Emotional component of psychological readiness to choose a profession. Age characteristics of readiness to choose a profession in older adolescence

Modernization Russian education requires an active search for new forms, methods, means of training and education aimed at improving the pedagogical process, preparing the younger generation for life and work in conditions market economy.

In the "conditions of intensive search for ways" of the economic development of the country, combining the functioning of market relations and state regulation, young people need to develop social activity, civic initiative, entrepreneurship and the ability to determine their future. A special role in the formation of such personality traits belongs to educational institutions.

The increased requirements of society for the quality of education in general, the level of educational preparation of schoolchildren and readiness to choose a profession, to personal development, determine the purpose and content of the educational process at school.

In the current situation, school graduates are more serious about choosing a profession of the new century, the question of self-determination in modern socio-economic conditions is more acute.

The school is designed to ensure readiness to choose a profession, develop professional interests and inclinations of the individual. At the final stage of schooling, high school students should be ready to choose a profession and continue to receive education.

However, studies show that schoolchildren are poorly prepared for choosing a profession, about 50% of them (11, p. 92).

Such uncertainty leads to the fact that random people who do not strive to master their chosen profession to perfection often enter vocational schools.

To this end, schools began to actively introduce specialized education. However, the analysis of the state of practice shows that providing the necessary knowledge does not solve the problem of schoolchildren's readiness to choose a profession and to adapt to the dynamic socio-economic conditions of our reality.

Potential opportunities of today's school, social environment, do not allow students to have a sufficient level of sufficient knowledge and ~ are purely theorized in nature, divorced from reality. Modern schoolchildren will not be able to resist the negative phenomena of the market environment. In this regard, the problem of the formation of such values ​​that contribute to the moral stability of schoolchildren to the negative phenomena of a market economy has arisen. Therefore, the formation of students' readiness to choose a profession in the context of moral development acquires special significance and requires effective pedagogical guidance in the formation of this process. Thus, a contradiction arose between: the requirement of society for the formation of students' readiness to choose a profession and the conservatism of the school, as social institution; the need to develop and implement effective forms and methods of new technologies that increase the efficiency of shaping the readiness of schoolchildren to choose a profession and the predominance of traditional approaches in school; the changing content of the subjects of the humanitarian cycle, the need to use a variety of programs in the school according to the profiles of education and the insufficient preparedness of teaching staff for this type of educational activity. These contradictions give rise to a problem, which consists in the need to develop pedagogical conditions for the effectiveness of the formation of readiness for the choice of a profession in the educational process of a general education school among senior schoolchildren.

In the 70-80s of the 20th century, a coherent system of vocational guidance for schoolchildren was developed, but today the general education school is in dire need of developing and implementing new approaches to shaping the readiness of older students to choose a profession.

The theoretical understanding of various aspects of the problem of choosing a profession was facilitated by the works of various scientists. The importance of her research was noted in their works by well-known domestic teachers P.P. Blonsky, A.V. Lunacharsky, A.S. Makarenko, V.A. Sukhomlinsky, S.T. Shatsky.

The social aspect of the problem of choosing a profession by young people was analyzed by scientists I.N. Nazimov, M.N. Rutkevich, M.Kh. Titma, V.N. Shubkin.

Psychophysical and biomedical foundations for choosing a profession are presented in the works of V.G. Anan'eva, I.D. Kartseva, E.A. Klimova, I.D. Levitova, N.S. Leites, A.N. Leontiev, K.K. Platonov.

The choice of a profession on a polytechnical basis in the process of combining the education and upbringing of students with productive labor was considered in their works by P.R. Atutov, K.Sh. Akhiyarov, A.F. Akhmatov, S.Ya. Batyshev,

A.A. Vasiliev, A.A. Kyveryalg, V.A. Polyakov, V.D. Simonenko and others.

Pedagogical conditions, management of the process of choosing a profession are summarized and presented in the works of Yu.P. Avericheva, L.V. Botyakova, E.D. Varnakova, Yu.K. Vasilyeva, A.E. Golomshtok, N.N. Zakharova, A.Ya. Naina,

B.L. Savinykh, A.D. Sazonova, G.N. Serikova, S.N. Chistyakova and others.

As you know, there have been changes in the priorities in the values ​​and goals of education, the transition from a technocratic approach to the implementation of its cultural and humanistic essence dictated a change in the nature of the preparation of schoolchildren for choosing a profession. Academician P.R. Atutov noted that it is necessary to “recognize as the leading developing function of labor training”, “a radical change in the goals and objectives of career guidance” (12, p. 3). The doctoral dissertations of N.E. Kasatkina, N.S. Pryazhnikova, S.V. Saltseva, I.D. Chechel, T.I. Shalavina.

However, until now, the formation of readiness for choosing a profession in the educational process of older students has not been sufficiently studied, its main pedagogical conditions have not been identified.

The urgency of the problem, its insufficient elaboration determined the theme of our study "Formation in senior schoolchildren of readiness to choose a profession in the educational process of a general education school."

The contradiction revealed by us between the needs of mass practice and the state of the area we are studying pedagogical science made it possible to formulate the problem of this study as follows: what are the pedagogical conditions for the formation of the readiness of older students to choose a profession in the educational process of a general education school?

The purpose of the study: to identify, theoretically and experimentally substantiate the pedagogical conditions for the formation of readiness for choosing a profession among older students.

Object of study: a holistic educational process in a general education school.

Subject of study: the formation of readiness among senior schoolchildren to choose a profession in the educational process of a general education school.

As a hypothesis, it was suggested that: the effectiveness of the formation of readiness to choose a profession in the educational process in the educational process is predetermined by two groups of hierarchically interconnected conditions: a) general conditions the effectiveness of a holistic and at the same time multifaceted educational process, which also affects the effectiveness of the formation of readiness among older students to choose a profession; b) particular conditions that directly affect the process of formation of readiness for choosing a profession. The implementation of these two groups of conditions in their organic relationship can ensure the effectiveness of the process we are studying if a model is developed and implemented for the formation of readiness for choosing a profession in a general education school among older students.

Taking into account the problem, purpose, object and subject of the study, its tasks were defined:

1. Consider the essence of the readiness of older students to choose a profession in the educational process of a general education school.

2. To study the originality of the formation of readiness for choosing a profession among older students.

3. Develop a model (goal, objectives, factors, contradictions, patterns, principles, content, forms, methods, means, pedagogical conditions, result) of formation of readiness for choosing a profession in the educational process of a general education school in senior schoolchildren.

4. To identify, theoretically and experimentally substantiate the pedagogical conditions (general and particular) of the effectiveness of the formation of readiness for choosing a profession among older students.

The methodological basis of the study is: materialistic dialectics and a systematic approach as its most important facet and the general methodological principle of science (V.G. Afanasiev, I.V. Blauberg, V.N. Kuzmin, I.V. Yudin, etc.); implementation of activity, cultural approaches, the idea of ​​humanism and the democratization of society and education, the position on the unity of theory and practice, the doctrine of the creative and activity essence of the individual, the laws of its formation, the leading role of activity and communication in the development of the individual.

The theoretical basis of the study was: the psychological theory of personality (B.G. Ananiev, L.S. Vygotsky, A.N. Leontiev, K.K. Platonov, S.L. Rubinshtein); theory of vocational guidance and professional self-determination (E.A. Klimov, I.N. Nazimov, E.M. Pavlyutinkov, O.G. Maksimova, V.D. Simonenko, S.N. Chistyakova, etc.); modern concepts of education (E.V. Bondarevskaya, L.I. Novikova, Yu.P. Sokolnikov, G.N. Volkov, N.I. Shchurkova, B.T. Likhachev).

