Methods of personal growth of stepanov p. Excel - teacher's assistant after school hours. "Valuyskaya city station of young technicians"

IN last years the education system in Russia has undergone significant changes, and as expected, this whole process proceeded in stages. The primary school has become the launching pad for the implementation of the second generation of the GEF. But today we can say with confidence that the GEF of primary general education gives a qualitatively new idea of ​​the content primary education. The concept of “universal learning activities” has entered the professional life of a teacher as a key term for understanding modern performance requirements. educational process. It is these requirements that become the object purposeful work teacher in the formation of the personality of the student and, as a result, the object of measurement and evaluation of his achievements.

In the modern education system, shifts are clearly visible from obtaining a certain set of knowledge to the formation of an independent, creative, flexible personality, capable of acting in accordance with changing conditions; improve and self-learn.

Thus, the development of the student's personality, the disclosure of his potential, talents, the formation of self-awareness, self-realization moves from the category of one of the possible approaches to learning, to the category of basic requirements for the results of teaching children at school.

The modern standard imposes new requirements on the system for evaluating the subject results of mastering the program material. Meta-subject and subject results are subject to purposeful formation and tracking. The personal results of the student are not subject to the final assessment.

Can all of the above be tracked and measured by the usual methods of monitoring and evaluation? Partially yes. And how to measure meta-subject results or personal achievements students?

The most accurate measuring tool for tracking and evaluating the process of student personality development is monitoring, which will allow you to make the necessary adjustments in a timely manner, plan further work to develop students' actions.

To this end, we have developed a "Map of Personal Growth", which reflects the growth dynamics of the student's personality according to the following criteria: "Diagnostics of success", "Social life" and "Psychological aspects" throughout the entire period of study at an educational institution. They reflected and evaluated creative activity student. This form of student assessment helps not only to supplement the traditional assessment, but also to become an incentive for the child's personal development. The absolute value of the "Personal Growth Maps" lies in the fact that it helps to increase the student's self-esteem, maximize the disclosure of the individual capabilities of each child, and develop motivation for further creative growth. Therefore, it is extremely important to learn for yourself and explain to the child and parents that maintaining the "Personal Growth Maps" is not a race for the number of diplomas and all kinds of certificates! Thus, the process of participation in educational activities or in creative work becomes primary, and its result becomes secondary.

"Personal growth maps" is a way of recording, accumulating and evaluating the individual educational achievements of students in a certain period of their education from the 1st to the 9th grades.

"Personal growth maps" complement the traditional control and measuring tools and allow you to take into account the results achieved by students in a variety of activities: educational, creative, social, communicative and others.

Unlike the Portfolio, which is just a collection of student work and results, the uniqueness and innovativeness of the Personal Growth Map lies in the fact that:

• they record the results of monitoring a particular student throughout the entire period of study in an educational institution;
• in the opportunity to see the “picture” of significant educational results in general (in dynamics);
• in collecting, systematizing and fixing the individual results of the development of a particular student in the formation of meta-subject UUD;
• in diagnosing the possibilities and features of the development of a particular child;
• in identifying the dynamics of individual educational achievements of a particular child throughout the entire period of his education in an educational institution;
• in construction individual trajectory development of a particular child;
• in the simplicity of working with the "Personal Growth Map" - accessibility and visibility;
• the need to organize close cooperation between the school and the family to implement a program to strengthen the "pluses" and eliminate the "minuses" in the educational, educational and communicative achievements of a particular child;

Thus, the "Personal Growth Maps" allows you to adjust your attitudes towards your achievements and set the child up for success motivation, because. captures and presents not only the best results of its activities, but also clearly demonstrates gaps in competencies different kind. The "Personal Growth Map" reflects significant information for determining strategies individual work with a specific student, which will allow the class teacher to outline an action plan to overcome existing difficulties or further development of the student.

It is necessary to dwell in more detail on the criteria for monitoring, which is carried out in three areas: "Diagnostics of success", "Social life", "Psychological aspects".

1. "Diagnosis of Success" child includes the following options:

• "My Academic Achievements"- which is essentially monitoring the student's UUD. The dynamics of this parameter makes it possible to assess the effectiveness of the activities carried out and make timely and reasonable decisions. It should be carried out once a year (with the exception of the first year of study) according to a single standard procedure. The beginning of the system diagnostic work of the teacher is pedagogical diagnostics child's initial readiness for successful learning in elementary school, which we are doing thanks to ……. "School Start" Diagnosis "School start" - starting readiness - is a set of skills (i.e. possession of ways of action, thinking, communication) that allow the child to successfully master the educational material and be included in the educational situations that the teacher creates for him. Psychological and initial readiness mutually complement each other and give a common vision of the prospects for learning and development of the child in a particular educational environment. With the joint application and interconnected analysis of the results of diagnosing psychological and starting readiness, we, adults who teach and accompany the development of the child, have the opportunity to maximize the adjustment of the educational process for each specific student, to enhance the positive impact of one or another educational system. It should be mentioned once again that the above diagnostics "School start" is carried out once - at the beginning of the first grade. That is why there are two curves for the first year of study in the "Personal Growth Maps" diagram, which is a specific feature of the annual diagnostics. Further, the process of forming UUD is annually monitored on the basis of a single “line” of indicators. These diagnostic sections are held at the end of the school year (April - May) and the elementary school uses the teaching materials "Learning to learn and act" (authors: T.V. Merkulova, A.G. Teplitskaya, M.R. Bityanova, T.V. Beglova ). This complex helps to monitor meta-subject universal learning activities. To increase the motivation of students and a holistic perception of the material, all tasks are united by a game plot.
• "Participation in the Olympiads"- this criterion is a necessary indicator of the success of the student throughout the entire process of learning at school. It is this criterion that clearly demonstrates the subject achievements of the student, namely, mastered by students in the course of subject experience in the process of the subject being studied to obtain new knowledge and its application.
• "Participation in competitions"- this important indicator is a demonstration of the level of activity of the student, his participation in competitions of various levels. Monitoring according to this criterion is carried out during the academic year.
• "My art"- this criterion allows you to adjust the attitude towards your achievements and set the child up for success motivation, because. captures and presents not only the best results of his creative activity. Any work of children is a lot of work, and the students are well aware of the price of its result in the form of an assessment in the Personal Growth Map. Quantitative indicator creative works is not an end in itself for children, with its help children become more self-confident and receive support from their classmates. Thus, personal growth- a kind of going beyond what has already been achieved is development value attitude personality to those objects of reality that are recognized as a value within the framework of the civilization with which the personality itself identifies.

2. "Social life" - the changing social and political environment has an impact on the formation of the child's personality. In the conditions of modern life of our society topical issue becomes the ability of students to solve socially significant problems, the formation of an active citizenship, patriotic convictions, adherence to democratic values, positive socialization. An important direction in our activity is the development of a socially active personality, the formation of socially significant competencies. Naturally, in the educational environment, these competencies can be formed through the socialization of the child in the classroom and school team, through the performance of their official functions and one-time assignments. The specified criterion monitors the following parameters:

• "My school"
• "My class"

3. "Psychological aspects" - This aspect is diagnosed and processed by an educational psychologist, using various techniques that allow you to track the following parameters:

• "Self-esteem"
• "I - through the eyes of classmates"
• "Aggression"
• "Motivation"
• "Anxiety"

All criteria are translated into levels: low, medium, high, and only then, the indicators are entered into a table and plotted on a graph. The color of the graph for each year has its own specific color. After two or three years, according to the schedule, you can clearly see the picture of the development of the child, his positive or negative dynamics in one or another indicator, and therefore, you can adjust the work with this student.

It is especially worth noting that, evaluating the results through the category of personal growth, we emphasize the importance for the upbringing of the positive dynamics of personality development, that is, the development of the child's value attitude towards people, his homeland, work, and not its compliance with any standard, standard or norm. This approach allows us to evaluate the efforts of a child classified as "abnormal", "deviant" children.

And in conclusion, I would like to add that the “Personal Growth Maps” in our educational institution have become a kind of “successor document” when students move to secondary school, which is a huge help in the work class teacher both with students and their parents.

Annex 1

Personal growth map (blank)

Personal growth map of a student MBOU secondary school No. 99

FULL NAME.___________________________________________________

Sections Classes	Success Diagnosis		Social life			Psychological Aspects
	My academic achievements	Participation in competitions, olympiads, etc.	My schoollife	My friends	I know the world	Self-esteem	Aggression	Motivation	Anxiety
1 class
Grade 2
3rd grade
4th grade

transcript

1 Personal growth (method of D. V. Grigoriev, I. V. Kuleshova, P. V. Stepanov) Purpose: to identify the nature of the relationship of a teenager to people, nature, homeland, work, etc. The teacher addresses the pupils with the words: “You will offered a number of statements. Please read them and determine how much you agree or disagree with them. The degree of agreement or disagreement can be assessed in points (from "+4" to "4"); "+4" definitely yes (very strong agreement); "+3" yes, of course (strong agreement); "+2" in general, yes (medium agreement); "+1" rather yes than no (weak agreement); "0" is neither yes nor no; "1" rather no than yes (weak disagreement); "2" in general, no (medium disagreement); "3" no, of course (strong disagreement); "4" no, absolutely wrong (very strong disagreement). Try to be sincere. There can be no "right" or "wrong" assessments here. It is only important that they reflect your opinion. You can enter your assessments in a special form next to the serial number of the questionnaire approval. Thank you!" Methodological principles The main difficulty in resolving the issue of the results of upbringing lies in the need to simultaneously observe two important conditions: First, these results must be clearly defined, realistic and diagnosable. Secondly, the definition of the results of education and the process of diagnosing them should reflect a respectful attitude towards the personality of the pupil. In our opinion, it is unacceptable to define the standard of upbringing that a child must meet. Some children fail to reach this standard through no fault of their own, such as difficult family circumstances. It is unacceptable to compare pupils with each other “one is better, the other is worse” (such a comparison, by the way, is precisely what is supposed to be introduced by the introduction of the standard of upbringing). You can compare a child not with another child, but only with himself, thereby emphasizing the positive or negative changes that have occurred in him for one or another

2 time interval. It is also unacceptable to make a direct assessment of the child's personality "you are bad" or "you are good." You can evaluate actions, views, but not the children themselves. In our opinion, the above conditions will be met if we consider the child's personal growth as a result of humanistic education. What is this personal growth? Personality is a person who freely and responsibly determines his attitude to the world, to people, to himself. Such relations can be value (positive), non-value (indifferent) and anti-value (negative). Therefore, a person should not be considered only with a positive sign. The same can be said about the development of personality; it can be progressive, or it can be regressive. Also, education cannot be understood only in the context of a positive impact on the child. It is known that it can be both orienting the child to positive values, and orienting him to negative values. However, the status of education as a socially valuable human activity and the need for a public assessment of the goals and results of this activity require the introduction of a concept that defines precisely the positive direction of personality development. Such a concept can become “personal growth”. It seems to us that personal growth is the development of a person's value attitude to those objects of reality that are recognized as a value within the framework of the civilization with which the person himself identifies. The attitude to these objects as anti-values ​​will testify to the regressive development of the personality. In modern Russian society, which thinks of itself within the framework of the so-called global (or rather European) civilization, humanistic values ​​are recognized as priority. Thus, personal growth should be considered as the development of humanistic value relations of the individual to the world, to people, to himself. What exactly objects of the reality surrounding us are recognized as values ​​in our society? That is, the development of which particular value relations will testify to the personal growth of the child? Here we relied on the opinion of V.A. Karakovsky, who believes that in modern society such phenomena as Man, Family, Fatherland, Earth, Peace, Knowledge, Labor, Culture can be recognized as values. This series attracted us by the fact that it is precisely objects of a value relation that can be “grabbed”, objectified in reality, in contrast to, say, such phenomena as Good, Truth, Beauty, which, moreover, are understood by many people in different ways.

