Theoretical foundations of the problem and the methodical scheme of estimation of the educational independence of the old schools in the form of the protection of the individual project

The article is devoted to the substantiation of the methodical scheme of estimation of the educational independence of the old schools in the individual project form protection as an innovative form of evaluation of their educational independence. The relevance of the study is related to overcoming the contradiction between existing ideas about the educational independence of students and the need to develop modern models of the educational process in which the development of educational independence is an indispensable pedagogical condition for students to build an individual educational route. From the point of view of the needs of practice, the relevance is that the school needs to ensure that the maximum of individual creative abilities of students is reached on this path. The solution of this problem requires the formation of a qualitatively new level of their educational independence, which is not achieved in the traditional models of the pedagogical system of the senior school. The theoretical and methodological foundations of the problem of forming and evaluating the educational independence of high school students are described in the article. They are based on the understanding of the individual educational route as a student's own project, motivated by the realization of personal and professional selfdetermination. This project is being developed by the student together with the tutor. Educational independence is understood by us as the readiness of a high school student to implement this project in subsequent stages of continuing education. Two central aspects of the study of this problem are considered. First, educational autonomy is a characteristic of the student's subjectivity in the educational process. Secondly, it is an integrative educational result achieved in the pedagogical system of secondary general education. From these positions the state of modern practice of development of project activity of students is characterized. The contradictions characterizing the development of project activities of students are shown. In the practical part of the article, the key expert questions that form the basis for assessing the educational independence of a high school student in the form of individual project protection are formulated. The stages and content of this protection are described as a joint trial action of the participants, carried out in the context of the event space of their creative communication. It is shown that this methodological scheme contributes to the development of students' activity, which is the basis for designing an individual educational route for them at instruction subsequent levels.