Research methods. The central place among them was occupied by the organization by the author as the head of a general educational institution of a holistic pedagogical experience and the conduct of experimental work on it. Along with them, to achieve the goals and objectives of the study, the following methods were used: theoretical analysis of philosophical, psychological, pedagogical literature, analysis of educational documentation and statistical data, generalization of advanced pedagogical experience in the formation of readiness for choosing a profession among older students, observation, questioning, testing , conversations with students, teachers and parents, modeling of the pedagogical process.

The study was carried out in several stages.

Stage 1 (1993-1995) - accumulation and comprehension of personal pedagogical experience in the activities of a general education school, theoretical analysis of psychological, pedagogical and methodological literature, legislative and regulatory acts on research issues, as well as studying the experience of formation among older students in a secondary general education school . The main attention at this stage was paid to the definition of the initial parameters of the study and its general hypothesis.

Stage 2 (1996-2000) - comprehension of the holistic pedagogical experience that we have accumulated in a general education school and the formation in it of the readiness of older students to choose a profession.

Improvement of this experience on the basis of the general hypothesis developed by us. Organization of experimental work aimed at testing the proposed hypothesis.

Stage 3 (2000-2004) - completion of experimental work aimed at testing the general hypothesis of the study. Determination of criteria and levels of formation of readiness for choosing a profession among senior schoolchildren.

The model developed by the author for the formation of readiness for choosing a profession among senior schoolchildren was introduced into the practice of general education schools. Formation of conclusions and recommendations of the study. Preparation of the abstract and dissertation for defense.

The scientific novelty of the study lies in the fact that:

1. The essence of the readiness of older students to choose a profession and the peculiarity of their formation in the educational process are clarified.

2. A model was developed and experimentally tested for the formation of readiness in senior schoolchildren to choose a profession in a general education school.

3. Two groups of pedagogical conditions (general and particular) of the effectiveness of the formation of readiness for choosing a profession in the pedagogical process of a general education school have been identified, theoretically and experimentally substantiated.

The theoretical significance of the study is as follows: the existing theoretical ideas about the essence of the readiness of high school students to choose a profession have been expanded, a model has been developed for the formation of readiness for choosing a profession among senior schoolchildren in the pedagogical process of a general education school, and pedagogical conditions have been identified that ensure the effectiveness of the formation of readiness for choosing a profession, which represent new knowledge, will be widely used by researchers of this problem, primarily in the development of new approaches to the formation of readiness for choosing a profession by older students.

The practical significance of the study lies in the fact that the conclusions and recommendations contained in the dissertation can be used in schools. They can be used in the preparation of manuals on pedagogy, in advanced training courses for teaching staff.

The validity and reliability of the research results are provided by a scientifically based methodological approach based on a systematic understanding of pedagogical reality, the adequacy of the research methodology for the tasks set, a variety of research methods that complement each other, central location among which occupied experimental work and holistic pedagogical experience, the representativeness of experimental data, the thoroughness of the analysis of the results obtained.

Approbation and implementation of the results of the study was carried out in the course of organizing a holistic educational process in schools No. 1977, 936. The main results of the study were discussed and received a positive assessment.

Approbation and implementation of the research results: the results of the research were discussed at meetings of the school's pedagogical council, methodological associations of teachers, parent meetings schools, at seminars for deputy. directors and directors of schools in Moscow (2001, 2002, 2003), dedicated to the formation of the readiness of older students to choose a profession, at the annual meetings of the laboratory of the center for a systematic approach to education of the Association "Education", at the annual conferences of teachers and graduate students of the Moscow State Pedagogical University named after. M.A. Sholokhov, at interuniversity conferences in the city of Moscow (2002), at meetings of the laboratory of the OSI MO RF.

The following are submitted for defense:

1. Characteristics of the essence of the readiness of senior schoolchildren to choose a profession in the educational process of a general education school, as well as the peculiarity of its development in senior school age.

2. Characteristics of the model of formation of readiness for choosing a profession among older students (components, models - goal, tasks, factors, contradictions, patterns, principles, content, forms, methods, means, pedagogical, conditions, result).

3. Theoretical and experimental substantiation of the pedagogical conditions for the effectiveness of the formation of readiness for choosing a profession in the senior schoolchildren in the educational process of a secondary school. The first group of conditions are general pedagogical conditions that affect the effectiveness and integrity of the educational process, as well as the formation of readiness for choosing a profession among older students:

The performance by a general education school of functions, both general and specific, inherent only to a particular educational institution.

Organization and optimal functioning of educational teams of a general education school as forms of functioning of educational systems.

Ensuring a high level of educational process and assisting every senior student in achieving academic success.

The combination of the teachings of older students with a variety of extracurricular activities and the creation on this basis of conditions for their comprehensive development.

The second group of conditions are particular conditions that directly affect the formation of readiness for choosing a profession in older students:

Systematic professional diagnostics and vocational guidance for older students.

The systematic inclusion of students in a diverse and consistently developing work, subordinated to the tasks of forming in older students the readiness to choose a profession, the manifestation of creativity in work.

The use of game technologies for the formation of readiness for choosing a profession among senior schoolchildren.

Commonwealth of the school in the formation of senior students' readiness to choose a profession with professional educational institutions with the leading role of the school.

Individual approach to senior students in the formation of their readiness for choosing a profession.

Dissertation structure. The dissertation consists of an introduction, two chapters, a list of references and an appendix.

The results of the study of reflexive processes by S.D. Neverkovich, N.V. Samoukina, I.N. Semenov, the content of the reflexive component of a student's readiness to choose a profession makes it possible to determine the student's ability to rethink the means and logical foundations of his activity, the goals of his actions, self-esteem, etc. The presence of such an ability, schoolchildren develop a stable motivation for self-change and self-improvement of their activities, their personality.

So, we consider readiness to choose a profession as a stable personality characteristic, an integral complex that includes personal-target, information-gnostic and reflective-evaluative components that meet the requirements of the content and conditions of future professional activity.

1.2. The peculiarity of the formation of readiness for choosing a profession among older students

In characterizing the features of the formation of readiness to choose a profession in senior school age in a general education school, we proceed from the recognition that personality development is a complex, long, multi-stage process. At the same time, like the personality itself, its development is a process that is both holistic and multifaceted.

As you know, each personality in its development goes through certain stages that are qualitatively different from each other. The most general periodization of life, covering it as a whole, is reduced to the allocation of three very long segments of the life path: 1) growing up - up to 30 years; 2) maturity - up to 60 years; 3) old age - until the end of life.

Pedagogical psychology, which studies the features of human development in the period of its formation, distinguishes the following stages: infancy, early childhood, preschool age, primary school age, adolescence, adolescence. In adolescence, younger adolescence and older adolescence are distinguished.

As you know, the development of personality is a gradual accumulation of imperceptible quantitative changes and their transition at some stage into qualitative ones. Accordingly, the age characteristics of individual stages of development do not exist as static for a given stage and changing only with the transition of the individual to the next stage. It can be noted that the age characteristics of each of the stages of personality development exist as certain trends.