3 Since we are talking about humanistic values, more attention should be paid to the fundamental value of humanism, the value of the Person. It can manifest itself in two ways: as the value of another person and as the value of one's own self. The development of a child's value attitude towards these phenomena will testify to his personal growth. Let's present this in the form of a table, where, for greater clarity and a better understanding of our idea of ​​"personal growth - personal regression", we oppose to each other indicators of the value and anti-value attitude of the individual to certain value-objects. Objects of attitude Attitude to the world What is the value attitude of the individual to these objects (indicators of personal growth) What is the anti-value attitude of the individual to these objects (indicators of personal regression) Family for the continuation of life Fatherland citizenship, patriotism narrow-mindedness and social dependency Earth love for nature, careful attitude to its riches consumer attitude to nature and its riches World peacemaking and rejection of militarism violence, pacifism Labor industriousness, striving for laziness creativity Culture intelligence lack of culture, rudeness and vandalism Knowledge curiosity ignorance Attitude towards other people Man as such (same humanity as I myself) Man as Other, as alter-ego altruism (not I) Man as tolerance cruelty selfishness xenophobia, nationalism, racism

4 Other (not the same as I) Attitude towards oneself Self - bodily concern for one's health, the desire to lead a healthy lifestyle Self - mental self-acceptance and mental health predilection for bad habits and the gradual destruction of the body an inferiority complex I am spiritual Freedom as main characteristic spiritual life of a person, including independence, self-determination, self-realization of a person, the transformation of a person into a "social pawn" , his fatherland, work, etc.), and not its compliance with any standard, standard, norm. This approach allows you to evaluate the efforts of even a poorly educated child to become a little better, without classifying him as "abnormal", "deviant" children. However, in our opinion, to fully describe the personal growth of a child, it is not enough just to characterize his value relations to the world, to people, to himself. To assess the personal growth of a child, it is also necessary to assess the stability of these relationships. We consider it possible to distinguish three types of relationships: 1. Situational relationships characterized by variability and determinism specifically and the life situation in which the individual finds himself. The situational nature and instability of personality relationships are clearly manifested in the so-called periods of spiritual quest of adolescents and young men (girls). This is a fairly common phenomenon, which can be assessed negatively only when they turn into unscrupulousness, a conscious rejection of one's own self. 2. Stable relationships, characterized by relative resistance to various life situations. Stable, conscious, reflective attitudes of the individual to the world, others and himself are fixed in position. But position

5 is not once and for all formed. critical life situations , strong emotional experiences can contribute to a change in the already established attitudes of the individual to certain phenomena of the reality surrounding him. The position will change. A person must each time assert himself as a person, choosing and defending his own position in a particular act. 3. Unshakable relationships, characterized by constancy, invariability. There are not many examples of this in the history of mankind. The carriers of such relationships, as a rule, are very bright, outstanding personalities. These are either fanatics or ascetics, who in different cultures are revered as teachers or saints. The former tend to build a personal value hierarchy, where any one value dominates all others. Fanatics (such as, for example, Robespierre) evaluate and comprehend the world, others, themselves through the prism of this single value of the fetish. In the life of the latter, on the contrary, any hierarchy of values ​​disappears, giving way to a feeling of a deep substantial connection I-Other-World. The ancient Greeks came up with the concept of "microcosm" for this, Russian religious philosophy "God-man, in modern Russian psychology they talk about man as the Universe. An example would be such personalities as Siddhartha Gautama, Francis of Assisi, Sergius of Radonezh, Mahatma Gandhi. Evaluation of the effectiveness of the upbringing process by the dynamics of the personal growth of schoolchildren forces us to turn to the issue of diagnosing this dynamics. What is the essence of personal growth diagnostics? Let's start with the fact that we offer two versions of the diagnostic questionnaire for students in grades 6-8 and for students in grades 9-11. The structure of these two questionnaires, the ways of processing them and interpreting the results do not fundamentally differ from each other, only some wording of the questions differs. Each of the questionnaires consists of 91 statements, to which adolescents can express their attitude. To do this, they must decide for themselves how much they agree (or disagree) with the statements contained in the questionnaire, and assess the degree of their agreement (or disagreement) in points from “+4” to “4”. The number of statements (91) is explained as follows: for each of the 13 values ​​(more precisely, objects of value attitudes) presented in the table, we developed 7 statements that reveal the attitude of schoolchildren to these values. Here it is important to note one problem associated with the large number of statements contained in the questionnaire. As practice has shown, work with such a questionnaire will not cause any special difficulties for high school students and will take only one lesson. But it will be difficult for schoolchildren of 6-8 grades to work with a large amount of information. Therefore, in these classes, we recommend that diagnostics be carried out in two days, dividing the questionnaire in half accordingly. So the problem will be solved.

6 Principles for selecting materials for a diagnostic questionnaire: the statements contained in the questionnaire should encourage a teenager to demonstrate his attitude to the world, to other people, to himself; the wording of statements should be understandable for schoolchildren and perceived by them unambiguously; the text of the questionnaire should be drawn up in such a way as to avoid possible conformal behavior of schoolchildren, attempts to “guess” the answer, “correctly” relate to this or that thesis. To do this, adolescents must be given the right to anonymously fill out a questionnaire; the theses of the questionnaire should be formulated in such a way that one or another answer does not look in the eyes of the student as obviously socially approved. Of course, the questionnaire can be used to assess the current (static) state of the adolescent's value relations to the world, to other people, to himself. But since personal growth is a dynamic phenomenon, the developed questionnaire must be used, in our opinion, to identify the dynamics of the student's personality development - his personal growth or personal regression. In this regard, in our opinion, it is advisable to conduct the survey twice during the academic year - at the beginning, at the start of educational activities and at the end. This will allow teachers to see not only the nature of the students' relationship to the world, to other people, to themselves, but also the change in these relationships, that is, to trace the possible dynamics of personal growth. This method of conducting the survey has one drawback: if the questionnaire is presented to the same children more than twice, they may develop a habit of using it, which reduces the reliability of the results. However, it seems that a creative teacher will be able to find a way out of this difficulty. Another scheme for conducting the survey is also possible: the first time among sixth graders, the second among eighth graders, the third among ninth graders and the fourth among the same schoolchildren, but already in the eleventh grade. In this case, the dynamics of personality development becomes even more obvious. You can trace what changes have occurred in the development of your pupils over several (!) years. But this method also has a drawback: the percentage of sixth-graders who completed their studies in a particular school and a particular classroom team up to the eleventh grade may turn out to be low. However, this difficulty can also be overcome.

7 Questionnaire for students 6-8th grade 1. I like it when our whole family goes to visit, celebrate some holiday or just get together at a common table. 2. Those who criticize what is happening in the country cannot be considered true patriots. 3. Stray dogs must be destroyed because they can be dangerous. 4. Any quarrels can be settled without resorting to fights. 5. I am happy to perform miscellaneous work. 6. What adults call the cultural values ​​of the past, in fact, often turns out to be old junk. 7. Even if something is not clear to me in the lesson, I will not ask clarifying questions to the teacher, because this is not so important. 8. A person who has committed a crime will never be able to become good in the future. 9. It is foolish to take risks for the sake of another person. 10. Even the strangest people with the most unusual hobbies should have the right to defend themselves and their views. 11. Sports activities are a necessity for the health of every person. 12. Most of my peers prefer to communicate with beautiful people. 13. I strive to solve my problems on my own, on their own. 14. When I become an adult, I can live happily without creating my own family. 15. I am lucky that I live in Russia. 16. It is better to go to the forest for a Christmas tree, because there you can choose the most fluffy one. 17. People who oppose the war are probably just cowards. 18. Only losers are engaged in physical labor. 19. Appearance an indicator of respect not only for oneself, but also for others. 20. I like to learn the meanings of words I don't know. 21. Our country will be a better place if we get rid of all mentally ill people. 22. I feel sorry for helpless people and want to help them. 23. There are peoples who do not deserve to be treated well. 24. I think that smoking and alcohol help people relax and relieve stress after hard work. 25. I am often dissatisfied with the way I live. 26. I am not afraid to make a mistake when I choose something in my life. 27. It's good when a person does not have a family and children, so he feels more free. 28. When I grow up, I will try to protect my homeland from enemies. 29. Keeping animals in mobile menageries is inhumane. 30. Action movies with gunfire and gore help kids become brave and

8 courageous. 31. The job of a janitor is no less important than any other job. 32. Obscene expressions in communication are a sign of lack of culture. 33. Study lesson for abstruse "nerds". 34. If for the sake of justice it is necessary to kill a person, this is normal. 35. I like to give gifts to my friends, relatives, acquaintances. 36. Most of the crimes in our city are committed by people who came to us from other places. 37. I believe that one dose of drugs can not become a drug addict. 38. I am very worried about any of my failures, even the smallest ones. 39. I am ready to argue with the teacher if I think that he is wrong. 40. I am proud of my last name. 41. Victory Day (May 9) is not a holiday for everyone, but only for veterans and the elderly. 42. Trade in animals listed in the Red Book is a good way to make money. 43. Prisoners of war can be treated cruelly, because they are our enemies. 44. I would like to work in my free time if it does not interfere with my studies. 45. If a child abruptly interrupts the conversation of adults, there is nothing wrong with that; the child also has the right to speak out. 46. ​​A person cannot know everything, so I do not worry about the fact that I do not know many important things. 47. It is better to release 10 criminals than to execute one innocent person. 48. People who beg are likely to be lazy and deceitful. 49. Refereeing against “ours” at international competitions is often unfair, because no one likes Russians. 50. All famous, famous people try to keep in good physical shape. 51. It is hard for me to meet new people, I am often shy and embarrassed at the same time. 52. I want to know why and for what I live. 53. Looking at old family photos is a weird thing to do. 54. I don't like it when our anthem is played, it's boring and you have to get up all the time. 55. Cleaning up someone else's garbage in tourist sites is a stupid thing to do. 56. To yield in a dispute means to show one's weakness. 57. Good study is also an important and serious work. 58. On the walls of the entrance, you can draw and write whatever you like. 59. I like to delve into encyclopedias, magazines, dictionaries: you can find a lot of interesting things there. 60. I feel bad when people around me are upset about something. 61. I will help another person even if I am very busy.

9 62. It is unfair to put dark people in leadership over white people. 63. I like outdoor games, sports or fishing more than sitting in front of a computer or TV. 64. I feel awkward in unfamiliar company. 65. My actions often depend not on myself, but on other people. 66. It is not necessary for a person to know something about his ancestors or relatives. 67. It happens that I feel strong excitement, a sense of pride when I hear songs about my homeland. 68. It's okay if, after washing your hands, you didn't turn off the faucet in the school cafeteria, because our country has the largest water reserves in the world. 69. A strong military power, including Russia, should be respected and feared by other countries. 70. Subbotnik to clean up the territory of the house or school is a useless exercise. 71. If an adult swears, there is nothing wrong with that, because he is already an adult. 72. I think that even without getting good knowledge I will be able to get a good job in the future. 73. Even notorious criminals do not deserve torture and bullying, because they are also people. 74. I am ready to help an elderly person only for a fee. 75. Refugees from Asia and Africa should be banned from entering our country, as their influx increases the level of crime. 76. I think that health is not the most important thing for a person today. 77. I don't feel sad or sad when I'm alone. 78. I most often agree with the opinion of the majority. 79. It upsets me that I do not do everything for my parents that I could. 80. I would like to travel to other countries, but I want to live in my own country. 81. I believe that it is imperative to feed homeless animals and wintering birds. 82. It seems to me that our country has too many weapons and it is bad that their number could be reduced. 83. If necessary, I can even do the work that I do not like. 84. I can offend a person if I don't like him in some way. 85. TV is necessary for entertainment and relaxation, and not in order to learn something new from it, there is a school for it. 86. All homeless people and beggars must be caught and forced to work by force. 87. A person will never do anything if it is not profitable for him. 88. People of a different race or nationality can be normal people, but I would prefer not to take them as friends. 89. The taste of food is more important than its usefulness. 90. It seems to me that there is more bad in me than good. 91. When I do bad things, my conscience torments me.

10 Answer sheet

11 Last name, first name (You can specify if you wish) Processing the results Teenagers' answers are distributed on 13 scales: they correspond to 13 lines in the answer form filled in by the respondent. The results are obtained by adding up the scores for each scale. 1. The nature of the adolescent's relationship to the family is shown by his assessments of statements 1, 14, 27, 40, 53, 66, 79. At the same time, in the answers to questions 1, 40, 79, the sign does not change. In the answers to questions 14, 27, 53, 66, the sign is reversed. 2. The nature of the adolescent's relationship to the Fatherland is shown by his assessments of statements 2, 15, 28, 41, 54, 67, 80. At the same time, in the answers to questions 15, 28, 67, 80, the sign does not change. In the answers to questions 2,41, 54, the sign is reversed. 3. The nature of the adolescent's relationship to the Earth is shown by his assessments of statements 3, 16, 29, 42, 55, 68, 81. At the same time, in the answers to questions 29, 81, the sign does not change. In the answers to questions 3,16, 15, 68, the sign is reversed. 4. The nature of the adolescent's relationship to the world is shown by his assessments of statements 4, 17.30, 43, 56, 69, 82. At the same time, in the answers to questions 4, 82, the sign does not change. In the answers to questions 17,30,43, 69 the sign is reversed.

