DIDACTIC CONDITIONS FOR THE FORMATION OF AXIOLOGICAL COMPETENCE OF PRIMARY SCHOOL PUPILS (THEORETICAL ASPECT)

Abstract

The article analyzes the psychological-pedagogical literature and it is established that the issues of formation of axiological competence are devoted to scientific works that are narrowly methodical in nature. Axiological competence is considered by scientists as a component of subject competence, namely historical competence, and in the context of training specialists in various fields. The concept of «axiological competence» is presented. The success of assimilating spiritual and material values, instilling moral ideals and value guidelines, and in the subsequent formation of axiological competence, especially in primary school, depends on the creation of didactic conditions. The concept of «conditions», «didactic conditions» is revealed. We interpret the term «didactic conditions» as a consciously created set of circumstances that has a significant impact on the effectiveness of the educational process through the use of specific methods and techniques that stimulate the individual activity of each primary school pupil. By the content «didactic conditions for the formation of axiological competence of primary school pupils» we mean a complex of mutually determined internal and external factors that are interconnected, mutually determined and ensure the effectiveness and efficiency of the learning process of primary school pupils in a developmental axiological environment. The main didactic conditions that should influence the formation of axiological competence of primary school pupils are presented: intensification of the developmental axiological environment for the development of the personality of a primary school pupil capable of solving non-standard axiological tasks; ensuring the integration of axiological information with the main program material of educational subjects; expansion and deepening of the base of axiological knowledge of primary school pupils and the ability to integrate them into practical educational and game activities; ensuring the interconnection of educational and extracurricular activities in the process of forming axiological competence.