Критеріальний апарат дослідження процесу формування життєвої успішності учнів старших класів

Abstract

У статті окреслено загальновизнані компоненти процесу формування життєвої успішності в учнів: когнітивний; ціннісно-емоційний; праксичний. До них дібрано й обгрунтовано критерії «Усвідомлення власного життєвого призначення», «Спрямованість на досягнення успіху», «Результативність власної життєдіяльності» та їхні показники. Ураховуючи співвідношення та ступінь вияву показників, сформованість життєвої успішності учнів, заплановано визначати за початковим, середнім і сталим рівнями.

The realities of prolonged military actions and post-war reconstruction greatly complicate the process of self-realization and successful socialization of senior classes pupils, who must be able to find a balance between the external and internal world and resources for a productive life, project their own success in life and achieve success in the chosen field of activity. Purpose: to elaborate criteria apparatus for research concerning the components of life successfulness, namely: to substantiate the criteria, indicators and probable levels of formation of the life successfulness of senior classes pupils of general secondary education institutions. The generally recognized components of the process of forming life successfulness of senior classes pupils are outlined: cognitive; value-emotional; praxic. The following criteria and indicators were selected and substantiated for them: 1) the criterion «Awareness of one's own life purpose» (indicators: creative goal-setting in the development of a life project; awareness of the qualities and skills of a successful personality in life; awareness of the resource ensuring of life success), 2) the criterion «Direction to achieve success» (indicators: an optimistic attitude to the future; a desire to develop the qualities and skills of a successful person in life; a valuable attitude to health as a meta-resource of life successfulness), 3) the criterion «Effectiveness of one's own life activities» (indicators: acceptance of risks and uncertainties of life events; productive solution of life tasks; involvement in events, development and implementation of own pro-social projects). The dynamics of the process of formation of life successfulness can be considered as a transition from one level to another, more complex and qualitatively different. Taking into account the ratio and the degree of manifestation of the indicated indicators, it is planned to determine the formation of the life successfulness of pupils of senior classes at the initial, middle and sustainable levels.