Акмеологічний підхід до формування життєвої компетентності старшокласників у позаурочній діяльності

У статті розглянуто питання акмеологічного підходу до формування життєвої компетентності старшокласників у позаурочній діяльності. Проаналізовано специфіку акмеологічного підходу у взаємодії суб’єктів педагогічного процесу в цілісній системі позаурочної діяльності. Зазначено, що акмеологічний простір є визначальним у впливовості педагога на старшокласників, спрямованої на розкриття внутрішнього потенціалу особистості учня, його здібностей, що сприяють досягненню високого рівня розвитку та самореалізації.

В статье рассмотрены вопросы акмеологического подхода к формированию жизненной компетентности старшеклассников во внеурочной деятельности. Проанализирована специфика акмеологического подхода во взаимодействии субъектов педагогического процесса в целостной системе внеурочной деятельности, их саморазвития. Определено, что акмеологическое пространство является определяющим во влиятельности педагога на старшеклассников, направленной на раскрытие внутреннего потенциала личности, ее способностей, способствующих достижению высокого уровня развития и самореализации.

The article focuses on proving of the acmeological approach to the formation of the vital competence of high school students in extracurricular activities. The specificity of the acmeological approach in the interaction of subjects of the pedagogical process in the integral system of extra-curricular activity is analyzed here. It is noted that acmeological space is the determining factor in the influence of the teacher on senior pupils, aimed at revealing the internal potential of the student’s personality, his abilities, which contribute to the achievement of a high level of development and self-realization. The emphasis is placed on the actuality of the implementation of the acmeological approach in the process of forming the senior vital competence, which is explained by the need to reorient the education to the student’s personality, which requires the implementation of the most important principles of acmeology as a science and methods for achieving acme, humanistic and democratic changes in ideology, science and culture as for the implementation of a new system of educational work, in particular extra-curricular, which creates pedagogical conditions for the preparation of high school students for independent, active and creative life in the new social and cultural conditions of a personality formation as a conscious citizen of Ukraine, i.e. his acmeological position in life.
It is noted that the formation of the senior students` acmeological position is related to the ability of the personality to design and predict their actions and behaviour, independently search for new ways of solving the problems that arise, have their own point of view, be the designer of their life; - this is his personal finding success in various activities, in interpersonal relationships both in the process of learning and education, and in the further development of his creative potential. It is concluded that the subject of the educational process in a secondary school, which activates the acmeological position of a senior pupil, is a teacher who The acmeological approach to the formation of the vital competence of high school students in extracurricular activities.The questions acmeological approach to the formation of life competence of pupils in after-hour activity. Specificity acmeological approach to the interaction of educational process in an integrated system of extracurricular activities for their self. Determined that acmeological space is crucial in influence teacher in high school, aimed at disclosing the internal potential of the individual, his skills, contributing to the high level of development and self-realization.