Formation of the culture of educational activity of the future teacher. Formation of educational activity of the future teacher of physical education

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The study of culturological (proof of the inevitability of the formation and development of a new culture-consistent paradigm, corresponding to the realities of post-industrial society, the need for consistent reliance on the culturological potential of educational activity, which is permanently contained in it, but not in demand in the era of the unconditional priority of rational knowledge) and activity (disclosure of the role of motivational, meaningful, effective operational, control and evaluative components included in the structure of educational activities, the creation of various technologies for their formation) aspects of pedagogical education necessitate the development of theoretical and methodological foundations and a practical solution to the problem of forming a culture of educational activity of a future teacher as an integral phenomenon.
Culture and educational activity are two sides of a genetically single process of anthropo- and sociogenesis. Through familiarization with the world of culture, a person develops as a socially significant person. Being the most important component of culture, educational activity ensures the inheritance, preservation and dissemination of cultural values, forming a person as a subject of culture. Learning activity is a phenomenon that reproduces the diversity of cultures and creates conditions for the cultural creativity of students. At the same time, culture determines the new content of educational activity, and educational activity, in turn, becomes a mechanism for generating new forms of culture. Understanding the relationship between culture and educational activity is significant for the theory and practice of building cultural educational models. The main condition for the implementation of this provision is the revision of the content of the professional training of the future teacher, the cultural core of which should be universal human values.
The formation of the culture of educational activity is not a natural result of the traditional organization of the professional training of the future teacher. The search for reserves is carried out mainly in the efficient-operational sphere, which leads to the ultimate intensification of the educational process, but does not allow to fully reveal the cultural component of educational activity, which contains a significant potential for the personal and professional development of students. At the same time, attempts to develop this problem are not united by a common goal and remain scattered fragments, and not an integral system of logical and consistent actions. It is necessary to introduce into educational practice specially developed models and technologies aimed at shaping the culture of educational activities of the future teacher and suggesting a single set of scientifically grounded decisions.
The model of the formation of a culture of educational activity of a future teacher has theoretical and applied significance. It predetermines the logic and specifics of practical actions and is a set of interrelated components (motivational, meaningful, procedural and effective), filled with functional (regulatory, orientational, executive, creative) and conceptual (cultural, personal, activity, system approaches) content, principles ( subjectivity, multiculturalism, self-determination, openness, creativity), criteria (general cultural development, motivation, cognition, technological readiness, reflexivity), levels (reproductive, productive, creative) of the formation of the culture of educational activity.
The condition for the model's effectiveness is the implementation of the technology of forming a culture of educational activity of the future teacher in educational practice, which implies the development of: preliminary, main and final stages, reflecting the corresponding stages of the formation of the personality traits being formed; goals that determine quantitative and qualitative changes in the nature of educational activities; tasks specifying target settings; forms, means and methods allowing to achieve the set goals and solve the formulated tasks; control methods designed to carry out diagnostics and timely correction of the means used. The nature of the implementation of the technology is due to the logic of the deployment of the subjectivity of the future teacher in sequence to the educational status - educational functions - the university pedagogical process - the culture of educational activity.

Reliability and validity of research results provided:

the consistency of the initial theoretical and methodological positions, which presupposes an appeal to related branches of knowledge (philosophy, psychology, cultural studies, sociology, and other sciences);
the consistency and consistency of the general structure of the study - its goals, objectives, approaches to their solution;
correct application of a set of methods adequate to the subject, tasks and logic of the research;
the optimal combination of theoretical and empirical aspects of research;
comprehensive qualitative and quantitative experimental verification of the main theoretical provisions and conclusions;
representativeness of the sample during the experiment.

Approbation of research results was carried out on 10 international (Barnaul, 1995, 1999, 2008; Kaliningrad, 2001; Tula, 1997; Tomsk, 1998, 1999, 2000, 2004; Shuya, 2002), 26 all-Russian (Anzhero-Sudzhensk, 2001; Barnaul, 1996, 1997 , 1999, 2003, 2004, 2005; Volgograd, 1997; Gorno-Altaisk, 1996, 2005; Yekaterinburg, 2005; Izhevsk, 1996; Kaliningrad, 2002; Novosibirsk, 1997; Omsk, 1998, 2002; Saratov, 2004, 2005; Tomsk , 2004; Tula, 1997; Tyumen, 1996, 2002, 2005; Tchaikovsky, 2002; Cheboksary, 2005; Yakutsk, 1999) and 3 regional (Barnaul, 1995, 1996, 1998) scientific and practical conferences. The main theoretical provisions and conclusions were discussed and approved at the Council of the Faculty of Physical Education, meetings of the Department of Theoretical Foundations of Physical Education, the Department of Sports Disciplines, the Department of Pedagogy and the laboratory "Problems and Prospects for the Development of Continuous Professional Pedagogical Education" of Barnaul State Pedagogical University.

On the research problem, 2 monographs, a study guide, 3 study guides, more than 60 scientific articles in conference proceedings and periodicals have been published. Participated in the preparation of a collective monograph.

Implementation of research results was carried out in the following areas:

direct professional activity of a dissertation candidate in the system of higher pedagogical education in the positions of assistant, senior teacher, associate professor, chairman of the scientific and methodological council, deputy dean, head of the department of sports disciplines of the Faculty of Physical Culture of the Barnaul State Pedagogical University (FFK BSPU);
systematic holding of methodological seminars, trainings, lectures on the problems of general cultural growth, personal development of students, self-knowledge, self-organization and self-correction, the culture of pedagogical communication with teachers of educational institutions working with FFK BSPU according to related curricula (Altai Regional Center of the Olympic Reserve, Kamensk Pedagogical College) ;
advising teachers and students on the problem of research in experimental institutions;
development and implementation of the author's course "Culture of students' educational activities" and guidelines for students of pedagogical universities;
publication of scientific articles in publications recommended by the Higher Attestation Commission of Russia to highlight the results of doctoral research;
organization and holding, under the general supervision of a dissertation student, of two All-Russian scientific and practical conferences with the release of collections of scientific articles: "The culture of educational activities of students: theory and practice of formation" (2003); "Actual problems of educational activity of students in the process of vocational education" (2005);
scientific guidance of dissertation research of graduate students and applicants on problems, the totality of which in the future may represent a scientific school based on the methodological ideas of this work.

Dissertation structure reflects the logic, content and results of the study. The work consists of an introduction, three chapters, a conclusion, a bibliography and annexes. The total volume of the thesis is 375 pages, including 13 tables and 10 figures, the list of references includes 456 sources, appendices are presented on 36 pages.

MAIN CONTENT OF WORK

In the introduction substantiated the relevance of the research topic and the problem; the object and the subject are defined; the goal and objectives are set; hypothesis put forward; disclosed the methodology, methods and organization of research stages, scientific novelty, theoretical and practical significance; the provisions for the defense are formulated, the approbation and implementation of the research results into the system of professional training of the future teacher are presented.

In the first chapter– "The culture of educational activity as an object of scientific and pedagogical analysis"– the essence, structure and functions of educational activity are revealed, its role in the cultural and historical process is shown, the relationship between culture and educational activity is substantiated, the concept of the culture of educational activity is considered as a pedagogical phenomenon.

Educational activity is one of the key categories of modern humanities, most often the subject of psychological and pedagogical research. Due to the crucial role of educational activity in the pedagogical process, the relevant problems associated with it create such an extensive research field that almost all scientific research in the field of pedagogy one way or another faces the need to address the analysis of this category. At the same time, in the general stream of research in which educational activity is considered, a number of priority areas can be identified that reveal its most important aspects. In addition to the essential characteristics in the structure of educational activity, it is customary to distinguish motivational, content, technological and reflective components. Generalization of literary sources showed that the majority of local studies are devoted to the study of these aspects.

To understand the essence of educational activity, the philosophical and psychological-pedagogical interpretation of the category "activity" is of decisive importance. Among the philosophers who have studied activity, one should name such as
R. Descartes, I. Kant, G. Hegel, I. Fichte, S. Kirkegaard, A. Schopenhauer, F. Nietzsche, E. Cassirer, Z. Freud, K. Marx, D. Dewey, M. Weber, J. Piaget. Among domestic philosophers, it is necessary to note the works of E. V. Ilyenkov, M. S. Kagan,
P. V. Kopnina, E. G. Yudina and others. In psychological science, a general theory of activity has been created, in the development of which L. S. Vygotsky, M. Ya. Basov, A. R. Luria, P. I. Zinchenko took part , A. V. Zaporozhets, A. N. Leontiev, S. L. Rubinstein and others. Psychological and pedagogical understanding of activity is largely based on this theory. This is evidenced by the analysis of the works of D. B. Elkonin, V. V. Davydov, A. K. Markova, P. Ya. Galperin, Yu. K. Babansky, N. F. Talyzina, G. I. Shchukina and others. on the difference between philosophical and psychological-pedagogical approaches to the definition of human activity, one fundamental position remains unchanged - activity is the main essential property of a person, distinguishing him from all other forms of life, and it is in the course of activity that a person realizes his attitude to the world around him, creatively transforming it while enriching your social experience.

Learning activity is a derivative of the activity and therefore retains all its essential properties (goal-setting, transformative character, subjectivity, awareness, objectivity, etc.). At the same time, it also has specific features that distinguish it from other types of activity. First of all, it should be noted the special orientation of educational activities to ensure the cultural and historical continuity of people. Realizing a number of leading functions (educational, upbringing, cognitive, organizational, etc.), educational activity is considered as the basis of the pedagogical process, making it possible to transfer the sociocultural experience accumulated by humanity from generation to generation. Organized by society, learning activity takes place where a person's actions are governed by the conscious goal of acquiring such experience and transforming it into the student's personal property.

Motivation is the most important component of educational activity, which underlies its optimal formation, and is that internal stimulus, without which it is impossible to form a goal that gives the activity a certain meaning and direction. A high level of motivation is the key to the success of the formation of both individual structural components and educational activities in general. The most valuable are the motives that determine the personally significant attitude to learning activities. Motivation performs a regulatory function that contributes to the all-round development of the individual and manifests itself in the conviction of the need for self-improvement.

Along with motivational, the control part of the action includes a content component, characterized by the volume, depth of the system of basic knowledge and the corresponding style of thinking of the individual. However, this system by itself does not yet ensure the functioning of the content component. An integral part of educational activity is the reflection of its content, acting in the form of developing a program or activity plan. Accordingly, in the educational activity there are acts that create this reflection and are called indicative actions, which can be performed only by owning the content side of educational activity. Therefore, the content component of educational activity performs an orientation function that stimulates the development of new knowledge and the search for rational ways of solving educational problems.

Learning activity presupposes a set of actions, each of which, in turn, has a certain operational composition. Such an approach gives grounds to speak of educational activity as a kind of teaching technology carried out through specific educational actions and operations. Their choice depends on the conditions of activity, that is, on the nature of the educational task and the assessment of the results of its solution. In this case, not only skills related to information processing, but also organizational skills play an important role. Taken together, they carry out a program of activity, developed on the basis of the available preliminary information, at the previous mental stage of educational activity. Thus, the technological component implements the executive function, promotes the activation and organization of educational activities.

One of the main goals put forward by researchers of educational activity is not only the reproduction of the acquired knowledge by students, but also their creative use in the pedagogical process. This actualizes the task of developing the reflexive position of the individual, which provides an analysis of his own consciousness and activity (a look at his own thought and actions from the outside). Reflection "permeates" educational activity at each separate moment of time and fills it with different meanings, makes the activity conscious and regulated. By providing feedback and closing the logical chain of the structure of educational activity, reflection allows timely making reasonable adjustments to the learning process of students and actively participates in their personal self-development. It is reflection that characterizes educational activity as a self-directed, arbitrary process. The arbitrariness of educational activity, in turn, ensures the fulfillment of the creative function of reflection, creating favorable conditions for the manifestation and implementation of the creative abilities of students.

The analysis of research works on the problem of the formation of educational activity showed that a significant number of works are mainly devoted to the development of separately taken structural components of educational activity. Orientation towards such a vision is certainly doomed to a narrow approach to the issue under study. Highlighted components are not isolated and static, but are in constant motion and interaction with each other. Learning activity cannot be reduced to any of its components; full-fledged learning activity always implies structural unity and interpenetration. The originality, a distinctive feature of educational activity is that it is always associated with "entering" a new reality, mastering each of its components, transitions from one component to another, which enriches the personality, transforms its psyche, and forms consciousness.

Another significant feature of previous pedagogical studies of educational activity is that their overwhelming majority was carried out within the framework of the knowledge paradigm. The traditional education system adheres to a utilitarian approach to educational activity, which is viewed as a way of reproducing the labor force, like any process of acquiring knowledge, skills and abilities. Diligence, hard work, the ability to memorize are the main features of the classical model of educational activity. However, this concept raises a number of intractable problems. It becomes obvious that it is necessary to search for such approaches to the study of educational activities that provide training for specialists capable of self-learning, self-development, self-determination, creative implementation of certain decisions.

After analyzing the scientific and methodological literature, dissertations on the problems of educational activity, we came to the conclusion that the latter is rarely considered as a cultural phenomenon, as part of the general culture of the individual. The technocratic approach to the educational activity of the future teacher generates a dramatic situation in which he, finding himself outside the context of culture, remains unprepared for the implementation of the culture-forming function of the education system. Cultural training in the broadest sense of the word is not considered professional.

One of the key trends in the development of higher pedagogical education is that the personality of the future teacher, his culture, is shifted to the center of attention, and the knowledge and skills he possesses turn from an end in itself of training into a means of his professional development and self-improvement. The criterion of knowledge as a cultural phenomenon is not so much the correspondence of its reality as the coordination of a given form of knowledge with the general value-semantic attitudes of culture.

As a manuscript

KRAYNIK Viktor Leonidovich

FORMATION

LEARNING CULTURE

FUTURE TEACHER

13.00.08 - theory and methodology of vocational education

for the degree of Doctor of Pedagogical Sciences

Barnaul - 2008

The work was done at the State Educational Institution

"Barnaul State Pedagogical University"

Scientific consultant -	Pedagogical University" KOZLOV Nikolay Stepanovich.

Official opponents:	Corresponding Member of RAO, Doctor of Pedagogy, Professor "Novosibirsk Institute for Advanced Studies and retraining of educators " SINENKO Vasily Yakovlevich;

	Doctor of Pedagogy, Professor GOU VPO "Tomsk State Pedagogical University" REVYAKINA Valentina Ivanovna;

	Doctor of Pedagogy, Professor GOU VPO "Barnaul State Pedagogical University" LAZARENKO Irina Rudolfovna.

Leading organization -	State educational institution higher professional education "Russian State Pedagogical University named after A. I. Herzen ".

The defense will take place on October 29, 2008 at 10.00 o'clock at a meeting of the Dissertation Council D 212.011.01 at the State Educational Institution of Higher Professional Education "Barnaul State Pedagogical University" at the address: 656031, Barnaul, st. Youth, 55.

The thesis can be found in the scientific and pedagogical library of the State Educational Institution of Higher Professional Education "Barnaul State Pedagogical University". The text of the abstract is posted on the official website of the Higher Attestation Commission of the Ministry of Education and Science of the Russian Federation at: http://vak.ed.gov.ru.

Scientific Secretary

dissertation council

candidate of pedagogical sciences, SHEPTENKO

Professor Polina Andreevna

GENERAL DESCRIPTION OF WORK

The relevance of research the problems of forming a culture of educational activity of a future teacher is due to the integration processes taking place in the modern world and education. The personality realized itself as a microcosm, as a part of world culture, where, on the basis of recognizing the value of other cultures, it cognizes itself in its culture, multiplying the cultural and creative experience of mankind. It is in this context that a dialogue between man and nature, personality and society, man and man becomes possible.

Educational activity is one of the most important areas of the cultural life of society. From the content point of view, the pedagogical process is a process of sociocultural communication. Consequently, educational activity acts as a certain socio-cultural phenomenon that ensures this process. At the same time, it not only presupposes the transfer of the experience accumulated by mankind from generation to generation and introduces a stabilizing moment in the development of the culture of society, but also predetermines cultural renewal, since the change in educational activity itself has a significant impact on the consciousness and behavior of people.

The essence of the interaction between culture and educational activity is determined by the processes of humanization and humanitarization. It consists in educating a person of culture and morality, his orientation towards the preservation and reproduction of cultural values. The culturological component of the teacher's activity is not some kind of objective activity, but acts as a kind of meta-activity, as a kind of internal plan for any other activity.

The most important trend in the professional training of a teacher is the perception of personality culture as a factor in educational activity. In accordance with this priority, most modern pedagogical research speaks not only about the formation of individual qualities and personality traits, which often contradicts the laws of its development, but about the creation of conditions that ensure the full manifestation and development of human personality functions (E.V. Bondarevskaya, V.V. V. Serikov, V. A. Slastenin and others). At the same time, the traditional knowledge model of educational activity is being reformed and a new paradigm of cultural conformity is being formed, implying a turn from the absolutization of rational knowledge to the recognition of the humanitarian values of culture.

The leading goals of the professional training of a future teacher are the development of the cultural and creative experience of mankind and the creation, on this basis, of an integral system of conditions conducive to his socio-cultural development. Education in higher education should be aimed at the teacher's awareness of his role in the transmission of culture to the future generation, which makes him responsible for his personal appearance not only as an educated person, but also as a cultured person. The solution to this problem is largely achieved by improving the system of professional training of specialists, its focus on the all-round development of the individuality and independence of students, their active involvement in the pedagogical process as subjects of the cultural and educational space of the university. This becomes possible provided that students achieve such a level of formation of educational activity, which ensures its productivity and contributes to their cultural identification. We are talking about the need to form a culture of educational activity as an integral part of the general cultural development of the future teacher.

Another important aspect of the stated problem is the applied value of educational activity. That is why the urgency of the task is often emphasized - to teach students to learn - the solution of which is considered as an essential condition for improving the quality of education and an important component of education. This problem becomes especially acute at the initial stage of the teacher's professional training, where a discrepancy arises between the new educational status and the objective capabilities of students to confirm it. In this situation, the low level of the culture of educational activity becomes one of the main reasons for the failure of junior students who have an idealized idea of studying at a university, are lost in the face of the need to master the increased volume of educational information within the time limits regulated by the program, and are not ready to independently overcome the difficulties that arise. In most cases, they remain self-taught in matters of mastering the culture of educational activity, which in this case is formed mainly through "trial and error", that is, in the most ineffective way. Accustomed to reproductive teaching methods designed to achieve the goal set by the teacher in the course of the classroom organization of the work of students, many students by inertia operate with school stereotypes of teaching. Being transferred to a new situation, they not only do not give the desired result, but also inhibit the formation of new, more productive skills in educational activity.

Observations have shown that the transition of students to study at the senior courses of a pedagogical university does not lead to a solution to the problem of improving the culture of educational activity. It is transforming, taking on other forms, but it continues to steadily reduce the success of teaching senior students. At the final stage of education in higher education, educational activities are carried out in the context of the upcoming professional activity, which makes additional requirements for students, implying a high level of independence and general cultural development. In these conditions, the lack of a culture of educational activity, due to the lack of special work in junior courses, becomes a factor that seriously complicates the professional training of a future teacher.

The degree of elaboration of the problem. The idea that the system of organized education should not only equip students with knowledge of a particular subject, but also develop methods for their effective assimilation, and also ensure the formation of the student's personality as a subject of culture is not fundamentally new for university pedagogy. The problem of forming a culture of educational activity traditionally attracts close attention of specialists in the field of sociology, cultural studies, psychology and pedagogy of higher education. A significant number of fundamental works of domestic and foreign authors (S.I. Arkhangelsky, A.A. Verbitsky, M.G. Garunov, M.I.Dyachenko, V.I. Zagvyazinsky, I.I. . Ilyasov, I. F. Isaev, L. A. Kandybovich,

N. V. Kuzmina, V. Ya. Lyaudis, M. I. Makhmutov, N. M. Peisakhov, P. I. Pidkasisty, V. V. Serikov, V. A. Slastenin, E. N. Shiyanov, I. Bayer, A. Walter,

H. Varnecke, W. Graf, P. Matthews, D. Nisbet, R. Newton, R. Tabberer, D. Hamblin, D. Shaxxmith, D. Ellman and others). It is studied not only as a subject of independent consideration (T.N.Boldysheva, M.M. Garifullina, E.V. Dugina, V.V. in the study of related problems:

continuity of higher and secondary schools (G.N. Aleksandrov, N.Kh. Baychekueva, A.V. Batarshev, S.M. Godnik, L.I. Lurie, A.P. Smantser, S.A. );
adaptation of secondary school graduates to university learning conditions
(O. F. Alekseeva, I. A. Aliverdiyeva, N. A. Bogachkina, E. V. Buzina, V. M. Duginets, E. V. Ivanova, S. Yu. Poluikova, V. T. Khoroshko and others .);
the formation of discipline and various components of students' educational work (S. A. Alfer'eva, N. V. Barysheva, L. P. Bezuglova, A. A. Epifantsev, N. S. Kozlov, L. L. Luzyanina, L. V. Mizinova , A.I.Sinitsyna, etc.);
organization of independent work of students and the formation of their readiness for self-education, self-development (A. V. Barannikov, A. I. Bondarevskaya, N. G. Grigorieva, E. A. Evsetsova, V. A. Kazakov, N. P. Kim, A. Kurbanov, S. I. Michaelis, T. A. Nechaeva, G. M. Seitova, I. B. Sokolova and others);
formation of the teacher's professional pedagogical culture (V.A.Adolph, A.V. Barabanshchikov, V.L. Benin, Z.M. Bolshakova, I.F. P. Morozova, N. N. Nikitina, A. N. Orlov, I. N. Pashkovskaya, V. V. Filankovsky, E. A. Yurinova, I. E. Yarmakaev and others);
individualization of education in higher education and the formation of an individual style of educational activity (N.A. Verigina, T.N. Gordeeva, T. B. Grebenyuk, N. G. Grigorieva, A. S. Zapesotsky, E. A. Kryukova, O. A. Lapina, A. M. Mityaeva, G. N. Neustroev, E. N. Ustyugova and others);
culturological training of the teacher (E. V. Bondarevskaya, E. A. Burdukovskaya, I. E. Vidt, G. I. Gaisina, N. Yu. Gusevskaya, T. V. Ivanova, V. S. Lukashov, Yu. M. Pimenov, L.I. Khasanova and others);
development of creative abilities of future teachers (R.U. Bogdanova,
L.A. Darinskaya, N. Yu. Postalyuk and others);
the formation of spiritual (E.I. Artamonova, R.S. Garifullina, G.N. Nepomnyashchaya, A.D. Soldatenkov, I.V. Justus, etc.), research (V.I.Bogoslovsky, A.A. , E. S. Kazantseva, L. I. Lurie, V. I. Mareev, A. V. Yastrebov and others), methodological (L. G. Viktorova, O. V. Kuznetsov, V. S. Lukashov, V. A. Slastenin, V. E. Tamarin, O. V. Tupilko and others), organizational (E. P. Bocharova M. V. Sudakova, E. G. Khrisanova and others), technological (G. G. Mote,
I.A.Kolesnikov, etc.) culture and many others.

