Pedagogical conditions for student's personality development acceleration through advanced support

Problem and purpose. The article deals with the problem of accelerating students' personality development at the beginning of study in higher school. It is topical due to the demands of society and state for teaching graduates of higher school in accordance with the Federal law «On Education in the Russian Federation», and because of inability of first-year students to independently plan, organize, implement and assess their educational activities because they lack skills for self-control in forecasting and solving practical problems. The purpose of the article is to identify and give credibility to the pedagogical conditions that are necessary for successful implementation of advanced support for students within the framework of the existing requirements of law in the sphere of education. Materials and Methods. The methodology of the study is based on the analysis of psychological and pedagogical literature on the issue of supporting students personality development, including Russian and foreign scientific works. Results. The basic provisions of systemic, humanistic and personal. activity approaches allow to determine and specially organize the necessary conditions for accelerating personality development of a student at the beginning of his or her study at higher school. The author's contribution consists in revealing pedagogical conditions necessary for a successful implementation of advanced support for personality development of students, and in developing and introducing a special course “The basics of student's self-development at the initial stage of studying at higher school”. Conclusions. The above-mentioned special course worked out for students can be used by teachers (tutors) in extracurricular activities of freshmen, for example, at the “Hour of the Tutor” and its events. The resultative module of the course is represented by a set of final control assignments. Their aim is to assess the level of mastering the theoretical and practical aspects of the course in the form of individual and group control tasks which imply oral or written answers. Points-scoring system of the test assignments allows the teacher to trace the dynamics of personality development progress of a student at the beginning and the end of the year.