Teachers in their activities should use the opportunities of each age period in the formation of personality, missed in childhood, never return to the years of youth, and even more so in adulthood. This rule applies to all areas of a student's life, and especially the stage of formation of readiness for choosing a profession. An indicator of its development is the emergence of a sense of "adulthood", which is the central formation of adolescence, since it "is the neoplasm through which the adolescent identifies, compares himself with adults, comrades, finds role models, builds relationships with other people and rebuilds his activity” (5).

It should be remembered that the social situation of adolescence is such that it is at this age that, due to the level of development achieved by the pupils, new opportunities appear in order to direct their activities for the benefit of society. But at the same time, at this age, there are more and more opportunities for labor and other activities to be organized by the forces of the pupils themselves. In this progressively more complex, developing activity of adolescents, their self-awareness is formed. Awareness of one's "I" and one's attitude to the environment acts as a single process, the sides of which mutually penetrate, intertwine.

It has been established that a teenager's awareness of his relationship to the surrounding reality is one of the prerequisites for the emergence of a social situation in the development of senior school age, which is characterized by the formation of a worldview, beliefs, and the development of mediated needs (24). At this age, there is a transition from sufficiently conscious, unstable and, often not correlated with the requirements of society, motives junior schoolchildren to the formation of a certain moral orientation in older students.

Science has established that the peculiarities of the upbringing of high school students are largely determined by the specifics of adolescence. Let's give a brief description of it.

At this age, older students are at the stage of entry into an independent life. They are characterized by a focus on the future. It inevitably leaves an imprint on the entire behavior and psyche of young men and women. Their self-awareness grows, the need for self-determination develops, in choosing a future profession, the role of self-esteem increases, and the worldview is intensively formed. It should be noted that the process of formation of readiness to choose a profession for girls and boys is largely determined by the state of the economy. modern society, and setting up work on their education in those pedagogical systems in which they are included - in the family, school, institutions of additional education. Deficiencies in career guidance and in general educational work lead to the manifestation of infantilism in the formation of readiness for professional activity, lack of education in professional interests, and unpreparedness for the choice of a profession by older students. A mass study of the readiness to choose a profession among senior schoolchildren in the course of experimental work showed that the levels of its readiness turn out to be different. There are three levels - low, medium and high. The ascertaining stage of the experiment that we conducted showed that usually the majority of high school students have a low level of readiness to choose a profession. Summarizing the materials of the mass study of students, we came to the conclusion that the reason for this is that high school students are not included in professional tests that contain creative components of various types of professional activity from an idea to the final result. The formation of readiness to choose a profession, interest in a variety of activities, in general, will be effective when a senior student participates in a variety of activities.

As psychologists note, teaching continues to be the leading activity at this age, but along with it, labor and professional activities play an increasingly important role in the life of a student, usually going beyond the boundaries of school and institutions of additional education. An important factor in the moral formation of the personality of an older student, in developing his readiness to continue education after graduation, is labor. The interests of high school students, in comparison with adolescents, become more selective and stable, they have a growing interest in the subject into an interest in science.

The contents of the studied disciplines allow senior students to comprehend the surrounding reality from a philosophical standpoint, and show a serious interest in worldview issues. In the field of their interests and problems of logic, psychology, bionics, genetics, astrophysics, market economy, etc. Considering these circumstances, we have activated the intellectual activity of older students, setting them tasks of increasing complexity that require high school students to analyze and generalize the phenomena under consideration, make independent conclusions, create conditions in the classroom for a creative discussion of issues of concern to high school students, an active exchange of opinions, attract them to participate in scientific conferences, olympiads, meetings with scientists.

It has been established in science that the collective plays an important role in the life of high school students, this age is called the most “collectivist”. The involvement of older students in collective affairs and concerns provides an opportunity to show their abilities and talents. There is a process of self-determination of the personality, the growth of self-consciousness of high school students contributes to the development of the need for self-education, the desire to get rid of not only some shortcomings in behavior, but also to improve the personality as a whole. On the this stage it is of great importance to educate senior students of the correct idea of ​​personality young man, the formation of his moral model, ideal. In accordance with which he will educate his own personality.

It should be noted that in modern conditions the potential readiness of senior schoolchildren for the organization of life is formed in a complex social reality, and therefore his further life path and career become very uncertain. This gives rise to a very difficult problem for them - determining the measure of correctness in assessing and understanding social relations, their significance in life that make up these relations. Schoolchildren need communication and the learning process itself at school attracts not only the content, but also the opportunity to communicate with peers.

Teachers and psychologists note that development at this age is determined by its communication with people in all forms of socially useful activities: production and labor, artistic, sports, etc. A senior student receives such communication in extracurricular activities, being engaged in interest associations in institutions of additional education. In the educational space of the city, they are the most popular, necessary for the emerging personality of the student. There is an intensive psycho-physiological development, the development of imagination, perception, tactile qualities of memory, as well as strengthening the muscles of the body. These qualities contribute to the education of professional interests.

At this age, the formation of value orientations takes place, the defining focus of which is social responsibility. It is characterized by a person's attitude to creative activity as to his civic duty, readiness to correlate his interests with public ones, to be responsible for the results of his activity and behavior. The education of readiness for choosing a profession in senior school age is associated with the development of creative activity, the desire of students for self-education. One of the criteria for the readiness of older students to choose a profession is an adequate positive self-assessment, readiness for reasonable professional self-determination.

The identification of features of the content of extracurricular activities in the process of preparing for the choice of a profession, the features of the content of the process of high school students does not mean that the determination of his readiness for choosing a profession is formed only at this age stage. It has been established in pedagogical science that the organization of activities, accuracy, diligence continue to form even after the transition of students from primary to secondary school, social activity - at senior school age, but certain content is most successfully absorbed at a sensitive age for their perception.

The conducted studies have determined and proved that it is in the senior school age that such dominant features characteristic of the subjects of today's market psychology are actively formed, such as: efficiency, practical orientation, initiative, openness to innovation, readiness for extraordinary solutions, reasonable risk, orientation to win in a competitive environment. struggle, confidence in decisions and actions.

As you know, at this age there are two major changes in life: organic - puberty and cultural - the discovery of one's "I", the formation of personality and its worldview. The emergence of the life plan as a system of adaptation, conscious human, continues the development of the personality of the senior student.

It should be noted that the specifics of the senior school age are the relationships between boys and girls, created and necessary for each other. Their relationship is beautiful because opposites unite, each of them supports and develops these opposites. The young man develops in the girl the desire and ability to please, to be gentle and affectionate, the ability to subtle emotional resonance, female beauty. And the girl develops in the young man his masculinity, self-confidence, chivalrous attitude towards the weak, a sense of duty to the family, society, strength of mind, the strength of male society, endurance, male enterprise, efficiency, energy, etc.

Analysis and generalization of the results of the development of the emotional volitional and intellectual spheres of the child's personality in various age periods preceding the senior school age makes it possible to predict its further development. Personal development is based on continuity, and all new personal qualities are laid down at previous age stages. Based on what has already been formed in the student, we will consider the readiness to choose a profession at senior school age, taking into account the leading activity of this age - professional. It provides for the development of the content of various activities that enrich the life of an older student, provide multifaceted material for imagination, for building life goals. A characteristic feature of the psychology of adolescence is aspiration to the future (83). A.S. Makarenko believed that to educate a person means to educate a person with a perspective (84), based on the real requirements of life, taking into account the emerging socio-economic perspective, that is, to reflect, and, if possible, to forestall the processes taking place in society.