In addition, a rich potential has been accumulated on issues related to the formation of a culture of educational activity of schoolchildren (Yu.K. Babansky, V.V.Davydov, L.V. Zharova, L.V. Zankov, E.N. Kabanova-Meller, V.V. A. Kulko, A. K. Markova, T. D. Tsekhmistrova, G. I. Shchukina, D. B. Elkonin and others). Such a significant number of works, on the one hand, speaks of the depth of the study of the problem under discussion, on the other hand, testifies to its relevance. At the present time, when the need to reorient the system of professional training to the paradigm of cultural conformity is realized, the formation of a culture of educational activity of the future teacher has acted as an independent task of university education, therefore it is advisable to continue the development of the raised problem. This need is due to a number of objective reasons. First, in the existing theory and practice of pedagogical education, the above problems have not yet been comprehensively and holistically studied, all the conditions of modern cultural life are not taken into account, and the formation of the personality of a future specialist, his “professional competence” is assessed mainly through external attributes. Secondly, based on the analysis of scientific research literature, it can be stated that educational activity is rarely viewed as a sociocultural phenomenon. Thirdly, in the works devoted to the formation of the culture of educational activity, a sufficiently intelligible emphasis on the personal development of students is not put, little is said about the conjugation of these processes. Fourthly, the provisions on stimulating the creative, creative abilities of students are most often of a declarative nature and have low rates of practical implementation. Fifth, the majority of studies on similar topics are characterized by an excessively narrow approach, which leads to the reduction of the culture of educational activity to the educational activity itself, which violates the integrity of the object and creates methodological confusion.

Traditional institutions of higher education are not always able to help students in overcoming their difficulties. Psychological services and cultural centers are not created in all universities, scientific and methodological literature of a cultural and general educational nature is in little demand, and occasionally practiced special courses such as "Technology of students' educational work" do not differ in integrity and consistency. Often these measures are not united by a common goal, which prevents the development of the problem of forming a culture of educational activity of the future teacher and only slightly reduces its severity.

In connection with the above, a number of contradictions, among which it is necessary to single out the main one, which determines the general state of the crisis of modern education, and the particular, which directly determines the problem of this study. The leading one is the contradiction between the need to bring the modern education system in line with the signs of post-industrial culture and the dominance of the rational paradigm, which has exhausted its cultural adequacy. We refer to the local contradiction between the need of the higher pedagogical school for students with a high level of formation of the culture of educational activity and the inertia of the university structures in solving this issue, due to the insufficient degree of development of this aspect in the theory and practice of professional training of the future teacher.

Based on these contradictions, research problem consists in the need for a theoretical and empirical substantiation of the process of forming a culture of educational activity of a future teacher.

The plurality of existing points of view, the absence of a holistic theory for solving the indicated problem determined purpose of the study, which consists in the development of conceptual foundations and technological implementation of a set of means, forms and methods that ensure the effectiveness of the process of forming a culture of educational activity of a future teacher.

The need to achieve this goal led to the choice research topics: "Formation of the culture of educational activity of the future teacher."

Object of study- educational activities of the future teacher.

Subject of study- the process of forming a culture of educational activity of a future teacher.

In accordance with the object, subject and purpose, the following are formulated research objectives:

Conduct a scientific and pedagogical analysis of the relationship between culture and educational activity as a condition for the personal and professional development of students in the process of higher education.
Determine the theoretical and methodological foundations and practical prerequisites for the formation of the culture of educational activities of the future teacher.
To reveal the state of the culture of educational activity of the future teacher at the pre-university stage and in the process of his professional training.
To develop and implement in educational practice a model and technology for the formation of a culture of educational activities of a future teacher.
Prepare and implement scientific and methodological recommendations in the system of professional training of the future teacher.

The leading research idea consists in the fact that the formation of a culture of educational activity is carried out in the course of the implementation of a set of theoretical and methodological provisions and organizational and pedagogical conditions, providing for the construction of professional training of a future teacher as a process of mastering social cultural experience.

Research hypothesis correlates with the leading idea and lies in the fact that the effective formation of the culture of educational activity of the future teacher is ensured if:

conceptual foundations of this process have been developed (introduction of educational activity into the context of culture, perception of it as a personally significant value, correlating its results with the semantic attitudes of culture; ensuring the personal development of students, their formation as subjects of culture; disclosing the culturological potential of all academic disciplines; orientation of educational activity on transforming the external and internal world of students, stimulating their creative activity; focus on the integrity of educational activity, the systematic nature of its properties), which predetermine the choice of scientifically based means, forms and methods for solving the problem at hand;
the practical implementation of the theoretically derived provisions is based on the model of the formation of the culture of educational activity of the future teacher, built and introduced into the pedagogical process of secondary and higher educational institutions, which determines the target, meaningful, technological and effective guidelines of his professional training, as well as criterion-level characteristics of the culture of educational activity;
the process of implementing the developed model is based on the results of the logical and methodological analysis of the culture of educational activity, takes into account the change in the conditions for the formation of the culture of educational activity, which is manifested in the allocation of stages that reflect the dynamics of its current state and have corresponding goals, objectives and content, assumes a system of increasingly complex educational tasks logically -analytical, variable-modeling and reflective-creative character, covers the entire period of study at the university;
the existing system of professional training of a teacher was critically rethought from the point of view of its compliance with the cultural paradigm, which is expressed in the observance of a set of conditions: orientation of pre-university training of students to the specifics of educational activities at a university; inclusion in the educational process of pedagogical universities of a special course dedicated to the culture of educational activities; coordination of classes in the main disciplines of the curriculum with the program of the special course; actualization of the culturological component of educational activities through the disclosure of the spiritual and moral potential of academic disciplines; monitoring of the formation of the culture of educational activity; advisory assistance and correction of the current state; modeling of educational activity as a process of scientific creativity; development of a self-development program in educational activities.

Theoretical and methodological basis of the research were:

at the general philosophical level: dialectical provisions on the universal connection, mutual conditionality and integrity of the phenomena and processes of the surrounding world, on the social determinism of activity and the creative essence of the individual, acting as the subject of the cultural and historical process;
at the general scientific level: culturological (M.M.Bakhtin, V.S.Bibler, L.P.Bueva, G.I.Ilyin, M.S.Kagan, A.F. Losev, etc.), personal (K. A. Abulkhanova-Slavskaya, A. A. Belik, V. T. Lisovsky, E. V. Bondarevskaya and others), systemic (L. von Bertalanffy, I. V. Blauberg, M. S. Kagan, E. S . Markarian,
V.N.Sadovsky, E.G. Yudin and others), activity-oriented (M. Ya.Basov, L. S. Vygotsky, A. V. Zaporozhets, P. I. Zinchenko, A. N. Leontiev, A. R. Luria, S. L. Rubinstein and others) approaches; ideas of humanization and humanitarization of pedagogical education (M. N. Berulava, B. S. Gershunsky, E. D. Dneprov, V. P. Zinchenko,
A. A. Kasyan, A. V. Petrovsky, Yu. V. Senko, V. A. Slastenin and others); theoretical foundations of modeling as a method of scientific research (S. I. Arkhangelsky, M. Vartofsky, I. B. Novik, G. V. Sukhodolsky, A. I. Uemov, V. A. Shtoff, etc.);
at a specific scientific level: the methodology of pedagogical research (Yu. K. Babansky, V. I. Zagvyazinsky, V. V. Kraevsky, A. Ya. Nain, M. N. Skatkin, V. A. Slastenin, etc.); refraction of cultural studies (I.F. Isaev,
N. B. Krylova, S. V. Kulnevich, E. N. Shiyanov and others), personal (N. I. Alekseev, S. V. Kulnevich, I. B. Kotova, V. V. Serikov, S. A. Smirnov and others), systemic (V.P. Bespalko, F.F.Korolev, N.V. Kuzmina, V.D. Davydov, A. K. Markova, N. F. Talyzina,
D. B. Elkonin and others) approaches in the theory and practice of education; basics of modeling learning processes (V.A.Venikov, V.M. Vydrin, L.B. Itelson,
V. A. Kan-Kalik, Yu. O. Ovakimyan, E. A. Yamburg and others).

The work used the following research methods:

theoretical: analysis of philosophical, cultural, sociological, psychological and pedagogical literature, the study of regulatory and methodological documents in the field of education, modeling, forecasting, interpretation;
empirical: study and generalization of advanced pedagogical experience, analysis of products of activity, content analysis, observation, questioning, interviewing, conversation, expert assessment, testing, pedagogical experiment.

Experimental research base The faculties of physical culture, pedagogical and philological faculties of Barnaul State Pedagogical University, a number of pedagogical universities of West Siberian (Tomsk State Pedagogical University, Novosibirsk State Pedagogical University, Kuzbass State Pedagogical Academy) and Ural (Ural State Pedagogical University) regions, as well as the Altai Regional Center Olympic reserve, Kamensk Pedagogical College, secondary schools No. 42, 55, 110 in Barnaul, secondary school No. 8 in Biysk, Komsomolsk secondary school No. 1 in Pavlovsky district and other schools in Altai Territory. From September 1997 to June 2007, 3245 students, 212 teachers, 187 students and 24 teachers took part in the experiment.

Logic and main stages of research:

Search stage (1995-1997). The theoretical and methodological foundations of the research are comprehended; the state of the problem in the theory and practice of higher pedagogical education has been studied; the subject was concretized and the research hypothesis was clarified; its tools have been prepared; a theoretical model of the formation of a culture of educational activity of a future teacher has been designed; the means, forms and methods of implementing the model have been determined; criterion and diagnostic methods for assessing the results of the study have been created.

Experimental stage (1997-2006). Experimental work was carried out to study the effectiveness of the model for the formation of a culture of educational activity of a future teacher; analyzed intermediate results; the implemented model was corrected.

Generalizing stage (2006-2008). Systematization, interpretation, mathematical and statistical processing and final analysis of the data obtained in the course of theoretical research and experimental work have been carried out; formulated the main conclusions and recommendations; their introduction into the process of professional training of a future teacher was carried out through the publication of educational, teaching aids and a monograph; completed the literary design of the dissertation; further research prospects are determined.

Scientific novelty of the research:

the educational activity of the future teacher is considered as a socio-cultural phenomenon based on an understanding of the essential mechanisms of the mutual influence of culture and educational activity, which consists in the fact that culture predetermines the new content of educational activity, and educational activity determines the generation of new forms of culture;
the author's definition of the culture of educational activity is given, according to which it is an integrative characteristic of the personality of a future teacher, reflecting his ability to carry out professional training in the context of modern culture and determining the value-semantic guidelines of this process, as well as assuming a high level of development and interaction of the structural components of educational activity;
the idea of the culture of educational activity of the future teacher as a basic component of the general culture of the individual was expanded through the integration of culturological and activity aspects, optimization of their dynamic interaction, which made it possible to fill the process of professional training of the future teacher with cultural meanings that contribute to the development of the student's personality;
it was found that the real state of the culture of the educational activity of the future teacher, despite the provision of the existing system of professional training to the degree of development, which gives students the opportunity to formally comply with the proposed standards, is generally insufficient for the optimal formation of the personality as a subject of culture and differs significantly according to the criteria used (high level of motivation and technological readiness; low level of general cultural development, cognition and reflexivity);
substantiated a methodological solution to the problem of forming a culture of educational activity of a future teacher through the implementation of culturological, personal, system and activity approaches, which makes it possible to introduce students into a socio-cultural context, activates their personal self-development, ensures the integrity of educational activities and stimulates the creative potential of students;
a criterion apparatus and diagnostic tools have been created that allow one to assess and self-assess various aspects of the educational activity of a future teacher (general cultural, motivational, technological, reflexive, etc.), the cumulative development of which indicates the level of her culture;
it has been proved that the implementation of the models and technologies for the formation of the culture of educational activity of the future teacher, developed in the study, contributes to the organization of professional training, which allows statistically significant improvements in the indicators of general cultural development of students, their motivation, cognition, technological readiness, reflexivity, academic performance, personal anxiety and satisfaction with educational activities.

The theoretical significance of the study:

the content of the professional training of the future teacher was clarified, taking into account the nature of humanitarian knowledge, which implies a qualitative transformation of educational material from the standpoint of cultural conformity, revealing the spiritual and moral potential of educational disciplines, which is implicitly contained in them, in the form of an opportunity realized with the appropriate method of teaching;
the development of the theory of pedagogical education in the development of the foundations of culturological training has been ensured, due to which the prerequisites have been created for expanding the research field in the field of urgent problems associated with the need to improve the quality of educational activities and the formation of the personality of the future teacher in the context of culture;
a set of principles for the formation of a culture of educational activity (subjectivity, multiculturalism, self-determination, openness, creativity) was formulated, revealing the internal mechanism of diversification of its culturological component, actualizing and realizing its culturological potential, determining the influence of general cultural development of the individual on the effectiveness of educational activity from the point of view of its creative and humanistic focus;
a model of the formation of a culture of educational activity of a teacher is theoretically substantiated, in which the target, meaningful, procedural and effective dominants of his professional training are established, a set of criteria (general cultural level, motivation, cognition, technological readiness, reflexivity) is developed and levels are determined (reproductive, productive, creative) the formed quality of the personality of students;
the leading tendency was revealed, which consists in the formation of polycultural education, which makes it possible to polylogue many cultures, preserve their originality and mutual enrichment, and an assessment of the prospects of directions for further study of the process of forming a culture of educational activity of a future teacher activities to the general level of its development; accounting and rational use of personal and typological characteristics of students; extrapolation of research results into the system of professional training of teachers, etc.

The practical significance of the study consists in the fact that a methodological support has been developed for the implementation of the model of the formation of the culture of educational activity of the future teacher, which brings the theoretical analysis of the problem to specific software products: the curriculum of a special course aimed at the formation of the culture of educational activity of the future teacher; the study guide "The culture of students' educational activity", revealing the specifics of university education and containing didactic material that contributes to the upbringing of a highly developed ability to learn; practice-oriented methodological recommendations for various groups of respondents (high school students, applicants, students, teachers and professors).

The curriculum, manual and methodological recommendations have found application in the management and pedagogical processes of a number of educational and municipal institutions of the Altai Territory, West Siberian and Ural regions, which served as the experimental basis for this study.

The main ideas, the results obtained and the developed materials presented in the dissertation can be used by teachers and students focused on general cultural personal self-development in the process of professional pedagogical and educational activities, and also implemented to achieve the goal of improving the pedagogical system as a whole, creating new educational products (curricula, programs, manuals and other materials).

The developed theoretical and practical foundations for the formation of the culture of educational activity of the future teacher can be adapted and used in the practice of the system of professional training of specialists, which creates the preconditions for the further organization of scientific research on various aspects of the problem posed.

Thus, based on the scientific novelty, theoretical and practical significance of the research results, The following provisions are brought up for defense:

The study of culturological (proof of the inevitability of the formation and development of a new culture-consistent paradigm, corresponding to the realities of post-industrial society, the need for consistent reliance on the culturological potential of educational activity, which is permanently contained in it, but not in demand in the era of the unconditional priority of rational knowledge) and activity (disclosure of the role of motivational, meaningful, effective operational, control and evaluative components included in the structure of educational activities, the creation of various technologies for their formation) aspects of pedagogical education necessitate the development of theoretical and methodological foundations and a practical solution to the problem of forming a culture of educational activity of a future teacher as an integral phenomenon.
Culture and educational activity are two sides of a genetically single process of anthropo- and sociogenesis. Through familiarization with the world of culture, a person develops as a socially significant person. Being the most important component of culture, educational activity ensures the inheritance, preservation and dissemination of cultural values, forming a person as a subject of culture. Learning activity is a phenomenon that reproduces the diversity of cultures and creates conditions for the cultural creativity of students. At the same time, culture determines the new content of educational activity, and educational activity, in turn, becomes a mechanism for generating new forms of culture. Understanding the relationship between culture and educational activity is significant for the theory and practice of building cultural educational models. The main condition for the implementation of this provision is the revision of the content of the professional training of the future teacher, the cultural core of which should be universal human values.
The formation of the culture of educational activity is not a natural result of the traditional organization of the professional training of the future teacher. The search for reserves is carried out mainly in the efficient-operational sphere, which leads to the ultimate intensification of the educational process, but does not allow to fully reveal the cultural component of educational activity, which contains a significant potential for the personal and professional development of students. At the same time, attempts to develop this problem are not united by a common goal and remain scattered fragments, and not an integral system of logical and consistent actions. It is necessary to introduce into educational practice specially developed models and technologies aimed at shaping the culture of educational activities of the future teacher and suggesting a single set of scientifically grounded decisions.
The model of the formation of a culture of educational activity of a future teacher has theoretical and applied significance. It predetermines the logic and specifics of practical actions and is a set of interrelated components (motivational, meaningful, procedural and effective), filled with functional (regulatory, orientational, executive, creative) and conceptual (cultural, personal, activity, system approaches) content, principles ( subjectivity, multiculturalism, self-determination, openness, creativity), criteria (general cultural development, motivation, cognition, technological readiness, reflexivity), levels (reproductive, productive, creative) of the formation of the culture of educational activity.
The condition for the model's effectiveness is the implementation of the technology of forming a culture of educational activity of the future teacher in educational practice, which implies the development of: preliminary, main and final stages, reflecting the corresponding stages of the formation of the personality traits being formed; goals that determine quantitative and qualitative changes in the nature of educational activities; tasks specifying target settings; forms, means and methods allowing to achieve the set goals and solve the formulated tasks; control methods designed to carry out diagnostics and timely correction of the means used. The nature of the implementation of the technology is due to the logic of the deployment of the subjectivity of the future teacher in sequence to the educational status - educational functions - the university pedagogical process - the culture of educational activity.

Reliability and validity of research results provided:

the consistency of the initial theoretical and methodological positions, which presupposes an appeal to related branches of knowledge (philosophy, psychology, cultural studies, sociology, and other sciences);
the consistency and consistency of the general structure of the study - its goals, objectives, approaches to their solution;
correct application of a set of methods adequate to the subject, tasks and logic of the research;
the optimal combination of theoretical and empirical aspects of research;
comprehensive qualitative and quantitative experimental verification of the main theoretical provisions and conclusions;
representativeness of the sample during the experiment.

Implementation of research results was carried out in the following areas:

direct professional activity of a dissertation candidate in the system of higher pedagogical education in the positions of assistant, senior teacher, associate professor, chairman of the scientific and methodological council, deputy dean, head of the department of sports disciplines of the Faculty of Physical Culture of the Barnaul State Pedagogical University (FFK BSPU);
systematic holding of methodological seminars, trainings, lectures on the problems of general cultural growth, personal development of students, self-knowledge, self-organization and self-correction, the culture of pedagogical communication with teachers of educational institutions working with FFK BSPU according to related curricula (Altai Regional Center of the Olympic Reserve, Kamensk Pedagogical College) ;
advising teachers and students on the problem of research in experimental institutions;
development and implementation of the author's course "Culture of students' educational activities" and guidelines for students of pedagogical universities;
publication of scientific articles in publications recommended by the Higher Attestation Commission of Russia to highlight the results of doctoral research;
organization and holding, under the general supervision of a dissertation student, of two All-Russian scientific and practical conferences with the release of collections of scientific articles: "The culture of educational activities of students: theory and practice of formation" (2003); "Actual problems of educational activity of students in the process of vocational education" (2005);
scientific guidance of dissertation research of graduate students and applicants on problems, the totality of which in the future may represent a scientific school based on the methodological ideas of this work.

MAIN CONTENT OF WORK

In the first chapter - "The culture of educational activity as an object of scientific and pedagogical analysis" - the essence, structure and functions of educational activity are revealed, its role in the cultural and historical process is shown, the relationship between culture and educational activity is substantiated, the concept of the culture of educational activity is considered as a pedagogical phenomenon.

R. Descartes, I. Kant, G. Hegel, I. Fichte, S. Kirkegaard, A. Schopenhauer, F. Nietzsche, E. Cassirer, Z. Freud, K. Marx, D. Dewey, M. Weber, J. Piaget. Among domestic philosophers, it is necessary to note the works of E. V. Ilyenkov, M. S. Kagan,

P. V. Kopnina, E. G. Yudina and others. In psychological science, a general theory of activity has been created, in the development of which L. S. Vygotsky, M. Ya. Basov, A. R. Luria, P. I. Zinchenko took part , A. V. Zaporozhets, A. N. Leontiev, S. L. Rubinstein and others. Psychological and pedagogical understanding of activity is largely based on this theory. This is evidenced by the analysis of the works of D. B. Elkonin, V. V. Davydov, A. K. Markova, P. Ya. Galperin, Yu. K. Babansky, N. F. Talyzina, G. I. Shchukina and others. on the difference between philosophical and psychological-pedagogical approaches to the definition of human activity, one fundamental position remains unchanged - activity is the main essential property of a person, distinguishing him from all other forms of life, and it is in the course of activity that a person realizes his attitude to the world around him, creatively transforming it and enriching its social experience at the same time.

The above, in turn, with particular acuteness brings to the fore the problem of training a teacher who is able to carry out professional activities in the context of culture. We are talking about changing the paradigm of rational knowledge to the paradigm of cultural conformity and cultural creativity, about changing the main semantic sign of education "rationalism" to the sign of "culture". At the same time, there is a gradual turn from the absolutization of the value of rational scientific knowledge (knowledge-centrism) to the awareness, development and implementation of humanitarian and cultural values in educational practice (culture-centrism).

