METHODOLOGY FOR DETERMINING THE LEVEL OF DEVELOPMENT OF TECHNOLOGICAL CULTURE OF A STUDENT'S PERSONALITY IN TECHNOLOGY LESSONS

Abstract

The article presents an overview of the scientific achievements of scientists on the issue of diagnosing the value attitude to any activity, including work. This statement was taken to determine the methodology of dialogy of the level of development of technological culture of the student's personality in technology lessons. It was taken into account that the technological culture of a personality is characterized by a system of scientific and technological knowledge, skills and abilities important for the implementation of transformational activities, as well as experience in engaging in these activities, and most importantly, a system of motives and values.

The article considers the importance of value orientations and reveals the essential features of the criterion for assessing the level of development of the technological culture of a student's personality in technology lessons. In accordance with the interpretation of the concept of «technical and technological culture of personality», this criterion defines the value attitude of the individual to the norms, rules and results of subject-transformative activity.

Four levels of attitude to the norms and rules оf subject-transformative activity are defined, taking into account objective and subjective circumstances. Based on the analysis of methodological literature and taking into account the experience of high school technology teachers, the essence of such indicators is revealed. It is recommended to use the scaling method to assess the level of development of technological culture of a senior pupil's personality in technology lessons using these indicators.

The purpose of the article is to reveal the methodology for determining the level of development of technological culture of a senior school student's personality in technology lessons.

Methodology. The research methodology was based on activity-based, competence-based and personality-oriented approaches, which determine the focus of the educational process on the development of technological culture in students and the diagnosis of its manifestation by each personality, on the deepening and application of the acquired knowledge in practice, taking into account the value component of the content of education.

The methodology of our study was also based on a multi-level systematic analysis of sources using general, partial, and specific scientific methods of scientific knowledge.

The scientific novelty lies in the definition and substantiation of an accessible methodology for assessing the formation of technical and technological culture of a senior pupil's personality in technology lessons, which includes the diagnosis of his/her attitude (attitude) to the integral process of subject transformative activity, from the idea to the realization of the product created by him/her, as well as criteria and indicators for such an assessment.

Conclusions. It has been established that the identified components, criteria, indicators and their characteristics determine an accessible procedure for diagnosing the level of development of technological culture of a senior pupil's personality in technology lessons. The most convenient indicators of such an assessment in technology lessons were: students' habit of self-control, their creative attitude to any activity, rational use of time, materials, equipment and technologies, respect for comrades, the results of their work and people of work, compliance with a single spelling regime, the use of graphic documentation, and compliance with the culture of the workplace.

Presenting the assessment of such indicators using the rating method will enable the teacher to objectively determine the level of development of the technological culture of the individual student and the whole class and to outline ways to improve the relevant educational work in technology lessons.

The use of such a methodology will contribute to the formation of students not only the appropriate personal qualities that determine the technological culture of subject-transformative activities, but also to increasing the effectiveness of the process of educating a value-based attitude to work by increasing motivation.