Дисертаційне дослідження присвячено теорії і практиці економічної підготовки учнів у позашкільних навчальних закладах. Розкрито стан економічної підготовки учнів, історико-педагогічні засади економічної освіти, навчання і виховання. Проведено дослідження соціально-педагогічних умов економічної підготовки учнів у позашкільних навчальних закладах. Визначено принципи, мету і завдання економічної підготовки. Охарактеризовано структуру змісту, форм та методів економічної підготовки учнів позашкільних навчальних закладів. Представлено особливості формування економічної компетентності учнів позашкільних навчальних закладів. Експериментально доведено ефективність запропонованих удосконалень соціально-педагогічних умов економічної підготовки учнів у позашкільних навчальних закладах.
Диссертационное исследование посвящено теории и практике экономической подготовки учеников во внешкольных учебных учреждениях. Раскрыто состояние экономической подготовки учеников, историкопедагогические основы экономического образования, обучения и воспитания. Проведено исследование социально-педагогических условий экономической подготовки учеников во внешкольных учебных учреждениях. Определены принципы, цель и задачи экономической подготовки. Охарактеризована структура содержания, форм и методов экономической подготовки учеников внешкольных учебных учреждений. Представлены особенности формирования экономической компетентности учеников внешкольных учебных учреждений. Экспериментально проверены предложенные социально-педагогические условия экономической подготовки учеников внешкольных учебных учреждений. Установлено, что уровень экономической подготовки учеников внешкольных учебных учреждений в экспериментальных группах по сравнению с контрольными существенно более высокий.
In dissertation conception provisions about economic preparation of pupils in non-formal educational institutions are theoretically proved and checked experimentally up. On the basis of analysis of the systems of theoretical approaches and practical realization, essence of concept “economic preparation”. Is it found out that economic preparation of students of non-formal educational institutions is a purposeful process of preparation of personality to life in the conditions of becoming and development of market economy which makes the aggregate of economic knowledges, abilities and skills, economic capabilities, necessary for successful self-realization in society. It is found out in the process of research, that the structure of economic preparation of pupils includes intercommunication with economic education and foresees the economic teaching and education. Therefore we examine economic education as a purposeful process and result of the economic teaching and education, directed on the receipt of qualification on directions of preparation on economy and enterprise. Certainly, that economic teaching of pupils is a process, directed on mastering of necessary a minimum of base economic knowledges, abilities, skills, development of capacities for a self-education. Thus economic education is the organized pedagogical activity, directed on the improvement of qualities personalities, which show up in adaptation mobility (initativeness, efficiency, responsibility), adequate positive selfappraisal, aspiring to the self-education, comprehension of the individual economic potential, forming of the realized civil economic conduct which will be instrumental in providing of position of pupils in society as economic active members of society, capable consciously attached to economic life of country, realize strategy of steady economic, social and spiritual development of Ukraine. It is set that the special value in economic preparation of pupils of non-formal educational institutions is occupied by the proper social-pedagogical terms. Is it found out that social-pedagogical terms of economic preparation of pupils of non-formal educational institutions is an aggregate of associate components of educational and teaching process in non-formal educational institutions, which provide economic preparation of pupils. As a result of research the effective social-pedagogical terms of economic preparation of pupils of non-formal educational institutions are developed, their basic components, structured on directions is selected: conceptual (principles, purpose and tasks of economic preparation of pupils); technological (table of contents, forms and methods of economic preparation of pupils) and organizational (mugs, groups and other creative associations of non-formal educational institutions). Certainly, that the basic social-pedagogical terms of economic preparation of pupils of non-formal educational institutions are: bringing principles over, aims and maintenances of economic preparation of pupils in accordance with a modern socioeconomic situation; bringing in of pupils to participating in socio-economic practice, adjustings of collaboration with financial-economic institutions; organization of work of economic groups, other groups, groups and creative associations of out-of-school education to economic direction etc. It is found out that the developed social-pedagogical terms of economic preparation of pupils of non-formal educational institutions were opened by considerable possibilities for the increase of level of economic competence of pupils. Certainly, that an economic competence is the integral system of associate economic capabilities, which provides readiness of personality to life and labour in modern socio-economic terms. In the process of research in the structure of economic competence of pupils of non-formal educational institutions cognitive, valued-motivational and activity conductive components are selected. In accordance with every component indexes are developed. The offered social-pedagogical terms of economic preparation of pupils of nonformal educational institutions are experimentally tested. It is set that the level of economic preparation of pupils of non-formal educational institutions in experimental groups by comparison to control is substantially higher.
