See who leaves. Remorenko Igor Mikhailovich Igor Remorenko

The relevance of research. Economic and sociocultural changes in Russian society have an impact on the value guidelines for its further development, significantly change the requirements for the education system. Democratization, humanization, variation, the openness of modern education was actualized by the problem of communication between the changing functions of the education system and the task of forming the values \u200b\u200bof the identity. In this situation, the responsibility of education for the formation of a cultural, non-narrative nature of the value orientation of the personality has increased. One of the basic values \u200b\u200bweighing such a character is the value of aesthetic relationship. Ensuring its formation is one of the most important tasks of domestic education, the solution of which is possible if you include schoolchildren in the wide context of socio-cultural relations. This allows you to form a holistic image of being, and in its framework - the image of a person. This kind of integrity that eliminates the traditional division of the child's life for school, family, public, can be represented as an open educational space.

The historical and pedagogical and psychological aspects of the formation of a value relationship were developed in research A.A. Bodaleva, j1.c. Vygotsky, A.N. Leontiev, V.N. Mezishcheva, C.ji. Rubinstein. The indicated problem was reflected in the philosophy of education (N.G. Alekseev, I.V. Bestuzhev-Lada, V.V. Veselova, B.S. Gershunsky, F.T. Mikhailov, A.P. Ogurtsov, V.V. Platonov, V.M. Rosin, P.G. Shchedrovitsky). The theoretical foundations of the analysis of value relations are determined by pedagogical axiology (N.D. Nikandrov, AA Pinsky, V.G. Perekikova, Z.I. Ravkin, N.S. Rosov, V.N. Sagatovsky, V.A. Slastin, I. Chizhukova). A significant contribution to the development of the ideas of aesthetic education involving the formation of the value of aesthetic relationship was made by M.A. Agatova, S.A. Anichkin, A.B. Eliseeva, D.B. Kabalevsky, A.c. Makarenko, B.M. Nemensky, MG Poichova, K.S. Stanislavsky, E.V. Yazovitsky, E.F. Yashchenko and DR | The category "attitude" is meaningfully disclosed in studies devoted to the issues of pedagogical ethics and pedagogical skills (I.F. Isaev, V.G. Poznikova, Z.I. Ravkin, V.A. Slastin, V.N. Kharkin, etc.) . A number of studies determine the approaches to the process of forming the aesthetic attitude of schoolchildren (IG Zeenkevich, B.T. Likhachev, A.Zh. Ovchinnikova,

T.V. Chumalova). In the last decade, which is characterized by a change in the value reference points of domestic education (A.I. Adamsky, A.G. Asmolov, Yu.V. Gromyko, E.D. Dniprov, V.M. Clarin, G.N. Prosementova, Yu.V . Senko, V.I. Slobodchikov, I.D. Frumin, AM of Ciruschniks), updated the need to search for new conditions for the formation of the values \u200b\u200bof aesthetic relationship. In mass practice, attempts to solve this problem are made, however, they are ineffective by virtue of the invertation of a holistic complex of interrelated conditions that ensure the formation of the value of the aesthetic attitudes of schoolchildren.

Strengthening the interest of researchers to the problem of the formation of the value of aesthetic attitudes in modern conditions for the functioning and development of education is caused by a number of contradictions. On the one hand, social transformations associated with the expansion of the expansion of the individual initiative, lead to a natural change in the functions of educational institutions. On the other hand, the traditionally existing closed educational space of the school does not allow to effectively solve this task. In the situation of the sociocultural crisis, the value vacuum is possible to form the value of aesthetic relationship only in the conditions of an open educational space, the center of which is the school.

Thus, the contradiction is actualized between the need for the formation of the values \u200b\u200bof the aesthetic attitude and the insufficient theoretical development of the problem in the domestic pedagogy, as well as the lack of practical experience in solving this pedagogical problem.

Taking into account this contradiction, a selection of research topics was made: "Forming the value of the aesthetic attitude of schoolchildren in an open educational space."

The purpose of the study: to develop and test the conditions for the formation of the value of the aesthetic attitude of schoolchildren in an open educational space.

The object of the study: the process of forming the value of the aesthetic attitude of schoolchildren.

Subject: conditions for the formation of the value of the aesthetic attitude of schoolchildren in an open educational space.

Hypothesis: the value of the aesthetic relationship of schoolchildren can be formalized if: use the possibilities of an open educational space by all its subjects;

Ensure the implementation of the components of the value of aesthetic attitude in their integrity;

Organize positional interaction, including positions: the author of the content submitted in the general subject of positional interaction; interpreter who perceives this subject; the organizer providing communication between the author and the interpreter; The coordinator determining and implementing the general reflexive space.

