EDUCATIONAL INDEPENDENCE AS A CONDITION OF PERSONAL AND VOCATIONAL IDENTITY OF SENIOR
The article is devoted to the problem of formation of educational independence of students as conditions of effectiveness of their professional and personal selfdetermination. Substantiated the thesis that the personal and professional self-determination as a Central neoformation of secondary school age, at the same time is an integral educational result secondary General education, prerequisite for the attainment of which is the educational independence. This phenomenon is regarded as a qualitatively new level of subjectivity of the student, he or she has implemented in the process of building individual educational trajectory. This level is characterized, primarily, by the ability of the subject to address its activities to the significant "Other" that dwells with him in co-existential community. It is shown that the situation of development of a senior pupil, which is formed by the educational level of its independence was the formation, along with an imaginary, realistic co-existential plan social interactions, the subjects of which become representatives of the external social environment. From this point of view justifies the idea of zones of actual and proximal development of the student. Area for the actual development determine its ability to simulate intense problem in the sphere of social and professional relationships in group interactions with peers in the course of solving design problems. Zone of proximal development is characterized by the ability to build productive communication with representatives of the external social environment during the presentation of individual educational outcomes.