CHARACTERISTICS OF THE PEDAGOGICAL MODEL OF FORMATION OFSTUDENTS’ SOCIAL RESPONSIBILITY BY MEANS OF PROJECT TECHNOLOGIES

Abstract

The article deals with the theoretical substantiation of the pedagogical model of students' social responsibility by means of project technologies, which contains the following structural components: purpose, tasks, principles, pedagogical conditions, criteria (criteria, indicators and levels of formation), technological support of project activities and a result. The purpose of the model is to form the social responsibility of students. As a result of the implementation of this model, an increase in the level of formation of indicators of social responsibility of students is envisaged. The objectives of the pedagogical model are the following: forecasting the content, directions and means of forming social responsibility of students; developing and implementing pedagogical conditions for the formation of social responsibility of students; developing project technologies as a factor in the formation of social responsibility of students. The content of the principles of the model implementation is detailed and the following characteristics are singled out: personal orientation of the educational process, dialogicity, integrativity, nonlinearity and formation. The authors carry out characterization and description of criteria for the formation of social responsibility of students and relevant indicators of their manifestation: cognitive (awareness of the nature and specifics of social responsibility and its manifestations; ability to analyze social, moral and professional situations, qualities and evaluate them from the standpoint of their own moral principles); evaluative-emotional (readiness to evaluate social phenomena, to provide objective evaluative judgments, self-report and self-evaluation; emotional stability, openness and ability to empathize); worldview (system of social attitudes and socially approving beliefs; transformation of beliefs into personal qualities of students (independence, objectivity, organization, etc.); behavioral(active life and civic positions that find practical confirmation; participation in socially significant public affairs of the group). The authors singled out pedagogical conditions that optimize the process of forming social responsibility of students in the institution of higher education: improving the forms of social and educational work; increasing the share of forms focused on awareness and acceptance of values of social responsibility; modeling of educational and production situations related to the need for socially responsible actions; using design technologies to attract students to socially significant activities.