12 5. The nature of the adolescent's relationship to work is shown by his assessments of statements 5, 18, 31, 44, 57, 70, 83. At the same time, in the answers to questions 5, 31, 44, 57, 83, the sign does not change. In the answers to questions 18, 70, the sign is reversed. 6. The nature of the adolescent's relationship to culture is shown by his assessments of statements 6,19,32,45, 58, 71, 84. At the same time, in the answers to questions 19, 32, the sign does not change. In answers to questions 6, 58, 71, 84, the sign changes to the opposite, 7. The nature of the adolescent's attitude to knowledge is shown by his assessments of statements 7, 20, 33, 46, 59, 72, 85. At the same time, in answers to questions 20, 59 sign does not change. In the answers to questions 7,33, 72, 85, the sign is reversed. 8. The nature of the adolescent's relationship to the person as such is shown by the assessments of statements 8, 21, 34, 47, 60, 73, 86. At the same time, in the answers to questions 47, 60, 73, the sign does not change. In the answers to questions 8,21, 34, 86, the sign is reversed. 9. The nature of the relationship of a teenager to a person as an Other is shown by the assessments of statements 9, 22, 35, 48, 61, 74, 87. At the same time, in the answers to questions 22, 35, 61, the sign does not change. In the answers to questions 9,48, 74, 87, the sign is reversed. 10. The nature of the adolescent's relationship to a person as an Other, as a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements 10, 23, 36, 49, 62, 75, 88. At the same time, the sign does not change in the answer to question 10. In the answers to questions 23, 36, 49, 62, 75, 88, the sign is reversed. 11. The nature of the adolescent's relationship to his bodily "I" is shown by his assessments of statements 11,24, 37, 50, 63, 76, 89. At the same time, in answers to questions 11, 50, 63, the sign does not change, while in answers to questions 24 ,37, 76, 89 the sign is reversed. 12. The nature of the relationship of a teenager to his inner world, to his spiritual "I" show his assessments of statements 12, 25, 38, 51, 64, 77, 90. At the same time, in the answer to question 77, the sign does not change. In the answers to questions 12, 25, 38, 51, 64, 90, the sign is reversed.

13 13. The nature of the teenager's relationship to his spiritual "I" is shown by his assessments of statements 13, 26, 39, 52, 65, 78, 91. At the same time, in the answers to questions 13, 26, 39, 52, 91, the sign does not change. In the answers to questions 65, 78, the sign is reversed. Analysis of the results The description of the levels of development of the child's attitude to a particular value, which is offered to your attention, gives an approximate, typified picture of what is behind the answers to the corresponding group of questions. This is not an exact diagnosis, it is a trend, a reason for your pedagogical reflection. In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of answers over four levels. Make the big picture multifaceted, note especially outstanding results for yourself. In the case of individual diagnostics, be extremely attentive to the answers. By implementing factor analysis, pay attention to what answers the child "fall out" of his own individual "norm". Perhaps this is the point of his personal growth (or regression). In both cases of diagnostics, even if there is a negative trend, try to emphasize all the positive points that are available. If you need to make the survey results public, please be extremely tactful. Remember: you don't judge, you meditate!

Appendix 5. LEVEL OF EDUCATION OF STUDENTS OF THE BASIC SCHOOL Questionnaire for students of 6th grades 8 Before you are several different statements. Please read them and think whether you agree with these statements.

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The main indicator of the effectiveness of any activity is, as you know, its result. Few will argue with the fact that the result of education is the personality of the pupil. True, the question always arises in this case - what exactly is meant?

Perhaps, many teachers would answer this question - "all-round development of the child's personality." Here is the result! And, at first glance, you can not argue here. But let's ask ourselves a few simple questions. Comprehensive development of the personality ... How many sides does the personality have? What are these sides? How do you know if you have achieved this result? And in general - is it achievable in the broad practice of education? It seems that such a definition of the results of education is very general, amorphous and not diagnosable.

It would seem that a way out of the situation can be found as follows. Determine a clear set of useful personality traits (a certain standard of upbringing), the formation of which in a child will be the result of upbringing. But here, too, questions arise. And what if the child can never reach the “upbringing bar” set by the school teachers? And not through your own fault, but, for example, due to difficult family circumstances? Is he ill-bred? Isn't that a harsh sentence?

The main difficulty in resolving the issue of the results of upbringing lies in the need to simultaneously observe two important conditions. On the one hand, these results must be clearly defined, realistic and diagnosable. On the other hand, the definition of the results of education and the process of diagnosing them should reflect a respectful attitude towards the personality of the pupil.

In our opinion, it is unacceptable to define the standard of upbringing that a child must meet. Some children cannot reach this standard, not through their own fault, but, for example, due to difficult family circumstances. It is unacceptable to compare pupils with each other - "one is better, the other is worse" (such a comparison, by the way, is precisely what is supposed to be introduced by the standard of upbringing). You can compare a child not with another child, but only with himself, thereby emphasizing the positive or negative changes that have occurred in him over a given period of time. It is also unacceptable to make a direct assessment of the child's personality - "you are bad" or "you are good." You can evaluate actions, views, but not the children themselves.

In our opinion, the above conditions will be met if we consider a personal growth of a child as a result of humanistic education.

What is this personal growth?

Personality is a person who freely and responsibly determines his attitude to the world, to people, to himself. Such relations can be value (positive), non-value (indifferent) and anti-value (negative). Therefore, a person should not be considered only with a positive sign. The same can be said about the development of personality - it can be progressive, or it can be regressive. Also, education cannot be understood only in the context of a positive impact on the child. It is known that it can be both orienting the child to positive values, and orienting him to negative values.

However, the status of education as a socially valuable human activity and the need for a public assessment of the goals and results of this activity require the introduction of a concept that defines precisely the positive direction of personality development. Such a concept can become “personal growth”. It seems to us that personal growth is the development of a person's value attitude to those objects of reality that are recognized as a value within the framework of the civilization with which the person himself identifies. The attitude to these objects as anti-values ​​will testify to the regressive development of the personality.

In modern Russian society, which thinks of itself within the framework of the so-called global (or rather European) civilization, humanistic values ​​are recognized as priority. Thus, personal growth should be considered as the development of humanistic value relations of the individual to the world, to people, to himself.

What kind of objects of the reality around us are recognized as values ​​in our society? That is, the development of what kind of value relations will testify to the personal growth of the child?

Here we relied on the opinion of V.A. Karakovsky, who believes that in modern society such phenomena as Man, Family, Fatherland, Earth, Peace, Knowledge, Labor, Culture can be recognized as values. This series attracted us by the fact that it is precisely objects of a value relation that can be “grabbed”, objectified in reality, in contrast to, say, such phenomena as Good, Truth, Beauty, which, moreover, are understood by many people in some way. differently.

Since we are talking about humanistic values, more attention should be paid to the fundamental value of humanism - the value of the Person. It can manifest itself in two ways: as the value of another person and as the value of one's own self. The development of a child's value attitude towards these phenomena will testify to his personal growth.

Let's present this in the form of a table, where, for greater clarity and a better understanding of our idea of ​​"personal growth - personal regression", we oppose to each other indicators of the value and anti-value attitude of the individual to certain values-objects:

Attitude towards the world

Relation objects	What is the value attitude of the individual to these objects (indicators of personal growth)	What is the anti-value attitude of the individual to these objects (indicators of personal regression)
	respect for family traditions, pride in one's family, one's surname	social groundlessness, ignoring the responsibility for the continuation of life
Fatherland	citizenship, patriotism	philistinism and social dependency
	love for nature, respect for its riches	consumer attitude to nature and its riches
	peacemaking and rejection of violence, pacifism	militarism
	diligence, creativity
culture	intelligence	dishonesty, rudeness and vandalism
	curiosity	ignorance

Attitude towards other people

Attitude towards oneself

We especially note that evaluating the results of upbringing through the category of personal growth, we emphasize the importance for the upbringing of the positive dynamics of personality development (that is, the development of the child’s value attitude towards people, his fatherland, work, etc.), and not its compliance with any standard , standard, norm (be sure to be a humanist, patriot, creator, etc.). This approach allows us to evaluate the efforts of even a poorly educated child to become a little better, without classifying him as “abnormal”, “deviant” children.

However, in our opinion, for a full description of the child's personal growth, it is not enough just to characterize his value relations to the world, to people, to himself. To assess the personal growth of the child, it is also necessary to assess the stability of these relationships. We consider it possible to distinguish three types of relationships.

1. Situational relations, characterized by the variability and determinism of a specific life situation in which a person finds himself. The situational nature and instability of personality relationships are clearly manifested in the so-called periods of spiritual quest of adolescents and young men (girls). This is a fairly common phenomenon, which can be assessed negatively only when they turn into unscrupulousness, a conscious rejection of one's own Self.

2.Sustainable relationships, characterized by relative resistance to various life situations. Stable, conscious, reflective attitudes of the individual to the world, others and himself are fixed in position. But the position is not once and for all formed. Critical life situations, strong emotional experiences can contribute to a change in the already established attitudes of the individual to certain phenomena of the reality surrounding him. The position will change. A person must each time assert himself as a person, choosing and defending his own position in a particular act.

3. Unshakable relationships, characterized by constancy, invariability. There are not many examples of this in the history of mankind. The carriers of such relationships, as a rule, are very bright, outstanding personalities. These are either fanatics or ascetics, who in different cultures are revered as teachers or saints. The former tend to build a personal value hierarchy, where any one value dominates all others. Fanatics (such as, for example, Robespierre) evaluate and comprehend the world, others, themselves through the prism of this single value-fetish. In the life of the latter, on the contrary, any hierarchy of values ​​disappears, giving way to a feeling of a deep substantial connection I-Other-World. The ancient Greeks came up with the concept of “microcosm” for this, Russian religious philosophy - “God-man”, in modern Russian psychology they talk about a person as the Universe. An example would be such personalities as Siddhartha Gautama, Fancis of Assisi, Sergius of Radonezh, Mahatma Gandhi.

Evaluation of the effectiveness of the process of education by the dynamics of the personal growth of schoolchildren forces us to turn to the issue of diagnosing this dynamics.

What is the essence of personal growth diagnostics?

Let's start with the fact that we offer two versions of the diagnostic questionnaire - for students in grades 6-8 and for students in grades 9-11. The structure of these two questionnaires, the methods of their processing and interpretation of the results do not fundamentally differ from each other - only some wording of the questions differs.

Each of the questionnaires consists of 91 statements, to which adolescents can express their attitude. To do this, they must decide for themselves how much they agree (or disagree) with the statements contained in the questionnaire, and assess the degree of their agreement (or disagreement) in points from "+4" to "-4". The number of statements - 91 - is explained as follows: for each of the 13 values ​​(more precisely, objects of a value attitude) presented in the table, we developed 7 statements that reveal the attitude of schoolchildren to these values.

Here it is important to note one problem associated with the large number of statements contained in the questionnaire. As practice has shown, work with such a questionnaire will not cause any special difficulties for high school students and will take only one lesson. But it will be difficult for schoolchildren of 6-8 grades to work with a large amount of information. Therefore, in these classes, we recommend that diagnostics be carried out in two days, dividing the questionnaire in half accordingly. So the problem will be solved.

When selecting materials for the proposed diagnostic questionnaire, we were guided by the following principles:

The wording of statements should be understandable for schoolchildren and perceived by them unambiguously;

The text of the questionnaire should be drawn up in such a way as to avoid possible conformal behavior of schoolchildren, attempts to “guess” the answer, “correctly” treat this or that thesis. To do this, adolescents must be given the right to anonymously fill out a questionnaire;

The theses of the questionnaire should be formulated in such a way that one or another answer does not look in the eyes of the student as obviously socially approved.

Of course, the questionnaire can be used to assess the current (static) state of the adolescent's value relations to the world, to other people, to himself. But since personal growth is a dynamic phenomenon, the developed questionnaire must be used, in our opinion, to identify the dynamics of the student's personality development (his personal growth or personal regression).

In this regard, in our opinion, it is advisable to conduct a survey during the academic year: the first time - at the beginning, the second - at the end. This will allow teachers to see not only the nature of the students' relationship to the world, to other people, to themselves, but also the change in these relationships, that is, to trace the possible dynamics of personal growth. This method of conducting the survey has one drawback: if the questionnaire is presented to the same children more than twice, they may develop a habit of using it, which reduces the reliability of the results. However, it seems that a creative teacher will be able to find a way out of this difficulty.

Another scheme for conducting the survey is also possible: the first time - among sixth graders, the second - among eighth graders, the third - among ninth graders, and the fourth - among the same schoolchildren, but already in the eleventh grade. In this case, the dynamics of personality development becomes even more obvious - you can trace what changes have occurred in the development of your pupils over several (!) years. But this method also has a drawback: the percentage of sixth-graders who completed their studies in a particular school and a particular classroom team up to the eleventh grade may turn out to be low. However, this difficulty can also be overcome.

