AESTHETIC EDUCATION OF STUDENTS IN CONDITIONS OF INTEGRATION OF HISTORICAL-PEDAGOGICAL, SOCIALLY FOCUSED, AESTHETIC-PEDAGOGICAL APPROACHES
Introduction. The purpose of the article is an experimental test of the effectiveness of the author’s special course “Development and self-development of aesthetic culture of students by means of art, work, communication, environment, research, digital education”. The test is carried out through the diagnosis of the level of cognitive development, the level of development of aesthetic culture and the level of development of abilities for self-education and self-development. Materials and Methods. The research was conducted in the context of the methodological principle of unity of consciousness and activity. Control and experimental groups were surveyed on the questionnaire of levels of development of students’ cognitive activity (V.S. Muhina's adapted diagnostics), the questionnaire for the assessment of the level of development of students’ aesthetic culture (the author's diagnostics), the questionnaire of self-assessment of ability to self-education and self-development of a personality (V.I. Andreev's adapted diagnostics). Results. The hypothesis of the influence of the special course on the cognitive and aesthetic development of students at the forming stage of the experiment was confirmed.