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3.1. Research of level of good breeding of valuable orientations of the senior teenager to the beginning of skilled-experimental work

to check up and prove efficiency of the developed model of education of valuable orientations of schoolboys mathematics means as subject, before its introduction in practice there was a necessity to define "starting" level of good breeding of valuable schoolboys, the initial ascertaining cut has been with that end in view spent.

Experimental work was spent on the basis of Municipal budgetary educational institution «the Average comprehensive school ¹15» Petropavlovsk-Kamchatka city district (experimental group) and Municipal budgetary educational institution «the Average comprehensive school ¹41» Petropavlovsk-Kamchatka city district (control group). In total 212 schoolboys have taken part in experiment, pupils of 7 and 8 classes. Reformative work was conducted within two years, ascertaining experiment was spent in the beginning of academic year in 7 class, and total - in the end of an academic year in 8 class. For reception of authentic scientific results and conclusions similar procedure has been repeated three times (2012 - 2014, 2013 - 2015ã., 2014 - 2016), and the data obtained in different years are averaged.

the Chosen methods of diagnostics correlated with criteria of good breeding of system of valuable orientations of schoolboys. For definition of degree of comprehension by pupils of essence of universal values and ways of their realisation not finished offers and the associative test were used a method. The emotional relation of pupils to universal values was established by means of the associative test, and significant values for teenagers came to light by means of M.Rokicha's technique «Valuable
orientations». As by means of questioning of parents and teachers were established, what, from the point of view of adults, valuable orientations prevail in behaviour of pupils.

the Variants of answers received at realisation of these techniques are individual and very various, but, nevertheless, in them it is possible to allocate some general tendencies. The analysis of these tendencies also allows to draw a conclusion on level of understanding schoolboys of universal values.

On the basis of the received data three levels sformirovannosti knowledge of universal values and ways their realisations expressing depth and sistemnost of this knowledge are allocated: low, average and high. To low level there correspond the superficial, repeating formulations which are not truly opening essence of value, and also the statements contradicting existing norms of morals. The average level sformirovannosti knowledge of universal values is characterised by presence in answers of well-known cliches, absence of depth of understanding of values, at general their true interpretation. To high level sformirovannosti knowledge of universal values there corresponds presence of deep understanding of essence of the universal values, received as a result of their personal residing.

Results of research sformirovannosti knowledge of universal values and ways of their realisation at schoolboys are presented in table 3 and the diagramme 1.

Table 3

Results of research of level sformirovannosti systems of knowledge of universal values

(by results of technique realisation «not Finished offers»)

Levels

sformirovannosti

Experimental

group

Control

group

Low 21 % 29 %

Average 63 % 62 %
High 16 % 9 %

With a view of maintenance bolshej presentation of the results received in a course

the researches given, presented in the form of tables, in most cases hereinafter in the work text are accompanied by stylar diagrammes.

Low Average High

the Diagram 1. Results of research of level sformirovannosti systems of knowledge of universal values (by results of realisation

techniques «not Finished offers»)

Interpretation and the comparative analysis of results of spent diagnostics testifies, that pupils of both groups to the beginning ­ opytnoeksperimentalnoj works possessed rather identical level sformirovannosti knowledge of universal values, with prevalence of an average. As acknowledgement of the received data we will consider some separate aspects of understanding pupils of essence of universal values.

we Will stop on the analysis of representations of pupils about such fundamental values, as: the person, a family, knowledge, art as these values, are presented as base national values in
«to the Concept of spiritually-moral development and education of the person of the citizen of Russia» [46].

Representation about the person as about the higher value is the major element of education of humanism. The understanding of various aspects of value "person" can be tracked at the analysis of the offers finished by pupils. The considerable part (40 %) offer continuations «To be the person means...» Contacted any activity or the features of behaviour expressing a humanistic orientation of the person (to create good to be able to understand associates to love, respect, be responsible, cultural, polite and i.t.d.) . For 10 % of pupils to be the person meant to be "clever", "reasonable" etc., that is in answers of these pupils the person associated with intellectual activity. Besides other as there were answers «to be themselves», «to enjoy a life», to "live", «to be self-assured», «to be happy» (15 %), thus is a lot of pupils (23 %) were at a loss to answer. Thus, in understanding teenagers of the person as persons observe the expressed orientation to humanity and self-improvement, but also the individualistic orientation thus takes place.

