Keyword: «pedagogical support»

The article discusses the pedagogical conditions for the effective use of the risk situation modeling method to form a culture of safe behavior in high school students. Key principles for organizing the educational process have been identified, including the creation of a series of realistic scenarios within the framework of VR technology, pedagogical support and a reflective analysis of student actions. The need to integrate this method into educational practice for the development of an informed attitude to safety in everyday life is justified.

This article examines the development of student subjectivity as a fundamental condition for the development of their academic autonomy. Based on an analysis of modern pedagogical theories (self-determination, constructivism) and empirical data, a contradiction is revealed between the traditional reproductive model of education and the demands of the digital economy, which place on graduates as agents of their own educational trajectory. A classification of didactic strategies (reflexive-semantic, project-based, and environmental) is proposed, aimed at transforming the student's position from an object of pedagogical influence to an agent of their own development.

The article examines the problem of uniting a temporary children's group as one of the priority areas of professional activity of a counselor in a children's health camp. The purpose of the article is to systematize theoretical ideas about the process of uniting a temporary children's group and present practical tools for the counselor. The work analyzes the stages of group development according to A.N. Lutoshkin, as well as approaches to understanding cohesion in the works of L. Festinger, Ya.L. Kolominsky, and I.A. Dontsov. Special attention is paid to methods of cohesion, differentiated by the stages of the camp shift, indicating the phases of group development at each stage. The criteria for diagnosing the level of cohesion and practice-oriented recommendations for the counselor are presented. The author concludes that successful cohesion of a temporary children's group is expressed in stable friendships, common traditions, mutual assistance, and the desire of children to maintain contacts after the shift.

The article is devoted to the problem of developing the subjectivity of a modern schoolchild in the context of individualization of education. The paper considers pedagogical support (tutoring) as a key mechanism that ensures the student’s transition from the position of an object of pedagogical influence to the position of an active subject of their own educational activity. The author analyzes the theoretical foundations of the subject approach, clarifies the conceptual framework, and identifies the structural components of subjectivity (activity, autonomy, ability to reflect, and responsibility for choice). Special attention is paid to the specifics of tutor support: the principles of openness, variability, and eventfulness. The article presents practical aspects of implementing tutoring practices in secondary schools and proves their effectiveness in forming students’ conscious attitude towards learning and life self-determination. It is concluded that tutoring acts not just as a teaching method, but as a humanitarian technology aimed at unlocking the child’s personal potential.