Scientists, experts, practitioners note that the orientation of young people to life in the system of market relations is the most difficult task, since a significant part of our population (including young people) is characterized by egalitarian collectivist relations, socio-psychological attitudes. Preparing young people for life in the harsh realities of a market economy, it is necessary to overcome these attitudes. At senior school age, students are clearly convinced that the market is a sphere of alternatives and entrepreneurial risk, a kind of test of economic independence and a manifestation of intellectual originality. For young people, the market can be a powerful stimulus for developing a sense of ownership, independence and self-activity. In the conditions of the market, people will find themselves entrepreneurial, businesslike, hardworking, professionally competent, able to quickly adapt to changing conditions, capable of taking risks, independently choosing areas of activity, making responsible decisions and self-regulating behavior. This situation requires the formation of a high type of personality, characterized by decency, a sense of human dignity. If these qualities are not present in the self-consciousness and behavior of young people, civilized market relations are doomed to failure. The upbringing of high moral qualities is becoming an indispensable condition for the preparation of business people capable of reviving and developing an economy that is turned to people.

Teachers, psychologists believe that the relevance of the formation of readiness for choosing a profession among future participants social production determined by two main reasons. The first of them is connected with the adaptation of a school graduate in adult labor activity, in the material and non-material spheres of social production. The second is connected with the development of his social and political activity. Whatever problem public life we have not encountered, each is somehow connected with the economic interests and relationships of people in society. This also applies to environmental issues, politics and national relations, the development of morality, ethics and many other important issues.

Senior schoolchildren are active, enter into numerous connections and relationships with the outside world, with people. The wider and richer the circle of these connections and relations of students with society, with other people, than the more versatile Practical activities in society, in a team, the more successfully they develop mentally, morally, aesthetically, etc.

The transition to market relations is accompanied not only significant changes in the vocational training of young people, but

RUSSIAN STATE LIBRARY and a fundamentally new approach to planning your own career, work path.

As you know, upbringing and education at senior school age cannot be reduced to a passive perception of the experience, knowledge, and skills of the older generation. The effectiveness of education increases if the pupil himself is more active. The development of the student occurs in the course of his active activity.

It is known that the efficiency of the process of mastering knowledge and experience increases if the student himself begins to explain the perception of knowledge to others. AND I. Comenius wrote: “Everything that is assimilated must, in turn, be passed on to others and for others, so that no knowledge is lost. In this sense, it is correctly said: your knowledge is nothing if the other does not know that you know it. To teach means to retell everything learned in turn to comrades or to anyone who wants to listen. He who teaches others learns himself - not only because, by repeating, he strengthens his knowledge in sebb, but also because he gets the opportunity to penetrate deeper into things.

One of the students who wants to make great progress in knowledge would look for students whom he could teach daily what he learns himself, even if he had to pay them money. This is about education.

Further, criticizing teachers who do not teach to transfer their knowledge to others, Comenius writes: “What was connected by nature was not taken together, but separately. They (the students) were forced only to study and never - to teach, although all this. must be connected together, as in running - the ability to raise and lower the legs, in conversation - to listen and respond, in the ball game - toss the ball and pick it up, etc. ”

Comenius' wishes are relevant for us today. We have the same shortcomings. Sometimes you can meet teachers who only themselves strive to teach and educate children, but do not force them to teach and educate others.

V.A. Sukhomlinsky wrote: “Many years of experience convinced me that a person is truly educated when he educates another person, self-esteem, honor, pride awakens in a person on the condition that he puts a particle of his spiritual forces into another person. I see my most important, paramount task as the chief educator of the school in that every high school student is to some extent an educator.

A huge influence on the choice of a profession by older students has an ideal and the implementation of professional activities, which gives the experience of the fullness of life, the recognition of a person and the realization of his capabilities. Otherwise, it is also called a sense of social belonging (136).

Creativity becomes more and more significant in the life of older students, which allows them to experience the fullness of life associated with efforts to organize the “I”. They already have a performing, visual, economic, entrepreneurial activity, which requires the manifestation of such personal qualities, as initiative, self-regulation, involvement in the task, perseverance. (93,148). This is what often characterizes the level of personality development, which later manifests itself in the achievements of professional activity. The world of professions is dynamic, and it forms an adequate “human factor”, highlighting the development of a person’s personality (92)

As we have already noted, the social situation of development at senior school age is determined by the fact that he is on the verge of entering an independent life. In a market economy, many researchers of this age (93;94;27;29). connect the transition from adolescence to early adolescence with a sharp change in the internal position, which consists in the fact that aspiration for the future becomes the main focus of the personality and the problem of choosing a future profession, a further life path is in the focus of the young man's attention, becomes his immediate prospect. It is no coincidence that the main neoplasm in senior school age becomes life and professional self-determination, awareness of one's place in the future, i.e. the birth of a “life perspective” 26 an idea of ​​your desired “I”, about what you would like to do in life.

At this stage of personality development, the organization of specialized training is relevant. But it should be remembered that in mental development nothing happens "by itself", without external influence. It is in our power and interest to make this influence more "nourishing" (143). Identification of professional interests, awareness of one's life plan is the basis of professional self-determination. “The activity should be mine, captivate me, come from my soul,” confirms K.D. Ushinsky (143). Therefore, the study of professional interests at an early stage of the formation of a professional choice allows organizing specialized training, taking into account the correction and development of pedagogical technologies.

The school is undergoing a complex process of changing orientations. There is a movement that begins with the rejection of the previous ideological set dogmas through the situation of a certain value vacuum to a gradual and difficult realization of the priority of universal human values. The humanistic ideas of "all-unity", the cosmic connection of man with the world, the harmony of the relationship between personality and nature, uniting various philosophers (V. Vernadsky, N. Berdyaev, V. Solovyov, A. Chizhevsky, etc.) into a common moral and philosophical trend of Russian cosmism can serve as a methodological basis for building a non-uniform Russian school based on faith in transformative processes and the great potential of GOMO Sapiens.

K. Rogers, A. Maslow note that a person is a unique value system, which is an open possibility of self-actualization, inherent only to a person. Such people are free to choose their own path in life. With all the restrictions, they always have a choice, they are free to choose and are responsible for the consequences of the choice.

According to K. Rogers, freedom is the most important condition for self-actualization.

In the world educational tradition, a special value and at the same time a vector of development is the movement towards independence (the ability to self-development, in the words of A.S. Pushkin) towards the formation of an amateur, self-conscious, self-directed.

School No. 1977 educational institution. As an element of pedagogical experience, it is always present along with the general and the special.

What is special about the school is that it is an urban experimental site, one of the most important tasks of the school is profiling, the school is experimenting with profile education: two profiles are open - natural-mathematical and social-humanitarian, career guidance. These tasks are carried out in structural divisions schools, which include initial vocational training, associations of interest. The latter provide additional education in school subjects such as mathematics, physics, chemistry, biology, computer science, and also realize the interests of children in interest associations in various areas (there are more than 40 in the school).

In the implementation of these tasks, the teaching staff proceeds from the essence general education, specifying what kind of knowledge, skills and abilities students should learn: knowledge of economic laws and categories of development of social production, the role and importance of labor in society, knowledge of the economic policy of the state, etc.

The next feature of the school is that it is a collective member of the Association "Education" and the base institution of the Department of Methodology and Theory of Educational Systems and Spaces of the Academy of Pedagogical and Social Sciences.