Representations about value of private world of other person came to light by means of not finished offer «When I see the person who is upset...». Approximately the upset person causes sympathy and desire in half of pupils (56 %) to help («I try to help, support it», «I cheer it up, I amuse», «I ask him, I am interested»). The opinion in this respect 14 % of the pupils who have written is interesting enough, that if it meets the person who is upset in this case they long and think of an event, but any possible attempts to help this person thus do not undertake. 19 % of teenagers do not know how to arrive in such situation, and the remained 11 % suggest to pass by and not to interfere. So, half of pupils understands value of private world of other person adequately, but
thus other half, understands it insufficiently full and deeply, or iskazhenno.

the Family is one of the major base national values. The offer «Each person requires a family, because...» It has been urged to reveal representations of teenagers about a family role in human life. 27 % of pupils have answered, that in a family «love and help», 15 % - that the family is necessary to avoid loneliness, and 30 % have simply noticed, that «this main thing» and «without it is impossible». Other opinion was expressed by 9 % of teenagers, having declared, that the family is necessary for «sort continuation» and «education and the maintenance of children». For 20 % of pupils appointment of a family and at all remains it is not known.

Thus, among teenagers conviction in the importance of a family in a life of each person is observed, but thus its role is understood superficially enough. It once again confirms position that though functions of a family and its valuable reference points specifically for each epoch, the family always remains basic value.

the Science as well as the family, is base value. Representations of pupils about value of scientific knowledge were established by means of not finished offer «In an ordinary life a science...». 55 % of pupils were at a loss to continue this offer, but thus 31 % podrostov have answered, that in an ordinary life the science "is necessary and important". At the same time 14 % of pupils have declared, that in an ordinary life the science has no value. Thus, value of a science for the majority of pupils at present remains not opened.

Features of understanding of necessity of noegenesis are traced at the analysis of additions of the offer «to the Person knowledge, that is necessary...». 29 % of pupils receive knowledge that «to find good work» and to "become successful", 12 % - that «to receive the five», and 11 % - to "enter the university". 25 % of teenagers have other sight at noegenesis, for them acquisition of knowledge is possibility to become "wise", "formed", "clever" and «to understand all phenomena». As there were variants, when knowledge

are necessary, that «to communicate with friends», «to flash them in the company» or «to load them the brain». So, for the majority of teenagers of knowledge is not the purpose, and means of achievement of the certain social status.

for today art admits to One of the major sources of morals. Representations of teenagers about an art role in human life came to light by means of offers «to Love art - means...» And «Music is necessary, that...». Music has been chosen because for the majority of teenagers of age special attention to this art form is characteristic. 34 % of pupils were at a loss to continue «to Love the offer art - means....» That will be co-ordinated with the previous data. Other opinions were very various, so one pupils considered what to love art is means to understand it, to be clever and to express the opinion, others thus believed what to love art means to be creative, to like to work and be engaged in something with pleasure. Thus, in understanding it is possible to allocate with teenagers of love to art two directions: love "from within" (to create, create works of art) and love "outside" (to behold, estimate the works of art created by others).

the Offer «Music is necessary, that...» 19 % of pupils have continued words «to listen to it», and 29 % have concluded, that music is necessary to "rejoice,"enjoy and "relax", thus 22 % of schoolboys and could not answer at all for what music is necessary. Deeper understanding of mission of music was shown by 21 % of pupils, on their opinion, music is necessary, that «to consider acts», «to go through the different moments», «to support in the person desire to live», and also «to bring up musical preferences». The obtained data allow to draw a conclusion, that representations of teenagers about essence and the importance of art are generated insufficiently. So from all variety of functions which carries out art (information, aesthetic, psychotherapeutic etc.) To teenagers there was gedonicheskaja a function.

thus, given received by means of techniques «not Finished offer» and the associative test allow to conclude, that to the greatest degree following values require formation of correct knowledge of them: a science, work, art.

the Emotional relation of pupils to universal values was established on the basis of the data received by means of the associative test. At processing of results of research all associations which have been written down by students, have been classified as positively emotionally painted («pleasure, happiness, fun, advantage»), as negatively emotionally painted («a pain, weariness, nerves») and as deprived emotional okrashennosti. Results of diagnostics are presented in table 4 and the diagramme 2.

