M. Potashnik, G.N. Serikov);

Ideas of pedagogy of individuality (O.S. Grebenyuk, T.B. Grebenyuk).

The solution to the set tasks was carried out through the use of a set of interrelated and complementary research methods, which include: theoretical (analysis of philosophical and psychological-pedagogical literature on the research problem; systematization, classification, modeling); study, generalization of mass, advanced pedagogical experience and retrospective analysis of one’s own activities; empirical (participant observation, testing, questioning); experimental work.

Base experimental work were the Institute of Pedagogy and Psychology of Kostroma State University. ON THE. Nekrasov and its branches in the city of Sharya, Kostroma region and Kirovsk, Murmansk region; Novosibirsk State Pedagogical University; Ivanovo State University; Institute of Pedagogy and Psychology of the University of Bialystok (Republic of Poland); educational institutions of the Yaroslavl, Moscow and Kostroma regions: Children's health camp "Porechye" of the Russian Academy of Sciences; municipal educational institutions, secondary schools No. 3, No. 30, No. 36 in Kostroma, No. 4 in Nerekhta, Kostroma region, No. 1 in Galich, Kostroma region, Neverovskaya and Kosmyninskaya secondary schools in Nerekhta district, Kostroma region; state regional social institution “Center for Assistance to Family and Children”; Regional Palace of Children and Youth Creativity; state regional institutions in the sphere of state youth policy of the Committee on Youth Affairs of the Administration of the Kostroma Region. In general, the experimental study involved 920 students at the Institute of Pedagogy and Psychology, 56 teachers providing training for students of various specialties, 167 specialists and managers of practical training bases. The control group was students and teachers of the Faculty of Physical Education and the Institute of Economics of Kostroma State University. ON THE. Nekrasova.

The research was carried out in several interrelated stages:

At the first stage (1995-2000) the problems of professional development of an individual during study at a university in Russia and abroad were studied, the experience of higher educational institutions on the problems of professional development of students was analyzed and generalized. A significant place at this stage was occupied by a retrospective analysis of the dissertation candidate’s work experience as the dean of the socio-economic, socio-pedagogical faculties of KSU named after. ON THE. Nekrasova.

At the second stage (2000-2002) Scientific and educational literature on the problems of social and pedagogical support was studied, methodological approaches to the study of the problem of professional development of university students were determined, the conceptual apparatus was clarified, the conceptual idea of ​​the study was developed, and a hypothesis was formulated.

In the third stage (2002-2005) In order to test the hypothesis put forward, a pilot study was carried out, experimental work was organized and carried out, during which a methodology was developed, its results were comprehended, adjustments were made to the content and methodology of the study due to the introduction of a new generation of state educational standards, the main directions for increasing the effectiveness of social pedagogical support for the professional development of students.

During the fourth stage (2005–2008) the results of the study were generalized, a methodological and methodological basis was created for introducing the main provisions and conclusions of the study into the practice of higher educational institutions, the results of the study were published in refereed journals of the Higher Attestation Commission, monographs were prepared and published, and the results of the study were formalized in the form of a doctoral dissertation.

Personal participation of the applicant in obtaining scientific results presented in the dissertation and in published works, is expressed in the theoretical development of the main ideas and provisions of the study, justification and scientific management of the implementation of experimental work carried out in educational institutions of higher vocational and secondary general education on the implementation of the concept of social and pedagogical support professional development of personality, in the scientific supervision of research work of graduate students and applicants on various aspects of the problem under study, analysis and generalization of results, preparation and testing of recommendations and their implementation in the practice of higher education.

Scientific novelty research is as follows:

A set of provisions that constitute the theoretical and methodological foundations of the concept of social and pedagogical support for the professional development of students of the university's humanities faculties has been identified and justified;

The content of social and pedagogical support for the professional development of students of the university's humanities faculties has been identified and characterized;

A model of the process of social and pedagogical support for the professional development of students of the university's humanities faculties has been designed and scientifically substantiated;

A methodology for social and pedagogical support for the professional development of students of the university's humanities faculties has been developed and implemented;

Criteria and indicators of the effectiveness of the process of social and pedagogical support for the professional development of students of the university's humanities faculties have been identified.

The theoretical significance of the study is that:

A holistic concept has been developed that reveals the essential characteristics, content and methodology of social and pedagogical support for the professional development of students of the university's humanities faculties based on the resource approach;

The main groups of resources that are necessary for the socio-pedagogical support of the professional development of students of the university's humanities faculties have been identified and classified;

The methodology of social and pedagogical support for the professional development of students of the university's humanities faculties is theoretically substantiated;

The dynamics of social and pedagogical support for the professional development of students of the university's humanities faculties are analyzed;

The set of pedagogical conditions for the effectiveness of social and pedagogical support for the professional development of students of humanities faculties at the university is substantiated.

Practical significance of the study is associated with the development in the course of experimental research of scientific and methodological support, which can be used as a scientifically based means of improving the professional development of an individual based on the process of social and pedagogical support. The data and results obtained during the study can be used by specialists at various levels when developing a strategy for developing a system of professional training for students and ensuring the effectiveness of the process of their professional development during their studies at the university. The results of the study can be used by teaching, scientific-pedagogical and management personnel, as well as directly by students, at all stages of vocational education in order to improve the quality of educational, educational-professional, research and professional activities. Didactic and organizational-methodological materials, monographs, educational and teaching aids are used in the system of social and pedagogical support for the professional development of students of humanities faculties, as well as in the activities of specialists and managers in the social sphere and the system of advanced training and retraining of personnel.

Reliability and reliability of the results obtained ensured by methodological validity and consistency of starting positions that implement sociocultural, systemic and resource approaches, by the use of a set of complementary and mutually validating research methods that are adequate to its object, purpose, objectives and logic; long-term nature and the possibility of repeating experimental work, comparing its data with mass experience.

Testing and implementation of research results were carried out in the author’s speeches at meetings of the departments of theory and history of pedagogy, social work and social pedagogy of Kostroma State University named after N.A. Nekrasova.

The findings of the study have been tested and positively assessed at scientific international and regional conferences and symposia, including at the international conferences: “Phenomena of individuals and groups in a changing world” (Kostroma, 1998); “Innovative technologies and processes of personal and group development in a transitive society” (Kostroma, 2000); “Comparative analysis of models for training specialists in social work in Russia and Germany” (Bochum, 2001; Hannover, 2002 - Federal Republic of Germany); “Psychology of innovative management of social groups and organizations” (Moscow, Kostroma, 2003); “Trends in the development of children's organizations and associations in the third millennium” (Chelyabinsk, 2003); “Social Contacts of Children” (Yaroslavl, 2003); “Modern models of training specialists in the field of higher professional education” (Bialystok, Republic of Poland, 2003, 2004, 2007); “Managing the system of social values ​​of the individual and society in a world of change” (Kostroma, 2004); “Social education in institutions of higher professional education” (Penza, 2004); scientific and practical conference dedicated to the 70th anniversary of the birth of A. N. Lutoshkin, “Psychology and pedagogy of social education” (Kostroma, 2005); “Youth and innovation in the modern world: legal, acmeological and socio-psychological support” (Moscow, 2005); “Psychological and socio-pedagogical support for children and youth” (Yaroslavl, 2005); “Ensuring management activities of social work with youth” (Novosibirsk, 2006); “Pedagogical support for work with youth” (Yaroslavl, 2008); “Social education and staffing in the social sphere” (Moscow, 2008); at the annual conferences of teachers and graduate students of the Institute of Pedagogy and Psychology (Kostroma, 2003,2004,2005,2006, 2007).

The implementation of the research results was carried out during the design, implementation and examination of the university standard for the specialty “Social work”, programs and plans of academic disciplines.

Materials of dissertation research, monographs, teaching aids are used in the educational process of Kostroma State University named after N.A. Nekrasov, at advanced training courses for managers, specialists in the field of state youth policy, specialists from the Department of Education and Science and the Department of Social Protection of the Population of the Administration of the Kostroma Region. Theoretical principles and methodological developments are used by applicants and graduate students of the departments of social work and social pedagogy of KSU named after N.A. Nekrasova.

The main provisions put forward in scientific research and its results are reflected in monographs, educational, teaching aids and recommendations.

The following provisions are submitted for defense:

1. Social and pedagogical support for the professional development of students of humanities faculties of a university is a specific pedagogical activity for managing the functioning and development of a systemic set of resources (personal, institutional, environmental) involved in the process of forming the personal and professional position of an individual, which involves determining the functional purpose of each resource, establishing relationships between their functions in certain organizational and pedagogical forms.

2. The system's collection of resources includes personal resources institutional resources environmental resources(educational environment, establishing partnerships with other educational and social institutions, cultural institutions, public organizations, administrative bodies, enterprises and organizations in order to optimize the process of student professional development). Each of them can be in two states in relation to the subject of social and pedagogical support: actual (the resource can be used by the subject of social and pedagogical support without prior preparation for its use) and potential (the resource is actualized in the mind of the subject of social and pedagogical support, but still not updated in pedagogical practice).

3. To ensure the effectiveness of the process of professional development of students of humanities faculties, the university uses three strategies for social and pedagogical support. In relation to current resources, a utilization strategy is implemented (the use of an existing resource without additional preparation for solving the task) and a development strategy (increasing one group of resources at the expense of another, more developed at a particular point in time). In relation to potential resources, an actualization strategy is used, which involves identifying the development potential of the resource fund, predicting the resulting state and practical development of the resource as a socio-pedagogical tool.

4. The model of socio-pedagogical support for the professional development of students in the humanities faculties of the university involves the creation of optimal conditions for the effectiveness of the process of professional development of students in the humanities faculties of the university through the implementation of strategies for managing their resource fund; is determined by the logic of passing through interrelated stages: diagnostic, analytical, project, organizational-activity and reflective-evaluative, and includes a number of actions that correspond to the above stages, as well as methods of interconnection, interdependence and mutual actualization of available resources through structuring in a certain way time, space, quantitative and qualitative composition of participants and their interaction: diagnostics of the current state of the resource fund for the professional development of students; forecasting the potential state of the resource fund for the professional development of students of humanities faculties at the university, forecasting the likely results; development of a program for managing the resource fund for the professional development of students, based on three strategies for social and pedagogical support; implementation of the program into the practice of the university; monitoring the state of the process of professional development of students.

5. Pedagogical conditions that ensure the effectiveness of socio-pedagogical support for the professional development of students of humanities faculties of the university are: presenting to students the values ​​of the sociocultural sphere, general cultural and professional activities; ensuring variability in the content and forms of participation in social practice; providing individual assistance to the student in revealing his potential, in his self-realization; stimulation of reflection.

6. The effectiveness of the process of social and pedagogical support for the professional development of students of humanities faculties of the university can be assessed on the basis of a number of criteria.

orientation-semantic, which presupposes a conscious attitude towards professional activity, manifested through a combination of such indicators as: understanding and awareness of sociocultural values ​​and the value of the future profession in the system of society; understanding and assessing the goals and objectives of professional activity; recognition of the value of subject relations; satisfaction with the profession.

As indicators The criteria are: ability for joint educational activities; the ability to transform the surrounding reality by methods and means of professional activity; the ability to organize forecasting of one’s own and others’ actions and actions.

presupposes the ability of students to analyze their own activities and carry out reflection. Indicators

Scope and structure of work. The dissertation consists of an introduction, three chapters, a conclusion, and a list of references, including 340 sources and applications.

MAIN CONTENT OF THE WORK

In the introduction the relevance is substantiated, the problem, goal, object, subject, tasks, hypothesis are formulated, the stages and basis of the research, its methodology and methods, scientific novelty, theoretical and practical significance are described, the main provisions put forward for defense are outlined.

In the first chapter“Theoretical and methodological prerequisites for studying the problem of professional development of personality at a university” examines the methodological and theoretical foundations for studying the process of personality development, professional development of students in modern science in the context of modernization of the higher education system.

The analysis of philosophical, methodological, pedagogical and psychological sources indicates that in recent years there has been a noticeable increase in the attention of researchers to the problems of personal, social, professional development of students during the period of obtaining higher professional education, and in this regard to the issues of professional development of the individual, which determines self-determination, enrichment, determination of her usefulness for society and the performance of professional activities based on the fullest use of her own abilities and capabilities.

As a rule, the term “becoming” is used in three meanings: as a synonym for the category “development”; as an expression of the process of creating prerequisites, elements of an object arising on their basis; as a characteristic of the initial stage of an already emerging object, when there is a transition from the old to the new, the growth of this new, its strengthening and transformation into an integral developed system.

In psychological and pedagogical research, the term “professional personality development” is widely used, which modern authors (A.A. Bodalev, L.I. Bozhovich, Yu.M. Zabrodin, E.A. Klimov, T.V. Kudryavtsev, S. P. Kryazhe, A.K. Markova, L.M. Mitina, Yu.P. Povarenkov, N.S. Pryazhnikov, N.F. Talyzina, S.N. Chistyakova, etc.) are considered from different positions, noting that this is a multidimensional, multifaceted and extremely complex phenomenon. Formation is considered in two contexts – personal and professional. Personal development is a continuous, purposeful process of progressive personality change (E.F. Zeer); formation of basic relations with the world and society (D.N. Zavalishina). Professional development is the formation of a subject of labor (B.G. Ananyev); the process of gradually resolving a set of contradictions between the socio-professional requirements imposed on an individual and his desires and capabilities (Yu.P. Povarenkov); formation of professional motivation, competence, professionally important qualities (S.B. Seryakova).

In the works of foreign authors, a number of theories of professional development have emerged: differential diagnostic (F. Parsons, G. Bogen), psychoanalytic (U. Moser, E. Bordin, E. Rowe), decision theory (H. Thome, G. Rees, D. . Tiedemann), typological (D. Holland), development theory (E. Sprager, S. Bühler, E. Ginzberg, D. Super). Professional development is considered by scientists as a process of mastering a profession unfolded over time, as an activity, a set of methods and means, where their succession to each other has not a temporal, but a target determination.

In domestic research, professional development is most often understood as the formation of professional competence as a process of mastering the means and models for solving professional problems (A.I. Mishchenko, N.V. Chekaleva). Professional development in these works is considered from two positions: as an integral part of the formation of a young man’s personality, including professional self-determination, the formation of an individual as a subject of professional activity, involving various stages aimed at a person’s understanding of the social significance of work and the role of the profession in work, preparing him for conscious mastering a profession, continuous professional development; and as a holistic educational process aimed at developing the personality of a future specialist as a subject of professional education and professional activity.

We are considering professional personality development from the standpoint of the resource approach as a process of forming the personal and professional position of an individual, taking into account the whole variety of subjective and objective factors, which involves the implementation of resource management strategies involved in the implementation of this process. Consequently, the goal of a teacher’s activity is to manage the process of forming a personal and professional position, which we understand as a system of dominant value-semantic relations of a specialist to the sociocultural environment, to himself and his activities.

The analysis of psychological and pedagogical literature indicates that the main conceptual approaches to the study of professional development of an individual changed depending on the characteristics of a particular scientific direction and the requirements of the time period. Currently, the development of higher education around the world is influenced by three leading factors of change, namely: the emergence of a knowledge-based society, the information and communication revolution and globalization. The ongoing transformations are significantly changing the role, tasks, structure and conditions of functioning of higher education as a social institution. Any educational practice should be based on the norms and patterns of human mental development in a particular age period. Student age is characterized, on the one hand, by familiarization with value-significant forms of activity, in particular, by profession, and on the other, by an actual gap between ideal and reality, which can be overcome in real self-determination. A higher education institution is designed to provide students with the opportunity for productive personal development.

Admission to a higher educational institution determines a change in the social situation of personal development. In this regard, a number of scientists (A.S. Vlasenko, I.A. Zimnyaya, T.V. Ishchenko, L.Ya. Rubina, V.A. Yakunin, etc.) consider groups of tasks that reflect the specifics of a given age period, student needs and the university’s ability to meet them. The first group is tasks of current development. These include adaptation to studying at a university and a new way of life, the realization of students’ personal potentials, their self-expression and self-affirmation. The second group of tasks are tasks of proximal development. It is this group that is aimed at implementing the content of professional development of students at the university. These include: expansion and clarification of ideas about the profession, professional activity, its axiological aspects, the student’s design of his own professional development based on knowledge of his individual characteristics, harmonization of his own relations to the profession, professional activity. Solving these problems creates the basis for the formation of a personal and professional position. However, often the ideal goal - the professional development of students - remains unachieved due to the fact that the traditional practice of vocational education cannot always solve all the tasks.

In this regard, the question arises about the presence of specific supporting activities that will solve the problem of the effectiveness of the formation of an individual’s personal and professional position in the process of obtaining higher professional education. This activity is the social and pedagogical support for the professional development of students of the university's humanities faculties.

In the second chapter of the dissertation “Conceptual foundations of socio-pedagogical support for the professional development of students in the humanities faculties of the university”, the essence of socio-pedagogical support is defined, the characteristics of the socio-pedagogical support for the professional development of students are given, and a model of socio-pedagogical support for the professional development of students in the humanities faculties at the university is presented. .

