FORMATION OF VALUE RELATIONS TO DOCTRINE IN YOUNGER SCHOOLBOYS: ASPECTS OF THEORY AND PRACTICE
The article discusses the theoretical and practice-oriented aspects of the problem of the formation of a value attitude to educational activities among younger students. The methodology of axiological approach is reviewed, within which education is considered as a terminal and at the same time instrumental value. Such a broad definition of the role of education is due to the sociocultural environment in which the attitude to “lifelong learning” dominates. Awareness of the need for continuous learning, a positive attitude toward education is necessary to begin “from childhood”, i.e. at the level of primary education. On the one hand, such an approach is indicated in the Federal State Educational Standard of Primary General Education, where there are up to thirty references to values and value. But on the other hand, the practicing teacher does not have specific recommendations that would indicate the trajectory of the implementation of this work in the educational process. Some scientists addressed this issue (S. S. Akimova, A. N. Antyushko, M. N. Ivanova, I. D. Lelchitsky, L. Yu. Savinova), but an analysis of their work reveals interest in the diagnostic side of the problem, rather than to the essence of the process of formation of a value attitude to learning in younger schoolchildren. The article presents the author's approach to the selection of diagnostic tools for the problem of research, and also describes the characteristics of the levels of schoolchildren's attitude to educational activities. Experimental research work was briefly described, in which a number of events and actions were implemented, allowing to outline the trajectory of formation in younger schoolchildren of a valuable attitude to learning, from emotional acceptance of the importance of learning to awareness of the meaning of learning as a leading activity. The diagnostics carried out in the course of the research confirmed the positive dynamics of the indices testifying to the reinforcement of the value attitude to learning in the elementary school students.