VALUE SELF-DETERMINATION OF STUDENTS IN THE PROCESS OF STUDYING SCHOOL GEOGRAPHY (BY THE RESULTS OF THE PEDAGOGICAL RESEARCH)

Relevance. The current stage of Russia's development is accompanied by fundamentally new processes in the economic, political, social, spiritual and ideological spheres of public life. In the current socio-cultural situation, the determining role of education in solving the most important task of forming the value consciousness of citizens becomes obvious. In this regard, students are constantly in a state of choice, orientation in the space of public and their own lives. In this process, an important place is occupied by the value self-determination of the individual as selection, individual perception of value by the subject as personal preferences of ideals, norms, standards and other values, building their hierarchy in accordance with subjective preferences, including them in the goals and motives of activity. Goal. To analyze the results of the conducted pedagogical study to identify the preferred (significant) and nonsignificant or insignificant values of school geography as the basis for the value self-determination of students. Procedure and methods. The following theoretical methods were used: system-structural analysis, comparison, generalization of literary sources; as well as the empirical methods: psychological and pedagogical diagnostics, mathematical and statistical methods. The study was carried out in 17 constituent entities of the Russian Federation: 34 secondary educational institutions - an ascertaining experiment, and 28 of them - a formative one. Scientific novelty and/or theoretical and/or practical significance. A system of diagnostic materials was theoretically developed and successfully tested in the practice of methodological education, which allows monitoring the process of value self-determination of students in the process of studying school geography. The experience of organizing and conducting pedagogical research described in the article can be extrapolated to other subject areas. Results. In the course of analyzing theoretical literature and conducting a long-term pedagogical research, it became possible to consider value self-determination through the prism of the internalized values in the structure of students' personality. For the first time, an attempt was made to axiologize school geography by highlighting the system of personally significant values of students, which is formed in the process of organizing classroom and extracurricular activities in the subject. Conclusions. A generic concept for identifying the nature of value self-determination in the process of studying school geography is the values of school geography, which is understood as a system of students' values that is formed in the process of studying school geography and is an essential component of the personality structure. The methodological conditions for the process of value self-determination of students in the process of studying school geography as the basis for the formation of personal educational results are determined and experimentally tested. Based on the results of the pedagogical research, the preferred (significant) and nonsignificant or insignificant values of school geography were identified in the process, illustrating those personal qualities and value orientations that are key in the education of a geographically oriented and literate member of society.

knowledge, cognition, values, value self-determination of students, psychological and pedagogical diagnostics

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