Педагогічні умови формування правосвідомості студентів за спеціальністю правознавство у процесі виховної роботи коледжу

Abstract

У дисертації з’ясовано сутність правосвідомості як форми суспільної свідомості, що містить у собі сукупність поглядів, почуттів, емоцій, ідей, теорій та уявлень. Доведено, що під індивідуальною правосвідомістю студентів зі спеціальності правознавство розуміється динамічне особистісне утворення, що забезпечує здібність студента-майбутнього юриста до орієнтації та самовизначення в правовому просторі. У роботі визначено та обґрунтовано структуру, критерії і показники досліджуваного феномену; визначено рівні їх прояву: активний, продуктивно-виконавчий, пасивний. Обґрунтовано комплекс педагогічних умов формування правосвідомості студентів за спеціальності право у процесі виховної роботи коледжу: використання інформаційно-комунікаційних технологій у правовому вихованні студентської молоді; становлення активної правової позиції студентів у процесі педагогічного коучингу; залучення студентів до самостійного вирішення правових проблем у процесі організації громадської діяльності. Розроблена модель формування правосвідомості майбутніх юристів визначила такі блоки: цільовий; організаційно-діяльнісний; діагностично-результативний.В диссертации определена сущность правосознания как формы общественного сознания, которая включает в себя совокупность взглядов, чувств, эмоций, идей, теорий и представлений. Доказано, что индивидуальное правосознание студентов специальности правоведение понимается как динамическое личностное образование, обеспечивающее способность студента-будущего юриста к ориентации и самоопределению в правовом пространстве. В работе определены и обоснованы структура, критерии и показатели исследуемого феномена; определены уровни их проявления: активный, продуктивно-исполнительный, пассивный. Обоснован комплекс педагогических условий формирования правосознания студентов специальности правоведение в процессе воспитательной работы колледжа: использование информационно-коммуникационных технологий в правовом воспитании студенческой молодежи; становление активной правовой позиции студентов в процессе педагогического коучинга; привлечение студентов к самостоятельному решению правовых проблем в процессе организации общественной деятельности. Разработанная модель формирования правосознания будущих юристов включает следующие блоки: целевой; организационно-деятельностный; диагностически-результативный.The thesis explains the essence of legal awareness as a form of social consciousness, which includes a set of views, feelings, emotions, ideas, theories and representations that characterize the attitude of a person, social groups and society as a whole to current or desirable rights and activities, connected with him. The scientists distinguish the legal awareness as a characteristics of the personality of the future lawyer and legal awareness as a characteristics of his future professional activities. It is proved that the individual legal awareness of students in the specialty jurisprudence means a dynamic personal entity that provides the student's ability-future lawyer with orientation and self-determination in the legal space based on legal knowledge, skills and abilities; appraisal relation to law, legal settings and value orientations. Legal awareness arises on the basis of a two-way interaction of the process of reflection of legal reality in the minds of the future lawyer and the process of making his decision regarding his lawful conduct, that is, as a result of interaction with the legal reality. The dissertation research determincs that legal education is characterized by relative autonomy of goals, specific methods of their achievement and organizational forms. Legal education is considered as multi-purpose activity, which involves the availability of strategic, long-term and tactical goals, aimed at creating a sense of justice and law-abiding behavior that ensures the transition of legal knowledge to the corresponding legal convictions of students through their active practice with normative and legal acts. On the basis of the analysis of the psychological and pedagogical theory and practice of formation of students' legal awareness in the specialty of jurisprudence, the structure, criteria, indicators, levels and the current state of the phenomenon under study are determined and substantiated. The cognitive component is a complex of social and legal and legal knowledge; the law-creating component is characterized by the emotional state (emotions, feelings, experiences) of the future lawyer; behavioral component - legal behavior of the future lawyer, skills of making legal decisions in professional and personal situations, protection of rights, freedoms, interests of clients. The following criteria and indicators are defined for determining the levels of the formation of the legal consciousness of law students of the college: cognitive-informational (legal knowledge, legal assessments, legal opinions, beliefs, representations); emotional-value (value attitude to the law, emotional attitude to law and legal phenomena, awareness of the need for social and legal activities); activity (motives of legal behavior, legal habits, traditions, installations, readiness for lawful actions). The following levels of their manifestation are defined for determining the formation of indicators of structural components of legal consciousness: active, productive-executive, passive. The model and set of pedagogical conditions for the formation of students' legal awareness in the law specialty in the process of educational work of the college are substantiated. The first pedagogical condition – is use of information and communication technologies in the legal education of student youth. It was proved that the introduction of information and communication technologies in the college educational process allowed to achieve such results with the help of author's methodology for the implementation of this pedagogical condition, which included author's work as to the use of information- communication technologies in legal education of student youth as well as: information press center, information bulletin, web site of college, internet club, network tournaments, remote Olympiads, network projects, etc. The second pedagogical condition is the formation of an active legal position of students in the process of pedagogical coaching – it was discovered that coaching is a synthesis of training technologies. This is not only a method of managing and interacting with people, a way of thinking or a style of behavior, but it's a peculiar philosophy that provides effectiveness in various activities. Pedagogical coaching is a long-term cooperation of subjects of the educational process, in which results in high results in professional training are achieved. Coaching was recognized as one of the resource types of pedagogical activity and envisaged the elimination of the relationship between a teacher and a student to a new level of interpersonal interaction based on interest, cooperation. The third pedagogical condition is the involvement of students in an independent decision of legal problems in the process of organization of social activities. This pedagogical condition involved the participation of students in various activities, the creation of conditions for public self-realization, flexible organization of the educational process, orientation towards a higher level of general cultural, humanitarian and professional training of future lawyers. In order to develop the behavioral component of justice in college, a «School of a Young Lawyer» was created. The developed model of the formation of the legal awareness of future lawyers identified the following blocks: the target – block characterizes the main goal of the educational process – the formation of legal awareness of future lawyers; the organizational-activity block consists of the forms, methods and technologies of the educational process, aimed at achieving the goal of the pedagogical experiment; the diagnostic and productive block provides the definition of indicators, criteria, as well as the development of levels of legal awareness of future lawyers, the selection of diagnostic tools for their measurement.