The school, as a center of educational work, organizes the versatile daily activities of high school students, maintains contact with the family and other educational and educational institutions. Therefore, it is the school that coordinates all efforts in the formation of readiness for choosing a profession among older students.

The effectiveness of educational work at the present time must be assessed by how much we have managed to prepare students to act independently and make decisions independently. Consequently, in modern conditions, the individual must possess two oppositely directed series of qualities. On the one hand, you need a stable worldview, stable beliefs and value orientations; on the other hand, we need psychological stability, flexibility, the ability to assimilate and process new information not only in youth, but also in adulthood.

The formation of readiness for choosing a profession among older students occurs most effectively in the process of purposeful activity. educational institutions, in close connection with the family.

In the course of our study, we turned to the consideration of the issue of criteria, indicators and levels of formation of the readiness of older students to choose a profession.

As you know, "criterion" is a sign on the basis of which something is evaluated, defined or classified; "Measure" - this is how the concept of criterion (119) is defined.

The choice of criteria and indicators is determined by the objectives of a particular study. We have studied the criteria and indicators that are used in the theory and practice of vocational guidance. Vershinin, N.N. Zakharov, E.A. Klimov, M.S. Savina, S.N. Chistyakova singled out the criteria and indicators of the formation of professional self-determination among schoolchildren, according to which its assessment is carried out (26,45,58, 125, 153).

S.N. Chistyakova, N.N. Zakharov singled out the following criteria the formation of professional self-determination: 1) an ideological and moral criterion that implies the presence of socially significant motives for choosing a profession, awareness of duty to society, the desire to bring it as much benefit as possible with one's work; 2) a general labor criterion, showing the presence of interests and respect for working people and any work, the need for labor activity, the formation of general labor skills and abilities; 3) an effective practical criterion, indicating the inclination and ability for a particular type of work activity, the presence of an adequate self-assessment of the correspondence of personal qualities and character traits to the requirements of the chosen profession, the conviction in the need to choose this particular profession (155).

Criteria characterizing the levels of formation of professional self-determination were developed by scientists of the Institute of Labor Training: professional interests, abilities (general and special), motivation, professionally significant character traits, participation in labor activity, knowledge about professions and personal characteristics (66).

E.B. Savina in her study presented the criteria for professional self-awareness in high school students: awareness, stability, focus on a particular profession (125).

S.N. Chistyakova determined the criteria for the readiness of schoolchildren to choose a profession: the social orientation of the individual, interest and inclination to the chosen type of occupation, the degree of practical preparation for activities in the field of personal professional interests. Further, she notes that if each of these criteria includes a number of manifestations of schoolchildren's readiness for career choice, then together they can represent an approximate model of the level of readiness of schoolchildren to choose a profession (151, p. 8).

It should be noted that in the pedagogical literature the concept of a criterion is also used as a basis for a certain conclusion, assessment, judgment.

Enough works are devoted to the study, consideration of the criteria for making a decision on choosing a profession: A.V. Karpova, I.V. Kuznetsova, Yu.M. Zabrodina, V.D. Shadrikova and others. So, A.V. Karpov, as a component of a holistic structure of choosing a profession, considers a system of criteria as a set of requirements for the procedural and productive sides of decision-making; distinguishes decision-making criteria not only in terms of content and type (criteria of attainability, preference, optimality), but also in terms of level (maximum, intermediate, minimum). In addition, in terms of life and professional self-determination, A.V. Karpov notes the criteria for the relationship between the factors of choice; life calling and its fulfillment; awareness of professional intent.

E.A. Klimov proposed a system of empirical criteria based on the establishment of a relationship of consistency between professional plans and inclinations, inclinations and abilities, personal plans of parents (59, pp. 124-138).

You can present the criteria and indicators proposed by modern researchers in the form of a table (see Table 2).

The choice of criteria and indicators is justified by the objectives of the experimental work of the above researchers. It should be noted that we used the criterion of personal readiness developed by scientists.

The researchers of this issue considered that it is logically expedient to distribute the criteria and the corresponding indicators according to the algorithm: personality - knowledge - activity.

CONCLUSION

The humanization and democratization of the pedagogical process, as the most important direction in the renewal of the modern general education school, currently require the creation of conditions for educating the younger generation, preparing them for choosing a profession, and being ready for work.

The implementation of the study, the study of special literature on the formation of readiness for the choice of a profession in the pedagogical process among senior schoolchildren, make it possible to conclude that their application has theoretical and practical significance.

Considering the formation of readiness to choose a profession among older students in the pedagogical process of the school, it should be noted that this problem is not new in principle. But upon a more detailed examination of it, we came to the conclusion that the formation at senior school age (10-11th grade) in the educational process of a general education school (with specialized education) remains insufficiently studied. Therefore, the problem under consideration requires a more in-depth study.

The study of psychological and pedagogical literature, the study showed that the organized educational process in the conditions of a general education school in the formation of readiness for choosing a profession among older students is a favorable, theoretical basis for their development. The results of the study on the study of pedagogical conditions for increasing the effectiveness of raising the readiness to choose a profession among older students in the pedagogical process of the school made it possible to solve the tasks and prove the hypothesis put forward by us.

The formation of readiness to choose a profession among the majority of senior schoolchildren is characterized by three levels and needs to be stimulated to develop it.

The study noted that there is a real opportunity to increase the level of formation of readiness to choose a profession among older students. This position is confirmed by the findings in this study. high level the formation of readiness to choose a profession of some of the older students.

Conducted research:

1. Allows you to determine the model of formation of readiness to choose a profession among older students in the educational process of a general education school. The developed model of formation of readiness for choosing a profession among senior schoolchildren, in the course of its testing, showed the need to design a process, and also confirmed the objectivity of one of the research objectives formulated.

2. Allows you to identify the typical levels of formation of readiness to choose a profession among older students based on the study of psychological and pedagogical literature and observation in the course of a variety of activities. There are three of them: high, medium, low.

3. Allows you to determine the pedagogical conditions that ensure the formation of readiness in older students to choose a profession in the educational process.

In defining these conditions, we proceeded from the main provisions of the research hypothesis, the leading idea of ​​which was the organic relationship between the two groups of efficiency conditions.

The first group of conditions includes general pedagogical conditions that affect the effectiveness and integrity of the educational process, as well as the formation of readiness for choosing a profession among older students.

1. The performance by a general education school of functions, both general and specific, inherent only to one or another educational institution.

2.0organization and optimal functioning of educational teams of a general education school as forms of functioning of educational and educational systems.

3. Ensuring a high level of the educational process and assisting each senior student in achieving success in learning.

4. Combining the teachings of older students with a variety of extracurricular activities and creating on this basis the conditions for their comprehensive development.

The second group of conditions, in our opinion, are particular conditions that directly affect the formation of readiness for choosing a profession in older students.

1. Systematic professional diagnostics and career guidance for older students.

2. The systematic inclusion of students in a diverse and consistently developing work, subordinated to the tasks of forming in older students the readiness to choose a profession, the manifestation of creativity in work.

3. The use of gaming technologies for the formation of readiness for choosing a profession among older students.

4. Commonwealth of the school in the formation of senior students' readiness to choose a profession with professional educational institutions, with the leading role of the school.

5.Individual approach to older students in the formation of their readiness to choose a profession.