Below we present the texts of the questionnaires, the answer forms, and their common technique for processing and interpreting the results.

Questionnaire for students in grades 6 - 8

Before you are several different statements. Please read them and think whether you agree with these statements or not. If you agree, then put a positive mark (+1, +2, +3 or +4) in a special form next to the number of this statement. If you do not agree with any statement, then put a negative mark on the form (-1, -2, -3, or -4).

"0" - neither yes nor no;

Try to be honest. There can be no “right” and “wrong” assessments here. It is only important that they express only your personal opinion. Thank you in advance!

1. I like it when our whole family goes to visit, celebrates some holiday or just gathers at a common table.

2. Those who criticize what is happening in the country cannot be considered true patriots.

3. Stray dogs must be destroyed because they can be dangerous.

4. Any quarrels can be settled without resorting to fights.

5. I am able to happily do a variety of work.

6. What adults call the cultural values ​​of the past, in fact, often turns out to be old junk.

7. Even if something is not clear to me in the lesson, I will not ask clarifying questions to the teacher - after all, this is not so important.

8. A person who has committed a crime will never be able to become good in the future.

9. It is foolish to take risks for the sake of another person.

10. Even the strangest people with the most unusual hobbies should have the right to defend themselves and their views.

Sports activities are a necessity for the health of every person.

When I become an adult, I can live happily without creating my own family.

I am lucky that I live in Russia.

People who oppose the war are probably just cowards.

Only losers are engaged in physical labor.

I love learning the meanings of words I don't know.

Our country will be a better place if we get rid of all mentally ill people.

There are people who do not deserve to be treated well.

I think that smoking and alcohol help people to relax, relieve stress after hard work.

I am often dissatisfied with the way I live.

I am not afraid to make a mistake when I choose something in my life.

It is good when a person does not have a family and children - this way he feels more free.

When I grow up, I will try to protect my homeland from enemies.

Action films with shooting and blood help children become brave and courageous.

The job of a janitor is no less important than any other job.

Obscene expressions in communication are a sign of lack of culture.

Studying is an occupation for abstruse "nerds".

If for the sake of justice it is necessary to kill a person - this is normal.

I like to give gifts to my friends, relatives, acquaintances.

Most of the crimes in our city are committed by people who come to us from other places.

I believe that one dose of drugs can not become a drug addict.

I am very worried about any of my failures, even the smallest ones.

I am proud of my last name.

Trade in animals listed in the Red Book is a good way to make money.

Prisoners of war can be treated cruelly, because they are our enemies.

If a child abruptly interrupts the conversation of adults, there is nothing to worry about - the child also has the right to speak out.

A person cannot know everything, so I don't worry about not knowing many important things.

It is better to release 10 criminals than to execute one innocent person.

People who beg are likely to be lazy and deceitful.

All famous, famous people try to keep in good physical shape.

It’s hard for me to meet new people, I often feel shy and embarrassed at the same time.

I want to know why and for what I live.

I don't like it when our anthem is played - it's boring and you have to get up all the time.

To yield in a dispute means to show one's weakness.

A good study is also an important and serious work.

On the walls of the entrance you can draw and write whatever you want.

I feel bad when people around me are upset about something.

I will help another person even if I am very busy.

I like outdoor games, sports or fishing more than sitting at a computer or TV.

My actions often depend not on myself, but on other people.

A person does not need to know anything about his ancestors or relatives.

It happens that I feel strong excitement, a sense of pride when I hear songs about my homeland.

There is nothing to worry about if, after washing your hands, you did not turn off the tap in the school cafeteria, because our country has the largest water reserves in the world.

A strong military power, including Russia, should be respected and feared by other countries.

A community work day to clean up the territory of a house or school is a useless exercise.

If an adult swears, there is nothing wrong with that - after all, he is already an adult.

I think that even without getting good knowledge I will be able to get a good job in the future.

Refugees from Asia and Africa should be banned from entering our country, as their influx increases the level of crime.

I think that health is not the most important thing for a person today.

I don't feel sad or sad when I'm alone.

I tend to agree with the majority opinion.

I would like to travel to other countries, but I want to live in my own country.

I believe that it is necessary to feed homeless animals and wintering birds.

It seems to me that our country has too many weapons and this is bad - their number could be reduced.

If necessary, I can even do the work that I do not like.

I can offend a person if I don't like him in some way.

TV is for entertainment and relaxation, not for learning something new from it - there is a school for that.

All homeless people and beggars must be caught and forced to work by force.

A person will never do anything if it is not profitable for him.

People of a different race or nationality may be normal people, but I would prefer not to take them as friends.

The taste of food is more important than its usefulness.

It seems to me that there is more bad in me than good.

When I do bad things, my conscience torments me.

Answer sheet

1 14 27 40 53 66 79

2 15 28 41 54 67 80

3 16 29 42 55 68 81

4 17 30 43 56 69 82

5 18 31 44 57 70 83

6 19 32 45 58 71 84

7 20 33 46 59 72 85

8 21 34 47 60 73 86

9 22 35 48 61 74 87

10 23 36 49 62 75 88

11 24 37 50 63 76 89

12 25 38 51 64 77 90

13 26 39 52 65 78 91

Last name, first name (You can specify if you wish) _______________

Questionnaire for students in grades 9-11

You will be presented with a series of statements. Please read them and determine how much you agree or disagree with them. You can evaluate the degree of your agreement or disagreement in points (from "+4" to "-4"):

"+4" - definitely yes (very strong agreement);

"+3" - yes, of course (strong agreement);

"+2" - in general, yes (medium agreement);

"+1" - rather yes than no (weak agreement);

"0" - neither yes nor no;

"–1" - rather no than yes (weak disagreement);

"–2" - in general, no (medium disagreement);

"-3" - no, of course (strong disagreement);

"–4" - no, absolutely wrong (very strong disagreement).

Try to be sincere. There can be no “right” and “wrong” assessments here. It is only important that they reflect your personal opinion. You can enter your assessments in a special form next to the serial number of the questionnaire approval. Thank you!

I like it when our whole family goes to visit, celebrates some holiday or just gathers at a common table.

Those who criticize what is happening in the country cannot be considered true patriots.

Stray dogs must be destroyed, as they can be dangerous.

Any conflict can be resolved without resorting to force.

I am able to happily do different jobs.

What many call the cultural values ​​of the past, in fact, often turns out to be primitive old junk.

Do not turn to the teacher with questions during the lesson: they distract from the main thing.

A person who has committed a crime can never change for the better.

It is foolish to take risks for the benefit of another person.

Even the strangest people with the most unusual hobbies and interests should have the right to defend themselves and their views.

Sports activities are a vital necessity for every person.

Most of my peers prefer to communicate with beautiful people.

I strive to solve my problems on my own, on my own.

I can live happily without creating my own family.

I owe a lot to my country.

It is better to go to the forest for a New Year tree, because there you can choose the most fluffy one.

The people who oppose the war are actually cowardly.

Physical labor is the lot of losers.

Appearance is an indicator of respect not only for yourself, but also for others.

I try to learn the meanings of words I don't know.

It will be easier for the country if we get rid of mentally ill people.

I feel sorry for helpless people and want to help them.

There are nations and peoples who do not deserve to be treated well.

I believe that smoking or alcohol can help me relax and relieve stress.

I often feel disappointed in life.

When choosing, people often make mistakes, but I am not afraid to make a mistake when making a choice.

Without a family and children, a person feels more free.

I am ready to defend my homeland in case of serious danger.

Keeping animals in mobile menageries is inhumane.

Action movies with gunfire and gore build courage.

A housewife can also be a creative person.

Obscene expressions in communication are a sign of lack of culture.

Studying is an occupation for "nerds".

If for the sake of justice it is necessary to kill a person, then this is normal.

I experience strong positive emotions when I give someone a gift.

Most of the crimes in our city are committed by visitors.

One dose of drugs won't make me an addict.

I am very worried about any, even minor, failures.

I am ready to argue with the teacher if I think that he is wrong.

I am proud of my last name.

Importing rare exotic animals from abroad is a normal way to make money.

Prisoners of war should not be subject to human rights.

I would like to work in my free time if it does not interfere with my studies.

What communication without a bottle of "Klinsky"!

A person cannot know everything, so I do not worry about my ignorance of some important things.

It is better to exonerate 10 criminals than to execute one innocent.

People who beg are likely to be lazy and deceitful.

Refereeing in relation to "ours" at international competitions is often unfair, because no one likes Russians.

All people who have taken place in life try to maintain good physical shape.

It's hard for me to meet new people.

It is important for me to find the meaning of my own life.

Looking at old family photos is a weird thing to do.

Once abroad, I will try not to be perceived as a Russian.

Cleaning up someone else's garbage in tourist parking lots is a stupid thing to do.

To make concessions means to show weakness.

Good education is also hard work.

Manifestation of vandalism is one of the forms of youth protest.

I like to dig in encyclopedias, magazines, dictionaries: you can find a lot of interesting things there.

I can't feel good when the people around me are depressed about something.

I can sacrifice my well-being to help a stranger.

It is unfair to put people with dark skin color in leadership over white people.

I prefer active rest to sitting at the TV or computer.

I feel uncomfortable in unfamiliar company.

My actions often depend on external circumstances.

A person does not need to know his ancestry.

It happens that I experience great excitement when I hear songs about my homeland.

If we take into account all the pros and cons, then the storage of foreign nuclear waste in Russia will bring more financial benefits than environmental harm.

We are strong military power and that is why we should be respected.

A community work day to clean up the territory of a house or school is a relic of the past.

I can't imagine colloquial Russian without swearing.

I think that even without getting good knowledge I can make a good career in the future.

Even notorious criminals do not deserve torture and bullying, because they are also people.

I am ready to help an elderly person only for a fee.

The authorities should deny access to our country to refugees from economically backward states, as their influx increases the level of crime.

I think that health is not the most important thing in life today.

I am not oppressed by temporary loneliness.

I tend to follow the majority opinion.

It saddens me that I don't do everything I could for my parents.

I would like to travel to other countries, but I prefer to live in my own.

I think that wearing natural fur coats is immoral.

It seems to me that there are too many weapons in our country.

I can force myself to do work that I don't like.

I can be rude to a person if I don’t like him with something.

First of all, television should be a means of entertainment and recreation, and only secondly - a source of information about events in the country and the world.

All homeless people must be caught and forced to work.

It is human nature to never do anything without regard to one's own benefit.

There can be only one true religion.

The taste of food, in my opinion, is more important than their usefulness.

Deep down, I know that I value myself low.

When I do wrong, my conscience torments me.

Answer sheet

1 14 27 40 53 66 79

2 15 28 41 54 67 80

3 16 29 42 55 68 81

4 17 30 43 56 69 82

5 18 31 44 57 70 83

6 19 32 45 58 71 84

7 20 33 46 59 72 85

8 21 34 47 60 73 86

9 22 35 48 61 74 87

10 23 36 49 62 75 88

11 24 37 50 63 76 89

12 25 38 51 64 77 90

13 26 39 52 65 78 91

Last name, first name (you can specify if you wish) _______________

Results processing

Schoolchildren's answers are distributed on 13 scales: they correspond to 13 lines in the answer form filled in by the respondent. The results are obtained by adding up the scores for each scale.

1. The nature of the student's relationship to the family is shown by his assessments of statements Nos. 1, 14, 27, 40, 53, 66, 79. At the same time, in the answers to questions Nos. 1, 40, 79, the sign does not change. In the answers to questions Nos. 14, 27, 53, 66, the sign changes to the opposite.

2. The nature of the student's relationship to the fatherland is shown by his assessments of statements Nos. 2, 15, 28, 41, 54, 67, 80. At the same time, in the answers to questions Nos. 15, 28, 67, 80, the sign does not change. In the answers to questions Nos. 2, 41, 54, the sign changes to the opposite.

3. The nature of the student's relationship to the Earth is shown by his assessments of statements Nos. 3, 16, 29, 42, 55, 68, 81. At the same time, in the answers to questions Nos. 29, 81, the sign does not change. In the answers to questions Nos. 3, 16, 42, 55, 68, the sign changes to the opposite.

4. The nature of the student's relationship to the world is shown by his assessments of statements Nos. 4, 17, 30, 43, 56, 69, 82. At the same time, in the answers to questions Nos. 4, 82, the sign does not change. In the answers to questions Nos. 17, 30, 43, 56, 69, the sign changes to the opposite.

5. The nature of the student's relationship to work is shown by his assessments of statements Nos. 5, 18, 31, 44, 57, 70, 83. At the same time, in answers to questions Nos. 5, 31, 44, 57, 83, the sign does not change. In the answers to questions Nos. 18, 70, the sign changes to the opposite.

