Formation of students’ responsibility for learning: module and directions of education of the value system

Abstract. The article is devoted to the search for directions for creating an optimal system for forming students ' responsible attitude to learning and building a theoretical and practical trajectory to achieve its maximum effectiveness. The study used organizational, empirical methods: ascertaining and forming experiments, an author's questionnaire aimed at establishing the level of education of students. The study was conducted in the Volga Cooperative Institute with students of the 1st and 2nd courses. The values formed by the stu­dents, associated with a responsible attitude to learning, were evaluated by the students themselves and their teachers. The guiding regulators of the formation and further internal structuring of students ' responsible attitude to learning are modeled. The central role is given to the development of vector guidelines for the development of students ' respon­sible attitude to learning: the formation of adequate self-esteem, compliance with personal motivation with the values of society, external control of the formed values, awareness of the individual's own value system, thinking through reactions to situations of choice-operant analysis. The results obtained confirm the practical possibilities of the directions of developing a responsible attitude to teaching developed and implemented in the practice of education. The scientific novelty consists in the systematic and constructive formation of a responsible attitude of students to teaching on the basis of modeled forms and methods of teaching in classroom and extracurricular activities.