Keyword: «high school student»

The article deals with the actual problem of forming the life competence in high school students during extracurricular activities. It is due to the fact that one of the strategic directions of the education reform in Ukraine is conforming the national criteria and standards in line with European requirements, to create conditions for mastering a number of competences that provide for the graduate's ability to solving life problems, productive realization of life as an individual project, sustainable life activities in the present dynamic environment. The solution of this problem became the basis for the search for effective ways of forming the life competence in graduates of general secondary education institutions. The necessity of studying high school students life competence forming problem is determined by the presence of contradictions that need to be solved both at theoretical and practical level in particular, between: the objective needs of Ukrainian society in high level of life competence formation among graduates of general secondary education institutions as determining the personal and social qualities and the insufficient level of its theoretical and methodological foundations development; significant educational potential of extracurricular activity in high school students life competence formation and inconsistency and fragmentation of its use in teachers' practice. The purpose of the theoretical research is to study the scientific approaches to revealing the content and structure of "life competence of high school students" concept. The study of the "life competence" concept content at the theoretical level is modeled by the author as a process of existing scientific approaches theoretical analysis, multidimensionality of the studied phenomenon as an integrative concept, which is based on a set of mutually complementary approaches. The main trends in the scientific interpretation of "life competence" concept make it possible to single out the problem, and also to provide for the possibility of a holistic, multisided study of the problem at the theoretical and methodological-praxeological levels. Thanks to the use of the system approach, "life competence" concept is considered as a set of structural components and functional relationships that determine certain integrity, stability and internal organization. The activity approach to the study of "life competence" concept allowed to work out an evaluation-criterial set of tools for the levels of high school students life competence formation. Based on the analysis of the main approaches to determining the structure of life competence at the theoretical level, the author also presents her approach to the methodology for determining the criteria, indicators and levels of high school students life competence formation in extracurricular activities at the practical level. The author defines the following components in the structure of high school students life competence: motivational, axiological, cognitive, activity, reflexive-evaluative ones, on the basis of which criteria, indicators and three levels of high school students life competence formation are determined: high, sufficient and medium levels. The presented research makes a theoretical contribution to the development of new scientific approaches to clarifying the structure of "life competence" concept, and also allows to comprehend the possibility of its application to pedagogical practice of secondary education institutions.

The urgency of the researched problem is due to the new demands of society and the state on the results that the general education system should achieve. Changes in the format of the FSES results, established on the methodology of the system-activity approach, entail new tasks for teachers and students. The authors demonstrate the urgency of new goals and results of education for the young generation within the framework of a prefigurative culture. They substantiate the need to consider the new phenomenon of “self-discovery of abilities” in the context of school education. The purpose of the article is a theoretical description of student's abilities self-discovery problem in the context of educational goals. The following tasks were solved: a review of domestic and foreign psychological and pedagogical research on the topic of self-discovery was prepared, in particular, the results of the self-discovery abilities of high school students in connection with their professional self-determination were shown, domestic theories of abilities were systematized, as well as modern foreign data. The system-activity approach and the theory of abilities were used as the leading approaches to the study of the problem. The method of theoretical analysis was used. Main results of the work: the necessity of studying the student's self-discovery abilities is proved, since the scientific base is shown: the system-activity approach, theories of abilities, and the subject of professional self-determination has been developed. The dynamics of a student's ability are justified as the goal of education. It is shown that the work of the teacher goes on as the process of creating an environment for the development of abilities and competences of the student. As a result of this interaction, the student discovers himself primarily as the owner of some promising resources. Thus, self-discovery of abilities for oneself occurs. The pedagogical intentionality is substantiated as a modern teacher’s competence, which lets a teacher to make the dynamics of the student's ability and competence increments of the student the subject of his activity and the result of the student’s work. The theoretical significance is due to the introduction and interpretation of new concepts regarding the context of general education and the activity of a teacher: “self-discovery of the abilities of a high school student”, “pedagogical intentionality”. The practical significance of the work consists in applicability of a high school student’s abilities self-discovery ideas for his pedagogical support and providing opportunities for abilities self-discovery. Pedagogical intentionality may be the basis for a change in teaching practice, including the process of methodological developing lessons and work plans, which makes it possible for the teacher to work in accordance with the FSES.