Table 4

the Relation of pupils to universal values

(by results of realisation of the associative test)

the Characteristic Experimental Control
relations group group
Negative 7 % 12 %
Neutral 58 % 71 %
Positive 35 % 16 %

98

the Diagram 2. The relation of pupils to universal values (by results of realisation of the associative test)

Thus, as a result of the research carried out by us it has been established, that the concepts expressing universal values do not cause the emotional response in the majority of pupils. The obtained data with a high share of reliability allow to ascertain good breeding of valuable orientations on "znanievom" level that specifies in necessity of development of an emotional component of valuable orientations of schoolboys.

the Establishment dominating in system of values of the pupil of group was made on the basis of the data received by means of a technique of M.Rokicha «Valuable orientations» and techniques «not Finished offers».

the Technique «Valuable orientations» is directed on studying of individual and group representations about system of the significant values defining most the general reference points of ability to live. This technique is one of the most demanded thanks to flexibility of carrying out of researches and profitability of processing of results. According to M.Rokicha two types of values are allocated: terminal and tool. Terminal values are belief that certain ultimate goals of individual existence from the personal and public points of view deserve that to them to aspire. Tool values are belief that the certain line of action (for example, honesty, rationalism) from the personal and public points of view is preferable in any situations [67].

the Examinee offered two lists of values (on 18 in everyone) in which the examinee should appropriate each value rangovyj number (the appendix 4). Processing procedure consisted in podschityvanii an average arithmetic ranks of each value. With a certain share of convention it is possible to consider, that first six values in these lists are for teenagers significant, last six - rejected, and the relation to the values which have appeared between these two groups, neutral.

On the basis of a choice pupils of significant values established dominating in system of values of the pupil group: values of a survival and self-affirmation, traditional values and values of significant others or values of creativity and personal growth. Results of realisation of a technique are presented in tables 5-7.

Table 5

Results of research of terminal values

(by results of technique realisation «Valuable orientations»)

Experimental group Control group
¹ Value the Average arithmetic Value the Average arithmetic
1 health 6,5 health 4,9
2 presence good and loyal friends 7,1 presence good and loyal friends 5,7
3 an active active life 7,2 an active active life 8,0
4 love 7,2 happy home life 8,5
5 happy home life 8,0 vital wisdom 8,7
6 development 8,7 love 8,7
7 vital wisdom 8,8 interesting work 8,8
8 freedom 9,4 development 9,1
9 interesting work 9,5 financially secure

a life

9,4
10 a financially secure life 9,9 knowledge 9,6
11 a self-trust 10,2 freedom 10,4
12 knowledge 10,6 a self-trust 10,4
13 creativity 10,7 the productive

a life

10,5
14 entertainments 10,9 social recognition 10,5
15 a productive life 11,1 beauty of the nature and art 10,9
16 social recognition 11,2 entertainments 11,6
17 beauty of the nature and art 11,5 creativity 12,1

18 happiness of others 11,9 happiness of others 13,2

From Table 5 it is visible, that to value "health", "friendship", «an active active life», "family" and "love" are the most significant for teenagers. Art and creativity is thus interesting, that, being values, knowledge about which is generated to a lesser degree, has appeared among rejected values. The knowledge was included into group of values, the relation of teenagers to which is indifferent. In many respects this results from the fact that the knowledge in itself as realisation of a method of not finished offers has shown, is not value for teenagers, and acts as means of achievement of the social status more likely. However, in spite of the fact that in understanding teenagers of value "person" observe altruism notes, value «happiness of others» in the resulted hierarchy has appeared on last place. It testifies that value of the person is realised by teenagers, but is not accepted.

Table 6

Results of research of tool values (by results of technique realisation «Valuable orientations»)

Experimental group Control group
¹ Value the Average arithmetic Value the Average arithmetic
1 cheerfulness 6,0 accuracy 5,4
2 good breeding 6,4 good breeding 6,0
3 independence 7,8 cheerfulness 6,9
4 boldness in upholding of the opinion 8,7 independence 8,1
5 accuracy 8,8 sense of duty 8,6
6 erudition 9,0 responsibility 8,8
7 sense of duty 9,3 rationalism 8,9
8 firm will 9,4 erudition 9,2
9 a width of views 9,7 self-checking 9,2
10 keenness 9,8 boldness in upholding of the opinion 10,2
11 responsibility 9,8 irreconcilability 10,4