Learning activity, viewed from a general cultural perspective, occupies a special place in the historical context. It is aimed at systematizing cultural content and has as its ultimate goal the formation of a person's ability to "revive" cultural meanings. Learning activity and culture cannot be isolated from each other. Being the most important component of culture, educational activity implements the process of inheritance, preservation, dissemination and introduction of a person to the values of culture, the process of forming him as a subject of culture. The latter is carried out as a transfer of culture, transmission from generation to generation and the consolidation of historically established cultural values in each subsequent one.

The above provisions serve as the basis for identifying an independent category - the culture of educational activity, considered as an integrative characteristic of the personality of a future teacher, reflecting his ability to carry out professional training in the context of modern culture and determining the value-semantic guidelines of this process, as well as ensuring a high level of development and interaction of structural components of educational activities. To form a culture of educational activity means to analyze the course of pedagogical events through the prism of existing cultural norms of life, to educate a future teacher in the context of world culture, accepting its universal values. Pursuing the goal of forming a culture of educational activity, the professional training of a future teacher should be built as a process of introducing the student's personality into the context of culture, gaining the ability to live at its level, recreating its achievements and creating new spiritual and material values.

In accordance with one of the main definitions of culture, it is understood as a high level of development of something. In the speech turnover, such concepts as "speech culture", "service culture", "movement culture", etc. are quite often encountered. This implies that the subject performing this or that type of activity demonstrates outstanding achievements in this area. Therefore, speaking about the culture of educational activity, we mean not only the general cultural development of the future teacher. In this work, this process acts as a kind of foundation on which the interaction of the structural components of educational activity takes place.

In the second chapter - "Theoretical and methodological foundations and practical prerequisites for the formation of a culture of educational activities of the future teacher" – an assessment of the state of the research problem in the theory and practice of higher pedagogical education is given, methodological approaches to its development are determined, a model of the formation of a culture of educational activity of a future teacher is developed.

The analysis of the state of the culture of educational activity in the practice of higher pedagogical education revealed the inconsistency of the situation. Relatively strong sides of the traditional system of professional training of a future teacher include a fairly high level of his motivation and technological readiness. This relationship is based on the importance of the level of motivation and general educational abilities and skills for the formal effectiveness of educational activities. The revealed feature is a consequence of the corresponding psychological attitude that determines the nature of educational activity and is aimed at meeting the minimum requirements necessary to comply with the most obvious rules of being within the walls of an educational institution in the status of a student. The disadvantage of the traditional system of professional training is the low level of cognitive and reflexive development of the future teacher. This circumstance seems to be especially important and indicative, since it is these characteristics that are most associated with the culture of educational activity, which implies not only the desire and ability to learn, but also the fullness of this process with meanings, its personal and creative coloring.

The general cultural level, to the greatest extent determining the state of the culture of the educational activity of the future teacher, has an upward dynamics in the process of professional training and reaches acceptable values at its final stage. However, for the overwhelming majority of students, general cultural development does not become the leading process of improving the educational activity itself. The search for reserves in this area is either not conducted, or is carried out mainly in the efficient and operational area. In addition, the very system of professional training of a future teacher, demonstrating an internal understanding of the inseparability of the connection between educational activity and culture, at the same time does not show external specific activity in this direction, sufficient for significant progress in solving the raised problem.

The root cause of the revealed flaws is the episodic nature of special work aimed at creating a culture of educational activity. There is an urgent need to reorient the pedagogical process from the point of view of its compliance with the modern culturological paradigm. This implies not only the development of high-level students' ability to learn, but also the awareness of educational activities as an integral part of the general culture of the student's personality. In this case, the effectiveness of practical actions largely depends on the correct choice of general theoretical approaches, on the consistency of the initial concept. Currently, there is a wide range of scientifically grounded areas, in accordance with which work can be carried out to form a culture of educational activity. In our opinion, the most complete opportunities in the discussed plan are provided by culturological, personal, activity and system approaches.

The culturological approach makes it possible to consider educational activity against a broad general cultural background as a component of culture, which is the leading regulator of a student's life, an indicator of personal development. In this context, the formation of a culture of educational activity is perceived through the prism of culture, i.e. as a process carried out in a culturally similar educational environment and filled with personal and value meanings. At the same time, the disclosure of the internal mechanism for the implementation of the culturological component of educational activity dictates the need to comply with a number of principles, which, based on the study of psychological, pedagogical and culturological literature, include: subjectivity, multiculturalism, self-determination, openness and creativity. The priority directions of the practical solution of the problem of forming the culture of educational activity of the future teacher are: increasing the proportion of disciplines in the humanitarian cycle; setting in motion their spiritual and moral potential; fundamentalization of education; the student's appeal to the philosophical heritage, containing a wide range of strictly human problems; cultural identification of the student's personality; dialogization of educational activities; democratization of the educational space; implementation of the principle of cultural conformity; creation of a culture-friendly environment of an educational institution, etc.

One of the significant conceptual foundations that significantly affect the process of forming a culture of educational activity of students is a personal approach - a consistent attitude of a teacher to a pupil as a person, as a self-conscious, responsible subject of his own development and as a subject of educational interaction. However, personality-oriented education is not the formation of a personality with given properties, but the creation of conditions for the full-fledged manifestation and development of the personal functions of pupils. Learning activity in the context of student-centered learning is considered as “redefined” by the subject in specific learning conditions and controlled by the teacher, taking into account the characteristics of students and their own capabilities. Life creation, individualization and creativity are recognized as the values of educational activity. At the same time, educational activities ensure the development of personality and freedom of methods for self-realization of students in the cultural and educational space.

The personal approach consists in determining the humanistic orientation of educational activity as an integral complex of views, beliefs, ideals, where a person is the highest value. The process of forming a culture of educational activity, focused on the student's personality, achieves its goal to the extent that it creates a situation where personal forces of self-development are in demand. We are talking about the emergence and operation of internal developmental mechanisms created by the student himself in the process of acquiring subjective experience of educational activity. These mechanisms are much more effective than those that arise under the influence of external pedagogical influences and their internalization into the inner plan of the personality.

The next relevant scientific direction, on the basis of which the culture of educational activity is formed, is the activity approach, according to which the student's personality initially develops and is reflected in practical, objective activity and therefore must be studied through manifestations in its leading form - educational activity. It is in the course of educational activity that the student realizes his attitude to his future profession, transforming his inner world. Thus, educational activity is generated by a special need aimed at transforming an active subject, at its self-change in the learning process.

According to V.V.Davydov, educational activity can rightfully be called that if, firstly, it contains all the components of the general concept of activity, secondly, these components have specific subject content and, thirdly, it contains transformative beginning. Consequently, the leading position of the activity approach in the practical solution of the problem of forming a culture of educational activity of a future teacher is its creative nature. Only a conscious transformation by a student in the process of professional training of the external and internal world allows him to become a real subject of educational activity, capable not only of reproducing learned behavioral patterns at a high level of similarity, but also of creating his own, unique teaching methods.

The versatility of educational activities makes it difficult to build a single, holistic view of the object of research as a necessary tool for organizing practical work. The necessary orientation is set by a systematic approach, the main provisions of which are aimed at integrative processes, at the synthesis of the whole. A number of features (integrity, interconnectedness of components, connection with the environment) are inherent in educational activity, allowing it to be attributed to system objects. Consequently, the formation of a culture of educational activity without taking into account the systematic nature of the properties of educational activity leads to distortions and does not ensure its harmonious, balanced formation. In the fragmentation of directions, the integrity that was originally inherent in educational activity disappears. According to the systematic approach, disparate components, being combined into a system, acquire a new property - emergence, i.e. the ability to generate a quality that is inaccessible to each of them individually. This means that the content of work on the formation of a culture of educational activity of a future teacher should reflect the fullness of its structure and be focused on showing the relationship of its constituent components.

The results of the analysis of the theoretical and methodological foundations and practical premises of the problem under study require reflection in specific knowledge and formalization in the form of a structural and functional model. This makes it possible to build a unified concept and designate guidelines for solving the problem of forming a culture of educational activity of a future teacher. Preservation of the logic of the presentation of the material, the identification of internal and external relations determines the creation of the model shown in Fig. 1.

The designed model is a set of interrelated structural components and functional relations, the presence and interaction of which ensures the formation of a culture of educational activity of the future teacher. The model includes:

a target component that performs a regulatory function, containing a general goal of forming a culture of educational activity, and revealing itself through a set of tasks, each of which solves the local problem of developing a certain facet of the culture of educational activity;
a substantial component that ensures the fulfillment of the orientational function and determines the specific content of the process of forming a culture of educational activity of the future teacher;
a procedural component that determines the selection of forms and methods for the formation of a culture of educational activity in accordance with its target and meaningful attitudes, outlining rational ways and optimal controls, realizing the executive function;

an effective component, which includes both the result itself (the formation of the culture of educational activity) and the criteria for its achievement ( general cultural level, which is the basic quality of the personality, an obligatory foundation on which the culture of educational activity is formed; motivation, regarded as the main driving force of the process of forming a culture of educational activity; cognition, reflecting the degree of the student's awareness of the processes and phenomena of the mastered professional field; technological readiness, reflected in mastering the practical side of the culture of educational activity; reflexivity, allowing to judge the analytical abilities of students, their readiness for self-assessment of the results of educational activities);
the principles of the formation of the culture of educational activity, revealing the internal mechanism of actualization and implementation of the culturological component, giving the right to speak specifically about the culture of educational activity;
methodological approaches that create the necessary scientific support for the process of forming a culture of educational activity of a future teacher.

Rice. 1. Model of the formation of the culture of educational activity of the future teacher

Thus, the developed model embodies the conceptual foundations (target, substantive, procedural, effective guidelines and criterion-level characteristics), and also determines the practical implementation of a set of means, forms and methods of forming a culture of educational activities of a future teacher.

In the third chapter - "Experimental and experimental work on the formation of the culture of educational activities of the future teacher" – the process of implementation of the developed model is disclosed, the logic of the experiment is shown, the analysis and interpretation of its results are carried out.

The main part of the experimental work was carried out at the faculties of physical culture, pedagogical and philological faculties of Barnaul State Pedagogical University. In addition, a number of pedagogical universities of the West Siberian (Tomsk State Pedagogical University, Novosibirsk State Pedagogical University, Kuzbass State Pedagogical Academy) and Ural (Ural State Pedagogical University) regions took part in the experiment.

The implementation of the model in the system of professional training of the future teacher was carried out through experimental technology (Table 1) and assumed the following conditions were met:

reliance on logical and methodological knowledge about the culture of educational activities;
taking into account changes in the conditions for the formation of a culture of educational activity, which is manifested in the allocation of stages that reflect the dynamics of its current state and have corresponding goals, objectives and content;
the presence of a system of increasingly complex educational tasks of a logical-analytical, variational-modeling and reflexive-creative nature;
coverage of the entire period of study at the university, which makes it possible to effectively manage.

The implementation of the technology for the formation of a culture of educational activity acted as a long and multifaceted process, during which training was carried out in a certain logical sequence. One of the main tasks was the development of stages successively replacing each other. A stage was understood as a logically completed segment of the pedagogical process, characterized by clear target settings and corresponding subject content. According to the theory of educational activity, each level of knowledge is capable of solving only a certain kind of pedagogical problems (D. B. Elkonin, V. V. Davydov, G. S. Sukhobskaya, etc.). Therefore, the stages of technology were correlated with the corresponding level of formation of a given parameter. Thus, the practical work on the implementation of the technology in the process of professional training of the future teacher involved the passage of three successive and successive stages, chronologically reflecting the change in the conditions for the formation of the culture of educational activity. At each of the stages, a goal was set, tasks were put forward, and means of achieving and solving them were proposed.

Table 1

The technology of forming a culture of educational activity of a future teacher

			Means, forms, methods	Control
Preparatory	Formation of the subjective attitude of pupils and students to the educational status and educational functions	To study the influence of general cultural development of the individual on the success of educational activities; To reduce the severity of contradictions between the requirements of the university educational process and the level of culture of educational activities of graduates of secondary schools; To increase the level of competence of graduates of secondary schools in matters of educational activities at the university; To achieve a wider inclusion of university forms and methods of teaching in the educational process of senior pupils; Obtain the information necessary to improve the educational process of students, in order to match it with the real possibilities of new entrants; To guide applicants in the methodology of self-preparation for entrance exams; Investigate the degree of awareness of students about the culture of educational activities of the future teacher; To correlate the current level of the culture of educational activity of students with the minimum necessary for successful learning; Help yesterday's schoolchildren to quickly adapt to new conditions of life; To form the foundations of general educational skills and abilities that allow students to carry out their main functions; Develop a positive attitude of students to the culture of educational activities; To orient students towards finding sources of general cultural information.	Preparation of lecturers for vocational schools from among students-trainees; Promoting university forms and teaching methods among school teachers; Pedagogical analysis of the pre-university experience of students' educational activities; Information activities of the selection committee; Providing advisory assistance to applicants; Inclusion in the educational process of the special course "Culture of educational activity of students" (introductory material); Solution of logical-analytical educational tasks; Organizational activity and business games; Study of informational and methodological literature.	Observation. Questioning.
Basic	Formation of the subjective attitude of students to the university pedagogical process	Reveal the personality-typological characteristics of students, influencing the formation of the culture of educational activity; To master the mechanisms of building individual models of the formation of the culture of educational activity; Develop the foundations of general educational skills and abilities laid down in the previous stage; To work out the skills and abilities being developed in the classroom in the main disciplines; Confirm the relationship between general cultural development and the success of educational activities; Introduce students to the cultural and educational space of a pedagogical university; Ensure consistency between the material studied in the special course program and the nature of the teaching of academic subjects.	Inclusion in the educational process of the special course "Culture of educational activity of students" (main material); Coordination of classes in basic disciplines with the program of the special course; Current diagnostics of the formation of students' educational activities; The solution of variative-creative educational tasks, unfinished pedagogical situations; Solution of variational-modeling problems; Study of educational and methodological literature.	Observation. Questioning. Testing.
Final	Formation of the subjective attitude of students to the culture of educational activity	To integrate the obtained theoretical knowledge and practical skills of educational activities; Build and implement individual trajectories for the formation of a culture of educational activity; Include students in the process of cultural creation, self-development and self-affirmation; To stimulate the process of cultural identification of students of a pedagogical university; Monitor the formation of a culture of educational activities; Ensure consistency between the dynamics of the formation of the culture of educational activities and the nature of teaching academic subjects; Analyze and, if necessary, make adjustments to the controlled process.	Organization of a permanent consultation center; Current diagnostics of the formation of students' educational activities; Self-diagnosis; Solving reflective and creative tasks; Drawing up a program of self-development in future professional activities; Modeling educational activity as a process of scientific creativity; Study of scientific and methodological literature.	Observation. Questioning. Testing Preparation of a thesis that integrates the complex manifestation of students' personal qualities that determine the level of culture of educational activities.

Such a sequence made it possible not only to cover the entire period of study in higher education, but also to go beyond the university, which made it possible to begin the formation of a culture of educational activity of a future teacher in a secondary educational institution. This duration, in contrast to the “one-time”, short-term impact, ensured effective management, regular diagnostics, analysis of intermediate results and ongoing correction.

The advantageous side of the chosen approach was that the implementation of the technology is not associated with the need for a radical restructuring of the usual university educational process. The teaching staff was not required to redistribute the load during the academic year. The introduction of the technology included a set of specially developed means, forms and methods that correctly supplemented the traditional university pedagogical process and made it more effective precisely in the formation of a culture of educational activity.

The first stage of the technology is preparatory. Its main goal: to form the subjective attitude of pupils and students to the new educational status and educational functions. At this stage of the research, the main work was carried out by independent assistants from among the students. The list of tasks of their pedagogical practice included lectures on the topics "School and University: Similarities, Differences, Problems" and "Culture as a Means of Personality Development". In addition, preliminary information was collected about the specifics of education in specific schools, the characteristic features of future graduates, and their general cultural development. Thus, by the beginning of the junior year, we had the initial data on the newly enrolled in the university, which contributed to the optimization of their educational process.

The information collected at the preparatory stage helped to study the influence of general cultural development of the individual on the success of education. Keeping in mind the thesis about the close relationship between culture and educational activity, we found its practical confirmation. Later, this argument was used to improve the quality of student learning through their active introduction into the cultural and educational space of a higher educational institution.

One of the tasks solved at the preparatory stage was the optimization of the self-preparation of applicants for the entrance exams. The provision of advisory and methodological assistance compensated for the applicants' need for up-to-date information. In the process of consultations, issues related to the culture of educational activities in the university were inevitably raised. An important means of the preparatory stage was the educational and methodological manual developed by the author of the study - “For the applicant of a teacher training university. Methodical recommendations for applicants ".

The initial period of study at the university is one of the most difficult and important. The nature of further educational activity, the growth of its culture, largely depends on the success of training in the first year. Therefore, for us, the priority task was to equip novice students with the minimum general educational baggage necessary to perform their functions. Such a groundwork accelerated adaptation and acted as the basis on which a higher level of culture of educational activity was subsequently achieved.

Much attention was paid to the study of the motivation of students' learning activities. It was important to launch a mechanism for creating the prerequisites for the formation of an active attitude towards a creative approach to general cultural and educational growth. They relied on the motives for choosing the profession of a teacher and a high degree of student satisfaction with their new educational status. As practice has shown, the development of precisely these grounds allowed us to act most accurately and productively.

Since the information was obtained proving the beneficial effect of the general cultural level of students on their educational activities, at the preliminary stage, a positive attitude of students to the cultural life of the university, universal cultural values was developed. Educational activity was presented as a world cultural heritage that nourishes the humanitarian foundations of a person and reveals his spiritual potential. Special attention was paid to stimulating the creative abilities of students and their orientation towards finding sources of general cultural information.

The educational activity at the described stage was based on the solution of logical-analytical educational tasks that require students to display elementary intellectual abilities. Taking into account the insufficient experience of teaching the respondents at the university, the tasks set suggested unambiguous and obvious solutions, thereby performing the function of simplifying the entry of students into the cultural and educational space.

The most capacious, important and responsible stage of the technology implementation is the main one, covering the period from the second to the fourth year of study at the university. The analysis showed that it is this time that is optimal for the formation of a culture of educational activity; it is here that it is advisable to focus on experimental teaching. Further educational and general cultural growth of senior students is conditioned by those motivational attitudes, special knowledge and practical skills that were formed during the formation of students as a full participant in university life. Consequently, the main goal of this stage is to ensure the growth of students' subjectivity in relation to the university pedagogical process.

The main stage in the implementation of the technology provided for the development of general educational skills and abilities inherent in the school and at the previous stage. This was ensured both by the increase in the volume of special education and by the specifics of the educational tasks being solved. At the same time, the applied nature of the studied material began to play a leading role. If at the preliminary stage the skills and abilities being formed were reproduced mainly within the framework of specially organized classes, now the main task was to practice them in the classroom in the main academic disciplines on a specific subject content.

Following the leading provisions of the personal approach, at the main stage it was envisaged to identify the personality-typological characteristics of students. In the future, the material obtained was the starting point for solving the problem of building individual models of the formation of the culture of educational activity of the future teacher. Knowing their strengths and weaknesses, students could optimally build a strategy for personal development as subjects of the university educational process.

Another task solved at the main stage of the technology implementation was to confirm the relationship between the general cultural level of the student's personality and the success of his educational activities. At the previous stage, a positive attitude towards the culture of educational activity was developed. Further, the student's personal plan was updated and an active attitude was created, aimed at stimulating reflexive processes. Students were systematically and systematically introduced into the cultural and educational space of a pedagogical university, first mainly in the role of observers, then as active participants in the cultural life of the university.

The leading means of implementing the technology at the preparatory and main stages was the special course "Culture of students' educational activities", built not as a set of ready-made knowledge to be mastered by students, but as a system of educational situations in which students were given the opportunity to influence the selection of educational material. Only the leading principle of construction remained unchanged - a systematic approach. Thus, the program of the special course did not rigidly define its content - it was constructed by the joint efforts of teachers and students, taking into account the personal positions of the latter. Each year, its topics are updated in order to meet both the needs of the students themselves and the changing requirements of the university. To increase the effectiveness of training, the author of the thesis has developed a textbook "The culture of students' educational activities", which was actively used in the implementation of the technology.

The teaching of the special course proceeded in parallel with the main studies, which made it necessary to coordinate actions between teachers of academic disciplines and the special course program. The result of mutual consultations is that the teachers did not start the seminars until the corresponding topic of the special course was studied. At first, the style of lecturing was also, if possible, focused on listeners who were beginning to master the skills of note-taking, and only later were the teachers recommended a freer and more familiar presentation of the educational material. Thus, the coordination of classes within the special course with classes in the main disciplines allowed students to work out the skills and abilities of educational activities with greater "return" and efficiency.

The nature of educational activity at the main stage of the technology implementation was determined by the type of educational tasks being solved, which can be defined as variational-modeling. Such tasks presupposed, firstly, incompleteness, a plurality of possible solutions, which put the student in a situation of the need to take responsibility for the choice made, and secondly, the specific subject content of educational activity. All this required from students who already had a certain experience of studying at a university, the manifestation of significant intellectual abilities and practical skills.

The final stage of the technology included a period of study at the final year of a pedagogical university. Its essence consisted in the analysis of the formation of the culture of educational activity of students and the implementation of corrective actions. This approach made it possible to eliminate gaps in the previous training and created favorable conditions for a kind of “ripening” of students as subjects of the culture of educational activity. At the same time, special attention was paid to the integration of the obtained theoretical knowledge and practical skills of educational activities, the solution of reflective and creative problems.

Most of the work done at this stage has been in the form of consultations. The main reason for seeking qualified help was the subjective feeling of difficulties and the low level of the formation of the culture of educational activity, determined by the students by the self-assessment method mastered in the previous practical lessons. Thanks to regular testing, the formation of a culture of educational activity was monitored. If, according to the results of the control, the need for the teacher's active intervention in the process of the student's independent development was revealed, then on the basis of additional diagnostic methods, the main reason for the failure was determined and timely correction of educational activity was carried out.

At the final stage, the process of mastering the mechanisms for constructing individual models of the formation of the culture of educational activity, which began at the previous stage, received its logical conclusion. The previously developed models were filled with adequate means by the joint efforts of students and teachers and brought to concrete practical implementation. The personal development of students took the form of a kind of individual trajectory of movement, taking into account both the general target settings and the personality-typological characteristics of students. At the same time, the vector of development was not limited to the walls of the university, but went beyond its limits into professional activities. The actualization of long-term strategic goals in the personality structure made the learning process more meaningful and motivated.

