Object of research: formation of social competence of high school students.
Subject of research: socio-pedagogical conditions as a factor of social competence formation in high school students by means of non-formal education.
The purpose of the study is to theoretically substantiate and analyze the effectiveness of introduction of socio-pedagogical conditions of social competence formation in high school students by means of non-formal education.
To achieve this aim, the following tasks have been defined:
- to study the state of investigation of the problem of social competence formation in senior pupils on the basis of analysis of scientific literature, to specify the meaning of the basic definitions;
- to identify opportunities of non-formal education in the course of formation of social competence in high school students;
- to develop the structural-functional model of formation of social competence in high school students by means of non-formal education;
- to substantiate the socio-pedagogical conditions of social competence formation in high school students by means of non-formal education and to develop the content and methodological support;
- to analyze the effectiveness of introduction of socio-pedagogical conditions of social competence formation in high school students by means of non-formal education.
Research experiment. The research and experimental work involved 163 students of 10-11 grades of four general comprehensive secondary schools: Ternopil general secondary school of I-III degrees № 4, Ternopil general secondary school of I-III degrees №28 of Ternopil city council of Ternopil region, Lyceum № 21 of Ivano-Frankivsk city council, Luzhansk general secondary school of I-III degrees of Rakhiv district council of Zakarpattia region. The control group consisted of 158 students of 10-11 grades of the following secondary schools: Ternopil specialized school of I-III degrees №7 with in-depth study of foreign languages, Ternopil general secondary school of I-III degrees №16 named after Volodymyr Levitsky of Ternopil city council of Ternopil region, Lyceum № 4 of Ivano-Frankivsk city council, Rosishkiv comprehensive school of I-III degrees of Rakhiv district council of Zakarpattia region. The assertive, formative and control experiments involved 54 teachers of general secondary education, 50 parents of high school students and an expert group of 12 people.
The practical significance of the obtained research results is related to introduction of socio-pedagogical conditions of social competence formation in high school students by means of non-formal education, development of the validated diagnostic tools for monitoring the process of formation of social competence in high school students and designed content and methodological support for the socio-pedagogical conditions of social competence formation in high school students by means of non-formal education.
The scientific novelty of the obtained research results is presented in:
for the first time:
- developed the structural-functional model of social competence formation in high school students by means of non-formal education, which implies gradual implementation of the following main blocks: conceptual-targeted, which is defined by modern requirements of the educational process and outlines the purpose, objectives, approaches and principles of social competence; content-procedural, which determines the relationship and interaction of the functions of non-formal education (motivational, informational, activity, axiological), means of non-formal education and structural components of social competence of students based on the introduced socio-pedagogical conditions of social competence of students; resultative, revealing the criteria, indicators, levels of social competence and the result of the research process (formation of social competence in high school students);
- substantiated socio-pedagogical conditions of social competence formation in high school students by means of non-formal education (stimulation of the subjective position of high school students, providing socio-pedagogical support for the formation of social competence in high school students, modernization of content, forms and methods of non-formal education).
The study has identified and characterized:
- structural components of social competence of high school students (motivational, cognitive, behavioral, social-valuable); criteria (motivational, cognitive, activity, personality-reflexive); indicators (prosocial motives, social intelligence, social behavior, social values) and levels (low, basic, high) of social competence of high school students;
- improved interpretation of the concepts of “social competence of high school students”, “means of non-formal education”.