6. The nature of the student's relationship to culture is shown by his assessments of statements Nos. 6, 19, 32, 45, 58, 71, 84. At the same time, in the answers to questions Nos. 19, 32, the sign does not change. In the answers to questions Nos. 6, 45, 58, 71, 84, the sign is reversed.

7. The nature of the student's relationship to knowledge is shown by his assessments of statements Nos. 7, 20, 33, 46, 59, 72, 85. At the same time, in the answers to questions Nos. 20, 59, the sign does not change. In the answers to questions Nos. 7, 33, 46, 72, 85, the sign changes to the opposite.

8. The nature of the student's relationship to the person as such is shown by his assessments of statements Nos. 8, 21, 34, 47, 60, 73, 86. At the same time, in the answers to questions Nos. 47, 60, 73, the sign does not change. In the answers to questions No. 8, 21, 34, 86, the sign changes to the opposite.

9. The nature of the student's relationship to a person as an Other is shown by his assessments of statements Nos. 9, 22, 35, 48, 61, 74, 87. At the same time, in answers to questions Nos. 22, 35, 61, the sign does not change. In the answers to questions Nos. 9, 48, 74, 87, the sign changes to the opposite.

10. The nature of the student's relationship to a person as an Other, as a representative of a different nationality, a different faith, a different culture is shown by his assessments of statements Nos. 10, 23, 36, 49, 62, 75, 88. does not change. In the answers to questions Nos. 23, 36, 49, 62, 75, 88, the sign is reversed.

11. The nature of the student's relationship to his bodily self is shown by his assessments of statements No. 11, 24, 37, 50, 63, 76, 89. At the same time, in the answers to questions No. 11, 50, 63, the sign does not change. In the answers to questions Nos. 24, 37, 76, 89, the sign changes to the opposite.

12. The nature of the student's relationship to his inner world, his spiritual self is shown by his assessments of statements No. 12, 25, 38, 51, 64, 77, 90. At the same time, in the answer to question No. 77, the sign does not change. In the answers to questions Nos. 12, 25, 38, 51, 64, 90, the sign is reversed.

13. The nature of the student's relationship to his spiritual self is shown by his assessments of statements No. 13, 26, 39, 52, 65, 78, 91. At the same time, in the answers to questions No. 13, 26, 39, 52, 91, the sign does not change. In the answers to questions Nos. 65, 78, the sign changes to the opposite.

Interpretation of results

The description of the levels of development of the child's attitude to a particular value that is brought to your attention gives an approximate, typified picture of what is behind the student's answers to the corresponding group of questions. This is not an exact diagnosis, it is a trend, a reason for your pedagogical reflection.

In the case of group diagnostics, when summarizing the results, do not limit yourself to stating the percentage distribution of answers over four levels. Make the overall picture multi-faceted and multi-colored, mark especially outstanding results for yourself.

In the case of individual diagnosis, be extremely attentive to the answers of a teenager. Carrying out factor analysis, pay attention to what his answers “fall out” of his own individual “norm”. Perhaps this is the point of his personal growth (or regression).

And in fact, and in another variant of the diagnosis, even in the presence of a negative trend, try to emphasize all the positive points.

If you need to make the survey results public, please be extremely tactful. Remember: you don't judge, you meditate!

Adolescent relationship with family

From +15 to +28 points (stable-positive attitude) - the value of the family is highly significant for a teenager. He values ​​family traditions and foundations, remembers various little things that are pleasant for one of the family members. Family holidays are always held with his participation and assistance in preparation. In the future, he wants to create a happy family.

From +1 to +14 points (situational-positive attitude) - a family is of a certain value for a teenager, but the very fact of having a family, family traditions is perceived by him as natural (“how could it be otherwise?”). A teenager takes part in family holidays, but without a reminder, he will not always remember the birthday of someone close to him. He takes care of his parents for granted. He assumes that the family he will create in the future will not be too similar to the one in which he lives now.

From -1 to -14 points (situational-negative attitude) - the attitude towards the family in a teenager, as a rule, is consumer. He "should" be given money for petty expenses and forgive pranks. But if something serious is needed from parents, a teenager will achieve this by any means - flattery, lies, obedience. He himself, most likely, believes that he owes nothing to anyone.

From -15 to -28 points (persistently negative attitude) - the family does not represent any value for the child. This attitude is manifested in a sense of shame for one's surname, a conscious rejection of the norms of behavior accepted in the family, ideas about life. All this in the future may negatively affect his ability and desire to create his own happy family.

The attitude of a teenager to the Fatherland

From +15 to +28 points (stable-positive attitude) - a teenager has fully developed feelings of citizenship and patriotism. Homeland for him is not an abstract category, but a specific country where he is going to live, which he is proud of. He feels his personal responsibility for the fate of the country. At the same time, such feelings are caused not by the conjuncture, not by the fashion for patriotism, but are deeply personal, experienced.

From +1 to +14 points (situational-positive attitude) - a teenager experiences a feeling of the Motherland as a feeling of his home, village, city. However, it seems to him that what is happening in the country and in his “small homeland” has little in common with each other. He gets up when the anthem sounds, rather, not out of a spiritual outburst, but because it is customary. If necessary, the teenager will not refuse to help the veterans, although he may not offer his own help.

From -1 to -14 points (situational-negative attitude) - a teenager tries not to openly show his attitude towards the country. He is in principle indifferent to talk about her "wretchedness". He can “correctly” speak on the topic of citizenship and patriotism, but depending on the situation, he can place accents in different ways. A teenager knows how to guess at what moment what is “patriotic” and what is not. It seems to him that what is happening with the country and with himself has little in common with each other.

From -15 to -28 points (stable-negative) - it can be assumed that a teenager is distinguished by a philistine attitude towards his country. Homeland for him is just a place where he lives, and which can be easily changed to any other. All successes are his own successes, and the country is to blame for the failures (“but perhaps in this country ...”). Maybe he himself will not participate in the desecration of monuments, but he certainly will not condemn others, because memory is not something for which you can get dividends.

The attitude of a teenager to the Earth (nature)

From +15 to +28 points (sustainable-positive attitude) - a teenager has a fully developed environmental consciousness. It is natural for him to feel pity and empathy for any animal; he is ready to clean up the forest and clean the reservoirs, finding these activities exciting and important for himself personally. And he will certainly pick up and feed an abandoned puppy, will not forget to water the flowers (not at all out of a desire to receive praise from an adult, but out of a need to feel the harmony of the world in which he lives).

From +1 to +14 points (situation-positive attitude) - a teenager takes care of animals, flowers, but mainly those that belong directly to him. Environmental problems are perceived by him as objectively important, but at the same time not dependent on him personally. He will not litter in the forest if others do not. He will take part in the subbotnik together with the class, but if there is an opportunity to refuse, then he will most likely use it.

From -1 to -14 points (situational-negative attitude) - a teenager's own opinion about environmental problems depends on the situation. He prefers not to pay attention to such trifles as the garbage thrown by him, the litter box set on fire. Breaking branches in the forest, chasing cats and dogs in the yard, he does not think about what he is doing. And even more so, he will not react if others do the same. He divides all animals into useful and useless, pleasing to him and his eyes and causing a squeamish attitude.

From -15 to -28 points (stable-negative attitude) - nature is perceived by a teenager as a consumer item. The attitude of a teenager to the forest, animals, water bodies is dictated by the need for their own comfort, and if it works out, then for their own benefit. He is able to hurt an animal just for fun. He treats with mockery those who show respect and love for "our smaller brothers."

Teenager's relationship to the world

From +15 to +28 points (stable-positive attitude) - the teenager has a clearly expressed pacifist position. He believes that only weak people and states resort to violence. To manifestations of brute force, he is emphatically negative. I am sure that there is always an opportunity to resolve the conflict without infringing on the rights of other people. Not afraid to make concessions.

From +1 to +14 points (situational-positive attitude) - the teenager as a whole shares the ideas of peace and non-violence, but at the same time believes that in some cases the use of force is justified. He treats manifestations of brute force with a mixed feeling of rejection and fear. The teenager believes that in the complex modern world one must always be ready for confrontation, therefore, unfortunately, one cannot do without weapons. He tries not to make concessions, because he does not want to appear weak in the eyes of others.

From -1 to -14 points (situational-negative attitude) - the teenager is sure that peace can be maintained mainly by force, threats, ultimatums. He sees war as one of the natural ways to resolve conflicts. In his opinion, the strong one is the one who is feared. He believes that there are enough potentially hostile people and states around. It is unlikely that he himself will be the initiator of a violent act, but most likely he will not refuse to play the role of a "second plan".

From -15 to -28 points (stable-negative attitude) - it can be assumed that there is no alternative for a teenager - negotiations or a military operation. The war for him can be a value - with the help of it you can solve the problems of overpopulation and lack of food for everyone. He is entirely on the side of the force, and everyone who tries to resist this is "weak" for him. Most likely, this applies to both local (class, yard, school) and major conflicts, where nothing depends on him yet.

Adolescent attitude to work

From +15 to +28 points (stable-positive attitude) - a teenager is distinguished by industriousness in everything: from cleaning the classroom to reading a difficult book. He enjoys complex, laborious, even tedious work. He does not consider it shameful to help his parents with the housework, he can offer to do something himself. He earns money somewhere or not yet - in any case, the teenager is not ashamed of this.

From +1 to +14 points (situation-positive attitude) - most likely, only a prestigious job commands the respect of a teenager. Although if everyone around is busy with something not prestigious (for example, cleaning the territory during a subbotnik), then they can participate “for the company”. He will help with household chores, but he will be annoyed that it takes so much time.

From -1 to -14 points (situational-negative attitude) - the teenager, if possible, will shift part of his work to another. If he finds out that one of his classmates works after school, he will most likely react like this: “What, you have nothing to do ?!”. In his view, "dirty" work is the lot of second-class people or those who have not managed to get a job in life. He certainly would never take it on his own.

From -15 to -28 points (stable-negative attitude) - more or less difficult work causes disgust in a teenager. He comes up with a lot of reasons why he should not take it. A teenager will gladly take advantage of the fruits of someone else's labor, if possible passing them off as his own. There is no connection between hard work and well-being for him.

Adolescent attitude to culture

From +15 to +28 points (stable-positive attitude) - cultural forms of behavior are, of course, personally significant for a teenager and are actively implemented by him in everyday life. He is alien to rudeness, "decoration" of speech with obscene phrases, he is attentive and tactful in relation to other people. He understands the need to preserve the cultural heritage that we inherited from the past, and categorically does not accept vandalism.

From +1 to +14 points (situational-positive attitude) - a teenager recognizes the objective value of cultural forms of behavior, but is by no means always guided by them in his daily life. He probably would like to look like a "cultured person", but is not ready to make daily efforts for this. He finds justification for episodic manifestations of rudeness on his part (“I am only rude in response”), slovenliness (“well, let them be met by clothes, but they see off by mind”), obscene abuse (“strong emotions are difficult to express in another way”) and etc. Vandals are antipathetic to him.

From -1 to -14 points (situational-negative attitude) - cultural forms of behavior are considered by a teenager as something dogmatic, coming from the world of adults, and therefore burdening his daily life. He is a supporter of the natural expression of his thoughts, feelings, desires and believes that cultural cutting will only prevent him from being the way he is. The word "culture" is probably associated with him with the TV channel "Culture" and brings irresistible boredom. It is unlikely that he himself is capable of an act of vandalism, but most likely he will not condemn peer vandals.

From -15 to -28 points (stable-negative attitude) - the word "culture" in all its forms causes rejection in a teenager and is considered as a manifestation of the deceitfulness of the adult world. He probably knows what cultural forms of behavior are, but in his everyday life he implements them exactly the opposite. Tact seems to him a manifestation of weakness, rudeness and obscene language - strength, "sipping beer" to the accompaniment of swearing - the best pastime. Monuments of the past are perceived by him, most likely, as ordinary old junk, so he does not mind at all "thrown them off the ship of our time."

Adolescent attitude to knowledge

From +15 to +28 points (stable-positive attitude) - in front of you is an inquisitive person who has a steady desire to learn new things. A teenager may be “uncomfortable” to the teacher, as he asks a lot in the lesson, doubts seemingly obvious things. He believes that the success of professional growth, career is directly related to the depth of knowledge, and strives to obtain them.

From +1 to +14 points (situational-positive attitude) - a teenager can study well, but on his own initiative he is unlikely to delve into books for a long time to find the meaning of a term or fact he does not understand. In his mind, knowledge and a future career are, of course, connected, but do not put so much effort into this!