The general cultural development of students at the final stage of the technology implementation also reached a higher level. The previously solved problem of introducing students into the cultural and educational space of a pedagogical university allowed for a certain passivity of students. Further, students were involved in the process of cultural creation, self-development and self-affirmation, which is possible in the presence of an active life attitude and a developed reflexive position. It was this approach that provided the process of cultural identification, helped students to realize their belonging to the world and national culture. Thanks to this, educational activities were carried out in the forms of cultural life of the native people and dialogical communication with other cultures. As a result of these changes, the goal of the final stage was achieved - the subjective attitude of students to the culture of educational activity was formed, a conscious choice of a culture-consistent lifestyle and behavior was ensured.

A significant factor in the formation of the culture of educational activity of the future teacher was the research work of students. The final qualifying work was positioned as a kind of quintessence of educational activity, its absolute expression. Therefore, taking into account the revealed isomorphism of educational and scientific activities, at the final stage, the pedagogical process was modeled as a process of scientific research. Almost all educational activities of students were assessed through the prism of pre-diploma preparation and were considered as a certain step towards the defense of the thesis. At the same time, the teaching aid "Preparation and defense of student research papers", developed by the author of the thesis, was actively used.

Coordination between the dynamics of the formation of the culture of educational activity of students and the nature of teaching academic disciplines was ensured through the organization of monthly current testing of students. Its results were processed and analyzed. Based on the results of the analysis, messages for teachers were regularly prepared, containing recommendations on the optimal organization of educational work with students. These messages were voiced both at the meetings of the departments and individually with personal contacts. Thus, teachers always had operational information at their disposal and could adequately adjust the nature of teaching their subject.

At all stages of the technology implementation, special literature for applicants and students was actively used. At the preparatory stage, these were informational and methodological brochures. Their distribution made it possible to increase the level of pre-university preparedness of school graduates and significantly expand the geography of this part of the study. At the main stage, teaching aids were studied, the work with which was included in the tasks for independent fulfillment without fail. At the final stage, taking into account its research specificity, the scientific and methodological literature was studied. As practice has shown, the use of special literature is a significant and necessary condition for the purposeful formation of a culture of educational activity of a future teacher.

Since the experimental work was carried out for ten years, the full cycle of the technology was implemented twice, each time covering a new contingent of respondents. The experimental work technique is subject to the logic of a parallel experiment. At the beginning of the academic year, the flow of students was conditionally divided into two parts. One of them consisted of control groups, studying traditionally, that is, without the purposeful creation of any conditions for the formation of a culture of educational activity. Another part consisted of students of experimental groups, in which the educational process was supplemented by means, forms and methods of the introduced technology. Before the start of the experiment, the initial indicators were taken according to the selected criteria. Further, using the methods of mathematical statistics, the homogeneity of the experimental groups was determined. This provision is a prerequisite for the experiment, i.e. the compared groups must initially be the same. At the end of the experiment, final testing was carried out, the results of which were also processed and analyzed. The following questions were clarified:

whether there really was an increase in the results according to the selected criteria in the experimental groups by the end of the experiment;
whether the increase in results observed in the experimental groups exceeds the corresponding indicator in the control groups;
whether the differences between the values of the increase in the experimental and control groups are statistically significant or are they due to random factors.

If the differences turned out to be statistically significant, then the effectiveness of the experimental model was confirmed. In the absence of statistical reliability, a conclusion was made about the random nature of the changes that occurred. The generalized results of the experimental work are shown in Fig. 2.

Rice. 2. Levels of formation of the culture of educational activity

before and after the experiment,%

Comparison of the histograms for the state before and after the experiment gives the basis for the following conclusions:

the nature of the initial distribution of students in experimental groups is the same in both cycles of the formative experiment;
by the end of the experiment, in the experimental groups there is a significant increase in the level of the formation of the culture of the educational activity of the future teacher;
in all cases of the final comparison, the superiority of the experimental groups over the control ones is recorded. So at the end of each cycle, a certain part of the students of the experimental groups (from 11.3% to 20.9%) has a creative level of the formation of the culture of educational activity, and in the control groups, significantly lower values are recorded (2.7% and 3.4%, respectively) ... With regard to the reproductive level, the opposite is true, i.e. the number of students with this level in the control groups (from 43.8% to 48.1%) exceeds the number of students in the experimental groups (from 27.3% to 28.2%). In terms of the productive level, there is an insignificant superiority of the students of the experimental groups.

Observing the overall learning environment in the universities that participated in the experiment, it should be emphasized that over the years of research it has become less stressful and has acquired a tendency to further improve (Table 2). In particular, over the past five years, the main parameter of educational activity, which characterizes its effectiveness, has significantly increased - the average grade of academic performance. As a result, other learning outcomes in higher education have also improved. There has been an increase in the number of students receiving scholarships. The situation has also improved with regard to the extreme manifestation of the unformed culture of the educational activity of the future teacher - the number of expulsions. In addition, the degree of student difficulties and personal anxiety decreased significantly. On the contrary, satisfaction with educational activities shows an upward trend.

table 2

Dynamics of student learning outcomes

experimental universities

Academic years Indicators
Academic performance, cf. score
Satisfaction, score
Anxiety, score
Scholarships,%
Deductions,%
Difficulties, degree	high / medium	medium / low	medium / low

Thus, the analysis of the results of the experiment showed that, given the equality of the initial results, by the end of university education, the experimental groups have a significant statistically significant (p<0,05) преимущество перед контрольными, т.е. доказано, что наблюдаемые положительные изменения получены именно благодаря реализации разработанных модели и технологии формирования культуры учебной деятельности в процессе профессиональной подготовки будущего педагога.

In custody the results of the study were summed up, recommendations were given for various groups of respondents, the main conclusions were formulated, and the most probable directions for further development of the problem posed were outlined.

Summarizing the results of a comprehensive study of the problem of forming a culture of educational activity of a future teacher, we can state that it is as relevant as it is difficult. It is difficult due to the globality and multidimensionality of this concept, due to the functioning of this phenomenon both at the level of the entire system of professional training of specialists, and at the level of the student's personality. It is relevant, first of all, because the very process of forming a culture of educational activity carries the potential for achieving a higher level of development of society as a whole and of an individual in particular.

The conducted scientific and pedagogical research substantiated the thesis that the student's personal development, determined by the essential content of his general culture, mediates the nature of the educational activity of the future teacher. This connection, at first glance, is quite a priori, has its own implementation mechanism, based on the perception of the phenomena of the surrounding world by the individual through the filter of his own cultural interpretation. An analysis of the results of the research carried out allows us to state the fact of the proof of the affirmed. The aim of the study has been achieved - the problem of developing the conceptual foundations and technological implementation of a set of means, forms and methods that provide an increase in the efficiency of the process of forming a culture of educational activity of a future teacher has been solved. In the course of achieving the goal, the tasks were solved and the initially put forward hypothesis was basically confirmed. Summing up, we believe that the research carried out testifies to the legitimacy and consistency of the provisions put forward for defense, which allows us to draw the following conclusions:

It was revealed that a significant condition that makes it possible to further improve the quality of professional training of a future teacher is an appeal to the essential foundations of culture, understood in this context as the experience of activity accumulated by mankind, necessary for its reproduction. The system of spiritual and material values, norms of behavior and models of personal relationships acts as a kind of environment for the existence and functioning of educational activities, which is the main way of developing culture. Without educational activity, culture loses its potential; without culture, educational activity loses its target orientations and semantic attitudes. In this regard, educational activity is interpreted as a socially organized and standardized process of general cultural formation of an individual through the constant transfer of socially significant experience by previous generations to subsequent generations.
It is proved that the culture of the educational activity of the future teacher is an integrative characteristic of the student's personality, reflecting his ability to carry out professional training in the context of culture, determining the value-semantic guidelines of this process, and also assuming a high level of development and interaction of the structural components of educational activity. According to this approach, educational activity is filled with new meanings that contribute to the cultural self-development of the student's personality, which determines the humanitarian orientation of the teacher's professional training. At the same time, the disclosure of the internal mechanism for the implementation of the culturological component of educational activity dictates the need to comply with a set of principles, which include: subjectivity, multiculturalism, self-determination, openness and creativity. The priority directions of the practical solution of the problem of forming the culture of educational activity of the future teacher are: increasing the proportion of disciplines in the humanitarian cycle; disclosure of the spiritual and moral potential of academic disciplines; fundamentalization of education; the student's appeal to the philosophical heritage, containing a wide range of strictly human problems; cultural identification of the student's personality; dialogization of educational activities; democratization of the educational space; implementation of the principle of cultural conformity; creation of a culture-friendly environment of an educational institution, etc.
The necessity of methodological support in solving the problem of forming a culture of educational activity of a future teacher on culturological, personal activity and system approaches has been substantiated. In this case, compliance with the following provisions is decisive:
shaping culture learning activities need to be carried out in the context culture so that educational activity is perceived as a general cultural, personally significant value, and therefore, as a criterion for the knowledge acquired, not so much their correspondence to reality is considered as their agreement with the semantic attitudes of culture;
the leading guideline of the process of forming the culture of educational activity is the personal development of students, which implies the purposeful creation of conditions for the all-round manifestation of the personal functions of the subjects of learning, their self-awareness and self-realization;
any activity, including educational, is, first of all, a transformation, which means that the process of forming the educational activity of students should be organized on the basis of all possible stimulation of the creative activity of students, which allows purposefully change the psyche and form the creative abilities of the individual;
the systematic nature of the properties of educational activity predetermines the specificity of practical actions for its development, which consists in the irreducibility of the structure of educational activity to any "leading" component and the formation of the culture of educational activity of students in its entirety.
It was found that the state of the culture of educational activity at the pre-university stage and in the practice of higher pedagogical education differs significantly according to the criteria used. The strengths of the system of professional training of a future teacher include a high level of motivation and technological readiness, which directly determine the formal effectiveness of educational activities. The disadvantage is the low level of cognition, reflexivity and general cultural development of students, i.e. parameters that determine not only the desire and ability to learn, but also the fullness of this process with meanings, its personal and creative coloring. The reason for the revealed flaws lies in the episodic nature of special work aimed at creating a culture of educational activity of the future teacher.
A model has been developed, which is a set of interrelated structural components and functional relations, the presence and interaction of which ensured the formation of a culture of educational activity of the future teacher. The introduction of the model is carried out by means of a technology that presupposes the presence of: preliminary, main and final stages, reflecting the corresponding stages of the formation of the formed personality traits; goals that determine quantitative and qualitative changes in the nature of the performed activity; tasks specifying target settings; forms, means and methods allowing to achieve the set goals and solve the formulated tasks; control methods designed to carry out diagnostics and timely correction of the means used.
Practical recommendations have been introduced for high school students, applicants, junior and senior students, teachers of secondary educational institutions and teachers of higher educational institutions. The key idea that unites them is the recognition of the need to create conditions for the formation of the personality of the future teacher "through the prism of culture", the perception of educational activity as a culture-consistent process that ensures self-development and self-determination of students. In addition, an assessment of the prospects for further scientific research of the problem of forming a culture of educational activity of a future teacher is given. It is shown that the work carried out expands the research field and introduces into a new circle of unsolved problems caused by the growing needs of the theory and practice of higher education. In particular, it can be assumed that the problem of this dissertation, solved on the basis of the material of the higher pedagogical school, is relevant for the entire system of professional training of specialists in various fields of the national economy. At the same time, the leading trend in further scientific research is the prospect of creating the foundations of a new type of education - polycultural education, which makes it possible to polylogue many cultures, preserve their identity and mutual enrichment.

The main results of the study are reflected in the following publications:

Publications in journals included in the List of Leading Peer-Reviewed Scientific

Krainik, V. L. Technology of formation of the culture of educational activity of the future teacher: an experimental approach [Text] / V. L. Krainik // Polzunovsky Bulletin. - Barnaul. - 2003. - No. 3-4. - S. 32-42.
Krainik, V. L. Culturological approach to professional training of a teacher [Text] / V. L. Krainik // Bulletin of TSPU. Issue 5 (42). Pedagogy. - Tomsk. - 2004 .-- S. 49-54.
Kraynik, VL Formation of educational activity of the future teacher of physical culture [Text] / VL Krainik // Physical culture: upbringing, education, training. - M. - 2004. - No. 3. - S. 17-20.
Krainik, V.L. The culture of schoolchildren's educational activity as a factor of readiness to study at a university [Text] / V.L.Krainik // Bulletin of the Buryat University. Series 7. Pedagogy. Issue 13. - Ulan-Ude, 2005 .-- S. 148-161.
Kraynik, V.L. A. I. Herzen: Psychological and pedagogical sciences. - SPb. - 2007. - No. 7 (28). - S. 48-55.
Krainik, V. L. The culture of educational activity and the continuity of professional education [Text] / V. L. Krainik // Secondary vocational education. - M. - 2007. - No. 7. - S. 29-31.
Krainik, V. L. Culturological principles of educational activities of a future teacher [Text] / V. L. Krainik // Philosophy of Education. - Novosibirsk. - 2007. - No. 2 (19). - S. 237-241.
Krainik, V. L. Essential aspects of the culture of educational activity as a pedagogical phenomenon [Text] / V. L. Krainik // Education and Science. - Ekaterinburg. - 2007. - No. 2 (44). - S. 27-35.

Monographs, educational and teaching aids

Krainik, VL Applicant of a teacher training university [Text]: guidelines for applicants to full-time and part-time departments / VL Krainik. - Barnaul: BSPU, 1997 .-- 23 p.
Krainik, V. L. Mathematical statistics to help the student-researcher [Text]: guidelines for students of pedagogical universities / V. L. Krainik. - Barnaul: BSPU, 1999 .-- 45 p.
Krainik, V. L. Culturological approach - the leading position in the study of the development of professional and pedagogical activity [Text] / V. L. Krainik // Theoretical and methodological foundations of the development of teacher's professional activity: monograph // O. P. Morozova, V. A. Slastenin, Yu.V. Senko et al. - Barnaul: BSPU, 2004. - S. 91-108.
Krainik, V. L., Kuznetsova, E. D. Preparation and defense of student research papers [Text]: study guide / V. L. Krainik, E. D. Kuznetsova. - Barnaul: BSPU, 2004 .-- 170 p. (75% personal participation)
Krainik, V. L. Culture of educational activity of students [Text]: textbook / V. L. Krainik. - Barnaul: BSPU, 2005 .-- 336 p.
Krainik, V. L. Theoretical foundations of the culture of educational activity of the future teacher [Text]: monograph / V. L. Krainik. - Barnaul: BSPU, 2006 .-- 208 p.
Krainik, V. L. Technology of formation of the culture of educational activity of the future teacher [Text]: monograph / V. L. Krainik. - Barnaul: BSPU, 2008 .-- 173 p.

Collections of scientific articles edited by the author

The culture of educational activity of students: theory and practice of formation [Text]: materials of the All-Russian scientific and practical conference / BSPU. - Barnaul, 2003 .-- 299 p.
Actual problems of educational activities of students in the process of vocational education [Text]: materials of the All-Russian scientific-practical conference / BSPU. - Barnaul, 2005 .-- 341 p.

Science articles

Kraynik, V.L.Some features of the organization of the educational process of first-year students of the Faculty of Physical Culture [Text] / V.L. ...
Krainik, V. L. The process of continuous formation of educational and professional activities of future teachers [Text] / V. L. Krainik // Technology of teacher training: innovative search: collection of scientific articles / - Volgograd: Change, 1997. - P. 101-104.
Krainik, V. L., Kozlov, N. S. Educational activity of first-year students: theory and experimental practice of formation [Text] / V. L. Krainik, N. S. Kozlov // Teacher: science, technology, practice. - Barnaul. - 1998.
- No. 2. - P. 76-80. (50% personal participation)
Krainik, V. L. Theoretical foundations of the study of the problem of the formation of educational activities of students [Text] / V. L. Krainik // Topical issues of optimizing the compatibility of textbooks for secondary school: a collection of scientific articles / ASU. - Barnaul, 1999 .-- S. 141-159.
Krainik, V. L. On the problem of pre-university preparedness of students of the faculty of physical culture [Text] / V. L. Krainik // Problems of physical culture and sports in Altai: collection of scientific articles / ASTU. - Barnaul, 2000.
Krainik, V. L. Methods for determining the level of formation of educational activity of students [Text] / V. L. Krainik // Problems of physical culture and sports in Altai: collection of scientific articles / ASTU. - Barnaul, 2000.
Krainik, VL Personality-oriented approach to individualization of educational activity of students of the Faculty of Physical Education [Text] / VL Krainik // Problems of physical education of children and students: collection of scientific articles / - Shuya: Vesti, 2002. - P . 82-83.
Krainik, V. L. Statement of the problem of the formation of the individual style of educational activity of students of the Faculty of Physical Culture [Text] / V. L. Krainik // Physical culture, sport, health: collection of scientific articles / AltSTU. - Barnaul, 2002 .-- S. 156-160.
Krainik, V. L. Psychological and pedagogical preconditions for the study of the problem of individualization of educational activity of students of the Faculty of Physical Education [Text] / V. L. Krainik // Physical culture, sport, health: collection of scientific articles / AltSTU. - Barnaul, 2002 .-- S. 160-164.
Krainik, V. L. Culturological principles of professional pedagogical education [Text] / V. L. Krainik // Bulletin of BSPU. Psychological and pedagogical sciences. Issue 2 / - Barnaul. - 2002. - S. 60-70.
Krainik, V. L. On the question of the genesis and definitions of culture [Text] / V. L. Krainik // Bulletin of BSPU. Psychological and pedagogical sciences. Issue 3 /
- Barnaul. - 2003. - S. 12-21.
Krainik, V. L. Professional training of a teacher based on a culturological approach [Text] / V. L. Krainik // Physical culture, sport, health: collection of scientific articles / ASTU. - Barnaul, 2004 .-- S. 117-125.
Krainik, V. L. Conceptual approaches to the formation of the culture of educational activity of students [Text] / V. L. Krainik // Bulletin of BSPU. Psychological and pedagogical sciences. Issue 4 / - Barnaul. - 2004 .-- S. 121-130.
Krainik, V. L. Culturological approach as a condition for the productivity of professional training of a modern teacher [Text] / V. L. Krainik // Productive education: Pedagogical activity in productive education: almanac. Issue 3 / - M.: Action, 2005 .-- S. 72-80.
Krainik, V. L. Continuity in teaching schoolchildren and students: what can and should be done at school [Text] / V. L. Krainik // Director of the school. - M. - 2005. - No. 2. - S. 53-58.

Conference materials

Krainik, VL Formation of student learning activities as a factor in improving the quality of higher education [Text] / VL Krainik // Socio-economic problems of education in the West Siberian region of Russia: conference proceedings / BSPU. - Barnaul, 1995 .-- S. 8-11.
Krainik, V. L. Dovuzovsky experience of educational activity of FFK students as an object of pedagogical analysis [Text] / V. L. Krainik // Problems of improving the quality of training a teacher of physical culture: conference proceedings / BSPU. - Barnaul, 1995 .-- S. 32-34.
Krainik, V.L., Manuilov, S.I. : materials of the conference / BSPU. - Barnaul, 1995 .-- S. 36-38. (50% personal participation)
Krainik, V. L. Technology of formation of the foundations of the organization of educational activities of first-year students / V. L. Krainik // Technology of psychological and pedagogical preparation of a teacher for educational activities: conference proceedings / BVPUK. - Barnaul, 1996. - S. 143-145.
Krainik, V. L. Organizational and pedagogical aspects of the development of general educational skills among first-year students / V. L. Krainik // Theory and practice of developing education: conference proceedings / GASU. - Gorno-Altaysk, 1996 .-- S. 171-172.
Krainik, VL Formation of educational activity of FFK students as a means of improving the training of specialists in physical culture [Text] / VL Krainik // Physical culture, sport and healthy lifestyle of the population of Altai Territory: conference proceedings / AKIPKRO. - Barnaul, 1996.
Krainik, VL Formation of educational activity of FFK students in the context of the system of multilevel physical education [Text] / VL Krainik // State and development of multilevel physical education: conference proceedings / SibGAFK. - Tyumen, 1996 .-- S. 63-67.
Kraynik, V.L. - Novosibirsk, 1997 .-- P. 61.
Krainik, V. L. Psychological and pedagogical conditions for the formation of educational activity of students of the Faculty of Physical Education [Text] / V. L. Krainik // Actual problems of the development of physical culture and sports: conference proceedings / BSPU. - Barnaul, 1997 .-- S. 67-68.
Krainik, VL Dynamics of the formation of educational activity of future physical culture teachers [Text] / VL Krainik // Actual problems of the development of physical culture and sports: conference proceedings / BSPU. - Barnaul, 1997 .-- S. 69-72.
Krainik, V. L. Motivation of educational activity and its dynamics in the conditions of transition from teaching in secondary school to teaching at the faculty of physical culture [Text] / V. L. Krainik // State and prospects of improving physical culture in the education system: conference proceedings. Part II / SibGAFK. - Omsk, 1998 .-- S. 154-158.
Krainik, V. L. Adaptation of students of the Faculty of Physical Education to the higher educational conditions [Text] / V. L. Krainik // Actual problems of life safety, health during physical culture and sports: conference proceedings / TSPU. - Tomsk, 1998 .-- S. 41-43.
Krainik, V. L. Preparation of future teachers for professional self-education as a means of humanizing the educational process in higher education [Text] / V. L. Krainik // Actual problems of life safety, health during physical culture and sports: conference proceedings / TSPU. - Tomsk, 1999 .-- S. 106-107.
Kraynik, V.L. Management of students' educational activities at the initial stage of education at the university [Text] / V. L. Kraynik // Innovations in the system of pedagogical education: conference proceedings / BSPU. - Barnaul, 1999.
Krainik, V. L. On the problem of individualization of the educational activity of students at the university [Text] / V. L. Krainik // New technologies and integrated solutions: science, education, production: conference proceedings / KemSU.
- Anzhero-Sudzhensk, 2001 .-- S. 49-51.
Krainik, V. L. Information culture of the future teacher [Text] / V. L. Krainik // Improving performance in sports, physical education and health improvement of the population: conference proceedings / ChGIFK. - Tchaikovsky, 2002.
- S. 126-129.
Krainik, V. L. Methodological culture of the future teacher [Text] / V. L. Krainik // Methodological approach to solving regional problems of improving physical culture and sports: conference proceedings / KSU. - Kaliningrad, 2002 .-- S. 110-114.
Krainik, V. L. The relationship between culture and professional pedagogical education [Text] / V. L. Krainik // Culture of educational activities of students: theory and practice of formation: conference materials / BSPU.
- Barnaul, 2003 .-- S. 128-147.
Krainik, V. L., Kozlov, N. S. Education of the culture of students' mental work [Text] / V. L. Krainik, N. S. Kozlov // Culture of educational activity of students: theory and practice of formation: conference materials / BSPU.
- Barnaul, 2003 .-- S. 119-122. (50% personal participation)
Krainik, V. L. Cultural educational space of the modern school [Text] / V. L. Krainik // Building an additional space for the development of preschoolers and younger students: the integration of modern approaches: conference proceedings / BSPU. - Barnaul, 2004 .-- S. 143-151.
Krainik, V. L. Dovuzovskiy level of formation of educational activity of the future teacher of physical culture [Text] / V. L. Krainik // Topical issues of safety, health during sports and physical culture: conference proceedings / TSPU. - Tomsk, 2004 .-- S. 26-31.
Krainik, V. L. Culturological content of the process of professional training of a teacher [Text] / V. L. Krainik // Improving the quality of education at the pedagogical university: conference proceedings / TSPU. - Tomsk, 2004 .-- S. 147-152.
Krainik, V. L. Reflexive culture of students [Text] / V. L. Krainik // Actual problems of educational activity of students in the process of vocational education: conference materials / BSPU. - Barnaul, 2005.
- S. 177-186.
Krainik, V. L. Method of modeling and culture of educational activity of students [Text] / V. L. Krainik // Actual problems of educational activity of students in the process of vocational education: conference materials / BSPU. - Barnaul, 2005 .-- S. 187-193.
Krainik, VL The relationship between culture and education - the basis of professional training of a teacher [Text] / VL Krainik // Actual problems of physical education in the process of vocational education: conference materials / USPU. - Yekaterinburg, 2005 .-- S. 61-66.
Krainik, V. L. School leader on the readiness of graduates for educational activities at the university [Text] / V. L. Krainik // Ways to solve the problem of the quality of education in the XXI century: conference proceedings / GASU. - Gorno-Altaysk, 2005 .-- S. 59-61.
Krainik, V. L. Culturological approach in the professional training of a teacher as a methodology of the new time [Text] / V. L. Krainik // Psychodidactics of higher and secondary education: conference proceedings / BSPU.
- Barnaul, 2008 .-- S. 66-69.
Krainik, V. L. Development of the personality of a future teacher in the context of modern culture [Text] / V. L. Krainik // Actual problems of physical culture and sports: a holistic approach to theory and practice: conference proceedings / BSPU. - Barnaul, 2008 .-- S. 187-194.
Krainik, V. L. The culture of educational activity of the future teacher and the culture of teaching at the university [Text] / V. L. Krainik // Actual problems of physical culture and sports: conference proceedings / TSPU. - Tomsk, 2008.