Based on a targeted study of a wide range of sources and literature on issues of personnel, information, technical, social and other types of support, we have formulated our understanding of this term as the process of doing something through the creation a set of special measures, means and methods that help in realizing the real capabilities of the social system and aimed at its regulation, functioning and further development. Potentials act as such opportunities of the social system. The concept of “potential” has become widespread in various fields of science and social activity in recent years. Many scientists (E.N. Gevorkyan, O.I. Genisaretsky, N.A. Nosov, B.G. Yudin, I.E. Yarmakeev and others) consider human economic, industrial, scientific, technical, educational and other potentials, necessary for the successful functioning of modern society.

In his work under potential we understand the totality of latent possibilities for carrying out any activity. Potential is a qualitative characteristic of a particular natural or social system, reflecting the presence of any real capabilities (abilities) associated with the preservation (adaptation, reproduction), functioning and/or development (self-development) of this system.

Any individual has potentials, which can act as resources when carrying out any activity. The very concept of “resources” has several meanings and is used in various sciences. In our study resources– these are sources of future action, internal capabilities, means attracted (used) to achieve a certain goal.

In general, based on the analysis of psychological and pedagogical literature, the study and generalization of advanced pedagogical experience, it was concluded that potentials and resources are completely different concepts. In order for the potentials (latent capabilities) of an individual to become resources, it is necessary to activate them, that is, transfer them to a higher quality state. In this case, potential becomes a means of achieving a goal, something with which it is possible to change the surrounding situation. When it comes to using and activating an individual's potentials, an intermediate stage is necessary for the individual to become aware of his latent capabilities. As a rule, this process occurs through internal self-assessment and self-diagnosis. An individual turns to his internal conscious capabilities most often in case of difficulty or when he wants to be successful in any activity. After realizing your own potentials, the moment comes to activate them and achieve your goal. In this case, the individual’s potentials become his resources, that is, they pass into an active state.

The analyzed literature on various types of support makes it possible to assert that the issues of providing the pedagogical process in order to increase its effectiveness were in the field of view of many authors (O.G. Levina, N.L. Lysakov, Yu.B. Podtserkovny, I.V. Protasova, E.V. Sechkareva, E.V. Titova, V.S. Torokhtiy, V.M. Fedotov, G.A. Shabanov, N.Yu. Shepeleva, V.T. Yusov). We, based on the interdisciplinary analysis carried out, are under the process pedagogical support we understand a specific type of professional activity that involves the activation of personal and institutional resources necessary to realize the effectiveness of a particular process. In this case, pedagogical support uses the personal resources of the student and institutional resources, which we understand as the resources of a specific social institution, set by the rules and norms of its functioning. Thus, pedagogical support is limited to the sphere of direct interaction between participants in the educational process.

At the same time, expanding the activities of teachers, going beyond the normative framework, allows the educational institution to influence students not only through institutional resources, but also through the use of environmental opportunities, through the relationships that develop between all participants in the educational process and the process of professional development of the individual. Based on the above and on the basis of an analytical synthesis of relevant works, it is necessary to talk about social and pedagogical support.

Social and pedagogical support– this is a specific pedagogical activity to manage the functioning and development of a systemic set of resources involved in the process of forming an individual’s personal and professional position. Social and pedagogical support involves determining the functional purpose of each resource, establishing the relationships between their functions in certain organizational and pedagogical forms.

In the dissertation, based on a generalization of the author’s personal experience and a number of scientific studies conducted under the guidance of the dissertation candidate (A.V. Afanasov, L.M. Bochkova, A.F. Dranichnikov, T.E. Korovkina, E.V. Lignovskaya, Yu A. Polarshinov and others), it is concluded that it is advisable to consider the socio-pedagogical support for the professional development of students of humanities faculties of a university as managing the functioning of a systemic set of resources intended and used to solve the problems of forming a student’s personal and professional position. The totality of resources for the professional development of students of the university’s humanities faculties consists of:

- personal resources: life experience, personal potential, development of professionally and socially significant personality traits, level of personal competence, professional expectations, professional orientation;

- institutional resources: the content of a certain level of education and the teaching technologies used; qualification characteristics of the teaching staff and features of the professional skills of teachers; the presence of innovative activities at the university; psychological climate of the team; features of educational process management; the level of development of methodological activities at the university; the structure of the educational institution and the organization of the educational process in it;

- environmental resources: the presence of other educational institutions, social institutions, cultural institutions, public organizations, administrative bodies, enterprises and organizations with which the university has interaction in order to optimize the process of professional development of the student, as well as the presence of experience in interaction between the university and subjects of socially significant activities of the microdistrict; availability of joint programs and areas of work; personal relationships and business connections of university staff representatives with employees of other organizations and institutions.

Analysis of experimental work showed that personal resources are the most important type of resources, since their mobilization and effective use, their development seems to be a necessary condition for the effective functioning of the entire education system. The resource of an individual is determined, on the one hand, by the personal characteristics of this person, his inclinations, abilities and the extent to which he has enough skill, perseverance and other qualities to develop and realize these inclinations and abilities. On the other hand, resources are also determined by the external conditions in which this person finds himself and in which his inclinations and abilities can be realized to a greater or lesser extent, and sometimes not realized at all. Disclosure, development, and use of resources in existing conditions is the main task of the teacher.

An analysis of advanced pedagogical experience and the experimental work we have carried out allows us to state that the socio-pedagogical support for the professional development of a student in the humanities faculties of the university is aimed at developing the subjectivity of students in professional activities and is characterized by the unique resource fund of each student. To substantiate our concept at a theoretical level, it was necessary to develop a specific model that would allow optimizing the process of professional development of university humanities students through the implementation of resource management strategies.

This model provides for a number of interrelated stages, in accordance with which a methodology for social and pedagogical support of students’ professional development was developed: diagnostic(aimed at consistently solving the problems of identifying the dynamics of development and changes in the resource fund and involves diagnosing the current state of the resource fund for the professional development of students); analytical(aimed at consistently solving the problem of identifying specific contradictions and problems that arise situationally in the process of socio-pedagogical support for the professional development of students at a university and involves forecasting the potential state of the resource fund for the professional development of students of humanities faculties at the university); design(aimed at solving two main tasks: to determine the range of changes and clarifications that need to be made to the processes of updating and implementing the resource fund, to work programs, social practice, which allow testing the possibilities of professional activity; to determine the range of necessary activities aimed at self-development and self-education of students; and includes forecasting likely outcomes); organizational and activity(aimed at consistently solving a number of technological problems: selecting and adapting appropriate educational and educational models to the intended goals of professional development; harmonizing them with existing university models; introducing into the program for updating the student’s resource fund developed at the previous stage for the purpose of his professional development based on three strategies resource fund management); reflective-evaluative(aimed at the formation and development of the student’s professional-semantic self-attitude, his abilities for value-semantic self-determination and self-development and involves monitoring the state of the process of professional development of students).

Due to the fact that socio-pedagogical support for the professional development of students of humanities faculties of a university is the management of the functioning and development of a systemic set of resources, we note that in each course of study a student is dominated by a certain group of resources. The use, development and actualization of resources, that is, the implementation of resource fund management strategies, occurs in different courses in different ways in the process of involving various methods of interconnection, interdependence and mutual actualization of available resources through structuring in a certain way time, space, quantitative and qualitative composition of participants and their interaction .

The pedagogical conditions that ensure the effectiveness of social and pedagogical support for the professional development of students of the university’s humanities faculties are:

- presenting to students the values ​​of the sociocultural sphere, general cultural and professional activities, which involves transmitting to students basic knowledge about the sociocultural sphere, future professional activities, the formation of an emotional attitude towards objects included in general cultural and professional activities, as well as the presentation of behavioral models based on the activity-based implementation of the internalized values ​​of society in general and the profession in particular;

- ensuring variability in the content and forms of participation in social practice, which is based on the principles of humanistic orientation and individualization of education, as well as on an understanding of the specifics of social and pedagogical support as management of the functioning and development of a systemic set of resources involved in the process of professional development of the individual;

- providing individual assistance to the student in revealing his potential, in his self-realization. We believe that the process of providing individual assistance to a student involves creating conditions for him to understand his own problematic situation that arises in the course of solving age-related problems, and assistance in overcoming difficulties associated with these problems through updating the resources available to the student;

- stimulation of reflection is based on provisions about the dependence of the effectiveness of socio-pedagogical support for professional development on the degree of student activity in this process, about the psychological and pedagogical characteristics of student age, which determine, on the one hand, opportunities, and on the other hand, the needs of a young person for self-knowledge, introspection, search semantic foundations of one’s own behavior and activities, value guidelines for assessing the surrounding reality.

The effectiveness of the process of social and pedagogical support for the professional development of students of humanities faculties of the university can be assessed on the basis of a number of criteria.

The leading criterion is orientation-semantic, which presupposes a conscious attitude towards professional activity, manifested through a combination of such indicators, as: understanding and awareness of sociocultural values ​​and the values ​​of the future profession; understanding and assessing the goals and objectives of professional activity; recognition of the value of subject relations; satisfaction with the profession.

As activity-practical criterion is the ability for independent educational activities, indicators which are: the ability of students to engage in joint educational activities; the ability to transform the surrounding reality by methods and means of professional activity; the ability to organize forecasting of one’s own and others’ actions and actions.

Evaluation and analytical criterion presupposes the ability of students to analyze and reflect on their own activities. Indicators This criterion is: the ability to assess the phenomena and processes of the surrounding reality and one’s own social situation; the ability to analyze one’s educational and social-professional activities; the ability to perform a value-semantic analysis of oneself as an individual and one’s own professional actions.

In the third chapter « Experimental work on social and pedagogical support for the professional development of students of humanities faculties of the university” reveals the stages and content of experimental work on social and pedagogical support of professional development of students of humanities faculties of the university; the monitoring of its effectiveness is characterized and the results obtained are presented.

The methodological basis of the experimental work was: a normative-oriented approach, according to which the achievements of each student were compared with the achievements of other students; a criterion-oriented approach that allows you to collect complete and objective information about the achievements of students individually and the group as a whole; a criterion-level approach that provides the opportunity to reflect the dynamics of students’ transition from one level of professional development to another – a higher one, which, in turn, served as an indicator of the effectiveness of the process and result of social and pedagogical support for the professional development of students at the university.

The experimental work consisted of a number of stages.

Preparatory stage involved diagnostics of the current and potential state of the resource fund.

In order to achieve compliance of diagnostic results with reality, the theoretical part of the diagnostic complex was based on the organizational and didactic principles of psychological and pedagogical diagnosis and assessment of student achievements (A.S. Belkin, B.P. Bitinas, P.P. Blonsky, M.A. Vesna , K. Ingenkamp, ​​A.I. Kochetov, B.V. Kulagin, Yu.N. Lobanov, P.I. Obraztsov, I.P. Radchenko, L.F. Spirin, V.S. Tokareva, N.I. Shevandrin and others). The diagnostic methodology was determined by the content and conceptual content of the very concept of “professional development” and was carried out along the line of identifying the dynamic characteristics of the degree of expression and direction of its structural components. It was taken into account that professional development as an integral characteristic of a specialist’s personality cannot be directly diagnosed on the basis of any one methodology and only a comparison of data obtained in various ways gives the most accurate result, therefore the study of the process of professional development and the effectiveness of socio-pedagogical support for this process was carried out using an appropriate set of various techniques.

The current state of the resource fund for the professional development of students was revealed as a result of diagnostics using the following methods: “Motivation for Professional Activity” by K. Zamfir, a method for studying value orientations by M. Rokeach, a battery of test methods that measure the level of development of students’ communicative, organizational and creative abilities.

Diagnostic results using the test method “Motivation for Professional Activity” by K. Zamfir, modified by A.A. Rean, conducted in two sections (2002, 2007), showed shifts in the motivational complexes of students in favor of internal motivation and external positive motivation. In the experimental groups, the number of students with an optimal motivational complex contributing to successful professional development more than doubled. The changes that occurred in the control groups, where the model we developed for social and pedagogical support of the studied process were not implemented, also occurred. But the increase in the number of students who have an optimal motivational complex in relation to their professional development cannot be called significant.

To achieve high results, we implemented a set of forms that helped optimize the process being studied: methodological classes, seminars on the scientific organization of student work, meetings with department teachers, circuit lectures, an educational seminar “Introduction to the Profession”, introductory practice, motivational workshops, organizational and activity game “I and the Profession”, individual consultations, supervision system for senior students, instructional and methodological gathering for 1st year students.

Using such methods as the test by M. Kuhn and T. McPartland “Who Am I?”, the compilation of socio-pedagogical passports of students, questionnaires for students “Satisfaction with the educational process in the IPP”, we assessed the potential state of the resource fund for the professional development of students and predicted likely outcomes. At this stage, we implemented a complex of organizational and pedagogical forms that optimize the process of social and pedagogical support for professional development. These include: participation in competitions in academic disciplines, individual consultations with teachers, a newspaper competition about the profession, participation in the discussion club “Me and My Profession”, a workshop on the psychology of organizational activity, participation in business councils for the preparation of comprehensive programs of extracurricular activities, participation in the activities of student associations, participation in social events, the system of supervision of teachers, participation in the work of the School of Professional Counselor, participation in the work of scientific and pedagogical teams.

Based on the diagnostics, we developed a program for managing the resource fund for the professional development of students, based on three strategies for social and pedagogical support: actualization, use and development of specific types of resources. During this stage, it was established that at the moment the Institute of Pedagogy and Psychology has created a sufficient resource fund for the development and improvement of the process of professional development of students. The structure of the university, its strategy and mission take into account the needs of the region. The professional development program for specialists is determined by the requirements of the region.

Main stage. At this stage, we carried out ascertaining and formative experiments. The ascertaining experiment revealed, on the one hand, differentiation of categories of respondents according to the levels of diagnostics of personal resources (students who entered a university have different degrees of formation of professionally and socially significant personality qualities, different levels of professional orientation, level of personal competence), on the other hand, it demonstrated the need in improving institutional and environmental resources that can be involved in the process of professional development.

During the formative experiment, students were involved in complementary types of activities: educational, socio-pedagogical, scientific research and methodological. Also at this stage of experimental work, the use of interactive forms of educational work, the inclusion of students in extracurricular (social and pedagogical) activities, the organization of research and independent work of students, and the development of individual routes for professional development were carried out. To this end, within the framework of experimental training, the range of educational programs offered to students for mastering was significantly expanded (additional specialties, specializations, retraining programs), innovative technologies were introduced, organization and methodological support for independent work of students, methodological support for the educational process (creation of educational and methodological center), inclusion of students in scientific research; strengthening the professional component in extracurricular activities.

Much attention was paid to stimulating the participation of students in social and pedagogical activities, which was built on the basis of the student’s advancement from a subject of extracurricular activities to a subject of social and pedagogical activities in the region and involved: organizing the experience of independent activities of students during extracurricular time, which occurred through the organization of complex key activities in Institute of Pedagogy and Psychology (festivals, educational and methodological gatherings); organization of studio student associations (methodological associations, dance studio, vocal studio, social design bureau, fundraising group, professional counselor school); organization of social and pedagogical projects in the region: creation and support of the activities of scientific and pedagogical associations (authors’ camps, clubs for high school students); organization of animation groups; carrying out social events that stimulate the inclusion of students in socially significant activities; implementation, together with the Committee for Youth Affairs, of social projects in the youth sphere; scientific and methodological support of social and pedagogical activities, which consists of preparing methodological materials and their publication, creating an Information and Methodological Center, conducting educational seminars, creating a scientific and methodological expert council

The goal of organizing students' research activities as a means of their professional development was the transition from the study of current problems to the integration of scientific directions on the basis of interdisciplinarity and the introduction of research results into the social and pedagogical activities of the region. The implementation of this goal involved: organizing scientific research: regional scientific grants and research, the main participants of which are students (organization of experimental sites on the basis of social and educational institutions); organization of scientific directions: analysis of conducted research, identification of interdisciplinary connections, generalization of the results obtained (creation of an educational and scientific center, student scientific laboratories, temporary scientific teams), publication of collective monographs, holding student scientific meetings; implementation of research results into practice. For this purpose, a resource center for the preparation of methodological recommendations, technological modules, and promotion of methodological products of the Institute of Pedagogy and Psychology in the region was created on the basis of the Institute of Pedagogy and Psychology.

During the formative experiment, we developed individual routes for professional development, which were the student’s activity program for the period of study at the university and allowed him to determine the degree of his participation in the life of the institute and in the process of his professional development. The routes were created based on the results of the diagnostic and analytical stages of the process of social and pedagogical support for the professional development of students in the humanities faculties of the university and represented a description of the individual trajectory of each student’s activity.