From -1 to -14 points (situational-negative attitude) - a teenager will never ask an adult if something is not clear to him. He frankly does not understand how popular science programs can be watched on TV. Knowledge is purely utilitarian for him (learned, answered - that means he didn’t get into trouble).

From -15 to -28 points (stable-negative attitude) - obviously, the need for knowledge in a teenager is practically absent. He frankly despises those who study, considers them "nerds" - people living an inferior life. He is sure that the level and quality of his education will not have any impact on his future life.

The attitude of a teenager to a person as such

From +15 to +28 points (stable-positive attitude) - the value of a person, as he is in all his manifestations, is certainly significant for a teenager. Human life is priceless to him. No considerations of justice can justify the "tears of the innocent". "The forest is cut down, the chips fly" - this is unacceptable for our hero. He is merciful, capable of sympathy, compassion, forgiveness.

From +1 to +14 points (situational-positive attitude) - the value of a person can be comprehended by a teenager, but not fully felt. He can demonstrate his humanism, but deep down certain categories of people (for example, the mentally ill, beggars, homeless people) seem to him to be those who prevent him from feeling the joy of life. A teenager accepts the death penalty for the most serious crimes. When the triumph of justice and "mercy for the fallen" are on different scales, he will most likely choose the first.

From -1 to -14 points (situational-negative attitude) - most likely, a teenager tends to divide people into normal and abnormal. To the former he treats them quite respectfully, perhaps even mercifully towards them; the latter, however, he considers “subhuman” and would like to encounter them as rarely as possible. A great goal, in his opinion, cannot be achieved without getting your hands dirty. The principle "the forest is cut, the chips fly" is quite acceptable for a teenager. At the same time, he equally does not want to be either a “lumberjack” or a “chip”, but rather, a “gatherer” or a “firewood knitter”.

From -15 to -28 points (persistently negative attitude) - a person as a value is most likely an empty phrase for a teenager. He is prone to manifestations of cruelty towards other people, contemptuously treats any acts of mercy. "Weaklings" and "abnormals", in his opinion, worsen our lives, hinder the growth of well-being, therefore, they must be completely isolated from society. Surely he believes that justice, order, stability are worth it in order to eliminate the mentally ill, the homeless. The most dangerous thing is that he can move from words to actions.

The attitude of a teenager to a person as an Other

From +15 to +28 points (stable-positive attitude) - a teenager is a true altruist. He is always ready to help other people, even strangers, without waiting for a request from them. In his actions for the benefit of others, he is disinterested. Always ready to help the weak, the needy. For the sake of such help, he is ready to risk his own well-being. He likes to give gifts "just like that."

From +1 to +14 points (situation-positive attitude) - a teenager is not averse to helping those in need, but prefers to do it when asked about it. He is careful in his actions for the benefit of others, trying not to jeopardize his own well-being. He does not trust the sincerity of those begging for alms, and if they are close to him, he tries to pretend that he does not notice them. He enjoys making gifts, but at the same time, deep down, he expects a gift in return. If this does not happen, he gets upset.

From -1 to -14 points (situational-negative attitude) - the teenager only occasionally thinks about the needs and feelings of other people. For the most part, these are those on whom he depends to one degree or another. Selflessness seems to him wastefulness, he prefers to do everything for his own benefit, skillfully disguising it. He is sure that every good deed should be adequately rewarded, therefore, before doing something good, he does not hesitate to find out "what will happen to him for it."

From -15 to -28 points (persistently negative attitude) - a teenager is focused exclusively on his own person, sincerely considers himself "the center of the universe." Not to do, but even thinking about others is not included in his plans. He seeks profit in everything, not really hiding it. Selflessness seems to him absurd, utter stupidity. He is prone to slander, a cynical attitude towards those who need something, who need help. All beggars for him are lazy and liars. Much more than giving, he likes to receive gifts, preferably expensive and useful.

The attitude of a teenager to a person as an Other

From +15 to +28 points (stable-positive attitude) - a teenager recognizes the rights of people to a different way of life, different from his own, and to freely express his views. He certainly accepts other cultures, has a positive attitude towards cultural differences, and is susceptible to any manifestations of cultural discrimination. He strives for understanding, insight into the essence of other cultures, is able to avoid cultural prejudices and stereotypes in their assessment. There is also a perceptible desire to view other cultures not from their own "bell tower", but through the prism of the values ​​and priorities of these cultures themselves.

From +1 to +14 points (situational-positive attitude) - a teenager is inclined to recognize and accept cultural pluralism, respect for a wide variety of socio-cultural groups, but at the same time shares (often unconsciously) some cultural prejudices, uses stereotypes regarding representatives of certain cultures . He cannot independently see many, especially hidden, manifestations of cultural discrimination in everyday life. It is difficult for him to imagine what problems cultural minorities, migrants or refugees might face. This is due to a lack of understanding of the Other, the inability to see him from the inside, to look at the world from his point of view.

From -1 to -14 points (situational-negative attitude) - a teenager verbally recognizes the rights of others to cultural differences, declares the principle of equality of people, but at the same time experiences personal rejection of certain socio-cultural groups. The teenager tries to justify such a dissonance between the declared humanistic principles and the real manifestation of intolerance with references to public opinion (“everyone thinks so”), immoral behavior allegedly characteristic of representatives of these groups (“they are all like that”), personal unsuccessful experience of interacting with them (“I met such people and I am sure that ... "). This position is based on cultural centrism, xenophobia, the presumption of guilt of the other. Denying such flagrant manifestations of intolerance as fascism, genocide, segregation, a person can easily label people of other cultures as “unworthy of respect”, “dangerous”.

From -15 to -28 points (stable-negative attitude) - a teenager deliberately refuses to recognize, accept and understand representatives of other cultures. He tends to characterize cultural differences as deviant, unwilling to recognize the equal rights to existence of those who have a different physical appearance or share different values. Often he is defiantly hostile and contemptuous of such people, eager to “clear” the space of his own life from them. A teenager does not feel the slightest desire to look at certain life situations from the point of view of another culture.

The attitude of a teenager to his bodily self

0m +15 to +28 points (stable-positive attitude) - for a teenager, the value of health is a priority. He understands what a healthy lifestyle is, consciously cultivates it and connects his further life successes with it. He is able to resist attempts to involve him in the process of using tobacco, alcohol, drugs and will try to prevent this from happening to others.

From +1 to +14 points (situation-positive attitude) - the value of health is significant for a teenager. Objectively, he understands the importance healthy lifestyle life, but subjectively puts it not too high. Health for him is a natural state, a self-evident “thing”, and not something that requires special efforts. Addiction to bad habits is an excusable weakness, not a manifestation of lack of will. Perhaps, deep down, he believes that he is able to achieve success in life without paying close attention to his physical form.

From -1 to -14 points (situational-negative attitude) - the value of health is low in the mind of a teenager. He considers reflections and conversations about health and a healthy lifestyle to be a waste of time, the lot of pensioners. He wants to look good, in a sporty way, in the eyes of others, but he is frankly too lazy to do something for this. Bad habits do not seem so harmful to him, on the contrary, they have a certain pleasantness, charm. He will probably smile approvingly when he hears the phrase "who does not smoke and does not drink, he will die healthy."

From -15 to -28 points (stable-negative attitude) - one's own health, especially the health of others, does not represent any significant value for a teenager. He either does not care at all about his physical condition, or he hates everything that is connected with his bodily life (the latter case is real under the condition of low self-acceptance of a teenager). He despises those who care about their health. He considers his bad habits to be absolutely natural and, perhaps, even proud of them. On occasion, he will not fail to ridicule everything related to the topic of health, physical culture and sports.

The attitude of a teenager to his spiritual self

From +15 to +28 points (stable-positive attitude) - a teenager accepts himself as he is. He believes in his strengths and capabilities, treats himself honestly, sincerely in the manifestation of feelings. Feels comfortable even in an unfamiliar company. He is not afraid of loneliness, moments of solitude are important and fruitful for him. He steadfastly endures personal troubles, is not afraid to seem ridiculous.

From +1 to +14 points (situation-positive attitude) - accepting himself as a whole, a teenager may still feel awkward about some of his features. He thinks of himself as a person who is sympathetic to others, but a certain worm of doubt and insecurity still undermines him. He would like to protect himself now and in the future from falling into ridiculous situations and situations. He is somewhat burdened by a secluded position and, if possible, tries to replace it with something (listening to music, watching videos, etc.).

From -1 to -14 points (situational-negative attitude) - a teenager accepts himself as he is, only at certain moments of his daily life. He always wants to "jump" out of his "skin", immediately turn out to be beautiful, rich and famous. His idols are usually just like that. Deep down, he hopes for his attractiveness to others, but he is sure that they see his shortcomings first of all. Loneliness is both painful for him and saving. In a society of peers, he prefers to be on the sidelines.

From -15 to -28 points (persistently negative attitude) - a teenager does not accept himself, considers himself ordinary and unworthy of the attention of others. He hates his reflection in the mirror (his speech, his clothes, etc.). He perceives any change in the situation as potentially catastrophic for him in terms of consequences. Once alone, he begins to engage in "masochistic self-digging" and "self-criticism." His own inferiority is his obsession. He experiences an acute sense of guilt for what he is at all, which in the future may turn into a painful desire to dominate others.

The attitude of a teenager to his spiritual self

From +15 to +28 points (stable-positive attitude) - a teenager considers himself as the author and manager of his own life. The feeling of personal freedom is extremely important to him, and for the sake of this feeling he is ready to resist external pressure. He is capable of independent and responsible choice. It is very important for him to find the meaning of his own life, which he wants to live "in good conscience."

From +1 to +14 points (situational-positive attitude) - a teenager feels in himself the opportunity to be the master of his own life, but he believes this is real only in case of favorable external circumstances. He likes to feel free, but he is not ready to risk his own well-being for the sake of freedom. The choice is attractive to him, but he takes it with an eye: the possibility of error and responsibility alert him. He recognizes the objective significance of the categories of conscience and the meaning of life, but in his everyday life he prefers to be guided by other, more pragmatic regulators.

From -1 to -14 points (situational-negative attitude) - the teenager is more impressed by the role of the follower, rather than the author and manager of his own life. He is looking for a company of people whose spiritual strength could "cover" his indecision and self-doubt. Tries to avoid choice as much as possible; with noticeable external pressure, he is ready to give up personal freedom in favor of a sense of peace and spiritual comfort. He tends to attribute his failures to unfavorable circumstances. Pangs of conscience burden him, so he prefers not to think about his conscience.

From -15 to -28 points (stable-negative attitude) - a teenager feels like a "pawn" in the life surrounding him, a hostage of powerful external forces beyond his control. He is afraid and avoids any free action. He seeks the patronage of the powerful of this world and is ready to trust them without looking back. He prefers complete certainty and unambiguity in everything and does not want a choice. He believes in the strength and infallibility of the majority, for this saves him from personal responsibility for himself and his life. The principle of his life is not to stick out.

Psychological sciences

PERSONAL GROWTH: THE PROBLEM OF PSYCHOMETRIC CONSISTENCY OF A DIAGNOSTIC CONSTRUCT (BY THE EXAMPLE OF ANALYSIS OF THE METHOD OF P.V. STEPANOV, I.V. KULESHOVA, D.V. GRIGORIEV)

A.Yu. Ovchinnikov, Novosibirsk State Pedagogical University

(Novosibirsk, Russia), e-mail: [email protected] O.A. Belobrykina, Novosibirsk State Pedagogical University (Novosibirsk, Russia), e-mail: [email protected]

Annotation. The article presents the results of assessing the diagnostic viability of the methodology "Diagnostics of Personal Growth" proposed by P.V. Stepanov, I.V. Kuleshova, D.V. Grigoriev, aimed at studying the attitude to various aspects of the inner and outer world in adolescence. The semantic content of the methodology and compliance with the requirements for diagnostic tools in the psychological and pedagogical practice of educators are studied.

Key words: psychodiagnostics, personal growth, adolescence, psychometric consistency, methodology.

PERSONAL GROWTH: PROBLEM OF PSYCHOMETRIC SOLVENCY OF DIAGNOSTIC CONSTRUCT (CASE OF ANALYSIS OF P.V. STEPANOV, I.V. KULESHOVA, D.V.GRIGORIEV "S TECHNIQUE)

abstract. The results of a diagnostic solvency assessment of the technique "Diagnostics of personal growth" offered by P.V.Stepanov, I.V. Kuleshova, D. V. Grigoriev directed on studying of the attitude towards various aspects of the inner and outside world at teenage age are presented in the article. The semantic maintenance of the technique and compliance to requirements imposed on diagnostic tools in psychological-pedagogical practice of educators are being investigated.