The experimental work proved the hypothesis put forward that the effectiveness of the formation of readiness to choose a profession among older students will increase significantly if a system of pedagogical conditions is implemented.

An important indicator of the effectiveness of the experimental work was the change in the levels of formation of the readiness of older students to choose a profession in the experimental class. Comparison of the quantitative and qualitative indicators obtained during the experiment allows us to notice that the experimental class of senior schoolchildren, educated at the beginning of the experiment, in the conditions created in the course of our work, advanced more successfully. If at the beginning of the experiment in a class with a high level of readiness to choose a profession there were only 5 students, which was 20.8%, then at the end of the experiment it increased to 17 students, which amounted to 77.3%. The group of schoolchildren with an average level at the beginning of the experiment was 7 people, which amounted to 29.2%, and at the end of the experiment 4 people, which is 18.2%. The low level group consisted of 7 people. at the beginning of the experiment (29.2%), at the end of the experiment it was one student, i.e. 4.5%.

The conducted research does not exhaust all aspects of the problem being covered. They require a deeper study of the problem of the relationship between the family and the school, the implementation of an individual approach in shaping the readiness for choosing a profession for older students and natural connections in this process. We connect the prospects of our further research with the solution of these and other problems.

1. Abulkhanova-Slavskaya K.A. Life strategy. - M., Thought, 1991.-299s.

2. Agapova G.G. Preparing students to choose a profession in the USA // School and production. 1991. - No. 2. - S. 90-02.

3. Amosov N.M. Modeling of complex systems. Kyiv: Naukova Dumka, 1968. - 88 p.

4. Ananiev B.G. Man as a subject of education (perspectives of pedagogical anthropology). Fav. psycho, works. - In 2 volumes - M .: Pedagogy, 1980. - 338 p.

5. Antsiferova L.I. Principles of development in psychology. M.: Nauka, 1978. - 251 p.

6. Antsiferova L.I. Personality from the standpoint of a dynamic approach.//Personality and life path.-M., Science, 1990.- 7-17 p.

7. Arkhangelsky L. M. Social and ethical problems of the theory of personality. -M.: Thought, 1974. 221 p.

8. Amirova L.A. Preparation of high school students for the choice of a profession in the conditions of modern socio-economic relations./Axiological approach): Diss. . cand. ped. Sciences. -Ufa, 1977.177 p.

9. Atutov P.R. Polytechnic education of schoolchildren: rapprochement of general education and vocational schools. - M .: Pedagogy, 1986. -175 p. Yu.Atutov P.R., Babkin N.I., Vasiliev Yu.K. Connection of labor training with the fundamentals of sciences. M.: Enlightenment, 1983. - 128 p.

10. P. Atutov P.R. Polyakov V.A. The role of labor training in the polytechnic education of schoolchildren. M.: Enlightenment, 1985. - 128 p.

11. Akhiyarov K.Sh., Amirov A.F. School, work, market. - Ufa: Bashkir Pedagogical Institute, 1994. - 141 p.

12. Afanasiev V.G. Consistency and society. M.: Politizdat, 1980. - 368 p.

13. Babansky Yu.K. Problems of improving the effectiveness of pedagogical research. M.: Pedagogy, 1982. - 192 p.

14. Batyshev S.Ya. Labor training of schoolchildren: Questions of theory and methodology. M.: Pedagogy, 1981. - 192 p.

15. Burns R. Development of the Self-concept and education.-M.: Progress, 1986.-420 p.

16. Bespalko V.P. textbook theory. M.: Pedagogy, 1988. - 160 p.

17. Bozhovich L.I. Personality and its formation in childhood. Moscow: Enlightenment, 1968. - 464 p.

18. Blauberg M.T., Yudin E.G. Formation and essence of the system approach. -M.: Nauka, 1973.-270 p.

19. Blonsky P.P. Labor school // Chosen. pedagogical and psychological works: In 2 vols. M .: Pedagogy, 1979. - T. 1. - S. 160165.

20. Weissburg A.A. Organization of career guidance work of schools, vocational schools, enterprises: A guide for teachers / Ed. M.I. Makhmutov. M.: Enlightenment, 1986. - 128 p.

21. Vasiliev Yu.V. Pedagogical management at school: methodology, theory and practice. - M.: Pedagogy, 1990. - 139 p.

22. Vasiliev Yu.V. Management of an integral educational process // Soviet Pedagogy. 1986. - No. 8. - S. 51-54.

23. Varnakova E.D., Chistyakova S.N. Labor education and career guidance for adolescents. M.: Knowledge, 1979. - 38 p.

24. Weber M. History of the economy. Essay on the general socio-economic history.-M., 1923-472 p.

25. Vershinin S.I. How to evaluate the effectiveness of career guidance for schoolchildren // School and production. 1990. - No. 5. - S. 17-18.

26. Vinogradova M.D. Pervin I.B. Collective cognitive activity and education of schoolchildren.-M., 1977.-S. 12-32.

27. Vitinip V.F. School reform and professional orientation of schoolchildren. M.: Pedagogy, 1988. - 120 p.

28. Temporary model provision about vocational guidance // School and production. - 1990. No. 7. - P. 6-11.

29. Vygotsky L.S. Consciousness as a problem of the psychology of behavior. M.: Pedagogy, 1984. - 312 p.

30. Galperin P.Ya. Introduction to psychology. M.: Publishing House of Moscow State University, 1976. - 150 p.

31. Gnatyuk N.P. Sisyphus and the Muses: Notes on a Vocation: Book. for high school students. M.: Enlightenment, 1992. - 159 p.

32. Golomshtok A.E. The choice of a profession and the education of the student's personality: The educational concept of vocational guidance. M .: Pedagogy, 1979. - 160 e.

33. Grinshpun S.S. Psychological and pedagogical study of personality as a basis for the formation of high school students' readiness to choose a profession // Polytechnic education and professional orientation in a general education school. M., 1975. - S. 54-56.

34. Gurova R.G. High school graduate. Experience of comparative sociological and pedagogical research. M.: Pedagogy, 1977. - 183 p.

35. Gurevich K.M. Professional suitability and basic properties of the nervous system. M.: Science. 1970. - 271 p.

36. Diary of professional self-determination / Authors-compilers: T.M. Volchenkov. M.S. Gutkin, T.F. Mikhalchenko, A.V. Prudilo. S.N. Chistyakova - leader // School and production. 1993. - No. 5. - S. 67-75.

37. Dyachenko M.I. Professional education of student youth. M.: Higher school, 1988. - 144 p.

38. Zakharov N.N., Simonenko V.D. Professional orientation of schoolchildren. M.: Enlightenment, 1989. - 192 p. 47.3 imovina O.A. Features of the formation of professional intentions of high school students: Abstract of the thesis. cand. ped. Sciences. M., 1977. - 18 p.

39. Ivashchenko F.I. Labor and personal development of the student: A book for the teacher. M.: Enlightenment, 1987. - 94 p.

40. Yovaisha JI.A. Problems of professional orientation of schoolchildren. -M.: Pedagogy, 1983.-128 p.

41. Ilyin V.S. Formation of the student's personality (holistic approach).-M., Pedagogy, 1984.-144p.

42. Kagan M.S. Human activity: Experience in system analysis. Moscow: Politizdat, 1974. - 328 e.

43. Kalugin N.I., Sazonov A.D., Simonenko V.D. Professional orientation of students. M.: Enlightenment, 1983. - 191 p.

44. Kalney V.A., Kaprova V.S., Polyakov V.A. Fundamentals of the method of labor and vocational training / Ed. V.A. Polyakov. M.: Enlightenment, 1987.-191 p.