Any individual route of professional development was an opportunity for each individual student to choose his own option for moving along the path of satisfying interests, developing abilities, and professional development. To design individual routes for professional development, it was necessary to fulfill a number of conditions: the presence of various activity programs at the university; interaction between teachers based on unity of goals and values; a certain level of training of teaching staff; the presence of several completed stages of preparing students to carry out activities for their own professional development, providing them with the opportunity, at the end of the semantic stage, to choose a further option for advancement.

During the experiment, two options were developed for preparing students to implement individual routes of professional development. The first option can be represented in the following development logic:

An initial course of classes based on multidisciplinary skills. Classes are taught by different teachers. The objective of this course is to identify and develop the student’s needs and interests, try oneself in different areas of educational and socio-pedagogical activities;

Student self-determination, choice of further path, profile of the training program based on their own interests and needs;

Deepening and expanding knowledge in one direction (for example, comprehensive training in a specific educational program);

Choosing a further path (continuing the route or completing it);

Individual improvement of knowledge and methods of activity.

An option for such an organization of the process of socio-pedagogical support of professional development was a system of educational and developmental classes (in addition to the main educational program) with the goal of personality-oriented information support for the student’s inclusion in the activities of the university. This system includes workshops, the task of which is to develop in the student the knowledge, skills and abilities necessary to organize activities at the university); master classes, during which students receive information about the features of organizing specific forms of activity and master the methods and techniques of organizing each of the forms); general institute events (conferences, extracurricular activities programs, etc.), which become a logical continuation of workshops. The student independently determines the position he takes in relation to the organized activity. It should be noted that along the individual route of professional development, the student receives individual assistance from teachers or senior students in organizing their own activities.

The second option for organizing an individual route of professional development is a range of activities within one area of ​​activity, but according to different programs, which are relatively completed stages, but at the same time remain the basis for further professional development. An individual route involves: an initial course of classes, deepening and improving skills, mastering individual professional development programs.

By implementing this option of an individual route, the student could already see the prospects for his advancement in the process of professional development at the initial stage of his studies at the university. Upon completion of the student’s preparation for the implementation of an individual route, the choice of route was formalized. At this stage, not only personal and institutional resources were actively involved and updated, but also environmental resources, which, on the one hand, allowed students to implement their individual routes in line with future professional activities, and on the other hand, gave students experience in interacting with subjects of socially significant activities , which they will need after graduation. We used such forms of organizing student activities as comprehensive industrial practice, development of social projects, performing qualifying work in the specialty, participation in the activities of classrooms and laboratories, participation in student research grants, participation in the work of the youth employment service, training for confident behavior in the labor market , job fair, meetings with employers, management of methodological associations, participation in the activities of student government bodies, creation of methodological products, holding project seminars for junior students, organizing and holding regional events, participation in the activities of regional student government bodies.

The final stage The experimental work involved analyzing the results obtained, identifying the dynamics of changes in the student’s resource fund and, consequently, the effectiveness of the developed concept of social and pedagogical support. At this stage, we used a survey of graduates of the institute and their employers: “Employment in the specialty”, a questionnaire for employers “Expectations from an IPP graduate”, a questionnaire for employers “Satisfaction with the professional activities of an IPP graduate” and others. In addition, we used participant and third-party observation of students’ participation in various activities at the institute and built a rating of students’ achievements in educational, extracurricular and research activities. We assessed the success of social and pedagogical support for the professional development of students at the university by indicators of employment in their specialty after graduation from the university (at the Institute this figure is 68%).

Based on the results of studying the motivation of students to obtain an education and master professional activities, the following results were obtained:

Dynamics of the motivational complex of students in experimental and control groups in the process of their professional development

Motivational complex	Incoming diagnostics		Final diagnostics
VM>VPM>PTO
VM=VPM>PTO.
PTO>VPM>VM.

The final sections recorded in the experimental groups a significant increase in the effectiveness of professional knowledge and skills, the formation of professionally and socially significant personality qualities, an increase in the level of personal and professional competence and, as a consequence, an increase in the proportion of respondents corresponding to the optimal level of formation of the personal and professional position (60.4% ). In control groups this figure was 46.7%.

The results of the experiment showed that the application of the developed concept of social and pedagogical support for the professional development of university students in the humanities not only contributes to the improvement of the systemic set of resources, ensuring the process of their professional development, but also expands the range of their professional capabilities, adapting students to the conditions of future professional activity.

Summarizing the main results of the study, we can state that the results of theoretical and experimental work confirm the validity of the initially put forward hypothesis and allow us to make the following conclusions.

1. Professional development of an individual from the standpoint of the resource approach is the process of forming the personal and professional position of an individual, taking into account the whole variety of subjective and objective factors, which involves the implementation of resource management strategies involved in the implementation of this process. The goal of the teacher’s activity in this process is to manage the process of forming a personal and professional position, which we understand as a system of dominant value-semantic relations of a specialist to the sociocultural environment, to himself and his activities.

2. Social and pedagogical support for the professional development of students of humanities faculties of the university is a specific pedagogical activity to manage the functioning and development of a systemic set of resources (personal, institutional, environmental) involved in the process of forming the personal and professional position of the individual, which involves determining the functional purpose of each resources, establishing relationships between their functions in certain organizational and pedagogical forms: individual routes of professional development, Internet testing, competition of methodological developments and technological modules, participation in elective activities, inclusion of students in scientific research, participation in scientific and methodological seminars and conferences, project seminars and others.

3. In the study, based on a generalization of personal experience and a number of studies conducted under our leadership, it was revealed that the socio-pedagogical support for the professional development of students of the humanities faculties of the university presupposes the presence of a “resource fund”, which is a set of actual and potential funds intended and used to solve problems of forming a student’s personal and professional position. The resource fund for the professional development of students of humanities faculties at a university includes: personal resources, institutional resources and environmental resources.

4. The study found that the system set of resources includes personal resources student (life and social experience, development of professionally and socially significant personality traits, level of personal competence, professional expectations, professional orientation), institutional resources(implemented educational program of the university, features of the professional skills of teachers, the qualifications of the teaching staff, the presence of innovative activities at the university, the teaching technologies used, the psychological climate of the team, traditions of organizing joint activities, team management style, the level of development of methodological activities at the university, the prevailing motives of professional activity team members), environmental resources(educational environment, establishing partnerships with other educational and social institutions, cultural institutions, public organizations, administrative bodies, enterprises and organizations in order to optimize the process of student professional development). Each of the resources can be in two states in relation to the subject of social and pedagogical support: actual (the resource can be used by the subject of social and pedagogical support without prior preparation for its use) and potential (the resource is actualized in the mind of the subject of social and pedagogical support, but still not updated in pedagogical practice).

5. The dissertation provides evidence that the dominance of groups of personal, institutional and environmental resources will change depending on the stage of formation of the student’s personal and professional position, on the implementation of a complex of organizational and pedagogical forms that optimize this process (individual routes of professional development, Internet testing , competition of methodological developments and technological modules, participation in elective activities, inclusion of students in scientific research, participation in scientific and methodological seminars and conferences, project seminars), and external circumstances that contribute to the launch of the resource fund management mechanism and allow activating the systemic set of resources (presentation students of values ​​in the sociocultural sphere, general cultural and professional activities, ensuring variability in the content and forms of participation in social practice, providing individual assistance to the student in revealing his potential, in his self-realization, stimulating reflection).

6. The results of experimental work indicate that for the effectiveness of the process of professional development of students of humanities faculties at the university, three strategies of social and pedagogical support are used. In relation to current resources, a utilization strategy is implemented (the use of an existing resource without additional preparation for solving the task) and a development strategy (increasing one group of resources at the expense of another, more developed at a particular point in time). In relation to potential resources, an actualization strategy is used, which involves identifying the development potential of the resource fund, predicting the resulting state and practical development of the resource as a socio-pedagogical tool.

7. The dissertation presents a model of socio-pedagogical support for the professional development of students in the humanities faculties of the university, which involves the creation of optimal conditions for the effectiveness of the process of professional development of students in the humanities faculties of the university through the implementation of strategies for managing a systemic set of resources; the model is determined by the logic of passing through interrelated stages: diagnostic, analytical, project, organizational-activity and reflective-evaluative, and includes a number of actions that correspond to the above stages, as well as methods of interconnection, interdependence and mutual actualization of available resources through structuring in a certain way time and space , quantitative and qualitative composition of participants and their interaction: diagnostics of the current state of the resource fund for the professional development of students; forecasting the potential state of the resource fund for the professional development of students of humanities faculties at the university, forecasting the likely results; development of a program for managing the resource fund for the professional development of students, based on three strategies for social and pedagogical support; implementation of the program into the practice of the university; monitoring the state of the process of professional development of students.

8. The study found that the effectiveness of the implementation of the concept of socio-pedagogical support for the professional development of students in the humanities faculties of the university is associated with compliance with the following pedagogical conditions: presenting students with the values ​​of the sociocultural sphere, general cultural and professional activities; ensuring variability in the content and forms of participation in social practice; providing individual assistance to the student in revealing his potential, in his self-realization; stimulating reflection.

9. In the course of experimental work, we developed options for individual routes for the professional development of students, which assumed: the presence of various activity programs at the university; smooth interaction between teachers, based on the unity of goals and values; the presence of a high level of training of teaching staff; the presence of several completed stages of preparing students to carry out activities for their own professional development, providing them with the opportunity, at the end of each semantic stage, to choose a further option for their own advancement.

Analysis of the results obtained during the study allowed us to identify a number of trends that can be considered as directions for further scientific work: social and pedagogical support for the professional development of students of natural science faculties of the university; social and pedagogical support for the professional development of students in a two-level system of higher education; social and pedagogical support for the professional development of students of various forms of education.

Monographs

1. Timonin A.I. Training of social work specialists at the university. – Kostroma, 2003. – 3 pp. (author's share 1 pp.)
2. Timonin A.I. Involving youth in society. Presentation of the hypothesis of Russian scientific research: collective monograph / Ed. S.S. Gilya. – M.: RGSU Publishing House, 2007. T.1. – 15 p.l. (author's share 2.1 pp.)
3. Timonin A.I. Conceptual foundations of social and pedagogical support for the professional development of university students. – Kostroma, 2007. – 9 pp.
4. Timonin A.I. Social and pedagogical support for the professional development of students in the humanities faculties of the university. – Yaroslavl, 2008. – 11 p.l.

Articles in journals included in the list of periodicals recommended by the Higher Attestation Commission of the Russian Federation for the publication of works reflecting the content of doctoral dissertations

1. Timonin A.I. Social and pedagogical support for personal self-determination // Bulletin of Kostroma State University. ON THE. Nekrasova. – 2006., No. 11 – 0.4 p.l. (co-author).
2. Timonin A.I. System of university training of future social work specialists // Bulletin of Kostroma State University. ON THE. Nekrasova. – 2006. T.12., No. 1 – 0.3 pp. (co-author).
3. Timonin A.I. Model of spiritual and value orientation of children in out-of-school associations // Bulletin of Kostroma State University. ON THE. Nekrasova. Humanities series: Pedagogy. Psychology. Social work. Acmeology. Juvenology. Sociokinetics. – 2006. T.12., No. 1. – 0.4 p.l.
4. Timonin A.I. Social and pedagogical support for the professional development of students // Bulletin of Kostroma State University. ON THE. Nekrasova. – 2006. T.12., No. 2 – 0.6 pp.
5. Timonin A.I. Methodology of social and pedagogical support for the professional development of students of humanities faculties of the university // Kazan Pedagogical Journal. – 2008. - No. 5. – 0.6 p.l.
6. Timonin A.I. Theoretical approaches to substantiating the concepts of “potential” and “resource” in pedagogy // Economics of Education. Scientific and methodological journal. – 2008., No. 3 – 0.5 p.l.
7. Timonin A.I. Social and pedagogical support for the professional development of students in the conditions of sociocultural transformation of modern society // Scientific social and theoretical journal. – Rostov-on-Don. – No. 5 – 0.6 pl.
8. Timonin A.I. Modeling the process of social and pedagogical support for the professional development of students of the humanities faculties of the university // Yaroslavl Pedagogical Bulletin. – 2008., No. 4 – 0.7 p.l.

Textbooks, teaching aids and methodological recommendations

1. Timonin A.I. Instructional and methodological collection: program for all specialties. – Kostroma, 1990. – 0.1 p.l.
2. Timonin A.I. Contents and methods of work of the class teacher: methodological recommendations to help students. – Kostroma, 1991. – 1 p.l.
3. Timonin A.I. Game library: guidelines for organizing gaming activities. – Kostroma, 1992. – 2.1 p.l.
4. Timonin A.I. What to do with children in a country camp: a methodological guide. – M., 1994. – 10.7 p.l. (author's share 3.5 pp.)
5. Timonin A.I. Pedagogical ABC. To help organizers of children's leisure activities. – N. Novgorod, 1997. – 5 pp. (author's share 2.5 pp.)
6. Program of the regional camp for high school students named after. A.N. Lutoshkin "Komsorg-2000". – M., 2000. – 1 pp. (author's share 0.7 pp.)
7. Timonin A.I. Theory of social work: textbook. – Kostroma, 2000. – 0.3 p.l. (author's share 0.1 pp.)
8. Timonin A.I. The system of preparing university students for social and pedagogical activities: a textbook. – Kostroma, 2002. – 5.5 p.l.
9. Timonin A.I. Advanced training of specialists in working with youth: Educational and methodological manual. – Kostroma, 2004. – 5 pp.
10. Timonin A.I. Social education of children and adolescents in suburban children's centers: experience. - Kostroma, 2004. – 3.5 p.l. (author's share 2 pp.)
11. Timonin A.I. Social forecasting, design and modeling / Fundamentals of social work. Textbook for students of higher educational institutions / Ed. N.F. Basova. – M.: Publishing house “Academy”, 2004. – 16.5 pp. (author's share 0.6 pp.)
12. Timonin A.I. Regional camp for high school students named after A.N. Lutoshkin “Komsorg”: methodological materials for the squad instructor. – Kostroma, 2004. – 4 p.l.
13. Timonin A.I. Regional camp for high school students named after A.N. Lutoshkina camp program and teaching materials. – Kostroma, 2004. – 3 pp.
14. Timonin A.I. Innovations in social work / Fundamentals of social work. Textbook for students of higher educational institutions / Ed. N.F. Basova. – M.: Publishing house “Academy”, 2004. – 16.5 pp. (author's share 0.6 pp.)
15. Timonin A.I. Social and pedagogical approaches to organizing work at the place of residence in a regional center / Spiritual and value orientation of children and adolescents in out-of-school associations: Collection of scientific articles / Scientific editor A.I. Timonin. – Kostroma: “Avantitul”, 2004. – 0.4 p.l.
16. Timonin A.I. Spiritual value orientation of children and adolescents in out-of-school associations: collection of scientific articles / Scientific editor A.I. Timonin. – Kostroma, 2004. – 6 pp.
17. Timonin A.I. Neglect and homelessness / Lexicon of social work: Textbook / Chief ed. CM. Kibardina, T.A. Poyarova. – 3rd edition, revised. and additional – Vologda, 2005. – 25.7 p.l. (author's share 0.2 pp)
18. Timonin A.I. Social and pedagogical support of personality changes: collection. scientific works of students and graduate students of the Institute of Pedagogy and Psychology / Ed. A.I. Timonin. – Kostroma: State Educational Institution of Higher Professional Education KSU named after. ON THE. Nekrasova, 2005. – 6.5 pp.
19. Timonin A.I. Institute of Pedagogy and Psychology KSU named after. N. A. Nekrasova: first steps / comp. E. E. Smirnova, scientific. ed. N. F. Basov. – Kostroma: KSU named after. N. A. Nekrasova, 2006. – 10 pp. (author's share 2 pp.)
20. Timonin A.I. Pedagogical support for social work with youth / Social work with youth: Textbook / Ed. Doctor of Pedagogical Sciences, prof. N.F. Basova. – M., 2007. – 15.6 pp. (author's share 0.5 pp.)
21. Timonin A.I. Pedagogical support for social work / Social work: Textbook / Ed. Doctor of Pedagogical Sciences, prof. N.F. Basova. – M., 2008. – 17.3 p.l. (author's share 1 pp.)
22. Timonin A.I. Research methods in social work / Social work: Textbook / Ed. Doctor of Pedagogical Sciences, prof. N.F. Basova. – M., 2008. – 17.3 p.l. (author's share 0.5 pp.).
23. Social work and pedagogy: dictionary-reference book / ed. N.F. Basova. – Kostroma: KSU named after. ON THE. Nekrasova, 2008. – 10 pp. (author's share 1 pp.)
24. Dissertation council on social pedagogy: first work experience / author-compiler A.I. Timonin. – Kostroma, 2008. – 5p.l.