Keywords: psychodiagnostics, personal growth, teenage age, psychometric solvency, technique.

In the context of the school psychological service, there is a fairly large range of diagnostic methods, however, as practice shows, many of them are not standardized with proven reliability and validity. First of all, this concerns projective methods, such as "Non-existent animal", "Man in the rain", etc. At the same time, a number of test methods used in general education schools, including those whose mass use is regulated at the regulatory level, are also of very dubious quality and need serious improvement before they can be used as a reliable psychometric tool.

One of these methods is the questionnaire “Diagnostics of personal growth of schoolchildren.

kov”, developed by P.V. Stepanov, I.V. Kuleshova, D.V. Grigoriev and recommended for practical use in work with students in grades 6-11. This technique contains a number of gross violations that make it difficult to obtain reliable information about the personality of students through it, and also has a high risk of an iatrogenic effect in the process of its application. This is the reason for our analytical interest in this questionnaire, which will allow us to determine the advantages and disadvantages, opportunities and limitations that must be taken into account when using the methodology in the process of diagnosing schoolchildren.

As sources in which the original version of the designated methodology is presented, textbooks prepared by the authors of the methodology themselves were chosen:

1) Stepanov P.V. and others. Diagnosis and monitoring of the process of education at school (M.: APKiPRO, 2003. P. 8-38);

2) Stepanov P.V. How to create an educational system of the school: possible variant(M.: Pedagogical Society of Russia, 2006. S. 35-42).

Note that both sources are located on the Internet, which means that any teacher has access to them, including those who do not have sufficient knowledge of the methodology of psychodiagnostics, which means that the risk is low. professional use methodology and obtaining biased results increases significantly.

The criteria for the analysis of the methodology were the requirements for the procedure for the development and standardization of diagnostic tools.

It should start with the fact that the authors give the methodology several different forms - first they designate it as a questionnaire, and then they call it a questionnaire (Diagnosis and monitoring ..., p. 8; How to create an educational., p. 35), despite the fact that these are different diagnostic techniques that involve different purposes and methods of processing the data obtained. So, questionnaires, as measuring procedures included in the group of nomothetic methods, require mandatory standardization and the presence of test norms, while questioning, although it belongs to the category of survey methods (along with a conversation, interview, etc.), is based on an ideographic scheme that assumes , first of all, the descriptive nature of the analysis of the results.

It is important to note that “personal growth” itself cannot be a reliable diagnostic construct, since there is no clear operationalization in the literature today. this concept. So, K. Rogers, who is the author of the term, does not give its exact definition, however, if we summarize his statements, we can formulate the essence of personal growth as follows: personal growth is a process of human development, going in the direction a state when potentially any inner experience is realized as one's own "I" and a person fully experiences the process of self-actualization. Thus, it remains a mystery what the purpose of this technique is, because no standardized questionnaire will reveal the full depth of a person’s inner experience, and even more so the degree of its integration. The authors of the methodology give the following definition of personal growth: “personal growth should be considered as the development of humanistic value relations of the individual to the world, to people, to himself” (Diagnostics and monitoring., p. 9; How to create an educational one.., p. 35). This diagnostic construct is very “vague”, because, firstly, development is an internal, purely personal process that is difficult to clearly fix, and secondly, what is

put "humanistic value relations" is not disclosed by the authors. Accordingly, we can conclude that the results of this technique can be questioned precisely because of its low reliability.

The analyzed questionnaire contains 13 scales that reflect the student's attitude to values, such as: family; Fatherland; Earth; world; work; culture; knowledge; man as such; man as another; man as different; bodily I; mental self; spiritual I. Based on the names of the scales, a number of questions arise, in particular: what do the authors mean by “human as such”, “human as other” and “human as other”, and what are the substantive differences between these scales? Based on the interpretation proposed by the authors, a special specification between “a person as such” (which is designated by the authors as “a person as he is in all his manifestations”, the attitude towards which is manifested in the forms of “mercy, the ability to sympathize, compassion, forgiveness”) and “a person as another”, the authors do not provide a clear designation of which, but they interpret the relationship in this position as “genuinely altruistic”, manifested in “helping other people, even strangers, without waiting for a request from them”, disinterestedness, readiness to “help the weak in need; for the sake of such help, I am ready to risk my own well-being. Such a formulation, in fact, is identical to the interpretation of the category "human as such". It is also noteworthy that the differences of a person as “other” are reduced in the methodology only to “cultural differences”, while differences can be due to the peculiarity of age, (psycho) physical, personal, cognitive, social, gender, etc. development, and the specifics the whole set of differential differences, and cultural, including, are determined by the characteristics of religion, and racial, ethnic (national) affiliation, and adherence to certain traditions, and attitudes, etc. . In addition, the authors do not specify what kind of "culture" they mean - spiritual, social, elite, traditional, mass, political, national, educational, clan or some other? It is the specification of culture that initiates the initial system of values, attitudes, norms, requirements, etc., inherent in each of its types and types, and, therefore, without meaningful content of the conceptual apparatus, it is impossible to adequately formulate the statements included in the questionnaire. As an example, it can be noted that in modern reality, both pop culture and criminal culture are widespread, as well as many varieties of pro-social associations (“greens”, etc.), informal ones (fans, majors, rockers, goths, emus, punks, etc.). etc.) and asocial subcultures (pro-fascists, neo-Nazis, skinheads, satanists, gopniks, etc.). ), etc., each of which has a certain form, function, orientation, social status, etc. It is obvious that a tolerant attitude towards many of the types and types of cultures can have, both for a particular individual and for society as a whole, very threatening consequences.

It is also informative that when interpreting the level of “situation-positive attitude” on the scale “a person as different”, the authors indicate: “... This is due to the misunderstanding of the Other, the inability to see him from the inside, to look at the world from his point of view” (Diagnostics and monitoring., S. 35; How to create educational, S. 40). This fact also indicates that the authors do not specify any special content-semantic differences between the scales “a person as such”, “a person as another” and “a person as another”, which means that the diagnostic informativeness of the technique is qualitatively reduced.

The “body self” scale is also interpreted in a very specific way, completely identified by the authors with the category “health”, which, however, is a broader concept, including, in addition to the physical component, also social, emotional, intellectual, etc. It is noteworthy that in the structure of corporality, M.M. Bakhtin proposed to distinguish between internal and external components: “the inner body - my body as a moment of my self-consciousness - is a collection of internal organic sensations, needs and desires, united around the inner world” . The external components (appearance and external living space), T.S. Levy believes, “are not only felt, felt, but also visible” . Moreover, the author notes that "in the process of ontogenetic development at the level of individual consciousness, an objective contradiction arises between the awareness of one's own corporeality and the desire for personal integrity" . It is also important that the concepts of "bodily I" and "physical I" are not synonymous, while in the analyzed questionnaire all statements on the scale "attitude to one's bodily I" are formulated mainly in the categories physical characteristics(Sports is a necessity for the health of every person; I think that smoking and alcohol help people relax, relieve stress after hard work; The taste of food, in my opinion, is more important than their usefulness, etc.), and not the attitude to actually bodily.

As conceived by the authors, all the scales of the methodology they propose are designed to reflect the attitude of the subject to various aspects of the inner and outer world, however, it should be noted that the true attitude of the individual to something is expressed in specific actions, deeds, and not in her subjective feeling of her attitude to anything. Therefore, if, for example, a teenager demonstrates, according to the results of the methodology, a consistently positive attitude towards the Earth and culture, but in fact throws garbage on the lawn and swears, then this method should be recognized as untenable. At the same time, information about the external (obvious) validity of the methodology (indicating the conformity (consistency) of the results of psychodiagnostics with external signs related to the behavior of the subject) is not presented in its description by the authors. In addition, due to the absence of a scale for determining socially desirable responses in this method, there is a high degree of risk of obtaining unreliable data, which means that the diagnostic process may, with a high degree of probability, be completely useless.

Despite the desire of the authors "to create a questionnaire in such a way as to avoid possible conformal behavior of schoolchildren, attempts to "guess" the answer, "correctly" treat this or that thesis" and formulate statements in such a way "so that this or that answer does not look in the eyes of the schoolchild socially approved” (Diagnostics and monitoring., p. 13), they failed to completely exclude the context of the social desirability of the answers.

On the one hand, it is impressive that the authors indicate certain shortcomings of the questionnaire and the probabilistic risks that are possible in the implementation of the diagnostic procedure (for example, “if you offer the questionnaire to the same children more than twice, they may develop an addiction to it, which reduces the reliability of the results.” , "the percentage of sixth-graders who completed their studies in a particular school and a particular class group up to the eleventh grade may turn out to be low"). However, a number of the ways they propose to prevent and resolve conflicts do not correspond to methodological requirements to the procedure of psychodiagnostics, which naturally reduces the reliability of the results. At cha-

In fact, the process of collecting empirical data recommended by the authors clearly indicates gross violations testing procedures: “schoolchildren in grades 6-8 will find it difficult to work with a large amount of information. Therefore, in these classes, we recommend that diagnostics be carried out in two days, dividing the questionnaire in half accordingly. So the problem will be solved” (Diagnostics and Monitoring, p. 13).

The authors offer “two options for a diagnostic questionnaire - for students in grades 6-8 and for students in grades 9-11. The structure of these two questionnaires, the ways of processing them and interpreting the results do not fundamentally differ from each other - only some of the wording of the questions differs. Each of the questionnaires consists of 91 statements, to which adolescents can express their attitude” (Diagnostics and Monitoring., p. 13). The answer sheet and the key contain 91 items each, however, in the version for students in grades 6-8, the numbering is violated and in fact the questionnaire contains 109 statements. Obviously, this variant of the method, including the stimulus material and the key, is diagnostically uninformative.

An analysis of the statements on the scale of attitudes towards “a person as such” made it possible to identify formulations that were incorrect in content and addressed to respondents of adolescence: “It will become easier for the country if we get rid of mentally ill people”; “If for the sake of justice it is necessary to kill a person, then this is normal”; "Better to acquit 10 criminals than to execute one innocent." Note that the last of these statements is a complex philosophical dilemma even for an adult, not to mention teenagers. According to L.F. Obukhova, adolescence is characterized by such features as ambivalence of views, a tendency to unconditionally believe in authorities, increased suggestibility and moral relativism, manifested in an extreme form of dogmatism. From our point of view, the indicated statements read by adolescent children can not only actualize reflections on cruelty, death and murder, which, in combination with the adolescent’s inner experiences, can lead to destructive or suicidal behavior, but also exacerbate cruelty, cynicism, intolerance, and propensity to which is observed in many modern teenagers. In addition, according to child psychiatrists, adolescence, due to the specifics of psychophysiological development, is considered as a period of secondary manifestation of a number of mental illnesses, and the number of children and adolescents with developmental disorders and mental disorders has now reached the level of not only national, but global Problems .

In the method under consideration, the subjects are asked to subjectively evaluate each statement on a 9-point scale from -4 to +4. According to C. Osgood, who first developed the differential type of the scale and substantiated its use in psychological research, 9-point gradation of the feature is overestimated. In his opinion, the use of seven-point scales is more reasonable and quite informative. Agreeing with C. Osgood, we also note that the amount of attention of a person is on average 7 units, and in adolescence - lower values, due to the psychophysiological characteristics of this age period. In this regard, the use of a 9-point gradation of the response scale in a methodology aimed at adolescents contradicts the laws age development, which, firstly, is a gross diagnostic disadvantage, and secondly, it makes it difficult to obtain reliable results with its help.

According to the analysis of the psychometric indicators of the methodology, we revealed the absence of a description of the history of the creation of the methodology, confirmation of its reliability and validity using statistical methods, designation of the conditions for conducting the test procedure, and, most importantly, the requirements for the user of the methodology.

In both sources, the purpose of the methodology is stated as "identifying the level of formation of value relations of the personality of students, assessing the educational impact of the school and the class teacher on personality growth." The goal formulated by the authors, in our opinion, raises serious doubts about the validity of this technique, since with the help of a test-questionnaire it is possible to identify, at best, the level of formation of value relations, and even then with serious errors, but it is impossible to determine under whose influence these values were formed - schools, class teacher, classmates? And even more so, with a high degree of certainty, it is almost impossible to determine their influence on the “growth of the personality” of the child outside the formative experiment. Tests, notes L.F. Burlachuk, are designed to show what an individual can do in this moment time. They cannot tell the specialist why he performs the test the way he does. To answer this question, it is necessary to investigate the conditions of its development, motivation and other essential conditions. Likewise, tests cannot tell what a culturally undeveloped or uneducated child might be capable of if he grew up in a more supportive environment. Moreover, they cannot compensate for cultural deprivation by excluding its influence from their indicators. A teenager, in addition to school, is usually influenced by many factors, such as family education, communication with peers outside of school (as part of the implementation of the leading activity), the media, fashion trends, and so on.

