Features of the formation of personal and social identity of students in scools in the Arcktic
The article is devoted to the search for effective mechanisms for the formation of both personal and social identity of high school students in the Arctic, the study of its features in the conditions of the northern settlement with the indigenous people of the north. The authors made an attempt to design a model for the formation of personal and social identity of students of the school of the Arctic. If we talk about the social and personal identity of students of Arctic schools, it is worth noting that the small peoples of the north are losing their native language, folk traditions, which leads to difficulties and problems in self-identification. And at the same time, the state educational policy presents ample opportunities for the development of social identity, so, according to the updated Federal State Educational Standards, educational organizations have the right to choose the language of instruction, the choice of educational programs, including, depending on specific local conditions. In this regard, the schools of the Arctic part of our country, expanding their social functions, should become a spiritual center of socio-cultural and socio-economic development. We are talking about the formation of the personality of the children of the peoples of the North, who are able to live and work in its harsh conditions. School graduates should be socially oriented and capable of solving problems related to active national revival and further prosperity in accordance with the priority strategic development programs of the Arctic, Siberia and the Far East. According to the results of the implementation of the 1st stage of the program, children have relatively increased their level of personal and social identity, however, in general, the changes are insignificant. There is a systematic work to be done. The formation of the personal and social identity of students of the Arctic school requires taking into account their ethnic and psychological and pedagogical features of development, as well as the socio-cultural environment surrounding them.