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Model of socio-cultural activities of universities to prevent extremism among youth

Annotation

The author’s model of welfare activity of high school on preventive maintenance violence in youth environment is presented. In a pedagogical science and practice the important meaning is given to modeling, as it creates an opportunity of deeper penetration in essence of the researched phenomena and objects. The method of modeling is integrative; it allows uniting empirical and theoretical in pedagogical research. The feature of socio-cultural subjects of modeling is that they are the real fragments reproducing certain functions and property of the simulated phenomenon. The parity of theoretical and practical in designing defines its place between a science and practice, and the essence consists, first of all, in the practice-guided party of activity which is carrying out a practical plan with the help of scientific knowledge or generalization of practical experience. The basic concept of modeling is “model”. In a broad sense is a mental or sign image of original object. At construction of model the authors proceeded from the social order of a society, in our case it is preventive maintenance violence in youth environment. The purpose of the work is the projection of the model of organization of welfare activity of high schools on preventive maintenance violence in youth environment. The contents of blocks of this model are consistently opened: conceptual block (purpose, tasks, external and internal factors, principles and organization-pedagogical conditions), organization-activity block (social-pedagogical functions, means of welfare activity, forms and methods), criteria-productive block (criterion, parameters, levels readiness of denying violence of behavior and result).

Keywords

model; violence; youth; preventive maintenance; high educational institution

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UDC

378.4+316(043)

Pages

76-83

References

1. Bogatyrev A.I., Ustinova I.M. Teoreticheskie osnovy pedagogicheskogo modelirovanija: sushhnost' i jeffektivnost'. URL: http://www. rusnauka.com/SND/Pedagogica/2_bogatyrev%20a.i..doc.htm (data obrashhenija: 18.12.2013). 2. Suhodol'skij G.V. Strukturno-algoritmicheskij analiz i sintez dejatel'nosti. L., 1976. 3. Dahin A.N. Pedagogicheskoe modelirovanie: sushhnost', jeffektivnost' i neopredelennost' // Pedagogika. 2003. № 4. S. 21-26. 4. Zasypkina E.V. Pedagogicheskoe modelirovanie kak faktor perspektivy modernizacii obrazovanija. URL: http://school46.admsurgut. ru/win/download/1179/ (data obrashhenija: 17.12.2013). 5. Novatorov V.E. Kul'turno-dosugovaja dejatel'nost': slovar'-spravochnik. Omsk, 1992. 6. Tolkovyj slovar' russkogo jazyka / pod red. S.I. Ozhegova, N.Ju. Shvedovoj; Rossijskaja akademija nauk. Institut russkogo jazyka im. V.V. Vinogradova. M., 1997. 7. Egorov V.V., Skibickij Je.G., Hrapchenkov V.G. Pedagogika vysshej shkoly. Novosibirsk, 2008. 8. Zagvjazinskij V.I. Teorija obuchenija: sovremennaja interpretacija. M., 2004. 9. Asmolov A.G. Kul'turno-istoricheskaja psihologija i konstruirovanie mirov. M., 1996. 10. Vygotskij L.S. Pedagogicheskaja psihologija. M., 1999.

Received

2013-12-17

Section of issue

Pedagogics and psychology

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