12 self-checking 10,0 honesty 10,6
13 rationalism 10,1 keenness 10,6
14 honesty 10,1 firm will 10,9
15 tolerance 10,7 high inquiries 11,1
16 efficiency in

affairs

10,9 a width of views 11,2
17 irreconcilability 11,7 tolerance 11,9
18 high inquiries 12,3 efficiency in

affairs

12,0

In Table 6 of value to which teenagers prefer it is possible to divide conditionally on two groups. The first group are the values expressing images of actions, allowing to reach social recognition and the social status (good breeding, erudition, sense of duty), other group - the values having some communicative orientation (cheerfulness, independence, accuracy).

That fact, that "tolerance" and "keenness" have appeared in the end of the list of tool values confirms the assumption that the understanding of value "person" at teenagers yet has not passed in its acceptance. "Rationalism" and "width of views" also have not appeared significant values that specifies in necessity of education of values "science" and "knowledge".

the Data received by means of a technique of M.Rokicha, confirm results of realisation of a method of not finished offers. So 50 % interrogated have continued the offer «the Most important thing in a life...» Concepts "family", "children" or "love", it depends "work", "career" or "success" among answers of pupils met only in 10 % cases. Besides the other there were variants «to be themselves», "happiness", "health", "order", "money", «to be successful», to "watch TV". As a whole the relation of the answers expressing an orientation on and some selfish orientation to total were made by 20 %. Thus, values "family", "love" and the "friendship", the most significant appearing in quality in the results received by means of a technique of M.Rokicha as have been chosen significant and at continuation of not finished offers.

Received by means of a technique «Valuable orientations» data have allowed to define dominating in system of values of pupils group, results are presented in table 7 and the diagramme 3.

Table 7

Results of research of dominating group of values (on

to results of realisation of a technique «Valuable orientations»)

Dominating group of values Experimental

group

Control

group

Values of a survival and self-affirmation 22 % 24 %
Traditional

values and values

significant others

60 % 54 %
Values of creativity and personal growth 18 % 22 %

the Diagram 3. Results of research of dominating group

values (by results of an initial cut)

the obtained data allow to conclude, that at the moment of carrying out of ascertaining experiment in both groups rather identical distribution of pupils concerning dominating group
values is observed. Thus in system of values of the majority of teenagers traditional values and values of significant others prevail, it testifies that the leading mechanism of formation of values at schoolboys of this age is socialisation.

the Tendencies most brightly shown in behaviour of teenagers, were established by means of questioning of parents and teachers. Lists of tool and terminal values have been offered parents. It was necessary for them to range the values shown in behaviour of the teenager, depending on their frequency. Results of questioning of parents are presented in Table 8 and Table 9.

Table 8

Results of questioning of parents (the terminal values realised in behaviour of children)

Experimental group Control group
¹ Value with. And. Value with. And.
1 aspires to find good and loyal friends 6,6 to care of the health and health of relatives 4,3
2 to care of the health and health of relatives 7,5 aspires to spiritual affinity with favourite people 6,3
3 shows independence, independence in judgements and acts 7,6 shows independence, independence in judgements and acts 6,9
4 tries to find common language with all members of a family 7,6 differs a self-trust 7,3
5 tries to be reputable

associates, collective, companions on study

7,7 is engaged in interesting, favourite business 7,4
6 is engaged in interesting, favourite business 7,8 is engaged in the vigorous activity, realises requirement for completeness and an emotional saturation of a life 8,0
7 is engaged in the vigorous activity, realises requirement for completeness and an emotional saturation of a life 7,9 constantly works over itself, physically and it is spiritually improved 8,4
8 raises level of the formation, the general culture, intellectual development, expands an outlook 9,3 uses the possibilities, forces and abilities it is maximum 8,7
9 is engaged in creative activity 9,4 raises level of the formation, the general culture, intellectual development, expands an outlook 9,0
10 aspires to spiritual affinity with favourite people 9,8 differs a maturity of judgements and the common sense, based on life experience 9,1
11 takes pleasure in beauty of the nature and art 10,1 aspires to a financially secure life 9,1
12 constantly works over itself, 10,7 takes pleasure in beauty 9,7