Scientific articles, abstracts of reports at scientific conferences

1. Timonin A.I. Methods of using outdoor games / To the detachment camp counselor (CS SPO FDO). – M., 1991. – 0.4 p.l.
2. Timonin A.I. S.T. Shatsky about the problems of collective creative education of children / Current issues of methodological, psychological, pedagogical and special training of teachers in higher education. Kostroma, 1991. – 0.3 p.l.
3. Timonin A.I. The involvement of students in the activities of a temporary children's team as a way of mastering pedagogical experience // Preparing students for educational work at school / Interuniversity collection of scientific works. – Kostroma, 1992. – 0.1 p.l.
4. Timonin A.I. Formation of the readiness of the future teacher to use the game as a pedagogical tool // Results of scientific research work for 1994 of the KSPU named after. ON THE. Nekrasova / Materials of the scientific and practical conference. – Kostroma, 1994. – 0.2 p.l.
5. Timonin A.I. On the problem of understanding the phenomenon of “playful pedagogical position” // Young scientists in Russian education / Interuniversity collection of scientific papers. – Kostroma, 1995. – 0.2 p.l.
6. Timonin A.I. Experience in building a model of an educational institution // Personal development and individuality formation / Collection of materials. – Yaroslavl, 1996. – 0.1 p.l.
7. Timonin A.I. On the problem of projective creativity in education // Innovative technologies and processes of personal and group development in a transit society. – Kostroma, Moscow, 2000. – 0.2 p.l.
8. Timonin A.I. Pedagogical support for the activities of temporary youth associations // Theory, history of methods of children's movement. "Press solo." – 5th issue. – M., 2000. – 0.3 p.l.
9. Timonin A.I. On the issue of the structural-functional model of reflection in the educational process // Problems of the theory and methodology of social education / Collection of scientific articles of graduate students. Kostroma, KSU, 2001. – 0.2 p.l. (author's share 0.1 pp.).
10. Timonin A.I. Ausbildung im Sozialwesen an der Nekrassow Universitat in Kostroma // Der Weg zur Sozialen Arbeit. – Bochum-Wologda, 2001. – 0.2 p/l.
11. Timonin A.I. Social and pedagogical support of the educational process // Social contacts of children / Materials of the international symposium - Yaroslavl, Yaroslavl State Pedagogical University named after. K.D. Ushinsky, 2003. – 0.1 p.l.
12. Timonin A.I. Participation of social institutions in the upbringing of children at the place of residence // Working with children at the place of residence: experience, problems, prospects: Materials of a scientific-practical conference / Responsible. ed. L.V. Vakhaev. – Part 1 – Kostroma, 2003. – 1 pp.
13. Timonin A.I. On the issue of understanding the essence of social and pedagogical support // Psychological and pedagogical support of the process of formation and development of personality. – Kostroma, 2004. – 0.5 p.l.
14. Timonin A.I. Social and pedagogical support for the personal development of a professional specialist in the process of becoming a university student // Psychological and social-pedagogical support for children and youth: Materials of the international scientific conference: in 2 volumes. T.12. Yaroslavl, 2005. – 0.1 p.l.
15. Timonin A.I. Pedagogical support for the social development of youth // Youth and innovation in the modern world: legal, acmeological and socio-psychological support: Materials of the All-Russian scientific and practical conference dedicated to the fifth anniversary of the Moscow Institute of Innovative Technologies / Under. ed. I.E. Piskareva, D.P. Piskareva. – Kostroma, 2005. – 0.7 p.l.
16. Timonin A.I. Independent work of students in the process of research activities in the social sphere // Training of future specialists for social activities: a collection of scientific works of teachers / Scientific editor. N.F. Basov. – Kostroma, 2006. – 0.8 p.l.

Concept of modernization of Russian education for the period until 2010 // Bulletin of the Ministry of Education of the Russian Federation. Higher professional education. – 2002. - No. 2.- P.15.

The demand for pedagogical support for social work with youth is due to the peculiarities of the position of this category in society. This problem has always attracted the attention of practitioners and theorists, but as a scientific phenomenon it began to be examined more closely only in recent decades.

Many experts agree that pedagogical support for social work with youth is a system of measures, a set of activities, resources and conditions, a type of activity. Support in social work manifests itself simultaneously: as a complex of emergency assistance; as a specific activity in the field of human relations; as a process of restoring one’s own potential; as a specific means of intensifying and increasing the efficiency of a specific type of human activity, communication (V.S. Torokhtiy).

Revealing the essence of pedagogical support, many authors proceed from a number of ideas developed by modern science, which are at the interdisciplinary level, generated by the interpenetration and complementarity of various branches of human knowledge. First of all, these are certain provisions of the concept of educational systems (scientific school of L.I. Novikova), according to which youth centers can be considered as a self-organizing social and pedagogical system.

Another basis for the process of social and pedagogical support is the consideration of education as the purposeful management of the process of personal development (H.J. Liimets).

In modern scientific literature, there is an established understanding of management as a special type of activity aimed at ensuring the functioning and development of the system. The main feature of social management is that the subject and object in it is a person. The essence and purpose of this process can be presented:

Firstly, as maintenance, preservation for a certain period of time of parameters (characteristics, values, results) that are characteristic of the controlled object;

Secondly, as improvement, development, improvement of the parameters of an object, system, as a result of which they move into a new, desired state;

Thirdly, as a deterioration or reduction “to zero” of the parameters of the system, that is, its reorganization or disorganization, liquidation. Accordingly, we can talk about managing the functioning (or conservation strategy) and managing the development (development strategy) of the system.

The traditional idea of ​​management is revealed in such characteristics as the purposeful influence of the subject on the object of management, the influence of the control system on the managed one in order to transfer the latter to a qualitatively new state, and the introduction of elements of the scientific organization of labor. Today in management there is a transition from the “philosophy of influence” to the “philosophy of interaction”, cooperation, and reflexive management. In this context, management theory is attractive due to its personal orientation. In turn, in science there is an understanding of management as the management of various types of resources.

Pedagogical support is considered as management of the functioning and development of a systemic set of resources involved in the implementation of the process of social work with youth. A resource here refers to the means that can be used to achieve a goal. Conventionally, they can be divided into four groups.

TO personal resources include social status, social roles, personal position, life experience, motivational-need sphere, individual properties of a young person and their level of development. TO institutional resources can include the content and technologies of a certain level of education, the structure of an educational or social institution and the organization of the support process in it, the presence of specialists whose functional responsibilities include the implementation of the supporting process. To the group subcultural community resources include a specific set of value orientations, norms of behavior, interaction and relationships of its carriers, as well as a status structure; a set of preferred sources of information; certain hobbies, tastes and ways of spending free time; folklore, specific signs and symbols inherent in the community. The following group of resources is designated as resources social environment, referring to them not so much the presence of material objects, other educational, social institutions, industrial enterprises, cultural institutions, public organizations and political movements, administrative bodies, but the interaction with them of participants in the process of pedagogical support of social work.

Pedagogical support for social work with youth is associated with the resolution of two groups of contradictions. Some are associated with the organization of social work with this category of the population. Others directly affect the personality of the young man.

The first group unites contradictions concerning the choice of effective forms, techniques, and technologies for organizing social work with youth.

The current contradiction is between the need to introduce new social technologies into the activities of institutions implementing state youth policy, created specifically to work with such a specific socio-demographic group as youth and the lack of specialists who have not just a sufficient, but a constantly increasing level of professionalism, and who have individual experience of inclusion in innovative forms of work as participants in programs and projects.

An analysis of existing experience shows that traditional forms of work with youth are: courses and ongoing seminars, workshops, round tables, methodological associations, scientific and practical conferences. Innovative forms of work include: a competition of professional skills among youth workers, a competition for the best social youth institution, creative problem laboratories, various forms of cooperation between teams of institutions, internships, organizational and activity games, certification. But, unfortunately, these forms are not exhaustive, and the organization of a special system for advanced training of specialists working with youth is required.

For the effective organization of social work with youth, it is important to resolve the contradiction associated with the need to improve the qualifications of youth workers and the existing traditional forms and methods of retraining, which for the most part are focused mainly only on the transfer of knowledge and the formation of private skills, which does not always meet the modern needs of young people. The personnel composition of the sphere of state youth policy is currently formed by employees of youth affairs bodies; employees of local government bodies; employees of institutions and organizations working with youth; employees of non-state sector institutions providing social services to youth; activists of youth public associations; teachers and consultants of educational institutions implementing programs of secondary, higher and additional vocational education in the field of state youth policy. This does not allow for the high-quality implementation of state youth policy and requires better training of specialists in working with youth.

In addition, the following other disadvantages can be identified in the existing system of advanced training:

insufficient government funding;

lack of development of the target component of advanced training, criteria for assessing the effectiveness of this process, focus on gross indicators;

imperfection of tools for analyzing the effectiveness of the professional development process;

weakly expressed substantive aspect of continuity in the field of personnel training at different levels of the system;

episodic nature of professional development of specialists;

unification of content and forms of advanced training;

insufficient staffing of the advanced training system in relation to the selection of personnel, their training, placement, and professional development;

the lack of development of a system for encouraging youth specialists to improve their own professional qualifications;

decreased motivation for the participation of youth work specialists in professional development activities.

At the same time, as a positive point, it should be noted that in all constituent entities of the Russian Federation there are youth affairs bodies, the number of employees of which reaches more than 2000 people. Under the youth affairs authorities of the constituent entities of the Russian Federation, there are more than 2,000 social service institutions for youth, 1,750 teenage and youth clubs (centers), more than 2,000 young family clubs (centers), more than 7,000 recreation, health, and employment centers for children and youth. Thus, about 100 thousand people work in the infrastructure of the state youth policy and need more effective professional retraining.

At the same time, today there is a shortage of qualified personnel in the youth industry. In this case, by qualified personnel we mean persons with a higher education in the humanities (for example, in this category we include persons with a higher pedagogical education).

Hence the need to develop a system of advanced training, which includes training for managers, specialists from youth affairs authorities, employees of regional and municipal youth institutions, leaders of public associations, and volunteers. At the moment, it is advisable to use such forms of work as lectures (orienting, instructive, systematizing, problem-solving); project workshops; moderation. These forms of advanced training actively promote the development of professional self-awareness of specialists in working with youth, increasing demands on themselves; they are closely related to the university stage of obtaining qualifications and with its further improvement.

The second group of contradictions associated with the organization of pedagogical support for social work with youth relates directly to the personality of the young person.

For example, the contradiction between the requirements for a young person’s personality determined by the new social status, in connection with his transition to a new age stage, his responsibility for himself and his actions, and the unpreparedness of yesterday’s teenagers to implement them, is quite clearly evident. Its resolution must involve all the resources of the individual and the social environment, a number of institutional opportunities (the way of organizing the educational process in the youth center and the presence of teachers who implement it) and subcultural resources of the community (a set of value orientations, norms of behavior, status structure, preferred ways of organizing free time, folklore, signs and symbols). The interconnection, interdependence and mutual actualization of these opportunities is carried out through activist training, which is organized by many youth affairs committees.

The next thing is the contradiction between the needs of a young person’s personality for self-realization, self-affirmation, protection, acceptance and changing the life situation, entering a new community with a unique structure, values ​​and opportunities. In resolving this contradiction, personal resources are involved (needs determined by age characteristics, the position occupied by the individual, the presence of life experience, individual properties and the level of their development), resources of the social environment and a number of subcultural resources of the community (a set of preferred sources of information and ways of spending leisure time, status structure , a set of value orientations and norms of behavior). The functional purpose of these resources is implemented in the following forms: an annual gathering of youth activists, project seminars, a supervision system, scientific and pedagogical teams and associations that are organized at youth centers.

The contradiction between the high demands on the skills and self-organization of a young person, in connection with his entry into adulthood and the current level of their development, is acutely felt these days. To resolve this contradiction, all personal and institutional resources are used, as well as the capabilities of the community subculture (preferred sources of information, folklore): the annual gathering of youth activists, problem lectures organized by teachers of higher educational institutions.

The next thing is the contradiction between age-related needs for personal and professional self-determination, the search for ways to realize it and the lack of knowledge about oneself, one’s capabilities and the capabilities of the environment to carry out these processes. Overcoming such a contradiction is possible thanks to personal resources, subcultural resources of the community, as well as a number of institutional (the way of organizing educational work in a youth center, the presence of teachers who carry it out, technology of educational and social work with youth), resources of the social environment. This contradiction can be resolved through the use of an annual gathering of youth activists, problem lectures, scientific and pedagogical teams and associations that are organized at youth centers.

There is also a contradiction between the young person’s accumulated experience of interacting with youth workers, his future lifestyle, and scientific knowledge about these areas of social life transmitted by youth centers. This contradiction can be overcome thanks to personal and institutional resources and a number of subcultural resources of the community (a set of preferred sources of information, a set of value orientations, norms of behavior and interaction, certain hobbies, tastes, specific signs and symbols) and resources of the social environment. The potential of problem lectures of the psychological and pedagogical cycle, which are organized in youth centers by members of scientific and pedagogical teams and associations that are organized at youth centers, makes it possible to realize the functional purpose of these resources.

Determining the content of pedagogical support for social work with youth can be helped by analyzing the experience of various youth centers, the traditions of education in them, looking at existing technologies for working with various categories of youth, and the features of personality formation in the system of youth centers. Thus, it is possible to formulate elements of pedagogical support for social work with youth.

Programming the activities of the youth center, which presupposes the existence of regional projects and programs for organizing education in youth institutions. These documents are developed in accordance with the purpose and areas of work of each specific youth center. Programs and projects that are implemented in youth centers go through two stages: development and examination. It is advisable to develop them based on the needs and requests of the region and the characteristics of the economic, personnel and administrative status of each specific youth center. One of the effective forms of program development is a project seminar. Its use helps resolve a number of contradictions in the existing practice of social work with youth. This is a specially organized form of interaction between participants in the learning process, focused on an in-depth consideration of the problems of existing practice of social work with youth and involving the design of their activities in order to solve existing problems. This form involves the use of various methods of cognition and activity, the integration of knowledge and skills from various fields of science, an independent search for seminar participants, the creation of situations of individual problematization during the course, and so on. The main goal of the seminar is to put forward new ideas and bring them to the project stage. In the future, their authors can independently find funding and turn their ideas into reality; in addition, financial support from various government agencies and foundations is possible.

A project is a means of managing activities, the most specific and feasible form for a youth center. It usually includes the following steps:

– introduction (analysis, explanation of relevance, novelty in comparison with analogues, indication of the scope of application, functional purpose, identification of a specific, local and solvable problem);

– setting performance goals and specific, measurable and achievable objectives;

– management and personnel aspect (who can implement the project);

– characteristics and method of assessing the planned results;

– logistics.

At the examination stage, the pros and cons of the proposed material and the possibility of implementing the project in a specific region are identified. The council includes representatives of municipal youth policy bodies and highly qualified specialists in the field of working with youth. Based on the results of expert assessment, one or another project receives funding and is implemented in the activities of the youth center.

As an example in this regard, we can consider the activities of the State Institution “Regional Center for Support of Youth Initiatives” in Kostroma, the main area of ​​activity of which lies in the field of identification, development, support of youth activity and initiative. The goal of the Center is to implement priority areas of state and regional youth policy, including: creating conditions for the support and development of youth initiatives, creativity, preventing antisocial manifestations among young people, creating mechanisms to support young families and students. The Center consists of 7 departments: administrative, financial, economic and 4 departments implementing the Center's programs: Department of Social Programs; Department for Support of Talented Youth; Young Family Support Department; Department of Social Health Prevention. The activities of the Regional Center highlight the main areas of work aimed at supporting the initiatives of young people in one or another area of ​​development of youth and children's public associations, youth advisory and advisory structures, and student government bodies. Within each area, technologies are used, combined into a unified system of working with youth in each area.

The institution organizes its activities in accordance with the implementation of the following programs:

1. “Support for students in the Kostroma region”;

2. Program for supporting talented youth “Success is in your hands”;

3. “Building Russia with young people”;

4. “Prevention of asocial phenomena among young people”;

5. “Support for a young family”;

6. Regional program “State support for children and youth public associations”;

7. Regional program “Children of the Kostroma Region” for the prevention of homelessness and juvenile delinquency;

8. Regional program “Comprehensive measures to combat drug abuse and illicit trafficking.”

Information and methodological support for specialists working with youth is a system of pedagogical actions associated with neutralizing predicted difficulties at the stage of preparation for work, providing prompt assistance in carrying out joint activities. The most common obstacle in the activities of a youth worker is the lack of knowledge necessary for the education of young people: about the individual and age-related characteristics of a young person’s personality; about the difficulties that arise when organizing the social experience of young people, the content of personal problems, ways to solve them, about ways and techniques of providing individual pedagogical assistance to a teenager; on the technology of creating software for the activities of the youth center; about forms and methods of optimizing interpersonal relationships. Overcoming these obstacles is facilitated by the presence of a system of special training and retraining of specialists for working with youth: organizing problem-based seminars for youth workers; refresher courses; Regular certification of managers and specialists of specialized institutions of youth policy bodies; moderation, which is a form of consulting and guiding the activities of a group of adults in the process of advanced training, limited in place and time and allowing the use of the internal reserves (potentials) of each participant and, accordingly, the group to increase the efficiency of the process of developing ways to solve problems.

