Features of the Value-Semantic Component of the Psychological and Pedagogical Culture of the Personality of High School Students

<p>The work is devoted to the analysis of the value-semantic component of the psychological and pedagogical culture of the individual. In addition, the author examines and analyzes the category "psychological and pedagogical culture", the relationship of the term with the categories "psychological culture" and "pedagogical culture".The article presents the results of a study conducted among students in grades 10-11 of Barnaul schools. 152 students were from classes of psychological and pedagogical orientation and 165 students from non-psychological and pedagogical classes.To study the features of the value-semantic component of the psychological and pedagogical culture of the personality of high school students, the following methods were used: 1) «Portrait Value Questionnaire»(Sh. Schwartz),in the adaptation by N.M.Lebedeva;2)«The system of lifemeanings»(V.Y.Kotlyakov);3)«Test of life orientations»(D.A.Leontiev,in the adaptation by E.N.Osina,N.V.Kosheleva);4)Mini-essay «My attitude to pedagogical professions». The results obtained make it possible to say that high school students from psychological and pedagogical classes have peculiarities in the formation of a value-semantic component of psychological and pedagogical culture of a personality when comparing them with high school students from other classes.Differences in attitudes towards the teaching profession, the structure of value orientations, and the system of life meanings are revealed. The author notes that in the future it is planned to compare groups according to a larger number of indicators of the value-semantic sphere, to conduct a factor analysis to identify factors (components) characterizing the value-semantic component of the psychological and pedagogical culture of a high school student's personality. In addition, a program of work with psychological and pedagogical classes is being tested and implemented,aimed at forming a value-semantic component of psychological and pedagogical culture.</p>