Based on the problem, object, object, objectives, hypothesis of the study, the following tasks were formulated:

1. Consider theoretical prerequisites for the formation of the value of the aesthetic attitude of schoolchildren in philosophy, psychology, pedagogy, pedagogical axiology.

2. Reveal the stages of creating an open educational space that contributes to the formation of the value of the aesthetic attitude of schoolchildren.

3. Develop and implement in the activities of entities of an open educational space, the content of the components of the value of aesthetic attitude in their integrity.

4. Organize the positional interaction of the subjects of the open educational space in the process of forming the value of the aesthetic attitude of schoolchildren.

Methodological foundations of research. They are the works of philosophers (Aristotle, G.V.F. Hegel, Platon, V. Windelband, J. Kon, AB Gulga, M.S. Kagan, A.F. Losev, Ji.H. Tovovich), psychologists (L . С. Vygotsky, V.P. Zinchenko, A. Meshu, AA Melik-Pashaev, V.N. Mezishchev, B.M. Teplov, D.N. Finds), Domestic teachers (S.Yu. Kurganov, AM Lobok , B.M. Nemensky, A.Zh. Ovchinnikova, T.V. Chumalova). The studies analyzing the approaches to the problem of the formation of a value relationship (B.S. Gershushin, ND Nikandrov, AA Pinsk, Z.I. Ravkin, V.A. Slastinin, V.N. . Kharkin).

The study relied on the analysis of the changes in the domestic education system (A.I. Adamsky, AM Gendin, E.D. Dniprov, G.N. Prosementova, Yu.V. Senko, V.I. Slobodchikov, I.D. Frumin, AM Zirulnikov, G.I. Chizhukova, M.I. Shilova). The design of the open educational space is based on the ideas of N.G. Alekseeva, Yu.V. Gromyko, S.E. Zueva, V.V. Kraevsky, V.M. Rosina and others.

Research methods: - analysis and systematization of domestic and foreign sources;

Generalization of pedagogical experience;

Observation;

Pedagogical experiment;

Modeling method;

Methods of statistical processing.

Source and pilot experimental base. Information support was carried out by attracting a wide range of literary sources, including monographs, articles, textbooks, dissertations, information system information. The empirical part of the study was conducted on the basis of the gymnasium No. 35 of Krasnoyarsk. More than 200 students were involved in the study (of which 50 are students experimental and control classes); 24 Gymnasium Teacher No. 35; 32 employees of aesthetic institutions, entities of an open educational space.

The personal participation of the applicant is to implement a meaningful analysis and summarizing the main provisions of the formation of aesthetic value; in the development of components of the value of aesthetic relationship; in the implementation of pedagogical activities; In the leadership of experimental work on the formation of the value of the aesthetic attitudes of schoolchildren in an open educational space.

The study was performed in several interrelated stages.

The first stage is the search and theoretical (1994-1997). The degree of development of the problem in domestic and foreign philosophy, psychology, education philosophy, pedagogy, pedagogical axiology was studied, a categorical study apparatus was determined.

The second stage is experimental experimental (1997-1999). Systematization and generalization of theoretical and empirical material on the problem of research were carried out; Testing a copyright approach to creating an open educational space; The components of the value of aesthetic relationship are developed; The following and forming experiments are implemented.

The third stage is generalizing (1999-2000). An analysis and generalization of the research results were carried out; Theoretical provisions and conclusions obtained at the first and second stages of work are refined; Completed literary design dissertation.

The scientific novelty of the study and its theoretical value:

The value characteristics of the open educational space are revealed, providing the possibility of forming the value of the aesthetic attitude of schoolchildren.

Indicators of the formation of the value of the aesthetic attitude of students.

The principles of construction, the structural components of the open educational space are defined, disclosed its value characteristics, taking into account the aesthetic needs of the person.

The components of the value of aesthetic relationship have been developed, the characteristics of the activities of the entities of the open educational space involved in the implementation of these components are determined.

The organization of positional interaction in the process of forming the value of the aesthetic attitudes of schoolchildren is presented.

The practical significance of the study lies in the fact that the results obtained can be used in the training system and advanced training of pedagogical personnel, in the activities of educational institutions, in the pedagogical education system. The results of the "Formation of aesthetic relationship in an open educational space" in the educational practice of the Krasnoyarsk Territory are used in the educational practice of the Krasnoyarsk Territory.