Currently in the Russian Federation, more than 100 educational institutions train personnel to work with youth (primarily, these are universities that implement the state standard of higher professional education in the specialty “Organization of work with youth”). The objects of their activities are: state and municipal employees; employees of institutions and organizations, social services for youth; employees of non-state sector institutions; activists of youth public associations. Training, retraining and advanced training of specialists in working with youth is carried out within a number of specialties and areas of training (“Management”, “Social work”, “State and municipal management”, “Jurisprudence”, “Management and economics in enterprises”, “ Personnel Management"). However, the curricula of these specialties, as a rule, do not provide for specializations in youth problems and the implementation of state youth policy. At the same time, in almost all universities where personnel are trained to work with youth, the necessary teaching staff is formed, scientific research is conducted, and candidate and doctoral dissertations on youth issues are defended.

At the same time, an analysis of practical experience shows that there is still a shortage of specialized psychologists, sociologists, social educators, social workers, specialists in medical and social problems of youth, lawyers and specialists in the rights of children and youth. A significant portion of youth structure employees lack the necessary professional qualifications and practical experience. There is a discrepancy between the number of employees of youth affairs bodies, the volume and nature of the tasks they solve, and the scale and pace of social change.

Thus, the personnel resource for youth policy is insufficient to further improve the youth policy mechanism.

Synchronization of educational influences on personality at different levels of interaction: the first level – within the youth association; the second level – between youth associations; third level – between youth centers; the fourth level is within the region. Synchronization of educational influences on the individual is carried out through cooperation, organization of joint activities; inter-age interaction, through collective creative activities and social projects; by harmonizing relationships with the community, others, and oneself. Effective synchronization of educational influences presupposes the presence of a single goal of personal development, a common understanding of the essence of this process at different levels. At the same time, the means, ways, forms, technologies of educational influences may be different, depending on a number of circumstances (the capabilities of the center, the level of training of specialists, the characteristics of financing, the political, economic, ideological situation of the region, and so on). The Federal Agency for Youth Affairs, with the support of the Ministry of Sports, Tourism and Youth Policy of the Russian Federation, annually holds the All-Russian Youth Educational Forum “Seliger”.

In terms of content, the Forum represents a wide range of educational events, programs in the field of entrepreneurship, career guidance, creativity and innovation. “Seliger” is focused on a healthy lifestyle and promotes the development of the creative, scientific and professional potential of young people, their active involvement in carrying out socio-economic reforms in the country, and instilling a sense of patriotism and civic responsibility among young people. The Forum annually brings together more than 20,000 of the best youth representatives from more than 50 regions of the Russian Federation within the framework of 7 thematic sessions. They develop social youth programs, publish youth newspapers, hold round tables and conferences on current youth issues. In essence, this is “direct access” for young people to investments, grants, funds of the largest private companies and state corporations, and government programs.

Pedagogical supportyouth in the process of joint and individual activities. Accompaniment is understood as providing a young person with a set of means aimed at his successful development in a specific type of activity. The specialist directs the movement, helps the individual overcome difficulties, but the choice of goals and means of achieving them remains with the young man, taking into account his individual, age and psychological characteristics, and existing social experience. Support is implemented through the interaction of youth specialists, the implementation of comprehensive activities to develop socially significant personality traits of a young person, the formation of culture in the process of communication, stimulating reflective consciousness, critical thinking, and focus on creativity. During pedagogical support, a youth worker solves the following tasks: organizing youth initiatives; development of communication relationships; ensuring emotional comfort within the group; stimulation of the working creative state; formation of proper attitude towards work, labor, strong-willed personal qualities; creating conditions for adequate experience, development of one’s own life principles, attitudes, and professional intentions; formation of an external culture of behavior (politeness, attentiveness, culture of speech, etc.); cognitive assistance. Pedagogical support for youth includes the following stages: individual and group diagnostics in increasing individual and social experience by young people, monitoring the effectiveness of using variable programs built on an activity basis and carried out with the personalization of pedagogical interaction, and others.

The subject of diagnostics carried out by teachers is: emotional and psychological comfort in a youth association; level of communication relations; the degree of activity of participants in the ongoing process; attitude towards information received from youth workers; the degree of expansion of knowledge in the system of socio-cultural relations.

Thus, the organization of pedagogical support for social work with youth is a process carried out during the following stages:

Diagnostics of the potential and current capabilities of a particular youth institution; the region's capabilities in pedagogical support of social work with youth;

Determination of institutional resources (youth association, institution, region) and environmental resources characteristic of the object being studied;

Determining the optimal set of resources necessary for effective pedagogical support of social work with youth (it is necessary to take into account that resources should be used to overcome existing contradictions, both at the level of the young person’s personality and with the organization of social work with youth);

Special training of youth workers for effective pedagogical support of social work with youth;

Activation of personal and institutional resources through the creation of special developed and tested regional projects, programs for organizing education in youth institutions;

Receiving feedback, monitoring the results, which is carried out, as a rule, within the framework of various competitions of youth centers, professional skills competitions for youth workers.

As a manuscript

Boltykov Oleg Vadimovich

Pedagogical support for social development

military university cadets

13.00.02 – “theory and methodology of training and education (social re-

meals in secondary and higher schools)"

dissertations for an academic degree

candidate of pedagogical sciences

Kostroma 2010

The work was carried out at the Department of Social Pedagogy of the State Educational Institution of Higher Professional Education “Kostroma State University named after. ON THE. Nekrasova"

Doctor of Pedagogical Sciences,

Scientific director:

Professor Basov Nikolay Fedorovich Doctor of Psychological Sciences,

Official opponents:

Professor Fetiskin Nikolay Petrovich Candidate of Pedagogical Sciences Filippov Nikolay Petrovich Kaluga State

Leading organization:

Pedagogical University named after K.E.Tsiolkovsky

The defense will take place on May 21, 2010 at 10 o’clock at a meeting of the dissertation council DM 212.094.02 for the defense of dissertations for the degree of doctor and candidate of pedagogical sciences at Kostroma State University. N.A. Nekrasova at the address: 156002, Kostroma, village. Novy, 1, Institute of Pedagogy and Psychology, room. 242.

The dissertation can be found in the library of Kostroma State University. N.A. Nekrasova.

Scientific secretary of the dissertation council A.I. Timonin

GENERAL DESCRIPTION OF WORK

Relevance research. In recent decades, program documents of political parties, research by scientists, and speeches by public figures from both our country and other countries of the world indicate the emergence of a new cultural and historical situation, which is characterized by a transition from sectoral social and industrial production to integrative and nonlinear , to changes in the type of communication at all levels, to other requirements for the personal qualities of specialists.

All this determines the new social and pedagogical ideal of graduates of educational institutions, forces them to rethink the understanding of the content of the social development of children and youth, and makes it necessary to provide pedagogical support for such a complex and multifaceted process.

The modernization of Russian education also affects the higher military school, which is required to determine theoretical and technological priorities in the training of future officers, focused not only on the high-quality performance of their direct duties, but also ready to build tolerant relationships with people, various social, professional and ethnic groups who have flexibility in their ways of thinking and acting, multi-positional judgments, social literacy, the ability to quickly respond to changes, reflect, and self-organize. The latter circumstance is possible if in the process of training and education in military educational institutions, ensuring the social development and social maturation of cadets takes a worthy place.

Analysis of scientific literature and research allows us to state that various aspects of the problem of the formation and development of personality are reflected in the works of K.A. Abulkhanova-Slavskaya, L.V. Bayborodova, L.I. Bozhovich, N.A. Galmuk, A.V. Gribanova, I.S. Kon, E.N. Lekomtseva, I.A. Lipsky, M.R. Miroshkina, A.V. Mudrik, M.I. Rozhkov, E.A. Tsarev, L.F. Yarullina and others. They highlight the influence of the educational system of the school, physical culture and sports activities on the social development of high school students, consider the features of this process in the club at the place of residence, in the system of secondary vocational education, in universities of the Ministry of Internal Affairs of Russia, during economic training in college, as well as reflects the influence of certain conditions on the formation of students' social and professional personality traits that ensure their social maturation. At the same time, the process of social formation of military university cadets and its pedagogical support did not become the object of special study, which is manifested in a number of contradictions:

Between the requirements imposed by society and employers on graduates of educational institutions, their social maturity, and the lack of development of issues of theory and methodology of pedagogical support for the social development of youth in modern science;

Between the presence in educational practice of programs aimed at the social development of schoolchildren, students, cadets, and the lack of development of pedagogical support for their implementation in higher education;

Between the need for pedagogical assistance in the process of social formation of cadets at a military university and the lack of provision for it, the unpreparedness of teachers and commanders for its implementation.

Based on the relevance of the topic, its insufficient development, and the presence of the above contradictions, it became possible to define the research problem: under what conditions will pedagogical support contribute to the effectiveness of the process of social development of military university cadets?

Object of study: the process of social formation of military university cadets.

Subject of study: conditions for the effectiveness of pedagogical support for the process of social development of military university cadets.

Purpose of the study: to develop, justify and, in the course of experimental work, test the conditions for the effectiveness of pedagogical support for the social development of military university cadets.

Research hypothesis. Pedagogical support for the process of social development of cadets at a military university will be effective if the following conditions are met:

The presence of a program for the development of the cadet’s subjective position in educational, extracurricular and military service activities;

Implementation of interactive technologies in organizing educational work with cadets;

Orientations towards pedagogization of the educational environment of a military university.

To achieve the goal and test the hypothesis, it is assumed that a certain set of problems will be solved:

To specify the concept of “social development of cadets 1.

military university" and reveal the essence of this process.

Develop a model of social development of cadets and general education 2.

Identify the conditions for the effectiveness of the implementation of the developed MO 3.

Delhi and its pedagogical support.

Test the methodology of pedagogical support for social 4.

the development of cadets at a military university.

Describe the criteria and indicators of teacher effectiveness 5.

logical support of the process being studied.

The theoretical and methodological basis of the study were:

systemic (I.V. Blauberg, L.I. Novikova, Yu.P. Sokolnikov, L.F. Spirin, E.G. Yudin, etc.), personality-oriented (E.V. Bondarevskaya, S.V. Kulnevich , V.V. Serikov, I.S. Yakimanskaya, etc.), anthropological (B.M. Bim-Bad, I.A. Zimnyaya, V.I. Slobodchikov, etc.), resource (A.V. Volokhov, A.I. Timonin, etc.) approaches;

Modern concepts of socialization of younger generations and their social education (S.A. Belicheva, V.G. Bocharova, A.V. Volokhov, I.S. Kon, I.A. Lipsky, A.V. Mudrik, M.M. Plotkin, M.I. Rozhkov, etc.);

Research devoted to various aspects of pedagogical support (I.A. Guseva, A.F. Dranichnikov, T.E. Korovkina, E.S. Lisova, Yu.A. Polarshinov, I.V. Protasova, A.I. Timonin, N.Yu. Shepeleva and others);

Works on the social development of personality at different age stages (A.V. Gribanov, E.N. Lekomtseva, M.R. Miroshkina, M.I. Rozhkov, M.I. Ryzhankov, Yu.I. Feldshtein, E.A. Tsarev, L.F. Yarullina, etc.);

Works on military pedagogy and psychology, features of the organization of education of military personnel (V.A. Androshchuk, V.I. Gerasimov, I.A. Lipsky, L.V. Mardakhaev, I.N. Mishchenko, Yu.V. Savin, G I. Shpak and others).

The study was carried out using theoretical (analysis, comparison, juxtaposition, modeling) and empirical (participant observation, study of documentation and teaching experience, questionnaires, experimental work) research methods.

The research base was: Kostroma Academy of Radiation, Chemical and Biological Defense Troops and Engineering Troops named after. Marshal of the Soviet Union S.K. Timoshenko and the base for supporting the educational process.

189 first- to fifth-year cadets, 15 teacher-mentors, and 6 unit commanders took part in the experimental work. Of these, 95 were in the control group and 94 in the experimental group.

The research was carried out in three interconnected stages:

At the first (2006) - search stage - the state of the issue was studied in the philosophical, sociological, psychological and pedagogical literature, the conceptual apparatus was clarified, approaches were specified, research methods were selected, a pilot survey was carried out, a program of experimental work was created;

At the second (2006 - 2009) – transformative stage – the research program was implemented, the model of social development of cadets was substantiated, the content of its pedagogical support was tested, the conditions for their effectiveness were checked, the results of intermediate diagnostics were comprehended, corrections and additions were made;

At the third (2010) – generalizing stage – the obtained empirical data were systematized, conclusions were formulated, recommendations were developed, and the text of the dissertation was formalized in literature.

The author’s personal participation consisted in the development of theoretical approaches, a program of experimental work, in carrying out the entire complex of prescribed research procedures, their comprehension and interpretation of the results as the deputy head of the faculty for educational work.

The reliability and validity of the conclusions and generalizations of the study were ensured by the study of the phenomenon at the interdisciplinary level, the consistency of methodological approaches, the mutual verifiability of methods, their compliance with the goals, objectives, subject and object, the repeatability and transferability of the results.

Scientific novelty research is that:

The essence of the process of social formation of cadets in a military university is revealed;

A model of the process of social formation of cadets in educational, extracurricular and military service activities has been developed and substantiated;

The content of pedagogical support for the research process in the conditions of a military university is characterized;

The methodology for implementing such support has been tested;

The conditions for the effectiveness of the developed model and the identified content are substantiated;

The means of implementing pedagogical support for the social development of cadets at a military university are identified and characterized.

Theoretical significance The research lies in the fact that it clarified the concept of “social development of personality”, expanded ideas about its process, supplemented knowledge about pedagogical support, established connections between the nature of the social experience of cadets and the effectiveness of social development, between the features of support and the level of social development of cadets , the criteria and indicators of the effectiveness of such formation are disclosed.

Practical significance The research is reflected in the fact that the developed, substantiated and brought to the level of use diagnostic and program-methodological materials and recommendations for pedagogical support for the effectiveness of the process of social development of military university cadets will help optimize the social and professional education of future officers.

The data, conclusions and generalizations obtained during the study can be used in the system of advanced training for command and teaching staff of military universities, in developing command and pedagogical skills among cadets, in teaching courses “Pedagogy” and “Psychology”.

Testing and implementation of the research results took place at meetings of the departments of social pedagogy and social work of KSU named after.

N.A. Nekrasov, departments of humanitarian and socio-economic disciplines, management of daily activities of troops of the Military Academy of Radiation, Chemical and Biological Protection Troops and Engineering Troops named after. Marshal of the Soviet Union S.K. Timoshenko, at scientific and practical conferences (Kostroma, 2006–2009;

Moscow, 2007–2009;

N. Novgorod, 2008).

Provisions for defense:

1. Social formation is a complex, multifaceted, purposeful, step-by-step process of a person’s mastering the experience of social relations as a result of a person’s solution of natural-cultural, socio-cultural and socio-psychological age-related tasks, contributing to his social maturation.

2. The model of social development of military university cadets includes target, motivational, content, activity and reflexive components, and is built on the principles of natural conformity, cultural conformity, value-semantic orientation, individualization, differentiation, dialogicality, and situationality.

3. Pedagogical support is assistance to the cadet in achieving effectiveness in educational, military service and extracurricular activities through the rational use of pedagogical means, organizing assistance and support for participants in the process of social development, and updating personal resources.

4. The methodology of pedagogical support for the social development of military university cadets is based on personal orientation, conceptuality, systematicity, humanism, activity, purposefulness and involves diagnostic, prognostic, organizational, implementation, correctional, expert-evaluative stages.

5. Pedagogical conditions for the effectiveness of pedagogical support for the social development of cadets:

Availability of a program for the development of the subjective position of the cadet’s personality in educational, extracurricular and military service activities;

Dissertation structure. The work consists of an introduction, two chapters, a conclusion, a bibliography, and an appendix.

First chapter– “Theoretical foundations of pedagogical support for the social formation of cadets at a military university” is devoted to the analysis of the category “social formation”, the main approaches to characterizing this phenomenon, consideration of ideas and trends in the research of the phenomenon under study, and substantiation of the model of the process of such formation of cadets at a military university.

Our analysis of the concept of “social formation” indicates that this category is studied by various humanities and is studied at an interdisciplinary level.

In philosophy, becoming is a transition from one certainty of existence to another, an inextricable development that acts as a connecting link between the past, present and future, as a set of sociocultural dynamic cycles.

In sociology, formation is considered as a process and result of socialization, occurring under the influence of external and internal factors.

In pedagogy, issues of personality development have been studied quite intensively in recent years, although, as our analysis of the literature shows, various aspects of the professional development of a future specialist are mainly considered. Having summarized various points of view and relying on the approach of A.I. Timonin, we can say that this term is used in three meanings: as a synonym for the category “development”;

as an expression of the process of creating prerequisites, elements of an object arising on their basis;

as a characteristic of the initial stage of an already emerging object, when there is a transition from the old to the new, the growth of this new, its strengthening and transformation into an integral developed system.

