THE MODEL OF THE DEVELOPMENT OF PUPILS’ SOCIAL RESPONSIBILITY IN A COMPREHENSIVE SCHOOL

Introduction. The objective need for the development of social responsibility, especially at school age, is preconditioned by the increase of each individual's personal responsibility for his or her contribution to social transformation processes. The importance of formation of independent and responsible personality who is able to learn and interact following the ethical and legal norms of society is emphasized in the Law of Ukraine «On Education» (2017). There is no objection to the fact that social responsibility, as an integral part of a child's independence and his or her self-awareness is actively formed at school age. School and family play a high-priority role in it. Hence, special attention is paid to the development of pupils' social responsibility in the micro-environment of a comprehensive educational establishment, the model of which will enable to correlate theoretical ideas about the object with empirical knowledge about it. The purpose is to justify the conceptual provisions of the model of social responsibility development among comprehensive school pupils, as well as to reveal the essence of the components of this model at the level of internal and external school environment. Results: The key concept in the context of our research is «the model of pupils' social responsibility development in the micro-environment of a comprehensive educational establishment». Considering the model as the result of abstract generalization of practical experience, correlation of theoretical ideas about the object with empirical knowledge about it, the following components of the model were singled out: the objective component, the content component (trends of formation), the technological component (forms, methods, stages), the object-subjective component (subjects, objects), the micro-environmental component (internal and external environment). Originality. The components of the model of the development of pupils' social responsibility in a comprehensive school at the levels of internal and external school environment are characterized for the first time. The principles, forms and methods of micro technologies of pupils' social responsibility development at those levels are presented for the first time as well. Conclusions. The constructed model of the development of socially responsibility of pupils in the microenvironment of a comprehensive educational establishment promotes the integration of efforts of subjects' interaction (a social educator, a pedagogical team, specialists of socio-cultural and educational institutions) in the formation of children's internal motivation to assume responsibility for their own actions and actions in a team. It requires a subject-subject interaction, where a child acts both as an object and as a subject of influence. The latter ensures a child's awareness of oneself as a personality who is free to determine one's behavior for which he or she is responsible. The prospect includes the study of a child's irresponsible behavior in the microenvironment.