At present, the issue of finding leaders and creating conditions for the development of leadership in children's organizations is of great social significance. The Russian movement of schoolchildren undertakes this task as the central one in its activity. In our work, we focus on the development of leadership qualities of rural schoolchildren, since this problem has not been the subject of systematic research. The aim of the work is to study the peculiarities of the development of leadership qualities of rural young people when they join the Russian movement of schoolchildren. Diagnostic tools used to study the formation of leadership qualities: a method of studying leadership abilities (Zharikov, Krushelnitskiy), a test questionnaire of achievement motivation by Mehrabian, the method “I am a leader” by Fedorov and Eremin, Hall's methodology «Emotional intelligence», methods for studying the communicative and organizational inclinations of senior students. It is important to correlate the activity of senior schoolchildren, their desire to develop their leadership potential with socially significant types of activities, in which they are included within the Russian movement of schoolchildren, with the priority tasks facing the specific settlement where they live. The leadership potential of high school students is considered as a set of abilities and personal qualities that manifest themselves in situations of interaction in a group and allow them to become leaders. The theoretical significance of the work lies in the fact that it identifies conditions that contribute to the development of the leadership potential of high school students – examination of the social, age, psychological characteristics of this category of students; psychological and pedagogical support in the development of leadership qualities provided by mentors for senior students; introduction of innovative technologies for the development of leadership qualities; inclusion of students in real situations where they can take a leadership position. The practical significance lies in the development of the «School of the Leader – Mentor» program, which has been successfully tested. In the course of its implementation, the following forms and methods have shown their effectiveness: discussions, business and role-playing games, designing, trainings, leadership competitions, playing situations, meeting with reputable people – leaders in their fields, self-presentation, etc. Achieved results (indications of the implemented program effectiveness): high school students learned to apply leadership theory to practice; tried themselves as leaders of youth public associations; mastered the methods of involving other students in the activities of the Russian movement of schoolchildren.

The modern world is hard to imagine without the Internet and network communication. For high school students, social media is a part of their daily lives. The article provides a detailed analysis of the positive and negative impact of teenagers' stay in the virtual space, raises the question of changing their consciousness under the powerful pressure of social networks. A survey was conducted to study the opinions of high school students themselves.

The relevance of the problem under study is related to the examination of the characteristics of the giftedness signs development in students of psychological and pedagogical classes. Psychological and pedagogical classes form high school students’ ideas about pedagogical and psychological professions, help in self-discovery, development of professional interests, and allow them to try themselves in the profession. Purpose of the study: to identify specific features of the educational process organization in psychological and pedagogical classes that contribute to the development of giftedness in high school students. Objectives of the study: to study the specific features of the giftedness signs development in students of psychological and pedagogical classes, to identify the content and forms of the giftedness signs development in high school students, to work out a program for the development of giftedness in students of psychological and pedagogical classes. The works of scientists in the field of giftedness, pedagogical and developmental psychology and educational psychology served as the theoretical and methodological basis of this work. Research methods: theoretical (study and analysis of psychological and pedagogical literature; analysis, generalization and systematization of information from scientific sources); empirical (testing, questioning, pedagogical experiment); methods of quantitative and qualitative analysis. The study was conducted on the basis of the Municipal Budgetary Educational Institution “Secondary School No. 5” in the city of Donskoy, Tula Region. 20 students of the 10th and 11th grade of psychological and pedagogical classes took part in the pilot study. The diagnostic program included 5 methods. The experience of testing the “Fundamentals of Psychology” program is described. The novelty of the publication is associated with the use of web technologies in the program for the development of giftedness signs in students of psychological and pedagogical classes, which take into account the interests of the modern generation, trends towards computerization, and the expansion of artificial intelligence use in the educational environment of the school. The creative potential of future teachers is increased through the use of tasks to generate an image based on a text query using a neural network, media lessons, web quests, web excursions, Internet competitions, etc. The study showes that the development of giftedness signs in students of psychological and pedagogical classes through web technologies will be more successful if the individual and psychological characteristics of students in the psychological and pedagogical class are taken into account; deepen knowledge about psychological and pedagogical professions; use web technologies when working with students. These conditions were tested during the implementation of a psychological and pedagogical program, as a result of which positive changes in the studied indicators were recorded. The program for developing signs of giftedness among students in psychological and pedagogical classes has aroused interest and can be used by psychologists and teachers.