The accuracy and reliability of the results obtained are provided by the methodological basis for the initial parameters of the study related to axiological, synergistic, cultural, anthropological approaches; the use of methods adequate to its tasks and logic; significant source base; The comparative of the conclusions with the mass practices.

The following provisions are made on the defense:

1. The development of schoolchildren of an open educational space contributes to their aesthetic awareness; perception, understanding of aesthetic values.

2. The implementation by the subjects of the open educational space of the main components of the value of aesthetic relationship, including the significance of the characteristics of the personality activity (finding the aesthetic personal foundations of activity; construction of cultural samples of activity; their inclusion in the general life context; environmental relationships), ensures the orientation of students For aesthetic values \u200b\u200bas priority.

3. The organization of the positional interaction of schoolchildren makes it possible to involve students in aesthetic activity, to develop a tendency to act at the author's position, the interpreter, the organizer.

4. An open educational space, characterized by the spread of educational activities outside the traditional forms of the organization of education, the reference to the transfer of cultural standards when an understanding of culture as a personal and significant space of activity, allows for a holistic process for the formation of aesthetic value in its cognitive, w emotional, behavioral components .

Testing and implementation of research results. The results presented in the work were reflected in scientific articles, reports and speeches at international, all-Russian, regional scientific and practical conferences, scientific seminars, meetings, including at the International Scientific and Practical Conference "Education Management: View from the Third Millennium" (Krasnoyarsk, 1999), All-Russian Scientific and Practical Conference "Pedagogy of Development and Changes in Russian Education" (Krasnoyarsk, 1997, 1998, 1999), Siberian pedagogical readings "Pedagogical traditions and innovations as a factor in the development of vocational education" (Krasnoyarsk, 2000), an international seminar Meeting on public-public administration (Maidstone, United Kingdom, 1999), seminars of the Open Society Institute, within the framework of the Megaproject "Education Development in Russia: General Education", Competition "Beautiful School" (Moscow, St. Petersburg, 1996, 1999, 2000), seminars of the laboratory of methodology and new pedagogical technologies Krasnoyarsk Whose Education Development Center (Krasnoyarsk 1996, 1997, 1998, 1999, 2000), Seminars Institute of Evrica's Educational Policy (Moscow, Krasnoyarsk, Ust-Ilimsk, London from 1996 to 2000), meeting of the expert group on the consideration of competitive cultural projects Educational initiatives and reports on their implementation (Federal Experimental Playground, Moscow, 1999, 2000).

Approbation of research results and their implementation in practice was carried out in the process of implementing the project of cultural and educational initiative "Federal Experimental Play" in Gymnasium No. 35 of Krasnoyarsk.

The main ideas and theoretical provisions of the study were used in the development of the target program for the stabilization and development of the education system of the Krasnoyarsk Territory.