Social formation in scientific publications is considered both as a process and as a result. In the first case, this phenomenon is characterized as the dynamics of a person’s social development, which determines his formation as a mature personality in the course of upbringing, education and self-education.

In the second case, it means the achieved level of social maturity of a person at a certain segment of his life path, which indicates his ability to realize himself in society, understand the position he occupies in it, independently determine goals for himself, build routes to achieve them, and also implies the presence of a complex socially significant personality traits in accordance with age, the desire for the greatest possible self-improvement.

In psychological and pedagogical literature (M.A. Galaguzova, I.S. Kon, E.N. Lekomtseva, A.V. Mudrik, M.I. Rozhkov, etc.), the essence of a person’s social formation is often revealed through its correlation with process of socialization. In this context, social formation is considered a qualitative indicator of the development of an individual in the process of its socialization, the result of its next stage and the foundation for subsequent positive changes, thanks to which the individual social experience of each person expands and becomes more complex.

T.I. Zubkova believes that social formation is the result of a person’s accumulation of social experience under the influence of random factors (socialization), psychophysiological development and a specially created artificial system for its transmission (social education).

T.A. Vasilkova reveals the meaning of the social formation of personality through opposition to formation, which she understands as a passive process that excludes the subjective participation of a person. In this regard, becoming one is characterized as the active mastery of social experience by the younger generation.

As E.N. Lekomtseva and M.I. Rozhkov note in their studies, social formation is the formation of a person as a social being through the realization of three multidirectional needs: “to be like everyone else” (identity with the surrounding world), “to be a person” (the desire to the isolation of one’s self, to self-determination), “to be different” (search for opportunities to go beyond one’s own self), the formation of his readiness to participate in a complex system of social relations in the economic, political and spiritual spheres.

Social formation at each age stage, as A.V. Mudrik emphasizes, is ensured by solving a certain range of naturally cultural, socio-cultural and socio-psychological problems. From this we can conclude that social formation concerns all essential spheres of personality (need-motivational, emotionally-volitional, cognitive, moral-ethical, effective-practical, interpersonal-social), characterized by a person acquiring the properties of independence, independence, self-sufficiency, the ability to make responsible decisions and implement them in practice.

The result of the social development of cadets is a socially mature personality of a graduate who is able to understand himself in society, independently set goals for himself and achieve them, and be socially and professionally competent.

Thus, different views on the concepts of “becoming” and “social becoming” have developed. In our research, we will rely on the point of view of I.A. Lipsky, who believes that social formation is part of the process of human social development and represents a process of progressive change in a person in the direction of turning him into a subject of social activity and social communication. Consequently, social formation is a complex, multifaceted, purposeful, step-by-step process of a person’s mastering the experience of social relations, spiritual and moral development as a result of a person’s solution of naturally cultural, socio-cultural and socio-psychological age-related tasks, contributing to his social maturation.

The model of social development of military university cadets will include target, motivational, content-based, activity-based and reflective components, based on the principles of natural and cultural conformity, value-semantic orientation, individualization, differentiation, dialogicality, and situationality.

The target component of the proposed model consists of a common goal - the formation and development of the qualities of a patriotic citizen, a military professional and a highly moral personality in military personnel, the creation of conditions for the involvement of cadets in various types of activities, for them to demonstrate their subjectivity, accumulate experience in overcoming difficulties, develop creativity and sociality.

The implementation of this goal involves solving a set of tasks related to promoting the formation in young people of a value-based attitude to the social structure, human life (Motherland, state, Armed Forces, past and present) [N.E. Shurkova], life credo, free from stereotypes and prejudices, artificial forms of behavior, conjuncture based on the feeling of being a representative of a socio-professional community, as well as the expansion and enrichment of the experience of joint activities.

The second component of the developed model of social development of cadets is motivational. It is based on means of motivation that stimulate the activity of the individual and regulate its direction.

These include emotional intensity, the eventfulness of the educational process, the creation of problematic situations, the targeted development of achievement motivation as a system of goals, needs and motives (the desire for knowledge, self-affirmation, reward), which encourage cadets to be active, form their image of success, lead to situations of success.

Pedagogical support in this case involves the activation of those resources of the educational environment of a military university that contribute to the formation of positive internal motivation of subjects by analogy with the model of work motivation by R. Heckman and G. Oldham, which includes three components: the perceived significance of the work (activity) ;

perceived responsibility for results;

knowledge of these results. In this regard, we considered it necessary, firstly, that the types of activities used should cause cadets to experience the significance of participation in them and involve the involvement of various human abilities and skills (knowledge, abilities, skills, experience). This is facilitated by trainings, case technologies, and the project method;

secondly, so that they help in implementing the possibility for cadets to choose topics for discussion during extracurricular time, ensuring their inclusion in discussions and debates on selected issues;

thirdly, in order to, through a prompt assessment of the effectiveness of the organized activities, allowing, on the one hand, to see the satisfaction of cadets with the educational work carried out, the means, forms, and methods used, on the other hand, to understand how relevant the problems are, how meaningful and interesting the programs are, what problems arise difficulties in their implementation and what actions are necessary to prevent and overcome them.

The third component of the model - content - is intended to help the cadet understand the purpose and meaning of life, professional activity, and learn to make independent decisions in real life conditions.

This component involves three directions:

a) information that takes place both in classes, during self-training, and in extracurricular activities, during the implementation of plans for educational work in departments and in the academy as a whole;

b) inclusion of cadets in the process of designing activities and communication. It provides for the direct participation of cadets in drawing up plans for educational work, in the selection of forms and methods of their implementation, in the development of rules of interaction, scenarios of everyday life;

c) the third direction is the actual organization of interaction, during which the deepening and concretization of everything indicated above continues. It involves training in the correction of negative personal attitudes, a workshop on consolidating positive positions in interaction, developing the skills to understand oneself, others, and organize interaction appropriately to the situation (self-confidence training, role training).

The activity component of the characterized model provides, on the one hand, for the construction of a system of activities that facilitate the acquisition by subjects of the educational process of experience of relevant relationships and actions, the creation of conditions for their high-quality implementation, the organization of a series of project seminars, individual and group consultations.

We build the logic of organizing activities in accordance with the modernized technology of M.R. Miroshkina “Growing a Club”, which consists of collecting and formalizing ideas, articulating style and rules of communication, searching for like-minded people, designing a subject-aesthetic environment, justifying the content of activities and methodological tools for its implementation.

In this case, cadets become subjects of the proposed activity, gain experience in consciously choosing ways to organize their life activities, and become organizers of interaction. Examples of projects within which the idea of ​​this component is being implemented are:

“We are a team”, “Promotion”, “Formula of health”, “Your choice”, “Protection and security” and others, aimed at understanding everything that happens to them and around them.

Being complex and contradictory, the process of human social development at any age stage needs to be ensured. In the “Dictionary of the Russian Language” by S.I. Ozhegov, “provide” is interpreted, firstly, as supplying with something in the required quantity;

secondly, provide sufficient material means of living;

thirdly, to make something completely possible, valid, actually feasible;

fourthly, to protect, protect from something. Consequently, support involves arming someone with means, resources, and creating conditions for them to achieve their intended goals. Pedagogical support can be considered as the creation and appropriate use of a set of resources and conditions for the implementation of the tasks of education, training, and development.

By pedagogical support for the process of social development of cadets we will understand assistance to them in achieving effectiveness in educational, military service and extracurricular activities through the rational use of pedagogical means, organizing assistance and support for its participants, and updating personal resources.

Chapter two the dissertation is devoted to the implementation of this model, which we carried out based on the methodology of pedagogical support, based on personal orientation, conceptuality, systematicity, humanism, activity, purposefulness and which includes diagnostic, prognostic, organizational, implementation, correctional, expert-evaluative stages .

The first - diagnostic stage - provides for entrance (initial) diagnostics, the meaning of which is to determine the individual resources of cadets, their positive potential, characteristics of their life position, the formation of socially and professionally significant personality traits, and value orientations.

The following diagnostic methods were selected: “Cattell test”

(16 PF-questionnaire), “Value orientations” by M. Rokeach, “Drawing test”, “Business situations”, “Tests for assessing unrealized intellectual, moral, social potential”, “Methodology for diagnosing a tendency to deviant behavior”, “Questionnaire studies of anxiety in older adolescents and young men" (C.D. Spielberger). The obtained factual material, the information extracted from it, revealing the individuality of the object and its environment, make it possible to move on to the next stage - forecasting, which, on the one hand, is based on the availability of sufficiently complete information about the object, the personal experience of cadets and specialists participating in this process, on the other hand, involves describing the situation, identifying resources, limitations and dangers using SWOT analysis that are promising for solving problems, and identifying ways to achieve significant results.

The third stage is organizational, at which the official procedure is thought through, ways of including cadets in the implementation of the program, adapting technologies, training commanders and teachers-mentors within the framework of methodological training and special additional group classes.

We took as a basis the technologies of collective activity, contextual learning, and development of initiative, which were used both in classes, self-training, and underlay the organization of educational work in the unit and cultural and leisure activities of cadets in their free time at the academy.

The implementation stage involves planning, carrying out educational work, pedagogical analysis, and “aftereffect”.

Since any “after-effect” has two directions: a) making additions and changes to self-sufficiency (expanding or narrowing the scope, specifying information and methodological tools), b) thinking through organizational forms, additions and clarifications to them to consolidate the qualities being formed, knowledge, abilities, skills, competencies in other organizational forms of education, then the latter circumstance makes the correctional stage in this process appropriate.

The final stage is expert evaluation. It determines the pedagogical feasibility of the developed support in the context of assessing the effectiveness of educational work in accordance with the Concept of education of military personnel of the Armed Forces of the Russian Federation, the process of social development of cadets. Assessing the effectiveness of such software involves analyzing the optimality of the information contained in it;

the sufficiency of the proposed methodological tools, its correspondence to the goals, objectives, age, life experience of cadets, socio-cultural situation;

accessibility for implementation by teachers, teacher-mentors and commanders with different levels of methodological and psychological-pedagogical preparedness.

This kind of analysis, generalization and evaluation is carried out by all subjects of the pedagogical process without exception (cadets, commanders, educators, teachers, mentors), who are involved in developing judgments and expressing motivated proposals that improve the quality of the evaluated product.

Adaptation of the model we developed for the social formation of cadets, the content and methodology of its pedagogical support made it possible to identify a number of conditions for its effectiveness, which, as evidenced by the results of our experimental work, are:

Implementation of interactive technologies in organizing educational work with cadets;

Orientation towards pedagogization of the educational environment of a military university.

The first condition is associated with the understanding of the subject as a carrier of activity, with the fact that this is a person who cognizes the external world and influences it in order to subordinate to his interests, a consciously acting person who builds his vital contacts with the external world (I.A.

Zimnyaya, V.A. Petrovsky, V.I. Slobodchikov and others).

In order for the pedagogical support for the social development of cadets, as facilitating their acquisition of new experience, bringing the individual closer to a certain level of social development, to be effective, the student’s activity and his ability to objectively assess the situation, personal resources, meaningful potentials, the ability to interact, take the right position, are necessary. collaborate productively.

The development of such activity involves training to improve communicative competence, the development of leadership and organizational skills, professional communication, which, within the framework of the program, fit into such stages as: “Incitement to action”, “Studying the problem”, “Decision making”, “Correcting skills” .

The second condition is aimed at intensifying the activities of the subjects of the implementation of pedagogical support as a special type of activity focused on interpersonal interaction, which is a sequence of people’s reactions unfolded over time to each other’s actions in the course of their joint activities.

Such technologies include gaming, projective, reflective, which are based on the active exchange of opinions, judgments, information, and dialogue. They serve, on the one hand, as a means of actualization and development of the value-semantic sphere of subjects, ensure the manifestation and coordination of educational, professional, life values, the implementation of intellectual, professional, organizational, leadership, creative opportunities, on the other hand, as a way of forming relations between subjects based on respect for personal dignity on the part of all participants in the educational process. In addition, they help prepare cadets to perform social roles and functions in modern society, personal and professional socialization.

The third condition is based on an understanding of the role and place of the social environment in the formation of personality, which was emphasized in the works of V.G. Bocharova, L.P. Bueva, T.G. Zelenova, I.S. Kon, A.T. Kurakin, Yu.S.Manuylov, A.V.Mudrik, L.I.Novikova, B.D.Parygin, M.M.Plotkin, V.D.Semenov, Yu.V.Sychev, S.T.Shatsky, V.N. Shulgin and others. Their analysis allowed us to define the pedagogization of the environment as a purposeful process of consolidating the educational and personality development resources of an educational institution, uniting the efforts of all subjects to humanize relationships, maintain a comfortable climate and an environment favorable for personal self-realization.

We chose the following methods for creating such an environment: information, which involves increasing the psychological and pedagogical competence of commanders, mentors, and orientation in matters of cadets’ life activities;

standardization, which involves the development and coordination of basic norms of communication and ethics of interaction between people in a given microsociety;

joint activity as the integration of its various types and the inclusion of all participants in the educational process in order to solve the assigned educational tasks.

The empirical data obtained during the study indicate:

positive dynamics in the experimental groups, both in the personal advancement of the cadets included in it, and in comparison with indicators in the control group;

the predominance of internal motivation for professional activity over external;

the desire to increase one’s own status and broaden one’s horizons, confidence and responsibility for one’s decisions, independence and adequacy in making them.

Similarly, higher growth rates are observed in experimental groups for the following indicators: social adaptation, social activity, autonomy, morality.

Analyzing the results of experimental work to determine the effectiveness of pedagogical support for the social development of cadets, we found that among cadets in the experimental group, compared to the control group, social literacy increased from 21% to 67%, the ability to cooperate - from 14% to 73%, ability to build communication – from 18% to 81%, to conduct dialogue – from 19% to 59%, to organize activities – from 23% to 79%.

The figure below also indicates the effectiveness of the conditions of pedagogical support, since during the experimental work, positive changes in the development of communication and organizational skills, and decision-making skills were recorded.

4, 3, 3, 3, 3, 3, 3, 3, 3, 3, 2, Communication Organizational Ability to make decisions skills initial cut;

intermediate cut;

final section Figure Thus, the study reveals positive dynamics in the social development of cadets when implementing the proposed conditions of pedagogical support and allows us to draw the following conclusions:

1. Social formation is a complex, multifaceted, purposeful, step-by-step process of a person’s mastering the experience of social relations, compliance in spiritual and moral development, the requirements of natural cultural, socio-cultural and socio-psychological age-related tasks, and the social situation of development.

2. The model of social development of military university cadets includes target, motivational, content-based, activity-based and reflective components, and focuses on the actualization and deployment of the individual’s social potentials.

3. Pedagogical support for the process of social development of military university cadets involves organizing assistance in their acquisition or expansion of experience in educational, military service, and extracurricular activities.

4. The methodology of pedagogical support for the social development of military university cadets is based on personal orientation, conceptuality, systematicity, humanism, activity, purposefulness and involves diagnostic, prognostic, procedural organizational, implementation, correctional, expert-evaluative stages.

5. Pedagogical conditions for the effectiveness of pedagogical support for the social development of cadets are:

The presence of a program for the development of the subjective position of the cadet’s personality in educational, extracurricular and military service activities;

Implementation of interactive technologies in organizing educational work with cadets;

Orientation towards pedagogization of the educational environment of a military university.

The conducted research does not exhaust all aspects of this complex problem. In the future, it is necessary to more thoroughly study the means that ensure the social development of cadets, determine the place of individual and group forms of the educational process in it, the potential of subjects of the social, humanitarian and professional cycles, and the role of mentors.

Boltykov O.V. Pedagogical support for social development 1.

cadets: essence, content, methodology // Bulletin of KSU named after. ON THE. Nekra owl, 2009. – No. 5. – 0.7 p.l. (The journal is included in the list of the Higher Attestation Commission).

Boltykov O.V. Theoretical aspects of the process of social development 2.

education of cadets // Social and pedagogical activities in training and education: Sat. scientific works of graduate students and young scientists of the Institute of Pedagogy and Psychology / Comp. O.V. Rumyantseva;

scientific ed. V.M. Basova. – Kostro ma: KSU named after. Nekrasova, 2008. – 0.2 p.l.

Boltykov O.V. Social development of personality as pedagogical 3.

problem // Social and pedagogical activity in the context of reforming Russian education: Coll. scientific works of graduate students and young scientists / Comp. O.S. Shcherbinina;

scientific ed. N.F. Basov. – Kostroma: KSU named after.

ON THE. Nekrasova, 2009. – 0.3 p.l.

Boltykov O.V. Pedagogical conditions for the effectiveness of social 4.

formation of military university cadets // Social formation of personality in modern society: Sat. scientific works of students and graduate students of the Institute of Pedagogy and Psychology / Comp. O.S. Shcherbinina;

scientific ed. A.I. Timonin. – Kostroma: KSU named after. Nekrasova, 2009. – 0.3 p.l.

Boltykov O.V. Pedagogical assistance to social development 5.

cadets at a military university // Pedagogical Sciences, 2009. – No. 1. – 0.2 pp.

