Egorova G.I., Marinova A.A.
THE CONCEPTS OF THE RELATIONSHIP BETWEEN PROFESSIONAL SELF-DETERMINATION AND FUNCTIONAL LITERACY IN THE DEVELOPMENT OF A SENIOR STUDENT ^{[№ 1 ' 2024]}
Emphasizing the importance and relevance of the processes of self-determination, professional self-determination and functional, academic literacy of senior schoolchildren, we note that these are the strategic guidelines and leading processes that should take place not in fragments, but continuously, which, of course, will give its positive result in the sustainable development of the younger generation. Revealing the problematic field of the relationship between the processes of professional self-determination and functional literacy of senior schoolchildren, we clarify the leading value-semantic concepts in educational practice. On the one hand, the Federal State Educational Standard, the Project “School of the Ministry of Education, “Profminimum”, Federal programs for the formation of UUD, Federal education programs require high quality and effectiveness of professional self-determination and the formation of functional literacy. On the other hand, it is difficult for the teacher to understand the conceptuality of these processes. On the other hand, the practice of parallelism of the paradigms of professional self-determination and functional literacy operating in a single educational environment of the educational community is proven. The disclosure of concepts and constants of the interrelation of these concepts in a paradigmatic way solves the key postulate — what is the subject’s choice of a characteristic paradigm, what are the conceptual approaches, principles underlying strategic guidelines for improving the quality of professional self-determination and functional literacy of high school students. This is the methodological basis that develops the paradigmatic self-determination of the teacher himself. The functional significance of paradigmatic concepts is important for quality management of the formation of professional self-determination and functional literacy of an older student, which allows the teacher to clearly answer a number of questions. What are the strategies and tactics of these processes in the context of a specific paradigm, concept as a platform for the socialization of an older student? How to solve the key tasks of self-determination and the formation of functional literacy? In the work, we take into account the dialectic of the relationship between the concepts of “student — self-determination — professional self-determination — functional literacy — professional choice — life meanings and values”. The experimental work shows a positive dynamics (%) of the effectiveness of the formation of value-semantic indicators of professional self-determination, self-determination, functional literacy of senior schoolchildren at the educational (EO) and ascertaining (EC) stages of the experiment.