physically and spiritually

it is improved

the nature and art
13 uses the possibilities, forces and abilities it is maximum 10,7 tries to be reputable for associates, collective, companions on study 9,7
14 differs a maturity of judgements and the common sense, based on life experience 11,0 tries to find common language with all members of a family 10,6
15 aspires to material

the provided life

11,6 aspires to find good and loyal friends 11,7
16 cares of happiness of other people, all people, mankind as a whole 11,6 cares of happiness of other people, all people, mankind as a whole 13,6
17 differs a self-trust 11,7 is engaged in creative activity 14,1
18 is engaged pleasant and

easy pastime, aspires to absence of duties

11,7 is engaged in pleasant and easy pastime, aspires to absence of duties 15,6

the Data presented in Table 8 allow to conclude, that values "health", "family" and "friends" not only are accepted by teenagers, but also are realised in behaviour and activity. Social recognition is not underlined pupils as the most significant value, but it is thus marked by parents. Probably, it is connected by that teenagers do not realise that social recognition is for them value-purpose though the values-means chosen by them just on it specify.

Table 9

Results of questioning of parents

(the tool values realised in behaviour of children)

Experimental group Control group
¹ Value the Average arithmetic Value the Average arithmetic
1 cheerfulness 5,9 independence 4,3
2 good breeding 6,9 cheerfulness 5,3
3 honesty 7,7 firm will 5,3
4 boldness in upholding of the opinion 8,1 accuracy 5,6
5 sense of duty 8,4 boldness in upholding of the opinion 5,6
6 responsibility 8,7 sense of duty 7,3
7 keenness 9,0 efficiency in affairs 8,0
8 erudition 9,5 keenness 8,3
9 independence 9,6 good breeding 8,7

10 a width of views 9,6 self-checking 10,0
11 rationalism 9,8 honesty 10,4
12 firm will 10,1 erudition 10,9
13 tolerance 10,1 a width of views 11,0
14 efficiency in affairs 10,7 irreconcilability 11,7
15 accuracy 10,8 responsibility 11,7
16 high inquiries 11,6 rationalism 12,9
17 self-checking 11,9 tolerance 13,0
18 irreconcilability 12,4 high inquiries 14,7

Among tool values in the beginning of the list by results of interrogation of parents and children "cheerfulness", "good breeding", "sense of duty" and "independence", that is these images of actions by teenagers have simultaneously got not only are accepted, but also find a way out in behaviour. It is interesting, that "honesty" and "keenness" are specified by parents of pupils as the tendencies often shown in behaviour, but thus pupils as significant for them do not specify these values. Probably, it is connected by that teenagers copy desirable images of actions to meet with approval of parents and teachers. The similar situation develops with "erudition" and "accuracy". Teenagers choose them as the most preferable samples of behaviour, but thus in activity as shows interrogation of parents, them do not realise.

the General concept of parents about the tendencies prevailing in behaviour of pupils, is presented in table 10 and the diagramme, 4.

Table 10

the Generalized results of research of the values realised in behaviour of children (by results of questioning of parents)

Dominating group of values Experimental

group

Control

group

Values of a survival and self-affirmation 7 % 0 %
Traditional values and values 72 % 54 %

significant others
Values of creativity and personal growth 21 % 46 %

the Diagram 4. The generalised results of research of the values realised in behaviour of children (by results of questioning

parents)

By comparison of data of table 7 and table 10 there is an essential divergence of indicators in line «Values a survival and self-affirmation», that can quite speak that the pupils, the leading mechanism of formation of which valuable orientations is adaptation, often follow samples of behaviour expected from them to avoid punishment.

the Data received by means of questioning of parents, as a whole correlate with data of questioning of teachers. As well as two lists of values were offered parents, teachers, but difference consisted what to estimate it was necessary a class as a whole. Questioning of teachers
assumed a choice of values which and are most less often shown more often in behaviour of the majority of pupils of the given class.

From the list of terminal values as most often realised in behaviour and activity of teenagers, teachers specified "entertainments", "creativity", «an active active life», "social recognition", «presence good both loyal friends» and "health". It is interesting, that "entertainments" do not appear in the beginning of any of the presented lists of terminal values. Probably, in this case answers were given by pupils and their parents, proceeding from desire to make about itself the good impression, thus uncooperative altitude presence to work and aspirations to entertainments quite confirms the associative test. Among the terminal values shown in behaviour podrostov least, teachers allocated "development", "knowledge", «vital wisdom», «happiness of others» and «beauty of the nature and art», that precisely enough coincide with results of interrogation of pupils.