45. Kann-Kalik V.A. Teacher about pedagogical communication.-M., 1987.-190p.

46. ​​Kiselev J1 .Ya. Vocational guidance and vocational selection in capitalist countries. M.: Economics, 1986.-79 p.

47. Klimov E.A. How to choose a profession. M.: Enlightenment, 1984. - 160 p.

48. Klimov E.A., Noskova O.G. History of labor psychology in Russia. M.: Publishing House ~ in MGU, 1992. - 220 p.

49. Klimov E.A. Psychological and pedagogical problems of professional consultation. M.: Knowledge, 1983. -96 p.

50. Klepach N.Ya., Popov V.D., Epstein L.E. Economic education of mass organization and efficiency. M., Economics, 1979.- 186p.

51. Kovalev S.M. Education and self-education.-M.: Thought, 1986.-284 p.63. Kon I.S. Psychology of a high school student: A guide for teachers. M.: Enlightenment, 1980. - 192 p.

52. Konnikova T.E. The role of the team in the formation of the student's personality. Author. .doc.ped.sciences-L., 1970.-57p.65 .Constitution Russian Federation. M.: Legal Literature, 1983. - 64 p.

53. The concept of labor training of the younger generation and students in the system of continuous education / Ruk. VNIK V.A. Polyakov. -M.: APN USSR, 1988. 112 p.

54. Kornetov G.B. Civilizational approach to the study of the world historical and pedagogical process. - M .: ITP and MIORAO "1994.265.p.

55. The concept of the system of vocational guidance for students of secondary schools / Scientific editor S.N. Chistyakov. - Yaroslavl, 1993. - 54 p.

56. Comenius Ya.A. Great didactics. Selected pedagogical works: In 2 vols.-M., Enlightenment, 1982.-V.2 -285 p.

57. A comprehensive methodology for studying personality in order to identify the student's abilities for professional self-determination / Supervisor S.N. Chistyakov. Yaroslavl, 1993. - 187s.

58. Korolsky V.V., Simonenko V.D. Socially useful, productive work of students. M.: Enlightenment, 1990. - 175 p.

59. Krupskaya N.K. On polytechnic education, labor education and training / Comp. and the author of the notes F.S. Ozerskaya. M.: Enlightenment, 1982.-223 p.

60. Krutetsky V.A. Fundamentals of educational psychology. M.: Enlightenment, 1972.-253 p.

61. Leontiev A.N. Needs, motives and emotions.-M., MSU Publishing House.-1991.-38p.

62. Kuzmin V.P. The Place of Systemic Cognition in Marxist Ideology // Questions of Philosophy. 1980. - No. 2. - S. 45-58.

63. Kulagin B.V. Fundamentals of professional psychodiagnostics. M.: Medicine, 1984. - 216 p.

64. Kulyutkin O.N. Esukhobskaya G.S. Individual differences in the mental activity of adult students.-M.: Education, 1971.-111p.

65. Levitov N.D. Psychology of character. M.: Enlightenment, 1969. - 424 p.

66. Leontiev A.N. Activity. Consciousness. Personality. M .: Polit, literature, 1977. - 304 p.

67. Leontiev A.N. Needs, motives and emotions. M.: Publishing House of Moscow State University, 1971. - 38 p.

68. Leontiev A.N. Psychological theory of activity: Selected. psychol. prod. in 2 volumes / Ed. V.V. Davydova and others. M .: Pedagogy, 1983. - T. 2. - 318 p.

69. Lerner PS et al. On the integrative course "Human Labor" // School and production. 1990. - No. 10. - S. 3-8.

70. Makarenko A.S. Choice of profession // Op. M .: Publishing House of the APN of the RSFSR, 1958. -T. 5.-S. 392-394.

71. Makarenko A.S. Labor education. Minsk: Nar. Asveta, 1977. - 256 p.

72. Maltseva L.V. Pedagogical technology of formation of readiness of high school students. Diss. .cand. ped. Sciences. Kurgan. - 2000. -210 p.

73. Mashinyan E.V. Pedagogical conditions for the formation of senior schoolchildren's readiness to make decisions about choosing a profession: Diss. . cand. ped. Sciences. - 1993. -189 p.

74. Medynsky E.N. Out-of-school education, its significance, organization and technique. 4th edition.-M., 1918.-288 p.

75. Methods of teaching the course "Man - labor - profession" // School and production. 1992. -No. 9-10. - S. 36-39; No. 11-12. - S. 26-33.

76. Methods of systematic pedagogical research: textbook / Under the guidance of. N.V. Kuzmina. L .: Publishing House of Leningrad State University, 1980. - 172 p.

77. Interschool educational and production workshops / Ed. AND I. Owls. M.: Enlightenment, 1987. -144 p.

78. Youth and professional career: Educational and methodical set / Nauch. ed. S.N. Chistyakova, A.Ya. Zhurkin. M.: Institute of professional self-determination of youth, 1993. - 21 p.

79. My Professional Career: A Student's Guide. / Nauch. ed. S.N. Chistyakova, A.Ya. Zhurkin. M.: Institute of professional self-determination of youth, 1993. - 77 p.

80. Mudrik A.V. On the upbringing of high school students: A book for class teachers. M.: Enlightenment. 1981. - 176s.

81. Mukhina V.S. Psychological status of the individual in various social conditions: development, diagnosis and correction.-M., Education. 1992.-210s.

82. Nazimov I.N. Vocational guidance and professional selection in a socialist society. M.: Economics, 1972. - 254 p.

83. Nain A.Ya. On the methodological apparatus of dissertation research//Pedagogy.-1995.-№ 5.-p. 44-49.

84. Platonov K.K. Personality and work. M.: Thought, 1965. - 365 p.

85. Preparing high school students for life: To help the teacher / Comp. R.G. Gurova, G.B. Rychkov. M.: Enlightenment, 1979. - 158 p.

86. Preparing students and future teachers of labor for work in market conditions: Abstracts of reports of the Republican scientific and practical conference. Bryansk: BSPI, 1992. - 224 p.

87. Polytechnic principle in teaching the basics of science in high school / Ed. YES. Epstein. M.: Enlightenment, 1979. - 151 p.

88. Sh.Polyakov V.A. Polytechnical principle in the labor education of schoolchildren. M.: Enlightenment, 1977. - 80 p.

89. Polyakov V.A. Labor training of schoolchildren in the conditions of transition to the market // School and production. 1993. - No. 2. - S. 3-5.

90. PZ.Polyakov V.A., Kazakevich V.M., Rives-Korobkov Yu.E. Labor training of schoolchildren in the mirror of pedagogical science (To the 50th anniversary of the Russian Academy of Education) // School and production. 1994. - No. 2. - S. 2-7.

91. Problems of the content and technology of preparing students for work in the transition to market relations: Abstracts of reports and messages at the scientific and practical conference. Bryansk: BSPI, 1993. - 150 p.

92. Program of the course “Fundamentals of production. Choice of profession." // School and production. 1986. - No. 7. - S. 24-28.11 b. The program of the course "Man-work-profession" // School and production. -1992. No. 7-8. - S. 36-43.

