Introduction. At the present stage of the development of society, it is necessary not only to be aware of what is happening in the present and to design the future, but also to become the authors of one's own life. Successful construction of a life path requires a balance between individual human goals and the demands of society. This is especially true for teenagers who are at the stage of forming their personal and professional paths. The purpose of the study was to identify the role of educational reflexive dialogue in shaping the life projects of adolescents. Materials and methods. The experimental base of the study included three groups of 100 students from educational institutions in the city of Obninsk – Derzhava Lyceum and school № 17. The participants were divided as follows: two experimental groups and one comparison group consisting of students from the Intensive class. The main methods of empirical research were the observation method, document analysis, formative experiment, and content analysis. In the course of the work, two main diagnostic techniques were used – writing an essay on the topic “My life project” and a specially designed interview “My future”. Results. Traditional educational approaches do not contribute to the formation of full-fledged life projects among adolescents − they turn out to be monotonous, poor in content and insufficiently integrated into the social context. The introduction of the author's program “The Life project of a personality”, based on educational reflective dialogue, helps teenagers to build their life projects more efficiently. Significant changes in teenagers' perception of the future are noted when reflexive practices are introduced into the educational process. Teenagers' life plans are becoming more multifaceted and cover various fields of activity. Students develop a mature view of development prospects, where personal ambitions are harmoniously combined with social needs, and their ideas about the future are qualitatively enriched: teenagers begin to create a more complex and socially determined image of the future. Conclusion. The use of educational reflective dialogue as a technological tool demonstrates sustained effectiveness. At the same time, teenagers do not just expand their personal outlook on life – they form a multifaceted and deep understanding of the upcoming life path.
Introduction. At the present stage of the development of society, it is necessary not only to be aware of what is happening in the present and to design the future, but also to become the authors of one's own life. Successful construction of a life path requires a balance between individual human goals and the demands of society. This is especially true for teenagers who are at the stage of forming their personal and professional paths. The purpose of the study was to identify the role of educational reflexive dialogue in shaping the life projects of adolescents. Materials and methods. The experimental base of the study included three groups of 100 students from educational institutions in the city of Obninsk – Derzhava Lyceum and school № 17. The participants were divided as follows: two experimental groups and one comparison group consisting of students from the Intensive class. The main methods of empirical research were the observation method, document analysis, formative experiment, and content analysis. In the course of the work, two main diagnostic techniques were used – writing an essay on the topic “My life project” and a specially designed interview “My future”. Results. Traditional educational approaches do not contribute to the formation of full-fledged life projects among adolescents − they turn out to be monotonous, poor in content and insufficiently integrated into the social context. The introduction of the author's program “The Life project of a personality”, based on educational reflective dialogue, helps teenagers to build their life projects more efficiently. Significant changes in teenagers' perception of the future are noted when reflexive practices are introduced into the educational process. Teenagers' life plans are becoming more multifaceted and cover various fields of activity. Students develop a mature view of development prospects, where personal ambitions are harmoniously combined with social needs, and their ideas about the future are qualitatively enriched: teenagers begin to create a more complex and socially determined image of the future. Conclusion. The use of educational reflective dialogue as a technological tool demonstrates sustained effectiveness. At the same time, teenagers do not just expand their personal outlook on life – they form a multifaceted and deep understanding of the upcoming life path.