A number of questions are raised by the interpretation of the results of this technique. For each scale, the authors propose an assessment of the severity of a particular value attitude at four levels, namely: stable-positive, situationally-positive, situationally-negative, stable-negative. At the same time, on the example of the “attitude towards the family” scale, one can notice that the situationally positive attitude is identified with the attitude of obligation - “A teenager takes part in family holidays, but without a reminder he will not always remember the birthday of someone close to him”, and situationally negative - with a consumer attitude towards the family - “He “should” be given money for petty expenses and forgive pranks. But if something serious is needed from parents, a teenager will achieve this by any means - flattery, lies, obedience. Based on the specifics of adolescence, it can be noted that the indicated features of behavior and thinking are characteristic of a significant part of children at this age, which is a consequence of age crisis associated with the restructuring of the body and psyche of a teenager, but in no case indicates his rejection of family values.

Let us dwell on the analysis of the wording of individual statements related to the “attitude towards family” scale:

I like it when our whole family goes to visit, celebrates some holiday or just gathers at a common table. Most likely, a shy, introverted teenager will answer this question in the negative, but this does not say anything about his attitude towards his family.

I am proud of my last name. Not every surname can be a reason for pride for a person, especially in adolescence.

Looking at old family photos is a weird thing to do. Many modern teenagers may not see the point in such an activity as turning to family archives and albums with old photographs, since this need, if it arises, is usually at a much older age.

A person does not need to know anything about his ancestors or relatives (in the version for students in grades 6-8; in the formulation for students in grades 9-11: A person does not need to know his family tree). Knowledge of one's pedigree is not a criterion for a positive attitude towards family values, and vice versa (for example, in cases where parents were pupils of an orphanage) - ignorance of one's ancestry can be quite combined with the presence of a happy family.

Statements related to the scale “attitude towards a person as such” also suffer from a substantive inconsistency of the proposed formulations:

A person who has committed a crime can never become good in the future (in the version for students in grades 6-8; in the formulation for students in grades 9-11: A person who has committed a crime can never change for the better). The wording is ambiguous even for an adult, since, for example, there are mental disorders that create a predisposition to relapse, such as antisocial personality disorder. Or the presence of cases of innocently convicted, from which society is not insured and due to imperfection legislative framework, and due to insufficient professionalism and / or responsibility (public, personal, professional, moral, etc.) of individual representatives of law enforcement agencies and power structures.

Our country will be a better place if we get rid of all mentally ill people. The wording of this statement, in our opinion, is incorrect from an ethical and psychological standpoint, since it focuses the attention of a teenager on intolerance towards people with a different type of development. In addition, mentally ill people are not similar in behavioral, mental and other characteristics to the majority of people in society, which means that the statement diagnoses rather the attitude towards “a person as another” and its inclusion in the “person as such” scale is not valid.

I feel bad when people around me are upset about something (in the version for grades 6-8; in the formulation for students in grades 9-11: I cannot feel good when people around me are depressed about something). As a rule, such a feeling is characteristic of people with high level empathy, which means that either adolescents with emotive and sensitive accentuations of character, or those who are oriented towards socially approved answers (although it is not a fact that they will really have empathic ability) will respond positively to it. In addition, according to K. Rogers, empathy is a conscious empathy with the current emotional state of another person without losing a sense of the external origin of this experience. “An important characteristic of the processes of empathy, which distinguishes it from other types of understanding (identification, acceptance of roles, decentration, etc.), is the weak development of the reflexive side, the isolation of direct emotional experience. It has been established that the empathic ability of individuals increases, as a rule, with the growth life experience» . Category "relatively

nie” in its most general form is considered as “the mutual arrangement of objects and their properties”, “an individual-holistic system of subjective-evaluative, consciously-selective judgments and sensations in connection with something” . Relationships are characterized by an infinite variety - they can be spatial, temporal, causal, external, internal, social, industrial, educational, interpersonal, intrapersonal, etc. In the context of attitudes towards people, the concept of "relationship" is considered as the most general program behavior and the state of readiness for it, expressed through actions, reactions, expressive movements, words. From the above definitions, it is obvious that a generalized attitude towards a person and the level of empathy are different phenomena.

All homeless people and beggars must be caught and forced to work (in the version for grades 6-8; in the wording for students in grades 9-11: All homeless people must be caught and forced to work). positive response to this question within the framework of the methodology, it implies a negative attitude towards a certain category of people who, due to various life circumstances, found themselves without a fixed place of residence (for example, as shown in the film “Bomzhikha” with T. Dogileva in the title role). However, agreeing with this statement, a teenager may think that he is saving the homeless by applying coercive measures to them, because due to his age he does not understand all the circumstances of the situation and the reasons why a person found himself without housing and work. For example, quite often a long life without a roof over your head is, as a rule, the choice of the person himself, even if it is unconscious. In addition, the modern labor market and social services are not always ready to guarantee workplace applicant without permanent residency. In fact, this issue belongs to the category of social dilemmas that not only society and the state cannot fully comprehend and resolve, and even a teenager is even more incapable of it.

An analysis of the statements related to the scale “treatment of a person as another” shows that some of them also suffer from incorrectness from a socio-psychological point of view:

It is foolish to take risks for the benefit of another person (in the version for grades 9-11; in the formulation for students in grades 6-8: It is stupid to take risks for the sake of another person). The statement is completely lacking in specifics. If by "other" we mean a close person and an outsider (familiar or unfamiliar), then the answers of a teenager can be completely different.

I feel sorry for helpless people and want to help them. Firstly, in terms of content, this statement practically does not differ from the statements of the “attitude towards a person as such” scale. Secondly, the wording, again, to a greater extent involves the identification of empathy, rather than value orientations and specification of attitudes.

I experience strong positive emotions when I give someone a gift (in the version for grades 9-11; in the formulation for students in grades 6-8: I like to give gifts to my friends, relatives, acquaintances). A person’s motives for giving gifts can be very different, including for the purpose of obtaining approval from the outside, while neither this statement nor the methodology as a whole can determine the degree of sincerity of feelings and actions taken.

I can sacrifice my well-being to help a stranger (in the version for grades 9-11; in the formulation for students in grades 6-8: I will help another person, even if I am very busy). In our opinion, in modern social reality, a rather small number of respondents will answer positively to this question (provided that a person is not inclined to present himself in a predominantly favorable light), which cannot directly indicate their negative attitude towards another person. Obviously, a person must have quite pronounced altruism or a sense of guilt so that he is ready to help strangers to the detriment of himself.

The statements “I am ready to help an elderly person only for a reward” (the wording is identical in both versions) and “It is common for a person to never do anything without looking at their own benefit” (in the version for grades 9-11; in the wording for students 6-8 cl .: A person will never do anything if it is not profitable for him) diagnose, for the most part, the commercialism of a person, and not his attitude towards another person.

Statements related to the scale “attitude towards a person as different” (as a representative of a different culture) are also characterized by a semantic discrepancy:

Even the strangest people with the most unusual hobbies and interests should have the right to defend themselves and their views (in the version for grades 9-11; in the wording for students in grades 6-8: themselves and their views). It is no secret that in modern reality there is a large number of hobbies that are socially unacceptable and even dangerous to society, such as, for example, neo-fascism, pedophilia or drug use, and many others. Whether there is then a need for such people to have the right to defend their views is a big question.

Refereeing in relation to "ours" at international competitions is often unfair, because no one likes Russians (the wording is identical in both versions). This statement diagnoses, rather, the level of patriotism or sports fanaticism of the student, rather than the attitude towards other nationalities.

True religion can only be one single religion (in the version for 9-11 cells). This statement reveals rather religious fanaticism, which refers, to a greater extent, to the category of feelings, not relationships.

Note that the wording of individual statements relating to the scale of “the student’s relationship to his inner world, his spiritual self” does not correspond to its name: Most of my peers prefer to communicate with beautiful people; It's hard for me to meet new people; I feel awkward in an unfamiliar company - these statements refer to a greater extent to the peculiarities of communication, but not to the specifics of the adolescent's experiences.

In general, the analysis of the methodology presented in its original version in a number of manuals by the authors-developers allows us to formulate a number of generalized conclusions about the quality and diagnostic information content of the proposed questionnaire:

1. The name of the technique does not correspond to the purpose and the measured diagnostic construct.

2. The methodology contains a fairly large number of scales, some of which are not terminologically specified and are aimed at identifying very “fuzzy” in interpretation

3. A significant number of statements in the stimulus material do not correspond to the scales they are aimed at diagnosing.

4. The questionnaire uses a 9-point gradation of answer choice, which greatly complicates the passage of the methodology, especially for adolescent subjects, for whom it is intended.

5. There is no description of the history of the creation of the methodology and the designation of requirements for a specialist carrying out the diagnostic procedure; no statistical confirmation of its reliability and validity is presented.

All the identified shortcomings in the structure and content of the questionnaire "Diagnostics of personal growth of schoolchildren", proposed by P.V. Stepanov, I.V. Kuleshova and D.V. Grigoriev, testify that the operationalization and verification of the "personal growth" construct in this measuring tool are not objectified, since they were carried out with many methodological and methodological violations.

It is important to note that the responsibility for the choice of methodology and the results of psychological diagnostics, whatever they may be, lies precisely with those who use it. According to L.F. Chuprov, “the attribution of responsibility for the quality of the execution of the request lies entirely with the psychologist himself. Here, ethical principles come into play that regulate the activities of a specialist, the main of which for both medical and psychological practice is “Do no harm!” . Only in this case will adequate implementation of ethical requirements and qualified use of diagnostic tools in educational practice be achievable, and the risk of making an iatrogenic diagnosis will be reduced, and the professional dignity of a specialist will be preserved.

Summing up, we note that the proposed diagnostic procedure requires careful content-semantic and psychometric refinement, and in the form in which it is presented in the sources under consideration, cannot be recommended for practical use by specialists of educational institutions, neither as a monitoring method, nor as an independent diagnostic procedure for working with adolescent students.

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Aleksey Yurievich Ovchinnikov, 4th year student of the Faculty of Psychology, Novosibirsk State Pedagogical University (Novosibirsk, Russia).

Olga Alfonsasovna Belobrykina, Candidate of Psychological Sciences, Associate Professor, Professor of the Department social psychology and Victimology, Faculty of Psychology, Novosibirsk State Pedagogical University (Novosibirsk, Russia).

I. Purpose of monitoring

II. Subject of monitoring

The personality of the pupil himself is the main indicator of the effectiveness of the upbringing process.

The children's team is one of the most important conditions for the development of the child's personality.

The professional position of a teacher is one of the most important conditions for the development of a child's personality.

Organizational conditions that ensure the effectiveness of the upbringing process.

Expertise

III. The study of the student's personality as the main indicator of the effectiveness of the upbringing process

1. Diagnosis of personal growth of schoolchildren

What is this personal growth?

What is the essence of personal growth diagnostics?

Questionnaire for students in grades 6 - 8

Questionnaire for students in grades 9-11

Results processing

Interpretation of results

2. Individual diagnostic interview

Situation 1.

Situation 2.

Situation 3.

Situation 4.

Situation 5.

Situation 6.

Situation 7.

Situation 8.

Situation 9.

Situation 10.

IV. The study of the children's team as a condition for the development of the student's personality

1. Methodology for studying the level of development of the children's team "What kind of team do we have"

Progress

Figurative description of the stages of team development

Processing of received data

2. Sociometric study of interpersonal relationships in a children's team

Questionnaire

Processing of the received results

An example of a sociometric table

Interpretation of the results

V. The study of the professional position of the teacher as a condition for the development of the student's personality

1. Diagnostics of the professional position of the teacher as an educator

How diagnostics is carried out

Questionnaire No. 1

Questionnaire No. 2

Processing of results.

Interpretation of results.

2.Methodology for studying the professional guidelines of the teaching staff in the field of education

Questionnaire

Processing and interpretation of results

VI. Analysis of some organizational conditions of the upbringing process

Children's associations

Bodies of student self-government

School education concept

School education programs

Plan of educational work of the class teacher

Literature

The book presents a system of monitoring school education developed on the basis of modern scientific achievements; contains specific methodological recommendations for such monitoring; as well as full descriptions of specially designed diagnostic procedures to identify the effectiveness of the process of education in school. This methodological manual is written from the standpoint of humanistic pedagogy, which puts a person above all kinds of concepts, programs, technologies of education and is built on the basic principle of “do no harm”.

It is addressed to school teachers, administration of educational institutions, methodologists of the IPC and IUU, employees of education departments.