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MODEL OF ESTABLISHING OF THE SELF-CONTROL ABILITIES OF AGGRESSIVE BEHAVIOR OF TEENAGERS IN EXTERNAL ACTIVITIES

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PDF: Author(s): Davydova L. N., Firsov K. N.,
Number of journal: 1(50) Date: February 2020
Annotation:

The article reveals the author’s approach to solving the problem of forming the skills of self-control of aggressive behavior of adolescents in extracurricular activities. The structural elements of the model are substantiated and substantively filled. Its structure is represented by the following interdependent and interconnected blocks: target, methodological, organizational and substantive, evaluative and effective. It is shown that the system-forming element of the model is the target block determined by the target guidelines of FSES LLC. The methodological block of the model was composed of mutually complementary scientific approaches (system-activity, personality-oriented, resource, environmental) and the principles (interdependence of activity and communication, participatory, visualization, humanistic orientation, ergonomics). The organizational and substantive unit is represented by the set of pedagogical tools, methods, forms of training, educational technologies that contribute to achievement of the planned result of the process of formation of self-control skills of aggressive behavior of adolescents in extracurricular activities. The stages of forming the skills of self-control of aggressive behavior of adolescents in extracurricular activities are described: information-setting, constructivetactical, reflective-corrective. The evaluation-effective block includes criteria (motivational-target, cognitive-activity, emotional-volitional, social-personal) and levels of formation of self-control skills of aggressive behavior of adolescents (high, medium, low). An obligatory element of the model is pedagogical conditions (organization of team-game activity of adolescents; development of anticipation as a universal ability of a person; use of educational technologies of pedagogical facilitation, experimental training, debriefing; amplification (enrichment) of the educational environment). The effectiveness of introduction of the model for formation of the self-control skills of aggressive behavior of adolescents in extracurricular activities in the format of a comprehensive school is proved. The obtained experimental results confirm that the pedagogical conditions and means indicated in the model are a set of mutually complementary determinants that contribute to the formation of the self-control skills of aggressive behavior of adolescents in extracurricular activities.

Keywords:

model, principle of interdependence of activity and communication, principle of participativeness, principle of humanistic orientation, principle of ergonomics, pedagogical facilitation, debriefing, experiece training, vitagenic experience, reflection.

For citation:

Davydova L. N., Firsov K. N. Model of establishing of the self-control abilities of aggressive behavior of teenagers in external activities. Business. Education. Law, 2020, no. 1, pp. 362–366. DOI: 10.25683/VOLBI.2020.50.112.