A pedagogical university prepares future teachers for a variety of activities: professional, socio-political, socio-cultural, lays not just specific knowledge of a certain range and volume, but the foundation of the ability to work with and for a person. By creating the cultural potential of the future teacher, the university determines the way of his life and being, the content of his work, and its productivity.

Holistic training at a university means such a level of organization of the educational process, which stimulates the active state of the components of the culture of the future teacher in their unity; that is, the university system of education and upbringing has a potential aimed at the formation of the studied quality.

The process of professional training of a future teacher is provided by academic disciplines, various types of practices, research and development and will be the more successful, the more significant the contribution of each of them to the formation of students' culture. It is necessary to consider the role of disciplines, pedagogical practice, research and development and take into account their interaction in the formation of the pedagogical culture of future teachers.

Among the entire body of knowledge that distinguishes teachers from people of other professions, psychological and pedagogical are the main ones, therefore the main place in the system of professional training of a future teacher is occupied by pedagogical and psychological subjects.

Currently, there are various options for work: on the course "Pedagogy".

In the first section "theoretical and methodological foundations of pedagogy", the main task of which is "the formation of a future teacher's complex view of his professional activity, of his object of work - an integral pedagogical process", such methodological problems as the essence of pedagogy and its purpose in society are considered. the essence and correlation of development, upbringing and formation of the personality, the emphasis is placed on the role of activity and communication in the formation of the personality, the essence of the pedagogical process is revealed, the education system in the Republic of Kazakhstan is characterized.

We should especially note that at the methodological level, the culture of the teacher's personality and his professionally significant qualities, the culture of the student's personality, his interests and needs are considered. For example, the study of the topic "The teacher and his role in the organization of the pedagogical process" is aimed at revealing the social purpose of the teacher's work, his professional activities, significant qualities, pedagogical abilities and skills; in particular, the concepts of "pedagogical tact", "pedagogical ethics", "pedagogical skill" are considered, which, in our opinion, are integral components of pedagogical culture.

In the second section "Holistic educational process" the material is presented on the basis of the concept of a holistic pedagogical process. It should be noted that each topic of the section is considered in a logical sequence as an integral part of the object of the teacher's activity. Particular attention in the section is paid to the methodological concepts of "general human culture", "basic culture of the individual". So, when studying the topic "Content and educational activities of teachers and students in the pedagogical process", it is important to pay attention to the integral qualities that characterize the ability to creatively interact with the world of culture: mental, polytechnic, ecological, aesthetic and, of course, pedagogical culture; the definition of the leading types of student activity in the development of human culture is significant.

The purpose of the third section "Management of the integral pedagogical process of the school" is "to equip the future teacher with knowledge about the functions of the school administration, about the diagnosis and forecasting of the educational process, about the criteria for assessing the school's activities." When studying the topic "Diagnostics of the teaching and educational process of a school (class) as the basis of school management", we pay attention to questions about information, diagnostics, variables of the pedagogical process, we introduce a set of methods for determining educational and educational skills, sociometric status and criteria for selecting information for management of the pedagogical process.

So, undoubtedly, the educational course in pedagogy has the potential to form the pedagogical culture of the future teacher. We believe that the potential can be realized through the content of the course, built with an orientation to the object of the teacher's activity - the pedagogical process.

One of the most important in the system of professional training of students is the course "History of Pedagogy", which contributes to the expansion of the general pedagogical horizons, the development of the correct attitude to the pedagogical heritage of the past. Undoubtedly, all the topics of the course are aimed at the formation of the teacher's culture, since the history of pedagogy is presented closely with the history of the development of human society, where the formation of the theory of culture took place in stages. Although the course under consideration in modern conditions undergoes significant changes that relate to the content of the course, it remains unchanged that future teachers get acquainted with the activities and works of outstanding representatives of foreign, domestic pedagogy, deeply exploring their views, ideas, beliefs, realizing the importance of teacher's work in history pedagogical thought. Expanding each topic, we take into account the high level of culture of the great teachers of the past.

Interesting, in our opinion, is the version of the course program "History of School and Pedagogical Thought of Kazakhstan" proposed by G.M. Khrapchenkov. The author believes that the course contributes to the formation of the worldview and historical self-awareness of future teachers, deepens their historical and cultural knowledge. Noteworthy is the point of view of the scientist about the unity of the three constituent parts of the national or world historical and pedagogical process: the historical past, the modern, the pedagogical future.

In the professional training of students, the role of the subject "Ethnopedagogy" is essential, since its content is aimed at revealing pedagogical culture as a social phenomenon. The study of ethnopedagogical problems is closely interconnected with the theory of culture: for example, one of the main places in folk wisdom is occupied by the idea of the perfection of the human personality and, as a result of these ideas, the “model of a cultured person”; the history of customs, rituals, traditions, examples of national art and folklore are an integral part of the history of culture.

The course "Ethnopedagogy", using the educational role of folk art, has ample opportunities to determine the place and role of the teacher, since no human society can imagine its future without the teachings of the older generation, without using its practice in education.

An important link in the cycle of pedagogical disciplines is the course "Methods of educational work", which provides practical readiness for educational activities at school. The course is recognized to help students in mastering the techniques of educational work and professional skills; pedagogical communication, pedagogical influence, self-regulation of the psychological state; has opportunities for further training in the diagnosis of the pedagogical process. Solving pedagogical problems, situations, modeling them, performing research tasks, future teachers realize their professional "I", directly related to pedagogical culture.

The content of the course "Fundamentals of Pedagogical Skills" is universally aimed at the formation of the studied quality, since, in our opinion, the course organically goes through pedagogical technique, pedagogical skill, pedagogical creativity to the pedagogical culture of the teacher. The course under consideration is aimed at comprehending the essence of pedagogical skill, comprehending the ideals of pedagogical activity and identifying the level of training of the future teacher ("I am ideal", "I am real), comprehending the ways and means of developing a professional position in students, fostering a culture of pedagogical communication, forming the foundations of pedagogical interaction in given situations of the educational process ”. So, when studying the topic "Culture of pedagogical communication", in addition to disclosing questions about pedagogical communication and its functions, its structure, communication styles, it is necessary to focus on the universality of communication as a type of activity and on the humanization of relations between participants in the pedagogical process; the topic "Pedagogical technique" provides for the consideration of such issues as the importance of pedagogical technique as a form of organizing the teacher's behavior in his activities, components of pedagogical technique associated with the teacher's ability to control his behavior, emotions, speech technique, the ability to influence the personality and the team, which are very important for high the level of the teacher's pedagogical culture.

Thus, pedagogical disciplines have potential opportunities for the formation of the pedagogical culture of the future teacher. To realize the revealed potential, it is necessary, when studying pedagogical disciplines, to obtain a systemic and structural idea of the object of activity by future teachers.

Future teachers should know how to transfer their knowledge to students, how to teach them to think, and for this it is important to know the characteristics of the human psyche, the peculiarities of mental activity, the age characteristics of schoolchildren, taking into account the peculiarities of the emotional-volitional sphere of the child, maintaining interest in the subject - these are all questions from psychological disciplines.

Future teachers acquire theoretical knowledge in the course of studying the course "General Psychology" - this is knowledge about a person, his inner world, psychological processes, properties, states. This knowledge is supplemented by knowledge about oneself, one's inner world, and, as if passing through oneself, it influences the formation of the “I” image in the future teacher.

"Developmental and educational psychology" continues the above course, giving future teachers the opportunity to understand the processes of development of the child's psyche, the main laws of mental development in ontogenesis, the originality of the activity, behavior and mental states of a student in various educational situations, ways of taking these features into account in the process of teaching and upbringing. To some extent, the formation of the studied quality is facilitated by the themes: "Patterns and dynamics of mental development and personality formation in ontogenesis", "Psychology of education and self-education as a purposeful process of personality formation", "Psychology of learning as a specific form of independent cognitive activity of a person." For example, when studying the topic "Psychology of pedagogical activity in the personality of a teacher", students form a holistic idea of the structure of pedagogical activity, its creative nature, since future teachers get acquainted with the requirements for the teacher's activity, with its psychological structure, with criteria for assessing the effectiveness of educational activity teachers, analyze the problems of interaction between the teacher and students in the organization of various types of activity - the latter provision allows to consolidate the knowledge of students about the educational mechanisms of the pedagogical process.

The course "Social Psychology" reveals the socio-psychological mechanisms of personality formation and its involvement in the system of social relations, the problems of interpersonal relations of students, relationships with teachers, parents, the psychology of the educational team and the family. So, when studying the topic “Interpersonal relationships. Teacher - students ”should pay attention to the business cooperation of the teacher and students, since a delicate balance is needed between providing children with independence and tactful assistance in teaching schoolchildren how to work. When disclosing the topic “Interpersonal relationships. Pupils - Pupils ”attention is focused on the fact that interaction between students is possible only when there is activity (collective and carefully organized), when the prerequisites are created for the formation of relations of business cooperation and mutual responsibility.

It should be emphasized that in the process of studying psychological disciplines, an integral personality should be in the center of attention of future teachers.

Thus, psychological disciplines contribute to the formation of the psychological vision "I am a teacher", the vision of the individual student and the team, help to master the method of psychological analysis of their professional activities and the activities of students, that is, the disciplines under consideration have certain opportunities for the formation of the studied quality.

The logical proposal of psychological and pedagogical subjects are methodological disciplines that are designed to ensure the integration of related scientific knowledge in the analysis and substantiation of effective ways of teaching at each stage, in each specific situation. The main feature of the technique, according to O.A. Abdullina, consists in the didactic processing of specific material that is selected for study at school, that is, the subjects under consideration equip future teachers with knowledge in the field of methodology of a specific subject, stimulate scientific and methodological creativity, and instill a creative attitude to teaching.

In the process of studying methodological disciplines ("Methods of teaching literature", "Methods of teaching the Russian language"), students get acquainted with the following issues: the timely state of science and practice, the content of the school course, methods and techniques of teaching subjects, ways of organizing and managing interactions and relationships in the lesson , the organization of extracurricular work on the subject, taking into account the age and individual characteristics of students in teaching, the formation of theoretical concepts in the course of teaching subjects.

In our view, the methodological disciplines generalize and model the educational process, combining the academic subject (in our case, the Russian language and literature), the activities of the teacher and the activities of the student into a single whole. A holistic theory of teaching the Russian language and literature must necessarily consist of three components: the theory of the content of instruction (Russian language and literature as academic subjects), the theory of teaching (teacher's activity), and the theory of learning (the student's activity). In practice, in the course of studying methodological disciplines, students are more often faced with the theory of the content of training, and the next two components are often ignored. This drawback is especially pronounced in the practical activities of future teachers during the period of pedagogical practice: students of control groups "do not see" the student, his activities in the lesson, find it difficult to organize interaction in the lesson (analysis of observation diaries, lesson plans, outline plans, educational plans) ; in the experimental groups, where the methodological theory was taught in a dynamic system that, in our opinion, contributes to the formation of pedagogical culture, positive results were obtained.

So, to a certain extent, methodological disciplines have a potential that contributes to the formation of the studied quality, which will be successfully implemented in the above situation and upon achieving the unity of the didactic and methodological training of future teachers.

Achieving the unity of the didactic and methodological training of students is one of the essential factors affecting the effectiveness of the formation of pedagogical culture. In order to achieve this unity, it is necessary to achieve consistency in the activities of teachers of pedagogy and methodology, defining the main points of contact of academic subjects, their general and specific tasks, unanimously interpreting the content of the main categories, through the organization of methodological seminars, the use of research and development opportunities (joint development of topics for term papers and theses , joint counseling, development of a system of research tasks) and pedagogical practice (joint visits and analysis of lessons from the perspective of a holistic pedagogical process). All of the above is implemented in experimental and pedagogical work, contributing to the productive formation of the studied quality.

An obligatory element of the professional training of a future teacher is the study of a foreign language (English, German, French, etc.), aimed at the formation and development of professionally significant and personal qualities, including general, pedagogical culture. The discipline in question has broad information functions and is a factor in general cultural development. Considering that a foreign language makes a certain contribution to solving the problem of humanization and humanization and its status in modern conditions in the Republic of Kazakhstan, it should be assumed that this subject has a certain potential for the formation of the studied quality.

A foreign language, in our opinion, contributes to interpersonal interaction and effective functioning of a teacher in the "person-to-person" system, allows one to master the culture of oral and written communication, introduces the techniques of pedagogical techniques. Translation of a scientific article, preparation of an abstract or annotation, bibliographic reference, presentation of a report on the material of foreign literature read - all this not only enriches knowledge, but also develops students' ability to independently work with information that is so necessary for a future teacher. The development of communication skills in various speech situations contributes to the formation of a culture of professional and pedagogical communication, which, in turn, is a condition for the actualization of the general and pedagogical culture of the future teacher.

A foreign language gives students access to information and culture, art, the education system of the countries of the target language and leads to the development of intellectual and creative abilities.

So, undoubtedly, a foreign language has the potential for the formation of a general and pedagogical culture, only it is necessary to fully realize the general cultural function of the language and it is advisable to use active teaching methods, since it becomes possible for future teachers to acquire knowledge not in a finished form, but as a result of independent mental efforts , in the process of systematic solution of educational problems, mobilization of previously acquired knowledge in the process of comparison, generalization, conclusions.

In the professional training of future teachers, the role of social and cultural disciplines is significant, in particular, "Philosophy", "Culturology". The choice of these subjects is explained by the fact that the study of them is aimed at mastering the methodology of scientific knowledge and understanding of the culture of mankind as an integral system by future teachers, instilling the need for a socio-cultural understanding of their professional activities.

The study of philosophy at a university is important for students' deep understanding of the philosophical meaning of pedagogical phenomena and the human psyche, and through this subject students learn the essence of the dialectical development of any phenomenon, including the personality, collective and the role of activity in their formation. Philosophy as a general methodology of cognition of the surrounding world reflects the logic of cognition of the pedagogical process, the development process, the value analysis of culture.

The philosophy curriculum reflects questions about man as the highest value, the idea of humanization, the relationship between the human factor and culture. It should be noted the section related to the historical stages of the development of philosophical knowledge; the study of the topics of the section shows future teachers that the problem of man and culture, the "model of a cultured man" was posed in the philosophy of the Ancient East, Ancient India, etc .; getting acquainted with the works of the great thinkers of the past, with the philosophical quests of their contemporaries, students determine the role and significance of culture in the history of human society. Certain opportunities for the formation of the studied quality have topics that reveal the essence of such concepts: "object", "personality", "activity", "consciousness", "self-awareness", "culture", "creativity" and others.

Undoubtedly, a philosophical view of pedagogical phenomena will allow the future teacher to comprehend specific pedagogical tasks on the most general positions and solve them in a qualified manner.

So, the study of philosophy must be perceived as a theoretical basis for the formation of the studied quality.

The disciplines of the culturological cycle have been introduced into the curricula of universities for the last three to four years. Studying culturological disciplines, future teachers get acquainted with the theory of culture, that is, with the highest philosophical level of comprehension and generalization of cultural knowledge, concepts, ideas, consider various stages of the formation of man and humanity as links of a single cultural and historical process, recognize themselves as a part of it, determine their place in him.

The main goal of the discipline under consideration is the development of a common humanitarian culture, acquaintance with the highest achievements of mankind throughout the course of historical development, the development of skills for independent analysis and assessment of complex and varied phenomena of the cultural life of different eras, the development of an integrative understanding of culture as a whole, uniting most aspects of human activity in past and present. It seems to us that all topics are aimed at the formation of the studied quality, since methodological positions are determined, conditions are created for "communication" of future teachers with the masterpieces of world culture, the spiritual world of students is enriched. Cultural knowledge fosters feelings and, arming with the experience of generations, helps future teachers "discover a person in themselves" (F.M.Dostoevsky).

In the process of studying cultural studies, it is important not only to acquaint the students themselves with world culture, but this must also be emphasized - to provide a basis for a deep understanding of the importance of art and culture in the development of students.

Note that culturological disciplines with various variations of names are the first integrative courses, which are designed to present knowledge about the world and man at a qualitatively new level. It was modern activity with its most acute problems that contributed to the emergence and introduction into the educational process of integrative academic subjects, the content of which consisted of the study of the general laws of human development in the context of its social and cultural history, the study of vivid and diverse manifestations of the artistic genius of various peoples and nations in each specific historical era from antiquity to the present day. The specifics of the content of integrative courses, special training of the integrator teacher is at the research stage and is the subject of independent scientific research.

So, culturological courses have the potential to shape the culture of future teachers.

Along with the above disciplines in the professional training of a future teacher, special courses take a special place, presented for students of philology by the following subjects of linguistic and literary cycles: "Introduction to Linguistics", "Introduction to Literary Studies", "Foreign Literature", "Expressive Reading and the Culture of Oral speeches "," Modern Russian language "," Kazakh literature "and others, contributing to one degree or another to the theoretical and methodological training of future teachers.

Experience at a university, analysis of curricula, conversations with teachers of special disciplines, attending and analyzing lectures, seminars and practical classes led us to the conclusion that often when studying special courses, the emphasis is on the content side and does not always clearly focus students on future professional activities ...

In the process of teaching special disciplines, in our opinion, it is necessary that future teachers understand: why they need this or that philological discipline in the upcoming pedagogical activity, how it will help them in the educational interpretation of program topics or, possibly, in extracurricular work. It is important not only to acquaint students with literary trends, trends, the specifics of the analysis of a literary text, but - and this must be emphasized - it is important that this knowledge for students acquired a professional meaning, being correlated with the upcoming pedagogical activity. It seems to us that the pedagogization of linguistic and literary disciplines is necessary, only then the professional applicability of the studied facts and phenomena will be clear for students.

So, special disciplines do not provide for specific topics aimed at the formation of the studied quality, but, undoubtedly, they have a potential that contributes to the all-round development of the personality of the future teacher and the formation of his general culture.

Thus, the analysis of curricula, manuals for disciplines studied at the university showed that they have the potential for the formation of a pedagogical culture. It should be noted that the revealed potential in practice is not always fully realized, it is feasible only if the entire process of professional training of the future teacher is aimed at the object of activity - the pedagogical process.

In the system of professional training, pedagogical practice serves as a link between theoretical teaching of students and their future independent work at school, acts as an important means of updating students' theoretical knowledge, forming their skills and abilities, and is an effective means of testing the readiness of future teachers to organize the pedagogical process.

Analyzing the programs of pedagogical practices, we came to the conclusion that they do not contain the necessary set of tasks that directly orientate the formation of the pedagogical culture of the teacher, although the experience of working as a group leader, methodologist in the subject, in pedagogy and psychology, analysis and observation of the progress of pedagogical practice of students of various faculties and departments allows us to state that the very content of teaching and educational practice includes a certain potential for the formation of the studied quality, which was proved by the author of the study in the course of experimental pedagogical work.

So, the potential possibilities of pedagogical practice in the formation of the studied quality are used insufficiently and not fully.

The main goal of research work at the university is to deepen and expand knowledge in all disciplines, mastering the methods and skills of independent research, a creative approach to solving scientific problems. It should be noted that R&D contributes to the formation of future teachers' need to comprehend social and professional problems, to solve them on the basis of the mastered methodology of cognition of the entire system of studied sciences, the ability from a scientific standpoint to be involved in solving practical problems - all this is closely related to the process of forming a pedagogical culture.

One of the necessary conditions for the implementation of the possibilities of research work in the formation of the studied quality is to ensure continuity in the organization and conduct of research, with its gradual complication from course to course and strengthening interdepartmental, interfaculty and interuniversity cooperation, interaction with the school (UNPK, "branches departments ", centers of cooperation), the formation of methodological attitudes and skills of scientific research, the implementation of creative cooperation between teacher and student.