The problem of the formation of the value of aesthetic relationship is one of the relevant for pedagogy, pedagogical axiology, which determines the value grounds for modern education and the strategy of its further development. The formation of a value relationship as a method of conventional being of things such as the conditions for identifying and implementing the axiological properties of the axiological properties in social context means ensuring stability in society on the basis of universal values. The value of aesthetic relationship is defined as a set of certain characteristics of the association of the subject and an object in aesthetic relation, considered from the point of view of socio-cultural significance and determining the super-perceptual content of the spiritual activity of the subject. The formation of the value of aesthetic relationship allows generally meaningfully to disclose and ensure the contingency nature of social relations. In antique philosophy, the main categories of analyzing the value of aesthetic relationship are indicated: "Harmony", "proportionality" "beautiful", "elevated", "tragic", "Typical", "Fantastic", "comic" and others. Of particular importance is the fixation of the neatarian nature of aesthetic relationship, the study of the characteristics of the object of aesthetic relationship. The average aesthetics focused on the subject of aesthetic relationship. The value of aesthetic relationship was gnosetological and was associated with the cognitive features of the subject, with the sacred nature of aesthetic knowledge. The measurement feature of the formation of aesthetic relationship in the Renaissance era and at the beginning of the Epoch of Enlightenment is the humanistic nature of the value of aesthetic relationship: the orientation of aesthetic attitude to the "human idea"; Understanding aesthetic relationship in connection with certain characteristics of the individual. In the XX century philosophy, an aesthetic attitude is not determined by some naturally developing reality, which only needs to be properly understood, but is not exclusively an artificial area under construction. At the heart of the aesthetic relationship is artificially natural realities, which, depending on research accents on any idea, are filled with one way or another. The basic to study the aesthetic categories becomes the method of climbing from the abstract to a specific. With a psychological point of view, aesthetic attitude is understood as a aesthetic reaction, depending on a certain activity of the subject, from the actor, consciously transformative reality; As a necessary condition for the integrity of personality. The formation of aesthetic relationship and its value is considered in the process of interaction between the subject with the artistic form. The perception of artistic form is the initial moment of aesthetic experience. The nature of aesthetic experience reflects complex constructive activities in which the perceiving itself builds and creates an aesthetic object. This follows the synthesis of scattered elements of an artistic whole. It represents complex activities and is reduced to the creative processing of aesthetic object by means of a number of internal emotional reactions (LS Vygotsky). In psychology, aesthetic attitude is considered, in addition, in a social context. From a pedagogical point of view, this means that there is a certain, particularly cultivated significance of aesthetic relationship in a social environment. This significance constitutes the basis of a pedagogical study of the value of aesthetic relationship. The modern approaches to the change in domestic education, due, in particular, the principles of openness, axiologization and variability of education, make it possible to identify ways to form the value of aesthetic attitudes in the activities of the educational institution. Axiology, which considers an open educational space as a space of meanings in a sociocultural context, and the very process of the interaction of its subjects gives an environmental character aimed at the continuous, spiritual unity of people. The summary of the experience of pedagogical research on aesthetic education, aimed at the formation of aesthetic tastes and ideals also shows that in modern conditions the problem of the formation of the values \u200b\u200bof aesthetic relationship is updated. This is due to the transition of domestic education from authoritarian to the humanistic paradigm, focused on meeting the needs and interests of the child in accordance with its individual characteristics; on wider use of cultural, economic opportunities and singularities of the social environment. The closed educational space of the school does not allow to effectively organize the process of forming the value of the aesthetic attitude of schoolchildren, it makes it difficult to exchange aesthetic values \u200b\u200bbetween generations, does not create situations for comparing opinions, assessments that promote the formation of aesthetic relationship in schoolchildren characterized by the presence of its own aesthetic position. Open educational space contributes to a more active incorporation of the individual in various activities, the development of its individuality. At each stage of the creation of an open educational space (the creation of a search group studying the possibility of the social environment of the city in terms of aesthetic education of schoolchildren and encourage them to aesthetic activity; the creation in the school of aesthetic council, including schoolchildren, teachers-subjects of the artistic cycle, employees of museums; organization and implementation The joint aesthetic activities of the subjects of the open educational space) student received various knowledge and experience. The main requirements for the design of open educational space are: mutual understanding and satisfaction with communication; positive mood; authority of managers; participation of all subjects in expanding open educational space; The productivity of interactions in the educational process. Model of an open educational space reflects the characteristic of the value of aesthetic relationship in a set of cognitive, emotional, behavioral components that reveal the content of the activities of the subjects of an open educational space. Structural units of open educational space are: physical environment, human factors and educational program carrying a certain Aesthetic load. Model of an open educational space includes three basic components: spatially subject, social and psychodunovic. The main components of the value of aesthetic relationship are: the significance of the personality of themselves in the material and adequate to the content of education, detected in the educational space; the significance of the construction of holistic cultural samples on the basis of dedicated personal foundations; The significance of the transfer and the use of the detected personal bases and based on them is based on them in the overall life context; The significance of an environmental attitude to reality. The complex value of aesthetic relationship is organically related to the universal values \u200b\u200binherent in the global community and do not depend on ethnic, national and other geographically deterministic features. "The method of forming the behavioral component of the value of aesthetic relationship is the positional interaction involving the coordination of positions: the author, the Creator of Cultural Material, which is a subject to the interaction of all other positions; the interpreter who perceives the cultural material; the organizer that provides the author's communication and the interpreter holding the meaningful benchmarks for the interaction of these positions, Which is the components of the value of aesthetic relationship; the coordinator engaging in the reflective space analysis of the joint activities of the author, the interpreter, the organizer and on the basis of the analysis of the conclusions on the adequacy of the educational space of the reproduction of the reproduction of the positional interaction. Thus, the study provides a reason to conclude that the creation of an open educational space, the implementation of the main components of the value of aesthetic relationship, the organization of positional interaction contributes to the formation of the value of the aesthetic attitude of schoolchildren. The results have been operating in the work open a new field of further research: analysis of pedagogical phenomena from the perspective of an axiological approach; study of the formation of value relations in educational activities; development of open educational spaces based on the determination of an axiological component of pedagogical activity and

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