Among tool values as tendencies more often pupils of the teacher shown in behaviour «high inquiries», "good breeding", in quality of the least shown - "self-checking" and "honesty" specified "cheerfulness", «boldness in upholding of the opinion». These data as will be co-ordinated with given received other methods.

By results of realisation of a complex of techniques (the associative test, a technique «not Finished offers», M.Rokicha's technique «Valuable orientations», questioning of parents and teachers) have been made summary table 11 and the diagramme 5 giving complete representation about levels of good breeding of system of valuable orientations of schoolboys at the initial stage of skilled-experimental work.

Table 11

Results of complex research

levels of good breeding of system of valuable orientations of schoolboys

Levels of development Experimental Control

group group
adaptation Level 21 % 26 %
socialisation Level 72 % 68 %
individualization Level 7 % 6 %

the Diagram 5. Results of complex research of levels of good breeding of system of valuable orientations of schoolboys

So, to the beginning of a reformative stage of skilled-experimental work we ascertained, that knowledge of universal values of the majority of teenagers though correspond to the representations accepted in a modern society, do not differ depth and sensibleness. At the same time it is established, that sufficient degree of sensibleness of value is not the guarantor of its acceptance and the subsequent realisation in activity. This feature of teenage age is most brightly traced at the analysis of position in valuable hierarchy of pupils of such values, as "person", "knowledge", "work", "art".

Results of questioning of pupils and their parents have shown, that in consciousness and behaviour of teenagers traditional values and values of significant others so the leading mechanism of formation of valuable orientations at schoolboys of this age is socialisation prevail. Thus, the complex analysis of all received data allows to ascertain, that the system of valuable orientations of the majority of teenagers is at socialisation level, and in structure of valuable orientations in bolshej degrees is generated kognitivnyj a component, it depends emotional and behavioural components require purposeful development.

3.2.

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A source: SEROVETNIKOVA SVETLANA ANATOLEVNA. EDUCATION of VALUABLE ORIENTATIONS of the SENIOR TEENAGERS by SUBJECT MEANS. The dissertation on competition of a scientific degree of the candidate of pedagogical sciences. Petropavlovsk-Kamchatka - 2016. 2016

More on topic 3.1. Research of level of good breeding of valuable orientations of the senior teenager to the beginning of skilled-experimental work:

  1. Criteria, indicators and levels of good breeding of valuable orientations of the senior teenager
  2. chapter 3. Skilled-experimental work on realisation of model of education of valuable orientations of the senior teenager (on an example of a subject of "Mathematician")
  3. Internal and external factors of education of valuable orientations of the senior teenager subject means
  4. Pedagogical preconditions and conditions of education of valuable orientations of the senior teenager subject means
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  6. Filosofsko-psychological bases of education of valuable orientations of the senior teenager subject means
  7. Laws and principles of education of valuable orientations of the senior teenager in the course of educational activity by subject means
  8. chapter 1. Teoretiko-methodological bases of education of valuable orientations of the senior teenager subject means
  9. chapter 2. Pedagogical model of education of valuable orientations of the senior teenager means of a subject of "Mathematician"
  10. the Estimation of productivity of education of valuable orientations of the senior teenagers means of a subject of "Mathematician"
  11. Pedagogical bases of education of valuable orientations of the senior teenagerin the course of educational activity by subject means
  12. SEROVETNIKOVA SVETLANA ANATOLEVNA. EDUCATION of VALUABLE ORIENTATIONS of the SENIOR TEENAGERS by SUBJECT MEANS. The dissertation on competition of a scientific degree of the candidate of pedagogical sciences. Petropavlovsk-Kamchatka - 2016, 2016
  13. SEROVETNIKOVA SVETLANA ANATOLEVNA. EDUCATION of VALUABLE ORIENTATIONS of the SENIOR TEENAGERS by SUBJECT MEANS. The dissertation AUTHOR'S ABSTRACT on competition of a scientific degree of the candidate of pedagogical sciences. Petropavlovsk-Kamchatka - 2016, 2016
  14. the analysis of results of skilled-experimental work
  15. Results of skilled-experimental work
  16. 2.3 Results of skilled-experimental work on patriotic education of students of technical school by means of national pedagogics