So, research work has certain opportunities for the formation of components of the investigated quality.

Thus, having studied the possibilities of the educational process, the following conclusions can be drawn:

The pedagogical process of the university has the potential for the formation of the studied quality;

Academic disciplines contain a certain potential for the formation of a pedagogical culture, which will be fully realized when future teachers are oriented towards the object of their activity - the pedagogical process;

Pedagogical practice, research work can positively influence the formation of the studied quality;

It is necessary to coordinate the actions of university teachers to form the pedagogical culture of future teachers, which, in turn, determines their special preparation for the purposeful formation of the considered quality in students;

The formation of the pedagogical culture of future teachers will be successful with a purposeful system and activity.

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As a manuscript

KRAYNIK Viktor Leonidovich

Formation of the culture of educational activity of the future teacher

13.00.08 - theory and methodology of vocational education

Dissertation for the degree of Doctor of Pedagogy

Barnaul - 2008

The work was performed at the State Educational Institution of Higher Professional Education "Barnaul State Pedagogical University"

Scientific consultant - Doctor of Pedagogical Sciences, Professor of the State Educational Institution of Higher Professional Education "Barnaul State Pedagogical University" Nikolai Stepanovich KOZLOV.

Official opponents: Corresponding Member of the Russian Academy of Education, Doctor of Pedagogy, Professor of the Novosibirsk Institute for Advanced Studies and Retraining of Educational Workers SINENKO Vasily Yakovlevich; Doctor of Pedagogy, Professor of the Tomsk State Pedagogical University REVYAKINA Valentina Ivanovna; Doctor of Pedagogy, Professor of the State Educational Institution of Higher Professional Education "Barnaul State Pedagogical University" LAZARENKO Irina Rudolfovna.

The leading organization is the State Educational Institution of Higher Professional Education “Russian State Pedagogical University named after A. I. Herzen ".

Scientific Secretary of the Dissertation Council, Candidate of Pedagogical Sciences, SHEPTENKO Professor Polina Andreevna

GENERAL DESCRIPTION OF WORK

The relevance of the study of the problem of forming a culture of educational activity of a future teacher is due to the integration processes taking place in the modern world and education. The personality realized itself as a microcosm, as a part of world culture, where, on the basis of recognizing the value of other cultures, it cognizes itself in its culture, multiplying the cultural and creative experience of mankind. It is in this context that a dialogue between man and nature, personality and society, man and man becomes possible.

The degree of elaboration of the problem. The idea that the system of organized education should not only equip students with knowledge of a particular subject, but also develop methods for their effective assimilation, and also ensure the formation of the student's personality as a subject of culture is not fundamentally new for university pedagogy. The problem of forming a culture of educational activity traditionally attracts close attention of specialists in the field of sociology, cultural studies, psychology and pedagogy of higher education. A significant number of fundamental works of domestic and foreign authors (S.I. Arkhangelsky, A.A. Verbitsky, M.G. Garunov, M.I.Dyachenko, V.I. Zagvyazinsky, I.I. Ilyasov, I. F. Isaev, L. A. Kandybovich, N. V. Kuzmina, V. Ya. Lyaudis, M. I. Makhmutov, N. M. Peisakhov, P. I. Pidkasisty, V. V. Serikov , V. A. Slastenin, E. N. Shiyanov, I. Bayer, A. Walter, H. Varnecke, V. Graf, P. Matthews, D. Nisbet, R. Newton, R. Tabberer, D. Hamblin, D. . Shaxxmith, D. Ellman et al.).

It is studied not only as a subject of independent consideration (T.N.Boldysheva, M.M. Garifullina, E.V. Dugina, V.V. in the study of related problems:

* continuity of higher and secondary schools (G. N. Aleksandrov, N. Kh. Baichekueva, A. V. Batarshev, S. M. Godnik, L. I. Lurie, A. P. Smantser, S. A. Fadeev, etc. .);

* adaptation of secondary school graduates to higher educational conditions (O. F. Alekseeva, I. A. Aliverdiyeva, N. A. Bogachkina, E. V. Buzina, V. M. Duginets, E. V. Ivanova, S. Yu. Poluikova, V.T.Khoroshko and others);

* the formation of discipline and various components of students' educational work (S. A. Alfer'eva, N. V. Barysheva, L. P. Bezuglova, A. A. Epifantsev, N. S. Kozlov, L. L. Luzyanina, L. V. Mizinov, A.I. Sinitsyna and others);

* organization of independent work of students and the formation of their readiness for self-education, self-development (A. V. Barannikov, A. I. Bondarevskaya, N. G. Grigorieva, E. A. Evsetsova, V. A. Kazakov, N. P. Kim, A. Kurbanov, S. I. Michaelis, T. A. Nechaeva, G. M. Seitova, I. B. Sokolova and others);

* the formation of the teacher's professional and pedagogical culture (V.A.Adolph, A.V. Barabanshchikov, V.L. Benin, Z.M. Bolshakova, I.F. O. P. Morozova, N. N. Nikitina, A. N. Orlov, I. N. Pashkovskaya, V. V. Filankovsky, E. A. Yurinova, I. E. Yarmakaev and others);

* individualization of education in higher education and the formation of an individual style of educational activity (N.A. Verigina, T.N. Gordeeva, T.B. Grebenyuk, N.G. Grigorieva, A.S. Zapesotsky, E.A. A. Lapina, A. M. Mityaeva, G. N. Neustroev, E. N. Ustyugova and others);

* culturological training of the teacher (E. V. Bondarevskaya, E. A. Burdukovskaya, I. E. Vidt, G. I. Gaisina, N. Yu. Gusevskaya, T. V. Ivanova, V. S. Lukashov, Yu. . Pimenov, L. I. Khasanova and others);

* development of the creative abilities of future teachers (R. U. Bogdanova, L. A. Darinskaya, N. Yu. Postalyuk, etc.);

* the formation of spiritual (E.I. Artamonova, R.S. Garifullina, G.N. Nepomnyashchaya, A.D. Soldatenkov, I.V. Justus, etc.), research (V.I.Bogoslovsky, A.A. Glushenko, E. S. Kazantseva, L. I. Lurie, V. I. Mareev, A. V. Yastrebov and others), methodological (L. G. Viktorova, O. V. Kuznetsov, V. S. Lukashov, V. A. Slastenin, V. E. Tamarin, O. V. Tupilko and others), organizational (E. P. Bocharova M. V. Sudakova, E. G. Khrisanova and others), technological (G. G. Mote, I. A. Kolesnikova, etc.) culture and many others.

In connection with the above, a number of contradictions are actualized, among which it is necessary to highlight the main one, which determines the general state of the crisis of modern education, and the particular one, which directly determines the problem of this study. The leading one is the contradiction between the need to bring the modern education system in line with the signs of post-industrial culture and the dominance of the rational paradigm, which has exhausted its cultural adequacy. We refer to the local contradiction between the need of the higher pedagogical school for students with a high level of formation of the culture of educational activity and the inertia of the university structures in solving this issue, due to the insufficient degree of development of this aspect in the theory and practice of professional training of the future teacher.

Proceeding from these contradictions, the research problem consists in the need for a theoretical and empirical substantiation of the process of forming a culture of educational activity of a future teacher.

The plurality of existing points of view, the absence of a holistic theory for solving the indicated problem determined the purpose of the study, which is to develop the conceptual foundations and technological implementation of a set of means, forms and methods that ensure the effectiveness of the process of forming a culture of educational activity of a future teacher.

The need to achieve this goal led to the choice of the research topic: "Formation of the culture of educational activity of the future teacher."

The object of the research is the educational activity of the future teacher.

The subject of the research is the process of forming a culture of educational activity of a future teacher.

In accordance with the object, subject and purpose, the following research objectives are formulated:

Conduct a scientific and pedagogical analysis of the relationship between culture and educational activity as a condition for the personal and professional development of students in the process of higher education.

Determine the theoretical and methodological foundations and practical prerequisites for the formation of the culture of educational activities of the future teacher.

To reveal the state of the culture of educational activity of the future teacher at the pre-university stage and in the process of his professional training.

To develop and implement in educational practice a model and technology for the formation of a culture of educational activities of a future teacher.

Prepare and implement scientific and methodological recommendations in the system of professional training of the future teacher.

The leading idea of the research is that the formation of a culture of educational activity is carried out in the course of the implementation of a set of theoretical and methodological provisions and organizational and pedagogical conditions, which provide for the construction of professional training of a future teacher as a process of mastering social cultural and creative experience.

The research hypothesis correlates with the leading idea and lies in the fact that the effective formation of the culture of educational activity of the future teacher is ensured if:

* conceptual foundations of this process have been developed (introducing educational activities into the context of culture, perceiving it as a personally significant value, correlating its results with the semantic attitudes of culture; ensuring the personal development of students, their formation as subjects of culture; disclosing the culturological potential of all academic disciplines; orientation of educational activities aimed at transforming the external and internal world of students, stimulating their creative activity; focus on the integrity of educational activity, the consistency of its properties), which predetermine the choice of scientifically based means, forms and methods for solving the task at hand;

* The practical implementation of the theoretically derived provisions is based on the model of the formation of the culture of educational activities of the future teacher, built and introduced into the pedagogical process of secondary and higher educational institutions, which determines the target, meaningful, technological and effective guidelines for his professional training, as well as criterion-level characteristics of the culture of educational activity;

* the process of implementing the developed model is based on the results of the logical and methodological analysis of the culture of educational activity, takes into account the change in the conditions for the formation of the culture of educational activity, which is manifested in the selection of stages that reflect the dynamics of its current state and have corresponding goals, objectives and content, presupposes a system of increasingly complex educational tasks logical-analytical, variational-modeling and reflective-creative character, covers the entire period of study at the university;

* The existing system of professional training of a teacher was critically rethought from the point of view of its compliance with the culturological paradigm, which is expressed in the observance of a set of conditions: orientation of pre-university training of students to the specifics of educational activities at a university; inclusion in the educational process of pedagogical universities of a special course dedicated to the culture of educational activities; coordination of classes in the main disciplines of the curriculum with the program of the special course; actualization of the culturological component of educational activities through the disclosure of the spiritual and moral potential of academic disciplines; monitoring of the formation of the culture of educational activity; advisory assistance and correction of the current state; modeling of educational activity as a process of scientific creativity; development of a self-development program in educational activities.

The theoretical and methodological basis of the study was:

* at the general philosophical level: dialectical provisions on the universal connection, mutual conditioning and integrity of the phenomena and processes of the surrounding world, on the social determinism of activity and the creative essence of the individual, acting as the subject of the cultural and historical process;

* at the general scientific level: culturological (M. M. Bakhtin, V. S. Bibler, L. P. Bueva, G. I. Ilyin, M. S. Kagan, A. F. Losev, etc.), personal (K. A. Abulkhanova-Slavskaya, A. A. Belik, V. T. Lisovsky, E. V. Bondarevskaya and others), systemic (L. von Bertalanffy, I. V. Blauberg, M. S. Kagan, E. S. Markaryan, V. N. Sadovsky, E. G. Yudin and others), active (M. Ya.Basov, L. S. Vygotsky, A. V. Zaporozhets, P. I. Zinchenko, A. N. Leontiev, A.R. Luria, S.L. Rubinstein and others) approaches; ideas of humanization and humanitarization of pedagogical education (M. N. Berulava, B. S. Gershunsky, E. D. Dneprov, V. P. Zinchenko, A. A. Kasyan, A. V. Petrovsky, Yu. V. Senko, V. A. Slastenin and others); theoretical foundations of modeling as a method of scientific research (S. I. Arkhangelsky, M. Vartofsky, I. B. Novik, G. V. Sukhodolsky, A. I. Uemov, V. A. Shtoff, etc.);

* at a specific scientific level: methodology of pedagogical research (Yu. K. Babansky, V. I. Zagvyazinsky, V. V. Kraevsky, A. Ya. Nain, M. N. Skatkin, V. A. Slastenin, etc.) ; refraction of culturological (I.F. Isaev, N. B. Krylova, S. V. Kulnevich, E. N. Shiyanov and others), personal (N. I. Alekseev, S. V. Kulnevich, I. B. Kotova , V.V.Serikov, S.A. Smirnov and others), systemic (V.P.Bespalko, F.F. Y. Galperin, V. V. Davydov, A. K. Markova, N. F. Talyzina, D. B. Elkonin and others) approaches in the theory and practice of education; the basics of modeling learning processes (V.A. Venikov, V.M. Vydrin, L.B. Itelson, V.A.Kan-Kalik, Yu.O. Ovakimyan, E.A. Yamburg, etc.).

The following research methods were used in the work:

* theoretical: analysis of philosophical, cultural, sociological, psychological and pedagogical literature, study of normative and methodological documents in the field of education, modeling, forecasting, interpretation;

* empirical: study and generalization of advanced pedagogical experience, analysis of products of activity, content analysis, observation, questioning, interviewing, conversation, expert assessment, testing, pedagogical experiment.

The experimental base of the study was the faculties of physical education, pedagogical and philological faculties of Barnaul State Pedagogical University, a number of pedagogical universities of the West Siberian (Tomsk State Pedagogical University, Novosibirsk State Pedagogical University, Kuzbass State Pedagogical Academy) and Ural (Ural State Pedagogical University) regions, as well as Altai regional center of the Olympic reserve, Kamensk pedagogical college, secondary schools No. 42, 55, 110 in Barnaul, secondary school No. 8 in Biysk, Komsomolsk secondary school No. 1 in Pavlovsky district and other schools in Altai Territory. From September 1997 to June 2007, 3245 students, 212 teachers, 187 students and 24 teachers took part in the experiment.

Logic and main stages of research:

Scientific novelty of the research:

* the educational activity of the future teacher is considered as a socio-cultural phenomenon based on an understanding of the essential mechanisms of the mutual influence of culture and educational activity, which consists in the fact that culture predetermines the new content of educational activity, and educational activity determines the generation of new forms of culture;

* the author's definition of the culture of educational activity is given, according to which it is an integrative characteristic of the personality of a future teacher, reflecting his ability to carry out professional training in the context of modern culture and determining the value-semantic guidelines of this process, as well as assuming a high level of development and interaction of the structural components of educational activity;

* the idea of the culture of the future teacher's educational activity as a basic component of the general culture of the individual was expanded through the integration of cultural and activity aspects, optimization of their dynamic interaction, which made it possible to fill the process of professional training of the future teacher with cultural meanings that contribute to the development of the student's personality;

* it was found that the real state of the culture of the educational activity of the future teacher, despite the provision of the existing system of professional training to the degree of development, which gives students the opportunity to formally comply with the proposed standards, is generally insufficient for the optimal formation of the personality as a subject of culture and differs significantly according to the criteria used (high level motivation and technological readiness; low level of general cultural development, cognition and reflexivity);

* substantiated a methodological solution to the problem of forming a culture of educational activity of a future teacher through the implementation of culturological, personal, systemic and activity approaches, which makes it possible to introduce students into a socio-cultural context, activates their personal self-development, ensures the integrity of educational activities and stimulates the creative potential of students;

* a criterion apparatus and diagnostic tools have been created that allow one to assess and self-assess various aspects of the educational activity of a future teacher (general cultural, motivational, technological, reflexive, etc.), the cumulative development of which indicates the level of her culture;

* it has been proved that the implementation of the models and technologies for the formation of the culture of educational activity of the future teacher, developed in the study, contributes to the organization of professional training, which allows to statistically significantly improve the indicators of general cultural development of students, their motivation, cognition, technological readiness, reflexivity, academic performance, personal anxiety and satisfaction with educational activities ...

The theoretical significance of the study:

* the content of the professional training of the future teacher was clarified, taking into account the nature of humanitarian knowledge, which implies a qualitative transformation of educational material from the standpoint of cultural conformity, revealing the spiritual and moral potential of academic disciplines, which is contained in them implicitly, in the form of an opportunity realized with the appropriate method of teaching;

* the development of the theory of pedagogical education in the development of the foundations of culturological training was ensured, due to which the prerequisites were created for expanding the research field in the field of urgent problems associated with the need to improve the quality of educational activities and the formation of the personality of the future teacher in the context of culture;

* a set of principles for the formation of a culture of educational activity (subjectivity, multiculturalism, self-determination, openness, creativity) was formulated, revealing the internal mechanism of diversification of its culturological component, actualizing and realizing its culturological potential, determining the influence of general cultural development of an individual on the effectiveness of educational activity from the point of view of its creative and humanistic orientation;

* theoretically substantiated a model of the formation of a culture of educational activity of a teacher, in which the target, meaningful, procedural and effective dominants of his professional training are established, a set of criteria (general cultural level, motivation, cognition, technological readiness, reflexivity) is developed and levels (reproductive, productive, creative ) the formed quality of the personality of students;

* the leading tendency was revealed, consisting in the formation of polycultural education, which makes it possible to polylogue many cultures, preserve their identity and mutual enrichment, and an assessment of the prospects of directions for further study of the process of forming a culture of educational activities of a future teacher, including: determining the measure of influence of various criteria for the formation of culture educational activity to the general level of its development; accounting and rational use of personal and typological characteristics of students; extrapolation of research results into the system of professional training of teachers, etc.

The practical significance of the research lies in the fact that the methodological support of the process of implementation of the model of the formation of the culture of the educational activity of the future teacher has been developed, which brings the theoretical analysis of the problem to specific software products: the curriculum of a special course aimed at the formation of the culture of the educational activity of the future teacher; the study guide "The culture of students' educational activity", revealing the specifics of university education and containing didactic material that contributes to the upbringing of a highly developed ability to learn; practice-oriented methodological recommendations for various groups of respondents (high school students, applicants, students, teachers and professors).

Thus, based on the scientific novelty, theoretical and practical significance of the research results, the following provisions are put forward for defense:

The study of culturological (proof of the inevitability of the formation and development of a new culture-consistent paradigm, corresponding to the realities of post-industrial society, the need for consistent reliance on the culturological potential of educational activity, which is permanently contained in it, but not in demand in the era of the unconditional priority of rational knowledge) and activity (disclosure of the role of motivational, meaningful, effective operational, control and evaluative components included in the structure of educational activities, the creation of various technologies for their formation) aspects of pedagogical education necessitate the development of theoretical and methodological foundations and a practical solution to the problem of forming a culture of educational activity of a future teacher as an integral phenomenon.

Culture and educational activity are two sides of a genetically single process of anthropo- and sociogenesis. Through familiarization with the world of culture, a person develops as a socially significant person. Being the most important component of culture, educational activity ensures the inheritance, preservation and dissemination of cultural values, forming a person as a subject of culture. Learning activity is a phenomenon that reproduces the diversity of cultures and creates conditions for the cultural creativity of students. At the same time, culture determines the new content of educational activity, and educational activity, in turn, becomes a mechanism for generating new forms of culture. Understanding the relationship between culture and educational activity is significant for the theory and practice of building cultural educational models. The main condition for the implementation of this provision is the revision of the content of the professional training of the future teacher, the cultural core of which should be universal human values.

The formation of the culture of educational activity is not a natural result of the traditional organization of the professional training of the future teacher. The search for reserves is carried out mainly in the efficient-operational sphere, which leads to the ultimate intensification of the educational process, but does not allow to fully reveal the cultural component of educational activity, which contains a significant potential for the personal and professional development of students. At the same time, attempts to develop this problem are not united by a common goal and remain scattered fragments, and not an integral system of logical and consistent actions. It is necessary to introduce into educational practice specially developed models and technologies aimed at shaping the culture of educational activities of the future teacher and suggesting a single set of scientifically grounded decisions.

The model of the formation of a culture of educational activity of a future teacher has theoretical and applied significance. It predetermines the logic and specifics of practical actions and is a set of interrelated components (motivational, meaningful, procedural and effective), filled with functional (regulatory, orientational, executive, creative) and conceptual (cultural, personal, activity, system approaches) content, principles ( subjectivity, multiculturalism, self-determination, openness, creativity), criteria (general cultural development, motivation, cognition, technological readiness, reflexivity), levels (reproductive, productive, creative) of the formation of the culture of educational activity.

The condition for the model's effectiveness is the implementation of the technology of forming a culture of educational activity of the future teacher in educational practice, which implies the development of: preliminary, main and final stages, reflecting the corresponding stages of the formation of the personality traits being formed; goals that determine quantitative and qualitative changes in the nature of educational activities; tasks specifying target settings; forms, means and methods allowing to achieve the set goals and solve the formulated tasks; control methods designed to carry out diagnostics and timely correction of the means used. The nature of the implementation of the technology is due to the logic of the deployment of the subjectivity of the future teacher in sequence to the educational status - educational functions - the university pedagogical process - the culture of educational activity.

The reliability and validity of the research results are provided by:

* the consistency of the initial theoretical and methodological positions, which presupposes an appeal to related branches of knowledge (philosophy, psychology, cultural studies, sociology, and other sciences);

* the consistency and consistency of the general structure of the research - its goals, objectives, approaches to their solution;

* correct application of a set of methods adequate to the subject, tasks and logic of the research;

* optimal combination of theoretical and empirical aspects of research;

* a comprehensive qualitative and quantitative experimental verification of the main theoretical provisions and conclusions;

* representativeness of the sample during the experiment.

Approbation of the research results was carried out on 10 international (Barnaul, 1995, 1999, 2008; Kaliningrad, 2001; Tula, 1997; Tomsk, 1998, 1999, 2000, 2004; Shuya, 2002), 26 all-Russian (Anzhero-Sudzhensk, 2001; Barnaul, 1996, 1997, 1999, 2003, 2004, 2005; Volgograd, 1997; Gorno-Altaisk, 1996, 2005; Yekaterinburg, 2005; Izhevsk, 1996; Kaliningrad, 2002; Novosibirsk, 1997; Omsk, 1998, 2002; Saratov, 2004, 2005; Tomsk, 2004; Tula, 1997; Tyumen, 1996, 2002, 2005; Chaikovsky, 2002; Cheboksary, 2005; Yakutsk, 1999) and 3 regional (Barnaul, 1995, 1996, 1998) scientific and practical conferences. The main theoretical provisions and conclusions were discussed and approved at the Council of the Faculty of Physical Education, meetings of the Department of Theoretical Foundations of Physical Education, the Department of Sports Disciplines, the Department of Pedagogy and the laboratory "Problems and Prospects for the Development of Continuous Professional Pedagogical Education" of Barnaul State Pedagogical University.

