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Ivan Ryabukha
Kherson State Agricultural University
Social Competency of a Lyceum
Student: Notion Investigation
The
study of foreign and home literature and instructional-normative documents of
the secondary education system showed that the social competency of lyceums’
students simultaneously came forward as base description of educational process
result and difficult structural formation of a personality, there are several
approaches to forming of that. Cognitive approach means acquisition of knowledge
about sociocultural norms, necessary to the students of lyceum for successful
social co-operation, and knowledge that will allow them to support own social
status and will provide integration in society. Behavioural approach
predetermines the capture by students social roles and formal rules of
co-operating with surroundings, id est forming of skills alongside with the use
of the purchased knowledge, accumulation of life experience. Humanistic
approach focuses the process of social competency development of personality on
their capabilities and internalss, and also factors that explain social
behaviour and vital philosophy of studuying young people.
Grounding
on the results of the scientific research, lyceum student’s social competency
is defined as the integral property of a personality, represented by the system
of personality lines and internalss, capabilities and socially meaningful
abilities, that provides accordance of an individual to their social group and
determines the achievement of successful realization of own and publicly
meaningful aims (selected independently and determined from outside) in
heterogeneous society.
The
analysis of authorial approaches and dictionary determinations allowed to
establish, that the lyceum student’s social competency (SSC) is related to
life, communicative, socialpsychological, sociocultural and socialprofessional
competencies and includes the variety of key competencies of a personality.
Grounding on analysis of scientific revisions of home and foreign authors the
matrix of structure of social competence of student of lyceum was built; the
set components of this much-stratified concept are fixed in basis of authorial
richly-structural submodel of SSC, that combines cognitive, personal and
behavioural constituents, each of that is presented by the list of personal
parameters. For development of methodology of determination of the state of
formed of SSC evaluation parameters are grouped in such three blocks:
diagnostically-evaluation, richly-judicial and effectively-correcting.
In
accordance with the worked out submodel the level of social competence
formation is considered to be the functional state that is characterized by the
complex of concrete values of structural parameters of SSC, and its development
is an inconvertible, appropriate, progressive change that results in the
achievement of its quality new level. Taking into account it, development of
lyceum student’s social competency is defined as the directed process of change
of its parameters due to class and out-of-class activity in the specially
created organizationally-didactics, social and psychological and pedagogical
conditions.
During
the research the circle of contradictions of the outer and internal world of
personality was defined as a source of development of social competency;
outlined organizationally-pedagogical conditions - as the circumstances of
development; the gear of development was chosen motivation of students’
achievements as measure of accordance between their requirements and possibilities,
expectations and real achievements in such spheres: educational-communicative,
publicly-useful and personality-role-play. It was set that development of
lyceum students’ social competency is determined by conditions of their social
surroundings and conditioned by the requirement of teenagers in adequate
integration into society, self-determination and self-affirmation, achievement
of emotional prosperity. Taking into account it conceptual ground and planes of
SSC development were selected - cognitive (cognition of itself and world),
spiritual (forming of values and motivations) and creative (an exposure of work
in the different types of activity).
The
study of theoretical revisions and pedagogical experience gave possibility to
expose the essence of mega-, macro-, metho- and micr factors of SSC
development, to find out the specific of their influence in the conditions of
lyceum of boarding type. The special place is given to socialpedagogical,
intellectually and emotionally saturated environment of lyceum as social
reality that is characterized by the complex of organizationally-didactics
conditions and distinguished by a closeness and intensity of co-operation of
subjects of educational process in the «field of collective activity» and
co-operation of lyceum students with surroundings in the «field of individual
development».
Grounding
on the analysis of literature of research pedagogical guidance of SSC
development was defined as algorythmised actions of concrete subjects of
educational process, essence of that is provision of optimal conditions of
vital functions and social activity of students and structural co-operating
with social surroundings. The effective, system, planned use of resources
(technological in particular), forms, methods and facilities was selected to be
the primary purpose of pedagogical guidance for the achievement of maximally
possible result. As main principle of guidance the integrative concordance of
activity of subjects of educational process - determination at every age level
of lyceum students’ social competence development and finding of optimal ways
and mechanisms of its further development.