Pedagogical-Psychological Features of Formation of Personal Mobility in High School Students

Abstract

The problem of personal mobility formation of high school students has been viewed from the standpoint of bicultural environment and assumed a downgrading of norm forming peculiarity of native culture as a resource of bilingual identity and personal mobility impersonation. The exposure and restoration of personal mobility pedagogical-pedagogical conditions and resources of personal mobility in the high school are realized through the hermeneutical and life-developmental approaches [1]. The tasks of personal mobility teacher training, pedagogical system of educational institution are realized on a federal, regional and college levels. Doctrine of personal mobility has been viewed as a collection of universal human values, qualities and educational strategies aimed at convergence of national pedagogy, enhancement of language potential and educational quality in schools with instruction in native language. Convergence with and on the basis of linguo-culturology was realized through the categories of language and culture, cultural-linguistic approach and polylingual, multicultural and lettered personality conceptualization. On the basis of language ecology concept appeared a collection of adaptive models focused on modernization and integration of regional educational systems into each other and into cultural-educational space of the North.