Основні підходи до обґрунтування моделі науково-методичної системи виховання у школярів ціннісного ставлення до людини

Abstract

У статті розкриті основні підходи до обґрунтування моделі науково-методичної системи виховання в учнів ціннісного ставлення до людини. Охарактеризовано системний, синергетичний, варіативно-модельний і особистісно орієнтований методологічні підходи, що лежать в основі моделювання освітніх систем, які базуються на гуманістичних засадах, ідеях відкритої школи.

В статье обоснованы основные подходы построения модели научно-методической системы воспитания у учащихся ценностного отношения к человеку. Охарактеризовано системный, синергетический, вариативно-модельный и личностно ориентированный методологические подходы, лежащие в основе моделирования образовательных систем, которые руководствуются гуманистическими принципами, идеями открытой школы.

The problem of the existing models of a school as an open system has been of a great interest in our study. Such a school can be generally characterized by the following features: greater social contacts with the family; cooperation with the further educational, cultural and other social institutions; integrated efforts of teachers and society. Based on a deep analysis of educational practice, practical experience and own achievements a structural and functional model of teaching students the principles of a value-oriented attitude to a person has been designed. First of all, we have substantiated the modeling of humanistic educational system of educational institutions methodology. Complex concepts, ideas and methods used in the process of cognition and transformation of natural or social reality oblects are implied by the methodological approach. Most of an individual or a group activity of is based on more than one approach. Complementing each other, they define a strategy, determine the practice of an action in a particular situation and in a certain period of time. It is difficult for scientists and practitioners to approaches, which can simultaneously make a methodological basis of activities aimed at the design and construction of the educational system. We determined the methodological principles of joint actions of members of a school community to establish a system of students humanistic education. We did it step by step. First of all we analyzed invariable, and then variable portion. The first one includes such methodological approaches as systemic, synergistic, model and variable, personality-oriented. We used them in order to optimize the formation and implementation process of the educational system modelling, while a variable portion is composed of the approaches that reflect the originality of a humanistic educational system model,which has the most favourable conditions for the process of a value-oriented attitude to a person formation.