Boltykov O.V. The choice of methods of disciplinary action, taking into account 6.

individual characteristics and professional motivation of cadets of military universities./O.V. Boltykov, N.E. Semenov. – Kostroma: VA RKhBZ, 2009. – No. 1 (51). – 0.3 p.l.

Boltykov O.V. Monitoring the social development of military cadets 7.

university // Pedagogical sciences. – 2009. – No. 6. – 0.3 p.l.

MS School (Deputy for Water Resources Management I.E. Panacheva) Director

No. 1 dated September 10, 2007 _______________ O.A. Kulikova

EDUCATIONAL PROGRAM

Basic primary, basic general and secondary (complete) education

2007- 2012

Educational program

Municipal educational institution Uysko - Chebarkul sosh

Structure of the educational program.

1. PREAMBLE

2. SECTION I. Information sheet.

3. SECTION II. Curriculum and its methodological support.

4. III SECTION. Social order and priority directions.

5. IV SECTION. Innovative activities of the school.

6. V SECTION. Action plan for the implementation of the educational program.

7. VI SECTION. Monitoring the completeness and quality of implementation of the educational program.

8. VI SECTION. Program management

PREAMBLE

This program defines the main directions and system-forming principles of functioning and development for the period until 2012 of the Uysko-Chebarkul secondary school as a developing educational system. At the same time, the school becomes a developing educational institution in the process of implementing holistic educational programs that comprehensively influence the change in the philosophical foundations of the school, fundamentally changing the nature of pedagogical relations, the content and forms of organization of life and work of both the teacher and the student.

In accordance with the Law “On Education” (Article 14, paragraph 5, Article 15, paragraph 1), the educational program of the Uysko-Chebarkul secondary school should be understood as a regulatory document that defines the content of education at the appropriate level and focus and characterizes the specifics of the content of education and Features of the educational process and management of the municipal educational institution Uysko-Chebarkulskaya sosh.

An educational program is a local act that was developed by the Deputy Director for Educational Management, adopted by the Pedagogical Council and implemented at the school on the basis of state educational standards and in accordance with the educational program.

An educational program is an internal school educational standard, determined both by the federal educational policy and the logic of development of the regional and municipal education system, and by the educational needs of students and their parents, taking into account the characteristics and capabilities of the school.

The educational program is adjusted and updated annually in accordance with changes in education.

Based on the fact that the educational program is an in-school standard of educational content, its purpose is determined:

Firstly, this educational program helps ensure the implementation of parents’ right to information about educational services and the choice of educational services and guarantees the quality of the services received.

Secondly For the teaching staff, this educational program determines priorities in the content of education and promotes the integration of the activities of school teachers, revealing the continuity of education.

Third, For municipal and state education authorities, this educational program is the basis for determining the quality of implementation of state educational standards by the school.

Target: Determining the general strategy for the development and functioning of the educational system in the school, determining the role and place of the school in the educational sphere of the region, bringing the education system in the school to a state adequate to the needs of society and the individual.

Tasks:

· ensuring the quality of education based on updating the content of education, developing means of support and support for student advancement;

· training of teaching staff capable of using modern pedagogical technologies in the educational process;

· creation and implementation of modern educational and methodological complexes and teaching aids in the educational process.

Strategic priorities of the educational process. Global processes in public life have required significant changes in all its institutions, including schools. And although the goal of the school as a public institution remains quality education, the meaning and content of this concept have changed significantly. In modern society, the main goal of education is high-quality basic training, mastering ways to independently acquire knowledge, and ensuring the ability to change professions throughout life. The content of education is a didactically adapted social experience in solving cognitive, ideological, moral, political and other problems.

School development strategy- this strategy, called in the literature the strategy of modular changes, involves the implementation of several complex innovations, which, however, are not interconnected, although the actions of many performers can be coordinated within the module. This strategy takes place, for example, when some new pedagogical system is being mastered in elementary school (by Vinogradova, etc.), in the middle level the teaching of natural science subjects is being reconstructed (but without connection with what is done in elementary school), and at the senior level, an expansion of any subjects is introduced, also without connection with changes in the previous levels.

The purpose of organizing the educational process is to create conditions for students to develop the experience of independently solving cognitive, communicative, organizational, moral and other problems that make up the content of education.

Assessment of educational results is based on an analysis of the levels of education achieved by students at a certain stage of training.

Increasing the level of education, which would correspond to modern social expectations in the field of education, should consist of:

1. In expanding the range of problems for which school graduates are prepared to solve:

In preparation for solving problems in various fields of activity (labor,

socio-political, cultural and leisure, educational, family and everyday life, etc.);

In preparation for solving various types of problems (communication, information, organizational, etc.);

2. Increasing the complexity of problems for which school graduates are prepared to solve, including those due to the novelty of problems.

3. In expanding the ability to choose effective ways to solve problems.

The strategy for changes in the education system is legally reflected in the Law “On Education”. New ideas in the field of education were specified in other legal acts:

· Law “On State Educational Standard”,

· Law “On additional guarantees for social protection of orphans”,

· Model Regulations “On State Educational Institutions”,

· Order of the Ministry of Education of Russia “On approval of the federal basic curriculum and model curricula for general educational institutions of the Russian Federation implementing general education programs”,

· Concepts of specialized and pre-profile education,

· National projects in the field of education.

The new regulatory framework provided the school with the opportunity to pursue its educational policy, taking into account the specifics of a particular institution, and determine priorities and strategy.

On the other hand, students and their parents, along with teachers, having become subjects of education, received the right to choose an educational institution, the form of education, as well as select its content and technologies.

These changes made it possible to transfer the educational institution to a development mode that ensures the competitiveness of the school and protects the right of every student to modern, high-quality education and development.

Educational program represents a set of training programs corresponding to the curriculum; a set of extracurricular activity programs interconnected with educational programs.

OP's priority is the organization of activities that promote self-realization of both the personality of students at each level of education, and the personality of the teacher in the process of their joint activities.

Achieving the stated goal of the educational program requires creating the necessary conditions for the development of educational institutions, namely:

· staffing;

· motivational support;

· scientific and methodological support;

· logistics;

· regulatory support;

· financial support.

The implementation of the priority idea of ​​the EP is seen by the teaching staff of the school

through achievement strategic goals:

· solving problems of content, including creative education (filling the school component with specific content);

· modeling a balanced distribution of teachers’ efforts in the work of forming a self-determining personality;

· search for a rational balance of forms of implementation of the educational process at school (including elements of distance learning technologies).

Fulfilling these goals as a school development strategy requires solving the following tasks:

at student level:

· determine and specify the requirements for educational achievements of students in accordance with state standards;

· implement a differentiated individual approach to learning at all levels of school;

· create conditions for the formation of self-determination skills;

at the teacher level:

· filling the content of educational, methodological and educational-didactic complexes (school component), conditions for the formation of students’ self-determination skills and conducting the educational process in a creative mode;

· searching for a rational balance of various forms of organizing the educational process (including elements of distance learning technologies);

at the management level:

· create an optimal curriculum that works to implement the priority idea;

· explore trends in changing social and professional-educational (motivational) priorities of teachers, students and their parents;

· monitor the educational process;

· support a system of optimal material and technical (including information) support for the educational process at school;

· implement reflective activities to help participants in the educational process understand their roles (motivational aspect).

Achieving these goals by the school’s teaching staff requires complex changes in educational practice and educational results:

ensuring the implementation of technology for the development of a creative personality and conducting the educational process in a creative mode:

· updating the content of education in accordance with the new state standards;

· creation of an educational and didactic complex in all educational areas, including a school component;

In educational technology:

· development of new information technologies of education in primary and secondary schools, distance learning;

· mastering the technologies of pre-profile and specialized education in primary and secondary schools.

In organizing the educational process:

· development of local school regulations that provide the legal framework

· educational process;

· implementation of pre-profile training programs.

In scientific and methodological support:

· formation of a system of methodological work of the school;

· increasing the level of professional competence of school teachers;

· implementation of scientific, methodological and experimental work of the team.

In the control system:

· formation of an extensive management system for the new organizational

structures;

· increasing the efficiency of the in-school educational system

monitoring the performance of participants in the educational process;

· creation of a system for assessing the educational achievements of students.

In motivational support:

· participants in the educational process understand their roles (motivational aspect);

In educational work:

· creation of favorable conditions for the formation of a graduate capable of carrying out creative creative activities;

· creating conditions for the formation of student self-determination skills.

In logistics:

· creation of a system of optimal material and technical (including information) support for the educational process at school.

The transition of an educational institution to development mode is, therefore, an urgent need of the time and determines the school’s determination of a priority development idea, a strategic goal and a system of tasks for its implementation for the period 2007-2010 (if there are unsolved problems, an extension until 2012 is possible).

SECTION I. Information sheet.

Organizational and pedagogical support and characteristics of the educational process.

a) Management structure of the OS.

Analysis of the current situation in the field of education leads to the need to find effective ways to transform the management of the development of the education system towards democratization and involve the public in this process.

Involving teachers, students, and parents in management helps to achieve better results with the least amount of “losses.”

Joint activities include general planning, meetings, distribution of “spheres of influence” in the educational process, and joint preparation for events.

BASIC EDUCATION implies a certain socially necessary and mandatory level of education and personal development for everyone, which subsequently allows each person to take advantage of any educational opportunities provided by society. Basic education should also provide the opportunity for independent work immediately upon completion.

It provides:

Mastering educational competencies defined by federal and regional education standards;

Mastering a number of subjects at an expanded and in-depth level;

Mastering universal ways of cognition, mastering the means of mental activity, which make it possible to engage in active creativity;

Formation of a holistic vision of the world, humanistic relations.

PRE-PROFILE PREPARATION and specialized training are a means of differentiation and individualization of training, which allows, through changes in the structure, content and organization of the educational process, to more fully take into account the interests, inclinations and abilities of students, to create conditions for the education of high school students in accordance with their professional interests and intentions regarding continuing education. At the same time, the possibilities for students to build an individual educational trajectory are significantly expanded.

It allows:

Create conditions for differentiating the content of education for high school students,

building individual educational programs;

Provide in-depth study of individual academic subjects;

Establish equal access to full education for different categories

students, expand opportunities for their socialization;

Ensure continuity between general and vocational education.

Increase interest in acquiring knowledge;

Development of self-education skills, conscious self-determination;

Formation of an individual educational trajectory.

ADDITIONAL EDUCATION is a means of social protection and helps to create starting opportunities in the labor market and vocational education. Its specificity is determined by the needs and creative potential of a particular teaching staff.

It promotes:

Increasing erudition, broadening horizons;

Optimal development of students' creative potential;

Professional self-determination;

Formation of a healthy lifestyle, general physical development;

Development of spiritual culture and morality of the individual, familiarization with universal human

values.

c) Updating the content of education.

Updating the content of education occurs with the development of new organizational forms of education, educational technologies, and the formation of educational, methodological and didactic complexes. The formation of educational, methodological and didactic complexes ensured the creation of a bank of psychological and pedagogical findings that make it possible to develop the creative abilities of students. Updating the content of education and training content is aimed at implementing interdisciplinary connections and integrating general education subjects.

Updating the content of education requires new forms and methods of educational activities. In general, what is new in teaching methods can be formulated as follows:

Introduction of new pedagogical technologies;

Development of methodological support for new programs;

Development of individual educational programs for students;

Changing the system and methods of student assessment.

In the learning process, the following elements of pedagogical technologies are used to form and develop students’ abilities, which are a necessary condition for their further professional activity: developmental education; problem-based learning; collective learning system (CSR); research methods in teaching; project-based teaching methods; technology of modular and block-modular training; lecture-seminar-credit training system; technologies for using gaming methods in teaching: role-playing, business and other types of educational games; cooperative learning (team, group work); information and communication technologies; health-saving technologies; innovation assessment system “portfolio”, etc.

The lesson form of organizing educational activities is aimed at achieving the general level of education. Presented by all types of educational activities: lesson, lecture, educational excursion, etc.

Extracurricular forms of organizing educational activities serve to expand knowledge in subjects and increase the level of intellectual activity. It is represented by the following types of educational activities: olympiads, electives, elective courses, individual consultations, oral journals, subject weeks, etc.

New forms of final certification of students are being adapted at the educational institution

d) Training programs. Methodological support of educational activities.

In the process of educational activities, the Uysko-Chebarkul secondary school, as a developing educational system, implements the educational program of primary general education “School of the 21st Century” at the junior level of education, project manager N.F. Vinogradova ; on stages of basic education - for grades 5-9, educational programs of basic general education are implemented that meet state requirements, an educational program of pre-profile training that meets regulatory requirements; at the senior level - an educational program of secondary (complete) general education for universal classes, meeting state requirements.

d) School operating hours.

Five-day school week. The school operates in two shifts, classes start at 8.30, classes end: in primary school - 16.00; in primary school - 15.10; in secondary school - 15.10.

The duration of the lesson in all classes except the first is 45 minutes, in the first class – 35 minutes.

The work of clubs and sections is carried out according to a special schedule, classes begin after the end of classes.

The demand for pedagogical support for social work with youth is due to the peculiarities of the position of this category in society. This problem has always attracted the attention of practitioners and theorists, but as a scientific phenomenon it began to be examined more closely only in recent decades.

Many experts agree that pedagogical support for social work with youth is a system of measures, a set of activities, resources and conditions, a type of activity. Support in social work manifests itself simultaneously: as a complex of emergency assistance; as a specific activity in the field of human relations; as a process of restoring one’s own potential; as a specific means of intensifying and increasing the efficiency of a specific type of human activity, communication (V.S. Torokhtiy).

Revealing the essence of pedagogical support, many authors proceed from a number of ideas developed by modern science, which are at the interdisciplinary level, generated by the interpenetration and complementarity of various branches of human knowledge. First of all, these are certain provisions of the concept of educational systems (scientific school of L.I. Novikova), according to which youth centers can be considered as a self-organizing social and pedagogical system.

Another basis for the process of social and pedagogical support is the consideration of education as the purposeful management of the process of personal development (H.J. Liimets).

In modern scientific literature, there is an established understanding of management as a special type of activity aimed at ensuring the functioning and development of the system. The main feature of social management is that the subject and object in it is a person. The essence and purpose of this process can be presented:

Firstly, as maintenance, preservation for a certain period of time of parameters (characteristics, values, results) that are characteristic of the controlled object;

Secondly, as improvement, development, improvement of the parameters of an object, system, as a result of which they move into a new, desired state;

Thirdly, as a deterioration or reduction “to zero” of the parameters of the system, that is, its reorganization or disorganization, liquidation. Accordingly, we can talk about managing the functioning (or conservation strategy) and managing the development (development strategy) of the system.

The traditional idea of ​​management is revealed in such characteristics as the purposeful influence of the subject on the object of management, the influence of the control system on the managed one in order to transfer the latter to a qualitatively new state, and the introduction of elements of the scientific organization of labor. Today in management there is a transition from the “philosophy of influence” to the “philosophy of interaction”, cooperation, and reflexive management. In this context, management theory is attractive due to its personal orientation. In turn, in science there is an understanding of management as the management of various types of resources.

Pedagogical support is considered as management of the functioning and development of a systemic set of resources involved in the implementation of the process of social work with youth. A resource here refers to the means that can be used to achieve a goal. Conventionally, they can be divided into four groups.

TO personal resources include social status, social roles, personal position, life experience, motivational-need sphere, individual properties of a young person and their level of development. TO institutional resources can include the content and technologies of a certain level of education, the structure of an educational or social institution and the organization of the support process in it, the presence of specialists whose functional responsibilities include the implementation of the supporting process. To the group subcultural community resources include a specific set of value orientations, norms of behavior, interaction and relationships of its carriers, as well as a status structure; a set of preferred sources of information; certain hobbies, tastes and ways of spending free time; folklore, specific signs and symbols inherent in the community. The following group of resources is designated as resources social environment, referring to them not so much the presence of material objects, other educational, social institutions, industrial enterprises, cultural institutions, public organizations and political movements, administrative bodies, but the interaction with them of participants in the process of pedagogical support of social work.

Pedagogical support for social work with youth is associated with the resolution of two groups of contradictions. Some are associated with the organization of social work with this category of the population. Others directly affect the personality of the young man.

The first group unites contradictions concerning the choice of effective forms, techniques, and technologies for organizing social work with youth.

The current contradiction is between the need to introduce new social technologies into the activities of institutions implementing state youth policy, created specifically to work with such a specific socio-demographic group as youth and the lack of specialists who have not just a sufficient, but a constantly increasing level of professionalism, and who have individual experience of inclusion in innovative forms of work as participants in programs and projects.

An analysis of existing experience shows that traditional forms of work with youth are: courses and ongoing seminars, workshops, round tables, methodological associations, scientific and practical conferences. Innovative forms of work include: a competition of professional skills among youth workers, a competition for the best social youth institution, creative problem laboratories, various forms of cooperation between teams of institutions, internships, organizational and activity games, certification. But, unfortunately, these forms are not exhaustive, and the organization of a special system for advanced training of specialists working with youth is required.