The implementation of the research results was carried out in the following areas:

* direct professional activity of a dissertation candidate in the system of higher pedagogical education in the positions of assistant, senior teacher, associate professor, chairman of the scientific and methodological council, deputy dean, head of the department of sports disciplines of the Faculty of Physical Culture of the Barnaul State Pedagogical University (FFK BSPU);

* systematic holding of methodological seminars, trainings, lectures on the problems of general cultural growth, personal development of students, self-knowledge, self-organization and self-correction, the culture of pedagogical communication with teachers of educational institutions working with FFK BSPU according to related curricula (Altai Regional Center of the Olympic Reserve, Kamensk Pedagogical College );

* advising teachers and students on the problem of research in experimental institutions;

* organization and holding, under the general supervision of a dissertation student, of two All-Russian scientific and practical conferences with the release of collections of scientific articles: "The culture of students' educational activities: theory and practice of formation" (2003); "Actual problems of educational activity of students in the process of vocational education" (2005);

* scientific guidance of dissertation research of graduate students and applicants on problems, the totality of which in the future may represent a scientific school based on the methodological ideas of this work.

The structure of the thesis reflects the logic, content and results of the research. The work consists of an introduction, three chapters, a conclusion, a bibliography and annexes. The total volume of the thesis is 375 pages, including 13 tables and 10 figures, the list of references includes 456 sources, appendices are presented on 36 pages.

The introduction substantiates the relevance of the research topic and the problem; the object and the subject are defined; the goal and objectives are set; hypothesis put forward; disclosed the methodology, methods and organization of research stages, scientific novelty, theoretical and practical significance; the provisions for the defense are formulated, the approbation and implementation of the research results into the system of professional training of the future teacher are presented.

In the first chapter - "The culture of educational activity as an object of scientific and pedagogical analysis" - the essence, structure and functions of educational activity are revealed, its role in the cultural and historical process is shown, the relationship between culture and educational activity is substantiated, the concept of the culture of educational activity is considered as a pedagogical phenomenon.

To understand the essence of educational activity, the philosophical and psychological-pedagogical interpretation of the category "activity" is of decisive importance. Among the philosophers who studied the activity, one should name such as R. Descartes, I. Kant, G. Hegel, I. Fichte, S. Kirkegaard, A. Schopenhauer, F. Nietzsche, E. Cassirer, S. Freud, K. Marx , D. Dewey, M. Weber, J. Piaget. Among domestic philosophers, it is necessary to note the works of E. V. Ilyenkov, M. S. Kagan, P. V. Kopnin, E. G. Yudin, and others. In psychological science, a general theory of activity has been created, in the development of which L. S. Vygotsky took part , M. Ya. Basov, A. R. Luria, P. I. Zinchenko, A. V. Zaporozhets, A. N. Leontiev, S. L. Rubinstein, etc. The psychological and pedagogical understanding of activity is largely based on this theory ... This is evidenced by the analysis of the works of D. B. Elkonin, V. V. Davydov, A. K. Markova, P. Ya. Galperin, Yu. K. Babansky, N. F. Talyzina, G. I. Shchukina and others. on the difference in philosophical and psychological-pedagogical approaches to the definition of human activity, one fundamental position remains unchanged - activity is the main essential property of a person, distinguishing him from all other forms of life, and it is in the course of activity that a person realizes his attitude to the world around him, creatively transforming it while enriching your social experience.

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As a manuscript

Viktor KRAYNIK

FORMATION

LEARNING CULTURE

FUTURE TEACHER

13.00.08 - theory and methodology of vocational education

for the degree of Doctor of Pedagogical Sciences

Barnaul - 2008

The work was done at the State Educational Institution

Barnaul State Pedagogical University

Scientific consultant C	Pedagogical University KOZLOV Nikolay Stepanovich.

Official opponents:	Corresponding Member of RAO, Doctor of Pedagogy, Professor Novosibirsk Institute for Advanced Studies and retraining of educators SINENKO Vasily Yakovlevich;

	Doctor of Pedagogy, Professor GOU VPO Tomsk State Pedagogical University REVYAKINA Valentina Ivanovna;

	Doctor of Pedagogy, Professor GOU VPO Barnaul State Pedagogical University Azarenko Irina Rudolfovna.

Leading organization C	State educational institution higher professional education Russian State Pedagogical University named after A. I. Herzen.

Defense will take place on October 29, 2008 at 10.00 o'clock at a meeting of the Dissertation Council D 212.011.01 at GOU VPO Barnaul State Pedagogical University at the address: 656031, Barnaul, st. Youth, 55.

The thesis can be found in the scientific and pedagogical library of the State Educational Institution of Higher Professional Education, Barnaul State Pedagogical University. The text of the abstract is posted on the official website of the Higher Attestation Commission of the Ministry of Education and Science of the Russian Federation at the address: sent ....... .................... 2008.

Scientific Secretary

dissertation council

candidate of pedagogical sciences, ASHEPTENKO

professors aPolina Andreevna

GENERAL DESCRIPTION OF WORK

The relevance of the study of the problem of forming a culture of educational activity of a future teacher is due to the integration processes taking place in the modern world and education. Identity has realized itself as a microcosm, as a part of world culture, where, on the basis of recognizing the value of other cultures, it recognizes itself in its culture, multiplying the cultural and creative experience of mankind. It is in this context that a dialogue between man and nature, identity and society, man and man becomes possible.

Educational activity is one of the most important areas of the cultural life of society. From the content point of view, the pedagogical process is a process of sociocultural communication. Consequently, educational activity acts as a certain socio-cultural phenomenon that ensures this process. At the same time, it not only presupposes the transfer of the experience accumulated by humanity from generation to generation and introduces a stabilizing moment in the development of the culture of society, but also predetermines cultural renewal, since a change in educational activity itself has a significant impact on the consciousness and behavior of people.

The most important trend in the professional training of a teacher is the perception of the culture of identity as a factor in educational activity. In accordance with this priority, most modern pedagogical research speaks not only about the formation of individual qualities and properties of personality, which often contradicts the laws of its development, but about the creation of conditions that ensure the full manifestation and development of personality functions of a person (E.V. Bondarevskaya, V.V. V. Serikov, V. A. Slastenin and others). At the same time, the traditional knowledge model of educational activity is being reformed and a new paradigm of cultural conformity is being formed, implying a turn from the absolutization of rational knowledge to the recognition of the humanitarian values of culture.

Another important aspect of the stated problem is the applied value of educational activity. That is why the urgency of the task is often emphasized - to teach students to learn - the solution of which is considered as an essential condition for improving the quality of education and an important component of education. This problem becomes especially acute at the initial stage of the teacher's professional training, where a discrepancy arises between the new educational status and the objective capabilities of students to confirm it. In this situation, the low level of the culture of educational activity becomes one of the main reasons for the failure of junior students who have an idealized idea of studying at a university, are lost in the face of the need to master the increased volume of educational information within the time limits regulated by the program, and are not ready to independently overcome the difficulties that arise. In most cases, they remain self-taught in matters of mastering the culture of educational activity, which in this case is formed mainly through trial and error, that is, in the most ineffective way. Accustomed to reproductive teaching methods designed to achieve the goal set by the teacher in the course of the classroom organization of the work of students, many students by inertia operate with school stereotypes of teaching. Being transferred to a new situation, they not only do not give the desired result, but also inhibit the formation of new, more productive skills in educational activity.

The degree of elaboration of the problem. The idea that the system of organized education should not only equip students with knowledge of a particular subject, but also develop methods for their effective assimilation, as well as ensure the formation of a student's identity as a subject of culture is not fundamentally new for university pedagogy. The problem of forming a culture of educational activity traditionally attracts close attention of specialists in the field of sociology, cultural studies, psychology and pedagogy of higher education. A significant number of fundamental works of domestic and foreign authors (S.I. Arkhangelsky, A.A. Verbitsky, M.G. Garunov, M.I.Dyachenko, V.I. Zagvyazinsky, I.I. . Ilyasov, I. F. Isaev,. A. Kandybovich,

N. V. Kuzmina, V. Ya. Yaudis, M. I. Makhmutov, N. M. Peisakhov, P. I. Pidkasisty, V. V. Serikov, V. A. Slastenin, E. N. Shiyanov, I. Bayer, A. Walter,

continuity of higher and secondary schools (G. N. Aleksandrov, N. Kh. Baichekueva, A. V. Batarshev, S. M. Godnik, I. Urie, A. P. Smantser, S. A. Fadeev, etc.) ;
adaptation of secondary school graduates to university learning conditions
(O. F. Alekseeva, I. A. Aliverdiyeva, N. A. Bogachkina, E. V. Buzina, V. M. Duginets, E. V. Ivanova, S. Yu. Poluikova, V. T. Khoroshko and others .);
the formation of discipline and various components of students' educational work (S. A. Alferieva, N. V. Barysheva, P. Bezuglova, A. A. Epifantsev, N. S. Kozlov,. Uzyanina, V. Mizinova, A. I Sinitsyna, etc.);
organization of independent work of students and the formation of their readiness for self-education, self-development (A. V. Barannikov, A. I. Bondarevskaya, N. G. Grigorieva, E. A. Evsetsova, V. A. Kazakov, N. P. Kim, A. Kurbanov, S. I. Michaelis, T. A. Nechaeva, G. M. Seitova, I. B. Sokolova and others);
formation of the teacher's professional and pedagogical culture (V.A.Adolph, A.V. Barabanshchikov, V. P. Morozova, N. N. Nikitina, A. N. Orlov, I. N. Pashkovskaya, V. V. Filankovsky, E. A. Yurinova, I. E. Yarmakaev and others);
individualization of education in higher education and the formation of an individual style of educational activity (N.A. Verigina, T.N. Gordeeva, T. B. Grebenyuk, N. G. Grigorieva, A. S. Zapesotsky, E. A. Kryukova, O. A. apina, A. M. Mityaeva, G. N. Neustroev, E. N. Ustyugova and others);
culturological training of the teacher (E. V. Bondarevskaya, E. A. Burdukovskaya, I. E. Vidt, G. I. Gaisina, N. Yu. Gusevskaya, T. V. Ivanova, V. S. ukashov, Yu. M. Pimenov, I. Khasanova and others);
development of creative abilities of future teachers (R.U. Bogdanova,
A. Darinskaya, N. Yu. Postalyuk and others);
the formation of spiritual (E.I. Artamonova, R.S. Garifullina, G.N. Nepomnyashchaya, A.D. Soldatenkov, I.V. Justus, etc.), research (V.I.Bogoslovsky, A.A. , E. S. Kazantseva,. I. Uriev, V. I. Mareev, A. V. Yastrebov and others), methodological (G. Viktorova, O. V. Kuznetsov, V. S. ukashov, V. A . Slastenin, V. E. Tamarin, O. V. Tupilko and others), organizational (E. P. Bocharova M. V. Sudakova, E. G. Khrisanova and others), technological (G. G. Suchok,
I.A.Kolesnikov, etc.) culture and many others.

In addition, a rich potential has been accumulated on issues related to the formation of a culture of educational activities of schoolchildren (Yu. K. Babansky, V. V. Davydov, V. Zharova, V. Zankov, E. N. Kabanova-Meller, V. A . Kulko, A. K. Markova, T. D. Tsekhmistrova, G. I. Shchukina, D. B. Elkonin and others). Such a significant number of works, on the one hand, speaks of the depth of the study of the problem under discussion, on the other hand, testifies to its relevance. At the present time, when the need to reorient the system of professional training to the paradigm of cultural conformity is realized, the formation of a culture of educational activity of the future teacher has acted as an independent task of university education, therefore it is advisable to continue the development of the raised problem. This need is due to a number of objective reasons. Firstly, in the existing theory and practice of pedagogical education, the problems listed above have not yet been comprehensively and holistically studied, all conditions of modern cultural life have not been taken into account, and the formation of the identity of a future specialist, his professional competence is assessed mainly through external attributes. Secondly, based on the analysis of scientific research iterations, it can be stated that educational activity is rarely viewed as a socio-cultural phenomenon. Thirdly, in the works devoted to the formation of the culture of educational activity, a sufficiently intelligible emphasis on the personal development of students is not put, little is said about the conjugation of these processes. Fourthly, the provisions on stimulating the creative, creative abilities of students are most often of a declarative nature and have low rates of practical implementation. Fifth, the majority of studies on similar topics are characterized by an excessively narrow approach, which leads to the reduction of the culture of educational activity to the educational activity itself, which violates the integrity of the object and creates methodological confusion.

Traditional institutions of higher education are not always able to help students in overcoming their difficulties. Psychological services and cultural centers have not been created in all universities, the scientific and methodological literature of a culturological and general educational nature is in little demand, and the occasionally practiced special courses such as Technology of students' educational work do not differ in integrity and consistency. Often these measures are not united by a common goal, which prevents the development of the problem of forming a culture of educational activity of a future teacher and only slightly reduces its severity.

In connection with the above, a number of contradictions are actualized, among which it is necessary to highlight the main one, which determines the general state of the crisis of modern education, and the particular one, which directly determines the problem of this study. The leading one is the contradiction between the need to bring the modern education system in line with the signs of post-industrial culture and the dominance of the rational paradigm, which has exhausted its cultural adequacy. We refer to the contradiction between the need of the higher pedagogical school for students with a high level of formation of the culture of educational activity and the inertia of university structures in solving this issue, due to the insufficient degree of development of this aspect in the theory and practice of professional training of the future teacher.

The need to achieve this goal determined the choice of the research topic: Formation of the culture of educational activity of the future teacher.

The object of the research is the educational activity of the future teacher.

The subject of the research is the process of forming a culture of educational activity of a future teacher.

In accordance with the object, subject and purpose, the following research objectives are formulated:

Conduct a scientific and pedagogical analysis of the relationship between culture and educational activity as a condition for the personal and professional development of students in the process of higher education.
Determine the theoretical and methodological foundations and practical prerequisites for the formation of the culture of educational activities of the future teacher.
To reveal the state of the culture of educational activity of the future teacher at the pre-university stage and in the process of his professional training.
To develop and implement in educational practice a model and technology for the formation of a culture of educational activities of a future teacher.
Prepare and implement scientific and methodological recommendations in the system of professional training of the future teacher.

The research hypothesis correlates with the leading idea and lies in the fact that the effective formation of the culture of educational activity of the future teacher is ensured if:

conceptual foundations of this process have been developed (introducing educational activity into the context of culture, perceiving it as an ideally significant value, correlating its results with the semantic attitudes of culture; ensuring the personal development of students, their formation as subjects of culture; disclosing the culturological potential of all academic disciplines; orientation of educational activity on transforming the external and internal world of students, stimulating their creative activity; focus on the integrity of educational activity, the systematic nature of its properties), which predetermine the choice of scientifically based means, forms and methods for solving the problem at hand;
the practical implementation of the theoretically derived provisions is based on the model of the formation of the culture of educational activity of the future teacher, built and introduced into the pedagogical process of secondary and higher educational institutions, which determines the target, meaningful, technological and effective guidelines of his professional training, as well as criterion-level characteristics of the culture of educational activity;
the process of implementation of the developed model is based on the results of the ogic-methodological analysis of the culture of educational activity, takes into account the change in the conditions for the formation of the culture of educational activity, which is manifested in the allocation of stages that reflect the dynamics of its current state and have corresponding goals, objectives and content, assumes a system of increasingly complex educational tasks ogiko -analytical, variable-modeling and reflective-creative character, covers the entire period of study at the university;
the existing system of professional training of a teacher was critically rethought from the point of view of its compliance with the cultural paradigm, which is expressed in the observance of a set of conditions: orientation of pre-university training of students to the specifics of educational activities at a university; inclusion in the educational process of pedagogical universities of a special course dedicated to the culture of educational activities; coordination of classes in the main disciplines of the curriculum with the program of the special course; actualization of the culturological component of educational activities through the disclosure of the spiritual and moral potential of academic disciplines; monitoring of the formation of the culture of educational activity; advisory assistance and correction of the current state; modeling of educational activity as a process of scientific creativity; development of a self-development program in educational activities.

The theoretical and methodological basis of the study was:

at the general philosophical level: dialectical provisions on the universal connection, mutual conditionality and integrity of the phenomena and processes of the surrounding world, on the social determinism of activity and the creative essence of identity, which is the subject of the cultural and historical process;
at the general scientific level: culturological (M.M.Bakhtin, V.S.Bibler, P. Bueva, G.I. Ilyin, M.S.Kagan, A.F. . Abulkhanova-Slavskaya, A. A. Belik, V. T. Isovsky, E. V. Bondarevskaya and others), systemic (von Bertalanffy, I. V. Blauberg, M. S. Kagan, E. S. Markaryan ,
V.N.Sadovsky, E.G. Yudin and others), activity (M. Ya.Basov, S. Vygotsky, A. V. Zaporozhets, P. I. Zinchenko, A. N. Eont'ev, A. R . uriya, S. Rubinstein and others) approaches; ideas of humanization and humanitarization of pedagogical education (M. N. Berulava, B. S. Gershunsky, E. D. Dneprov, V. P. Zinchenko,
A. A. Kasyan, A. V. Petrovsky, Yu. V. Senko, V. A. Slastenin and others); theoretical foundations of modeling as a method of scientific research (S. I. Arkhangelsky, M. Vartofsky, I. B. Novik, G. V. Sukhodolsky, A. I. Uemov, V. A. Shtoff, etc.);
at a specific scientific level: the methodology of pedagogical research (Yu. K. Babansky, V. I. Zagvyazinsky, V. V. Kraevsky, A. Ya. Nain, M. N. Skatkin, V. A. Slastenin, etc.); refraction of cultural studies (I.F. Isaev,
N. B. Krylova, S. V. Kulnevich, E. N. Shiyanov and others), personal (N. I. Alekseev, S. V. Kulnevich, I. B. Kotova, V. V. Serikov, S. A. Smirnov and others), systemic (V.P. Bespalko, F.F.Korolev, N.V. Kuzmina, V.D. Davydov, A. K. Markova, N. F. Talyzina,
D. B. Elkonin and others) approaches in the theory and practice of education; basics of modeling learning processes (V.A.Venikov, V.M. Vydrin, B. Itelson,
V. A. Kan-Kalik, Yu. O. Ovakimyan, E. A. Yamburg and others).

The following research methods were used in the work:

theoretical: analysis of the philosophical, culturological, sociological, psychological and pedagogical iteration, the study of regulatory and methodological documents in the field of education, modeling, forecasting, interpretation;
empirical: study and generalization of advanced pedagogical experience, analysis of products of activity, content analysis, observation, questioning, interviewing, conversation, expert assessment, testing, pedagogical experiment.

The scope and main stages of the study:

Scientific novelty of the research:

the educational activity of the future teacher is considered as a socio-cultural phenomenon based on an understanding of the essential mechanisms of the mutual influence of culture and educational activity, which consists in the fact that culture predetermines the new content of educational activity, and educational activity determines the generation of new forms of culture;
the author's definition of the culture of educational activity is given, according to which it is an integrative characteristic of the identity of the future teacher, reflecting his ability to carry out professional training in the context of modern culture and determining the value-semantic guidelines of this process, as well as assuming a high level of development and interaction of the structural components of educational activity;
the idea of the culture of educational activity of the future teacher as a basic component of the general culture of identity was expanded through the integration of culturological and activity aspects, optimization of their dynamic interaction, which made it possible to fill the process of professional training of a future teacher with cultural meanings that contribute to the development of a student's identity;
it was found that the real state of the culture of the educational activity of the future teacher, despite the provision of the existing system of professional training to the degree of development, which gives students the opportunity to formally comply with the proposed standards, is generally insufficient for the optimal formation of personality as a subject of culture and differs significantly according to the criteria used (high level of motivation and technological readiness; low level of general cultural development, cognition and reflexivity);
substantiated a methodological solution to the problem of forming a culture of educational activity of a future teacher through the implementation of culturological, personal, systemic and activity approaches, which makes it possible to introduce students into a socio-cultural context, activates their personal self-development, ensures the integrity of educational activities and stimulates the creative potential of students;
a criterion apparatus and diagnostic tools have been created that allow one to assess and self-assess various aspects of the educational activity of a future teacher (general cultural, motivational, technological, reflexive, etc.), the cumulative development of which indicates the level of her culture;
it has been proved that the implementation of the models and technologies for the formation of the culture of educational activity of the future teacher, developed in the study, contributes to the organization of professional training, which allows statistically significant improvements in the indicators of general cultural development of students, their motivation, cognition, technological readiness, reflexivity, academic performance, personal anxiety and satisfaction with educational activities.

The theoretical significance of the study:

the content of the professional training of the future teacher was clarified, taking into account the nature of humanitarian knowledge, which implies a qualitative transformation of educational material from the standpoint of cultural conformity, revealing the spiritual and moral potential of educational disciplines, which is implicitly contained in them, in the form of an opportunity realized with the appropriate method of teaching;
the development of the theory of pedagogical education in the development of the foundations of culturological training was ensured, due to which the prerequisites were created for expanding the research field in the field of urgent problems associated with the need to improve the quality of educational activities and the formation of the identity of the future teacher in the context of culture;
formulated a set of principles for the formation of a culture of educational activity (subjectivity, multiculturalism, self-determination, openness, creativity), revealing the internal mechanism of diversification of its culturological component, actualizing and realizing its culturological potential, determining the influence of the general cultural development of personality on the effectiveness of educational activity from the point of view of its creative and humanistic focus;
The model of the formation of the culture of educational activity of the teacher is theoretically substantiated, in which the target, meaningful, procedural and effective dominants of his professional training are established, a set of criteria is developed (general cultural level, motivation, cognition, technological readiness, reflexivity) and the levels are determined (reproductive, productive, creative) the formed quality of the identity of students;
the leading tendency was revealed, which consists in the formation of polycultural education, which makes it possible to polylogue many cultures, preserve their originality and mutual enrichment, and an assessment of the prospects of directions for further study of the process of forming a culture of educational activity of a future teacher activities to the general level of its development; accounting and rational use of personal and typological characteristics of students; extrapolation of research results into the system of professional training of teachers, etc.

The practical significance of the research lies in the fact that the methodological support of the process of implementation of the model of the formation of the culture of the educational activity of the future teacher has been developed, which brings the theoretical analysis of the problem to specific software products: the curriculum of a special course aimed at the formation of the culture of the educational activity of the future teacher; study guide Culture of educational activity of students, revealing the specifics of university education and containing didactic material that contributes to the upbringing of a highly developed ability to learn; practice-oriented methodological recommendations for various groups of respondents (high school students, applicants, students, teachers and professors).