93. Professional self-determination and professional career of youth / Nauch. ed. S.N. Chistyakova, A.Ya. Zhurkin. M.: Institute of Professional Self-Determination of Youth of the Russian Academy of Education, 1993. -90 p.

94. Proshchitskaya E.N. Choose a profession: Tutorial for high school students. M.: Enlightenment, 1991. - 144 p.

95. Psychological and pedagogical dictionary / Under. ed. P.I. Pidkasistogo.-Rostov n / Don. .- Phoenix, 1998.- 544 p.

96. Pryazhnikov N.S. Help in choosing the profile of education of the Criminal Procedure Code / / School and production. -1995. - No. 3. - P.25-28.

97. Pryazhnikov N.S. Professional and personal self-determination.-M.: Institute of Practical Psychology.-Voronezh: NPO "MODEK", 1996.-256p.

98. Zealous MB. Formation of readiness for professional self-determination among high school students. Bryansk: BGPI Publishing House, 1994. - 125 p.

99. Zealous M.V., Simonenko V.D. How to help choose a profession. Tula: Approx. book publishing house, 1990. - 132 p.

100. Zealous M.V., Simonenko V.D. How to choose a profession: Tips for schoolchildren. Bryansk: BSPI, 1992. - 56 p.

101. Rubinstein S.JI. Theoretical questions of psychology and personality problems / Problems of general psychology. M.: Pedagogy, 1973. - S. 241-342.

102. Savina E.B. Pedagogical conditions for the formation of professional self-consciousness of high school students: Abstract of the thesis. cand. ped. Sciences. M., 1991. - 18 p.

103. Sasova I.A., Amend A.F. Economic education of schoolchildren in the process of labor training / Ed. VC. Rosova. M.: Enlightenment, 1988.-192 p.

104. Sakharov V.F., Sazonov A.D. Professional orientation of schoolchildren: Textbook for students of pedagogical institutes. M.: Enlightenment, 1982. - 192 p.

105. Serikov V.V. Formation of students' readiness for work. M.: Pedagogy, 1988.- 192 p.

106. Simonenko V.D. Professional orientation of students in the process of labor training. M.: Enlightenment, 1985. - 223 p.

107. Simonenko V.D., Retivykh M.V. Initial vocational training // Soviet Pedagogy. 1989. - No. 6. - S. 81-85.

109. Sokolnikov Yu.P. System analysis of education of schoolchildren. M.: Pedagogy, 1986. - 136 p.

110. Sukhomlinsky V.A. About education / Comp. and the author of the intro. essays by S. Soloveichik. M.: Politizdat, 1988. - 270 p.

111. Sukhomlinsky V.A. How to cultivate love for work? // Fav. ped. op. in 5 volumes. Kyiv: Glad. school, 1980. - T. 5. - S. 102-114.

112. Sukhomlinsky V.A. Labor is the basis of the all-round development of a person // Izbr. ped. op. In 5 volumes. Kyiv: Glad. School, 1980. - V. 5 - S. 154-169.

113. Sukhomlinsky V.A. Letters to my son: A book for students. M.: Enlightenment, 1987. - 128 p.

114. Tkachenko A.S. Formation of a professional orientation among students of secondary specialized educational institutions: Abstract of the thesis. . cand. ped. Sciences. -M., 1978.- 18 p.

115. Labor beginning of the school: The concept of labor education // School and production. - 1990. No. 2. - P. 3-8.

116. Uemov A.I. Systems approach and general systems theory. M.: Thought, 1978.- 272 p.

117. Uznadze D.N. Experimental bases of attitude psychology //Psychological researches.

118. Educational-methodical office of vocational guidance: A book for the teacher. M.: Enlightenment, 1986. - 112 p.

119. Ushinsky K.D. Labor in its mental and educational meaning // Izbr. ped. op. in 2 vols. M .: Pedagogy, 1974. - T. 1. - S. 124-144.

120. Formation of professional orientation of students: Sat. scientific papers. Minsk, 1985. - 123 p.

121. Khmyrov S.B. Labor training and vocational guidance for rural schoolchildren. M.: Enlightenment, 1985. - 111 p.

122. Changli I.I. Labor: Sociological aspects of the theory and methodology of research. M.: Nauka, 1973. - 583 p.

123. Man and his work. Sociological research / Ed. AR. Zdravomyslova and others. M.: Thought, 1967. - 392 p.

124. Chernyshenko I.D. Labor education of schoolchildren. M.: Enlightenment, 1981.-191 p.

125. Chebysheva V.V. Psychology of labor training: Toolkit for secondary vocational schools. M.: Higher school, 1983.-239 p.

126. Chechel ID Pedagogical bases of professional self-determination of students of innovative educational institutions. Abstract doc. ped. Sciences. M., 1996. - 37 p.

127. Chistyakova S.N. Vocational orientation of schoolchildren: from the experience of schools Latv. SSR. M.: Pedagogy, 1983. - 96 p.

128. Chistyakova S.N. Fundamentals of vocational guidance for schoolchildren: Proc. manual for students of pedagogical schools in the specialty No. 2008 "Labor and drawing" / Ed. V.A. Slastenin. M.: Enlightenment, 1983. - 112 p.

129. Chistyakov N.N., Buyanova T.A., Kasatkina N.E. Teacher of labor on the vocational guidance of students / Ed. N.N. Chistyakov. M.: Enlightenment, 1982.-175.

130. Shabalov S.M. polytechnic education. M.: Publishing House of the APN RSFSR, 1956.-728 p.

131. Shavir P.A. Psychology of professional self-determination in early youth. M.: Pedagogy, 1981. - 96 p.

132. Shadrikov V. D. Problems of the system genesis of professional activity. M.: Nauka, 1982.-182 p.

133. Shadiev N. Theory and practice of preparing students for work on career guidance for schoolchildren: Abstract of the thesis. doc. ped. Sciences. M., 1983. - 42 p.1 bO. Shaporinsky S.A. Theory questions industrial training. M.: Higher school, 1981. -208 p.

134. Shatsky S.T. Course of lectures on pedagogy. Lecture six. // Ped. op. in 4 volumes - M .: Education, 1964. T. 3. - S. 425-431.

135. Shilova M.I. The study of the upbringing of schoolchildren. M.: Pedagogy, 1982.-104 p.

136. Shilova M.I. The teacher about the upbringing of schoolchildren. M.: Pedagogy, 1990.- 144 p.

137. School and career choice / Ed. V.A. Polyakova, S.N. Chistyakova, G.G. Agapova. M.: Pedagogy, 1987. - 176 p.

138. School and career choice / Ed. A.E. Golomshtok and others. M .: Education, 1970. - 237 p.

139. Shtoff V.A. Modeling and Philosophy.-M.-JI. Science, (Leningrad branch), 1966.-301 p.

140. Shubkin V.N. The beginning of the journey. -M. : Young Guard, 1979.-42 p.

141. Shubkin VN Sociological experiments.-M. : Thought, 1970.-288 p.

142. Shchukina G.I. The role of activity in educational process.-M. Education, 1986.-144s.

143. Shchurkova N.E., Pityukov V.Yu., Savchenko A.P., Osipova E.A. New technologies of the educational process. M., 1993. - 112 p.

144. Yadov V.A. Sociological research: Methodology. Program. Methods. M.: Science. - 239 p.

145. Yaroshenko V.V. School and professional self-determination of students. -Kiev: Glad. school, 1983. 112 p.