For the effective organization of social work with youth, it is important to resolve the contradiction associated with the need to improve the qualifications of youth workers and the existing traditional forms and methods of retraining, which for the most part are focused mainly only on the transfer of knowledge and the formation of private skills, which does not always meet the modern needs of young people. The personnel composition of the sphere of state youth policy is currently formed by employees of youth affairs bodies; employees of local government bodies; employees of institutions and organizations working with youth; employees of non-state sector institutions providing social services to youth; activists of youth public associations; teachers and consultants of educational institutions implementing programs of secondary, higher and additional vocational education in the field of state youth policy. This does not allow for the high-quality implementation of state youth policy and requires better training of specialists in working with youth.

In addition, the following other disadvantages can be identified in the existing system of advanced training:

Insufficient government funding;

Lack of development of the target component of advanced training, criteria for assessing the effectiveness of this process, focus on gross indicators;

Imperfection of tools for analyzing the effectiveness of the professional development process;

Weakly expressed substantive aspect of continuity in the field of personnel training at different levels of the system;

Episodic nature of professional development of specialists;

Unification of content and forms of advanced training;

Insufficient staffing of the advanced training system in relation to the selection of personnel, their training, placement, and professional development;

The lack of development of a system for encouraging youth specialists to improve their own professional qualifications;

Reduced motivation for the participation of youth workers in professional development activities.

At the same time, as a positive point, it should be noted that in all constituent entities of the Russian Federation there are youth affairs bodies, the number of employees of which reaches more than 2000 people. Under the youth affairs authorities of the constituent entities of the Russian Federation, there are more than 2,000 social service institutions for youth, 1,750 teenage and youth clubs (centers), more than 2,000 young family clubs (centers), more than 7,000 recreation, health, and employment centers for children and youth. Thus, about 100 thousand people work in the infrastructure of the state youth policy and need more effective professional retraining.

At the same time, today there is a shortage of qualified personnel in the youth industry. In this case, by qualified personnel we mean persons with a higher education in the humanities (for example, in this category we include persons with a higher pedagogical education).

Hence the need to develop a system of advanced training, which includes training for managers, specialists from youth affairs authorities, employees of regional and municipal youth institutions, leaders of public associations, and volunteers. At the moment, it is advisable to use such forms of work as lectures (orienting, instructive, systematizing, problem-solving); project workshops; moderation. These forms of advanced training actively promote the development of professional self-awareness of specialists in working with youth, increasing demands on themselves; they are closely related to the university stage of obtaining qualifications and with its further improvement.

The second group of contradictions associated with the organization of pedagogical support for social work with youth relates directly to the personality of the young person.

For example, the contradiction between the requirements for a young person’s personality determined by the new social status, in connection with his transition to a new age stage, his responsibility for himself and his actions, and the unpreparedness of yesterday’s teenagers to implement them, is quite clearly evident. Its resolution must involve all the resources of the individual and the social environment, a number of institutional opportunities (the way of organizing the educational process in the youth center and the presence of teachers who implement it) and subcultural resources of the community (a set of value orientations, norms of behavior, status structure, preferred ways of organizing free time, folklore, signs and symbols). The interconnection, interdependence and mutual actualization of these opportunities is carried out through activist training, which is organized by many youth affairs committees.

The next thing is the contradiction between the needs of a young person’s personality for self-realization, self-affirmation, protection, acceptance and changing the life situation, entering a new community with a unique structure, values ​​and opportunities. In resolving this contradiction, personal resources are involved (needs determined by age characteristics, the position occupied by the individual, the presence of life experience, individual properties and the level of their development), resources of the social environment and a number of subcultural resources of the community (a set of preferred sources of information and ways of spending leisure time, status structure , a set of value orientations and norms of behavior). The functional purpose of these resources is implemented in the following forms: an annual gathering of youth activists, project seminars, a supervision system, scientific and pedagogical teams and associations that are organized at youth centers.

The contradiction between the high demands on the skills and self-organization of a young person, in connection with his entry into adulthood and the current level of their development, is acutely felt these days. To resolve this contradiction, all personal and institutional resources are used, as well as the capabilities of the community subculture (preferred sources of information, folklore): the annual gathering of youth activists, problem lectures organized by teachers of higher educational institutions.

The next thing is the contradiction between age-related needs for personal and professional self-determination, the search for ways to realize it and the lack of knowledge about oneself, one’s capabilities and the capabilities of the environment to carry out these processes. Overcoming such a contradiction is possible thanks to personal resources, subcultural resources of the community, as well as a number of institutional (the way of organizing educational work in a youth center, the presence of teachers who carry it out, technology of educational and social work with youth), resources of the social environment. This contradiction can be resolved through the use of an annual gathering of youth activists, problem lectures, scientific and pedagogical teams and associations that are organized at youth centers.

There is also a contradiction between the accumulated experience of interaction with youth workers that a young person has, the way of future life and scientific knowledge about these areas of social life, broadcast by youth centers. This contradiction can be overcome thanks to personal and institutional resources and a number of subcultural resources of the community (a set preferred sources of information, a set of value orientations, norms of behavior and interaction, certain hobbies, tastes, specific signs and symbols) and resources of the social environment. The potential of problem lectures of the psychological and pedagogical cycle, which are organized in youth centers by members of scientific and pedagogical teams and associations that are organized at youth centers, makes it possible to realize the functional purpose of these resources.

Determining the content of pedagogical support for social work with youth can be helped by analyzing the experience of various youth centers, the traditions of education in them, looking at existing technologies for working with various categories of youth, and the features of personality formation in the system of youth centers. Thus, it is possible to formulate elements of pedagogical support for social work with youth.

Programming the activities of the youth center, which presupposes the existence of regional projects and programs for organizing education in youth institutions. These documents are developed in accordance with the purpose and areas of work of each specific youth center. Programs and projects that are implemented in youth centers go through two stages: development and examination. It is advisable to develop them based on the needs and requests of the region and the characteristics of the economic, personnel and administrative status of each specific youth center. One of the effective forms of program development is a project seminar. Its use helps resolve a number of contradictions in the existing practice of social work with youth. This is a specially organized form of interaction between participants in the learning process, focused on an in-depth consideration of the problems of existing practice of social work with youth and involving the design of their activities in order to solve existing problems. This form involves the use of various methods of cognition and activity, the integration of knowledge and skills from various fields of science, an independent search for seminar participants, the creation of situations of individual problematization during the course, and so on. The main goal of the seminar is to put forward new ideas and bring them to the project stage. In the future, their authors can independently find funding and turn their ideas into reality; in addition, financial support from various government agencies and foundations is possible.

A project is a means of managing activities, the most specific and feasible form for a youth center. It usually includes the following steps:

– introduction (analysis, explanation of relevance, novelty in comparison with analogues, indication of the scope of application, functional purpose, identification of a specific, local and solvable problem);

– setting performance goals and specific, measurable and achievable objectives;

– management and personnel aspect (who can implement the project);

– characteristics and method of assessing the planned results;

– logistics.

At the examination stage, the pros and cons of the proposed material and the possibility of implementing the project in a specific region are identified. The council includes representatives of municipal youth policy bodies and highly qualified specialists in the field of working with youth. Based on the results of expert assessment, one or another project receives funding and is implemented in the activities of the youth center.

As an example in this regard, we can consider the activities of the State Institution “Regional Center for Support of Youth Initiatives” in Kostroma, the main area of ​​activity of which lies in the field of identification, development, support of youth activity and initiative. The goal of the Center is to implement priority areas of state and regional youth policy, including: creating conditions for the support and development of youth initiatives, creativity, preventing antisocial manifestations among young people, creating mechanisms to support young families and students. The Center consists of 7 departments: administrative, financial, economic and 4 departments implementing the Center's programs: Department of Social Programs; Department for Support of Talented Youth; Young Family Support Department; Department of Social Health Prevention. The activities of the Regional Center highlight the main areas of work aimed at supporting the initiatives of young people in one or another area of ​​development of youth and children's public associations, youth advisory and advisory structures, and student government bodies. Within each area, technologies are used, combined into a unified system of working with youth in each area.

The institution organizes its activities in accordance with the implementation of the following programs:

1. “Support for students in the Kostroma region”;

2. Program for supporting talented youth “Success is in your hands”;

3. “Building Russia with young people”;

4. “Prevention of asocial phenomena among young people”;

5. “Support for a young family”;

6. Regional program “State support for children and youth public associations”;

7. Regional program “Children of the Kostroma Region” for the prevention of homelessness and juvenile delinquency;

8. Regional program “Comprehensive measures to combat drug abuse and illicit trafficking.”

Information and methodological support for specialists working with youth is a system of pedagogical actions associated with neutralizing predicted difficulties at the stage of preparation for work, providing prompt assistance in carrying out joint activities. The most common obstacle in the activities of a youth worker is the lack of knowledge necessary for the education of young people: about the individual and age-related characteristics of a young person’s personality; about the difficulties that arise when organizing the social experience of young people, the content of personal problems, ways to solve them, about ways and techniques of providing individual pedagogical assistance to a teenager; on the technology of creating software for the activities of the youth center; about forms and methods of optimizing interpersonal relationships. Overcoming these obstacles is facilitated by the presence of a system of special training and retraining of specialists for working with youth: organizing problem-based seminars for youth workers; refresher courses; Regular certification of managers and specialists of specialized institutions of youth policy bodies; moderation, which is a form of consulting and guiding the activities of a group of adults in the process of advanced training, limited in place and time and allowing the use of the internal reserves (potentials) of each participant and, accordingly, the group to increase the efficiency of the process of developing ways to solve problems.

Currently in the Russian Federation, more than 100 educational institutions train personnel to work with youth (primarily, these are universities that implement the state standard of higher professional education in the specialty “Organization of work with youth”). The objects of their activities are: state and municipal employees; employees of institutions and organizations, social services for youth; employees of non-state sector institutions; activists of youth public associations. Training, retraining and advanced training of specialists in working with youth is carried out within a number of specialties and areas of training (“Management”, “Social work”, “State and municipal management”, “Jurisprudence”, “Management and economics in enterprises”, “ Personnel Management"). However, the curricula of these specialties, as a rule, do not provide for specializations in youth problems and the implementation of state youth policy. At the same time, in almost all universities where personnel are trained to work with youth, the necessary teaching staff is formed, scientific research is conducted, and candidate and doctoral dissertations on youth issues are defended.

At the same time, an analysis of practical experience shows that there is still a shortage of specialized psychologists, sociologists, social educators, social workers, specialists in medical and social problems of youth, lawyers and specialists in the rights of children and youth. A significant portion of youth structure employees lack the necessary professional qualifications and practical experience. There is a discrepancy between the number of employees of youth affairs bodies, the volume and nature of the tasks they solve, and the scale and pace of social change.

Thus, the personnel resource for youth policy is insufficient to further improve the youth policy mechanism.

Synchronization of educational influences on personality at different levels of interaction: the first level – within the youth association; the second level – between youth associations; third level – between youth centers; the fourth level is within the region. Synchronization of educational influences on the individual is carried out through cooperation, organization of joint activities; inter-age interaction, through collective creative activities and social projects; by harmonizing relationships with the community, others, and oneself. Effective synchronization of educational influences presupposes the presence of a single goal of personal development, a common understanding of the essence of this process at different levels. At the same time, the means, ways, forms, technologies of educational influences may be different, depending on a number of circumstances (the capabilities of the center, the level of training of specialists, the characteristics of financing, the political, economic, ideological situation of the region, and so on). The Federal Agency for Youth Affairs, with the support of the Ministry of Sports, Tourism and Youth Policy of the Russian Federation, annually holds the All-Russian Youth Educational Forum “Seliger”.

In terms of content, the Forum represents a wide range of educational events, programs in the field of entrepreneurship, career guidance, creativity and innovation. “Seliger” is focused on a healthy lifestyle and promotes the development of the creative, scientific and professional potential of young people, their active involvement in carrying out socio-economic reforms in the country, and instilling a sense of patriotism and civic responsibility among young people. The Forum annually brings together more than 20,000 of the best youth representatives from more than 50 regions of the Russian Federation within the framework of 7 thematic sessions. They develop social youth programs, publish youth newspapers, hold round tables and conferences on current youth issues. In essence, this is “direct access” for young people to investments, grants, funds of the largest private companies and state corporations, and government programs.

Pedagogical support for young people in the process of joint and individual activities. Accompaniment is understood as providing a young person with a set of means aimed at his successful development in a specific type of activity. The specialist directs the movement, helps the individual overcome difficulties, but the choice of goals and means of achieving them remains with the young man, taking into account his individual, age and psychological characteristics, and existing social experience. Support is implemented through the interaction of youth specialists, the implementation of comprehensive activities to develop socially significant personality traits of a young person, the formation of culture in the process of communication, stimulating reflective consciousness, critical thinking, and focus on creativity. During pedagogical support, a youth worker solves the following tasks: organizing youth initiatives; development of communication relationships; ensuring emotional comfort within the group; stimulation of the working creative state; formation of proper attitude towards work, labor, strong-willed personal qualities; creating conditions for adequate experience, development of one’s own life principles, attitudes, and professional intentions; formation of an external culture of behavior (politeness, attentiveness, culture of speech, etc.); cognitive assistance. Pedagogical support for youth includes the following stages: individual and group diagnostics in increasing individual and social experience by young people, monitoring the effectiveness of using variable programs built on an activity basis and carried out with the personalization of pedagogical interaction, and others.

The subject of diagnostics carried out by teachers is: emotional and psychological comfort in a youth association; level of communication relations; the degree of activity of participants in the ongoing process; attitude towards information received from youth workers; the degree of expansion of knowledge in the system of socio-cultural relations.

Thus, the organization of pedagogical support for social work with youth is a process carried out during the following stages:

Diagnostics of the potential and current capabilities of a particular youth institution; the region's capabilities in pedagogical support of social work with youth;

Determination of institutional resources (youth association, institution, region) and environmental resources characteristic of the object being studied;

Determining the optimal set of resources necessary for effective pedagogical support of social work with youth (it is necessary to take into account that resources should be used to overcome existing contradictions, both at the level of the young person’s personality and with the organization of social work with youth);

Special training of youth workers for effective pedagogical support of social work with youth;

Activation of personal and institutional resources through the creation of special developed and tested regional projects, programs for organizing education in youth institutions;

Receiving feedback, monitoring the results, which is carried out, as a rule, within the framework of various competitions of youth centers, professional skills competitions for youth workers.

Questions for self-control

1. Describe the situation of young people in Russia.

2. What are the most typical forms of work with boys and girls used in the activities of youth affairs agencies?

3. Name the main stages of social assistance to vulnerable categories of youth.

4. Describe the main directions of social work in the field of youth leisure.

5. Reveal the content of the main technological stages of innovative design in social work with youth.

6. List the main groups of resources that can be involved in the process of pedagogical support for social work with youth.

Bedulina G.F. Social design in working with “at-risk” adolescents in HIV/AIDS prevention. – M., 2007.

Bogdan, S. V. Technologies of moral education of adolescents in cultural and leisure activities / S. V. Bogdan // Social and cultural activities: state and development trends: collection of scientific articles. - Chelyabinsk, 2006. Issue. 1, part 2. - 2006. - pp. 48-67.

Grigoriev S.I., Guslyakova L.G., Gusova S.A.. Social work with youth: a textbook for university students - M., 2006.

Concept for the development of human resources in youth policy in the Russian Federation. – M., 2008.

Kuzmin V.P., Stepashin N.S., Blinkov Yu.A. Problems of social work with youth: textbook. allowance. - Kursk, 2006.

Kupriyanov B.V. Social work in the field of youth leisure // Social work with youth: Textbook / Ed. N.F. Basova. - 3rd ed., M., - 2010. P.150-170.

Lukov V.A. Social design: Proc. allowance. M., 2009.

Luks G.A. Social innovative design in regional youth policy. Samara, 2003.

Regulatory legal framework for the activities of public associations of children and youth // State and prospects for the development of children's and youth social movements in the Russian Federation. - M., 2005.

Fundamentals of social work: Textbook. allowance / Ed. N. F. Basova. – 4th ed., rev. – M., 2008.

Pavlenok P.D., Rudneva M.Ya. Technologies of social work with various population groups. – M., 2010.

Rozhkov M.I. Pedagogical support for working with youth: Yunogogy. – M., 2008.

Social work with youth / Ed. N.F. Basova. – Ed. 3rd. – M., 2010.

Strategy 2010: improve the lives of vulnerable people by mobilizing the forces of goodness and humanity. – M., 2001.

Strategy of state youth policy in the Russian Federation. – M., 2006.

Modern encyclopedia of social work / Ed. V.I. Zhukova. – M., 2008.

Social work: Textbook / Ed. N.F. Basova. – 2nd ed. M., 2010.

Social work and pedagogy: Dictionary - reference book / Ed. N.F. Basova. – Kostroma, 2009.