Zhukova A. Modeling of innovative development of educational surroundings of gymnasium.

Dissertation is dedicated to the theoretically – experimental investigation of the problem of modeling of innovative educational surrounding development of the gymnasium.In the dissertation the scientific analysis of problem has been realized, the peculiarities of modeling method's, the main components of innovative development of educational environment have been determined, the specificity of creation and functioning of gymnasium environment, the essence and contents of the basis conception of investigation have been defined and disclosed, especially the modeling of innovative development of educational environment of the gymnasium, that is in the construction of a such model, which foresees the creation of favourable pedagogical conditions in the educational establishment for innovative development of educational environment. The model of innovative development of educational environment of the gymnasium has been made and some units (theoretical, methodological content, effective) have been determined, conditions (the development of the professional competence, the creation of psychologically favorable micro climate, the selection of optimal forms and methods of educational surrounding development, the improvement of innovative management) and signs of innovative development of the educational surrounding (functional and spatial-objective organization, content-organizing component, subject-subjective interaction of he participants of the educational process, social activity, creative self-determination and competence), levels (adaptive, creative-developing, strategically – purpose-oriented).The methodology of the evaluation result of modeling innovative development of the educational surrounding of the gymnasium has been experimentally examined according to the factor-creation indicators. It has been determined and proved the pedagogical conditions, the innovative development of educational surrounding model of the gymnasium introduction, the peculiarities of methodological-content modeling providing have been defined. It has been theoretically justified and proved that the modeling is a perspective method, due to content, forms and methods of teaching are improved, favourable conditions for personal and professional development are provided, subject-subjective interaction of participants of the educational process.