Thus, based on the scientific novelty, theoretical and practical significance of the research results, the following provisions are put forward for defense:

The study of culturological (proof of the inevitability of the formation and development of a new culture-consistent paradigm, corresponding to the realities of post-industrial society, the need for consistent reliance on the culturological potential of educational activity, which is permanently contained in it, but not in demand in the era of the unconditional priority of rational knowledge) and activity (disclosure of the role of motivational, meaningful, effective operational, control and evaluative components included in the structure of educational activities, the creation of various technologies for their formation) aspects of pedagogical education necessitate the development of theoretical and methodological foundations and a practical solution to the problem of forming a culture of educational activity of a future teacher as an integral phenomenon.
Culture and educational activity are two sides of a genetically single process of anthropo- and sociogenesis. Through familiarization with the world of culture, a person develops as a socially significant identity. Being the most important component of culture, educational activity ensures the inheritance, preservation and dissemination of cultural values, forming a person as a subject of culture. Learning activity is a phenomenon that reproduces the diversity of cultures and creates conditions for the cultural creativity of students. At the same time, culture determines the new content of educational activity, and educational activity, in turn, becomes a mechanism for generating new forms of culture. Understanding the relationship between culture and educational activity is significant for the theory and practice of building cultural educational models. The main condition for the implementation of this provision is the revision of the content of the professional training of the future teacher, the cultural core of which should be universal human values.
The formation of the culture of educational activity is not a natural result of the traditional organization of the professional training of the future teacher. The search for reserves is carried out mainly in the efficient-operational sphere, which leads to the ultimate intensification of the educational process, but does not allow to fully reveal the cultural component of educational activity, which contains a significant potential for the personal and professional development of students. At the same time, attempts to develop this problem are not united by a common goal and remain scattered fragments, and not an integral system of logical and sequential actions. It is necessary to introduce into educational practice specially developed models and technologies aimed at shaping the culture of educational activities of the future teacher and suggesting a single set of scientifically grounded decisions.
The model of the formation of a culture of educational activity of a future teacher has theoretical and applied significance. It predetermines the scope and specifics of practical actions and is a set of interrelated components (motivational, substantive, procedural and effective) filled with functional (regulatory, orientational, executive, creative) and conceptual (cultural, personal, activity, system approaches) content, principles ( subjectivity, multiculturalism, self-determination, openness, creativity), criteria (general cultural development, motivation, cognition, technological readiness, reflexivity), levels (reproductive, productive, creative) of the formation of the culture of educational activity.
The condition for the effectiveness of the model is the implementation of the technology of forming the culture of educational activity of the future teacher in educational practice, which implies the development of: preliminary, main and final stages, reflecting the corresponding stages of formation of the formed property of identity; goals that determine quantitative and qualitative changes in the nature of educational activities; tasks specifying target settings; forms, means and methods allowing to achieve the set goals and solve the formulated tasks; control methods designed to carry out diagnostics and timely correction of the means used. The nature of the implementation of the technology is due to the scope of the development of the subjectivity of the future teacher in sequence to the educational status - educational functions - the university pedagogical process - the culture of educational activity.

The reliability and validity of the research results are provided by:

the consistency of the initial theoretical and methodological positions, which presupposes an appeal to related branches of knowledge (philosophy, psychology, cultural studies, sociology, and other sciences);
the similarity and consistency of the general structure of the study - its goals, objectives, approaches to their solution;
correct application of a set of methods adequate to the subject, objectives and scope of the research;
the optimal combination of theoretical and empirical aspects of research;
comprehensive qualitative and quantitative experimental verification of the main theoretical provisions and conclusions;
representativeness of the sample during the experiment.

Approbation of the research results was carried out on 10 international (Barnaul, 1995, 1999, 2008; Kaliningrad, 2001; Tula, 1997; Tomsk, 1998, 1999, 2000, 2004; Shuya, 2002), 26 all-Russian (Anzhero-Sudzhensk, 2001; Barnaul, 1996, 1997, 1999, 2003, 2004, 2005; Volgograd, 1997; Gorno-Altaisk, 1996, 2005; Yekaterinburg, 2005; Izhevsk, 1996; Kaliningrad, 2002; Novosibirsk, 1997; Omsk, 1998, 2002; Saratov, 2004, 2005; Tomsk, 2004; Tula, 1997; Tyumen, 1996, 2002, 2005; Chaikovsky, 2002; Cheboksary, 2005; Yakutsk, 1999) and 3 regional (Barnaul, 1995, 1996, 1998) scientific and practical conferences. The main theoretical provisions and conclusions were discussed and approved at the Council of the Faculty of Physical Education, meetings of the Department of Theoretical Foundations of Physical Education, the Department of Sports Disciplines, the Department of Pedagogy and Laboratory Problems and Prospects for the Development of Continuous Professional Pedagogical Education of Barnaul State Pedagogical University.

The implementation of the research results was carried out in the following areas:

direct professional activity of a dissertation candidate in the system of higher pedagogical education in the positions of assistant, senior teacher, associate professor, chairman of the scientific and methodological council, deputy dean, head of the department of sports disciplines of the Faculty of Physical Culture of the Barnaul State Pedagogical University (FFK BSPU);
systematic holding of methodological seminars, trainings, lectures on the problems of general cultural growth, personal development of students, self-knowledge, self-organization and self-correction, the culture of pedagogical communication with teachers of educational institutions working with FFK BSPU according to related curricula (Altai Regional Center of the Olympic Reserve, Kamensk Pedagogical College) ;
advising teachers and students on the problem of research in experimental institutions;
development and implementation of the author's course Culture of educational activities of students and methodological recommendations for students of pedagogical universities;
publication of scientific articles in publications recommended by the Higher Attestation Commission of Russia to highlight the results of doctoral research;
organization and holding, under the general guidance of a dissertation student, of two All-Russian scientific and practical conferences with the release of collections of scientific articles: The culture of educational activities of students: theory and practice of formation (2003); Actual problems of educational activity of students in the process of vocational education (2005);
scientific guidance of dissertation research of graduate students and applicants on problems, the totality of which in the future may represent a scientific school based on the methodological ideas of this work.

The structure of the thesis reflects the scope, content and results of the research. The work consists of an introduction, three chapters, a conclusion, a list of iterations and appendices. The total volume of the thesis is 375 pages, including 13 tables and 10 figures, the list of references includes 456 sources, appendices are presented on 36 pages.

The first chapter - Culture of educational activity as an object of scientific and pedagogical analysis C reveals the essence, structure and functions of educational activity, shows its role in the cultural and historical process, substantiates the relationship between culture and educational activity, the concept of culture of educational activity is considered as a pedagogical phenomenon.

Educational activity is one of the key categories of modern humanities, most often the subject of psychological and pedagogical research. Due to the crucial role of educational activity in the pedagogical process, the relevant problems associated with it create such an extensive research field that almost all scientific research in the field of pedagogy one way or another faces the need to address the analysis of this category. At the same time, in the general stream of research in which educational activity is considered, a number of priority areas can be identified that reveal its most important aspects. In addition to the essential characteristics in the structure of educational activity, it is customary to distinguish motivational, content, technological and reflective components. A generalization of literary sources showed that most of the round-the-clock research is devoted to the study of these aspects.

To understand the essence of educational activity, the philosophical and psychological-pedagogical interpretation of the category of activity is of decisive importance. Among the philosophers who have studied activity, one should name such as

PV Kopnina, EG Yudina and others. In psychological science, a general theory of activity has been created, in the development of which they took part. S. Vygotsky, M. Ya. Basov, A. R. Uriya, P. I. Zinchenko, A. V. Zaporozhets, A. N. Eont'ev, S. Rubinstein and others. Psychological and pedagogical understanding of activity is largely based on this theory. This is evidenced by the analysis of the works of D. B. Elkonin, V. V. Davydov, A. K. Markova, P. Ya. Galperin, Yu. K. Babansky, N. F. Talyzina, G. I. Shchukina and others. on the difference between philosophical and psychological-pedagogical approaches to the definition of human activity, one fundamental position remains unchanged - activity is the main essential property of a person, distinguishing him from all other forms of life, and it is in the course of activity that a person realizes his attitude to the world around him, creatively transforming it and enriching its social experience at the same time.

Learning activity is a derivative of the activity and therefore retains all its essential properties (goal-setting, transformative character, subjectivity, awareness, objectivity, etc.). At the same time, it also has specific features that distinguish it from other types of activity. First of all, it should be noted the special orientation of educational activities to ensure the cultural and historical continuity of people. Realizing a number of leading functions (educational, upbringing, cognitive, organizational, etc.), educational activity is considered as the basis of the pedagogical process, making it possible to transfer the sociocultural experience accumulated by humanity from generation to generation. Organized by society, educational activity takes place where a person's actions are governed by the conscious goal of acquiring such experience and transforming it into the personal property of the student.

Motivation is the most important component of educational activity, which is the basis of its optimal formation, and is that internal stimulus, without which it is impossible to form a goal that gives the activity a certain meaning and direction. A high level of motivation is the key to the success of the formation of both individual structural components and educational activities in general. The most valuable are the motives that determine the personally significant attitude to educational activity. Motivation performs a regulatory function that contributes to the all-round development of identity and manifests itself in the conviction of the need for self-improvement.

Along with the motivational one, the control part of the action includes a content component, characterized by the volume, depth of the system of basic knowledge and the corresponding style of thinking of the individual. However, this system by itself does not yet ensure the functioning of the content component. An integral part of educational activity is the reflection of its content, acting in the form of developing a program or activity plan. Accordingly, in the educational activity there are acts that create this reflection and are called indicative actions that can be performed only while owning the content side of educational activity. Therefore, the content component of educational activity performs an orientation function that stimulates the development of new knowledge and the search for rational ways of solving educational problems.

One of the main goals put forward by researchers of educational activity is not only the reproduction of the acquired knowledge by students, but also their creative use in the pedagogical process. This actualizes the task of developing a reflexive position of identity, which provides an analysis of one's own consciousness and activity (a look at one's own thought and actions from the outside). Reflection permeates educational activity at each separate moment of time and fills it with different meanings, makes the activity conscious and regulated. By providing feedback and closing the logical chain of the structure of educational activity, reflection allows timely making reasonable adjustments to the learning process of students and actively participates in their personal self-development. It is reflection that characterizes educational activity as a self-directed, arbitrary process. The arbitrariness of educational activity, in turn, ensures the fulfillment of the creative function of reflection, creating favorable conditions for the manifestation and implementation of the creative abilities of students.

The analysis of research works on the problem of the formation of educational activity showed that a significant number of works are mainly devoted to the development of separately taken structural components of educational activity. Orientation towards such a vision is certainly doomed to a narrow approach to the issue under study. Highlighted components are not isolated and static, but are in constant motion and interaction with each other. Learning activity cannot be reduced to any of its components; full-fledged learning activity always implies structural unity and interpenetration. The originality, a distinctive feature of educational activity is that it is always associated with entering a new reality, mastering each of its components, transitions from one component to another, which enriches identity, transforms its psyche, and forms consciousness.

Another significant feature of previous pedagogical studies of educational activity is that their overwhelming majority was carried out within the framework of the knowledge paradigm. The traditional education system adheres to a utilitarian approach to educational activity, which is viewed as a way of reproducing the labor force, as any process of acquiring knowledge, skills and abilities. Diligence, hard work, the ability to memorize are the main features of the classical model of educational activity. However, this concept raises a number of intractable problems. It becomes obvious that it is necessary to search for such approaches to the study of educational activities that provide training for specialists capable of self-learning, self-development, self-determination, creative implementation of certain decisions.

After analyzing the scientific and methodological literature, dissertations on the problems of educational activity, we came to the conclusion that the latter is rarely considered as a cultural phenomenon, as part of the general culture of identity. The technocratic approach to the educational activity of the future teacher generates a dramatic situation in which he, finding himself outside the context of culture, remains unprepared for the implementation of the culture-forming function of the education system. Cultural training in the broadest sense of the word is not considered professional.

One of the key trends in the development of higher pedagogical education is that the identity of the future teacher, his culture, is shifting to the center of attention, and the knowledge and skills he possesses are turning from an end in itself of training into a means of his professional development and self-improvement. The criterion of knowledge as a cultural phenomenon is not so much the correspondence of its reality as the coordination of a given form of knowledge with the general value-semantic attitudes of culture.

The above, in turn, with particular acuteness brings to the fore the problem of training a teacher who is able to carry out professional activities in the context of culture. We are talking about changing the paradigm of rational knowledge to the paradigm of cultural conformity and cultural creativity, about changing the main semantic sign of education, rationalism, to the sign of culture. At the same time, there is a gradual turn from the absolutization of the value of rational scientific knowledge (knowledge-centrism) to the awareness, development and implementation of humanitarian and cultural values in educational practice (culture-centrism).

Learning activity, viewed from a general cultural perspective, occupies a special place in the historical context. It is aimed at systematizing cultural content and has as its ultimate goal the formation of a person's ability to revive cultural meanings. Learning activity and culture cannot be isolated from each other. Being the most important component of culture, educational activity implements the process of inheritance, preservation, dissemination and introduction of a person to the values of culture, the process of forming him as a subject of culture. The latter is carried out as a transfer of culture, transmission from generation to generation and the consolidation of historically established cultural values in each subsequent one.

The above provisions serve as the basis for identifying an independent category - the culture of educational activity, considered as an integrative characteristic of the personality of a future teacher, reflecting his ability to carry out professional training in the context of modern culture and determining the value-semantic guidelines of this process, as well as ensuring a high level of development and interaction of structural components of educational activities. To form a culture of educational activity means to analyze the course of pedagogical events through the prism of existing cultural norms of life, to educate a future teacher in the context of world culture, accepting its universal values. Pursuing the goal of forming a culture of educational activity, the professional training of a future teacher should be built as a process of introducing a student's identity into the context of culture, gaining the ability to live at its level, recreating its achievements and creating new spiritual and material values.

In accordance with one of the main definitions of culture, it is understood as a high level of development of something. In speech circulation, such concepts as culture of speech, culture of service, culture of movements, etc. are quite often encountered. This implies that the subject performing this or that type of activity demonstrates outstanding achievements in this area. Therefore, speaking about the culture of educational activity, we mean not only the general cultural development of the future teacher. In this work, this process acts as a kind of foundation on which the interaction of the structural components of educational activity takes place.

In the second chapter - Theoretical and methodological foundations and practical prerequisites for the formation of a culture of educational activity of a future teacher C, an assessment of the state of the research problem in the theory and practice of higher pedagogical education is given, methodological approaches to its development are determined, a model for the formation of a culture of educational activity of a future teacher is developed.

The general cultural level, to the greatest extent determining the state of the culture of the educational activity of the future teacher, has an upward dynamics in the process of professional training and reaches acceptable values at its final stage. However, for the overwhelming majority of students, general cultural development does not become the leading process of improving the educational activity itself. The search for reserves in this area is not being carried out, because it is carried out mainly in the efficient-operational sphere. In addition, the very system of professional training of a future teacher, demonstrating an internal understanding of the inseparability of the connection between educational activity and culture, at the same time does not show external specific activity in this direction, sufficient for significant progress in solving the raised problem.

The root cause of the revealed flaws is the episodic nature of special work aimed at creating a culture of educational activity. There is an urgent need to reorient the pedagogical process from the point of view of its compliance with the modern culturological paradigm. This implies not only the development of high-level students' ability to learn, but also the awareness of learning activities as an integral part of the general culture of the student's identity. In this case, the effectiveness of practical actions largely depends on the correct choice of general theoretical approaches, on the consistency of the initial concept. Currently, there is a wide range of scientifically grounded areas, in accordance with which work can be carried out to form a culture of educational activity. In our opinion, the most complete opportunities in the discussed plan are provided by culturological, personal, activity and system approaches.

The culturological approach makes it possible to consider educational activity on a broad general cultural background as a component of culture, which is the leading regulator of the student's life, an indicator of personal development. In this context, the formation of a culture of educational activity is perceived through the prism of culture, i.e. as a process carried out in a culturally similar educational environment and filled with personal and value meanings. At the same time, the disclosure of the internal mechanism for the implementation of the culturological component of educational activity dictates the need to comply with a number of principles, which, based on the study of psychological, pedagogical and culturological iteration, include: subjectivity, multiculturalism, self-determination, openness and creativity. The priority directions of the practical solution of the problem of forming the culture of educational activity of the future teacher are: increasing the proportion of disciplines in the humanitarian cycle; setting in motion their spiritual and moral potential; fundamentalization of education; the student's appeal to the philosophical heritage, containing a wide range of strictly human problems; cultural identification of the identity of the student; dialogization of educational activities; democratization of the educational space; implementation of the principle of cultural conformity; creation of a culture-friendly environment of an educational institution, etc.

One of the significant conceptual foundations that significantly affect the process of forming a culture of educational activity of students is the personal approach - the consistent attitude of the teacher to the pupil as an individual, as a self-conscious, responsible subject of his own development and as a subject of educational interaction. However, personality-oriented education is not the formation of personality with given properties, but the creation of conditions for the full-fledged manifestation and development of the personality functions of pupils. Learning activity in the context of personality-oriented learning is considered as redefined by the subject in specific learning conditions and controlled by the teacher, taking into account the characteristics of students and their own capabilities. Life creation, individualization and creativity are recognized as the values of educational activity. At the same time, educational activities ensure the development of identity and freedom of methods for self-realization of students in the cultural and educational space.

the personal approach consists in defining the humanistic orientation of educational activity as an integral complex of views, beliefs, ideals, where a person is the highest value. The process of forming a culture of educational activity, focused on the identity of the student, achieves its goal to the extent that it creates a situation of demand for the personality forces of self-development. We are talking about the emergence and operation of internal developmental mechanisms created by the student himself in the process of acquiring subjective experience of educational activity. These mechanisms are much more effective than those that arise under the influence of external pedagogical influences and their internalization into the inner plane of personality.

The next relevant scientific direction, on the basis of which the culture of educational activity is formed, is the activity approach, according to which the identity of the student initially develops and is reflected in practical, objective activity and therefore should be studied through manifestations in its leading form - educational activity. It is in the course of educational activity that the student realizes his attitude to his future profession, transforming his inner world. Thus, educational activity is generated by a special need aimed at transforming an active subject, at its self-change in the learning process.

According to V.V.Davydov, educational activity can rightfully be called that if, firstly, it contains all the components of the general concept of activity, secondly, these components have specific subject content and, thirdly, it contains transformative beginning. Consequently, the leading position of the activity approach in the practical solution of the problem of forming a culture of educational activity of a future teacher is its creative nature. It is only the student's conscious transformation in the process of professional training of the external and internal world allows him to become a real subject of educational activity, capable not only of reproducing learned behavioral patterns at a high level of similarity, but also of creating his own, unique teaching methods.

The results of the analysis of the theoretical and methodological foundations and practical premises of the problem under study require reflection in specific knowledge and formalization in the form of a structural and functional model. This makes it possible to build a unified concept and designate guidelines for solving the problem of forming a culture of educational activity of a future teacher. Preservation of the presentation of the material, the identification of internal and external relations determines the creation of the model shown in Fig. 1.

a target component that performs a regulatory function, containing a general goal, which is to form a culture of educational activity, and which is revealed through a set of tasks, each of which solves the roundabout problem of the development of a certain facet of the culture of educational activity;
a substantial component that ensures the fulfillment of the orientational function and determines the specific content of the process of forming a culture of educational activity of the future teacher;
a procedural component that determines the selection of forms and methods for the formation of a culture of educational activity in accordance with its target and meaningful attitudes, outlining rational ways and optimal controls, realizing the executive function;

an effective component, which includes both the result itself (the formation of the culture of educational activity) and the criteria for its achievement ( general cultural level, which is the basic quality of identity, an obligatory foundation on which the culture of educational activity is formed; motivation, regarded as the main driving force of the process of forming a culture of educational activity; cognition, reflecting the degree of the student's awareness of the processes and phenomena of the mastered professional field; technological readiness, reflected in mastering the practical side of the culture of educational activity; reflexivity, allowing to judge the analytical abilities of students, their readiness for self-assessment of the results of educational activities);
the principles of the formation of the culture of educational activity, revealing the internal mechanism of actualization and implementation of the culturological component, giving the right to speak specifically about the culture of educational activity;
methodological approaches that create the necessary scientific support for the process of forming a culture of educational activity of a future teacher.

Rice. 1. Model of the formation of the culture of educational activity of the future teacher

In the third chapter - Experimental and experimental work on the formation of the culture of educational activity of the future teacher C, the process of implementing the developed model is revealed, the experiment is shown, the analysis and interpretation of its results are carried out.

The implementation of the model in the system of professional training of the future teacher was carried out through experimental technology (Table 1) and assumed the following conditions were met:

reliance on ogiko-methodological knowledge about the culture of educational activities;
taking into account changes in the conditions for the formation of a culture of educational activity, which is manifested in the allocation of stages that reflect the dynamics of its current state and have corresponding goals, objectives and content;
the presence of a system of increasingly complex educational tasks of an ogic-analytical, variational-modeling and reflexive-creative nature;
coverage of the entire period of study at the university, which makes it possible to effectively manage.

The implementation of the technology for the formation of a culture of educational activity was a long and multifaceted process, during which training was carried out in a certain logical sequence. One of the main tasks was the development of stages successively replacing each other. A stage was understood as an ogically completed segment of the pedagogical process, characterized by clear target settings and corresponding subject content. According to the theory of educational activity, each level of knowledge is capable of solving only a certain kind of pedagogical problems (D. B. Elkonin, V. V. Davydov, G. S. Sukhobskaya, etc.). Therefore, the stages of technology were correlated with the corresponding level of formation of a given parameter. Thus, the practical work on the implementation of the technology in the process of professional training of the future teacher involved the passage of three successive and successive stages, chronologically reflecting the change in the conditions for the formation of the culture of educational activity. At each of the stages, a goal was set, tasks were put forward, and means of achieving and solving them were proposed.

Table 1

The technology of forming a culture of educational activity of a future teacher

			Means, forms, methods	Control
Preparatory	Formation of the subjective attitude of pupils and students to the educational status and educational functions	To study the influence of the general cultural development of personality on the success of educational activities; To reduce the severity of contradictions between the requirements of the university educational process and the level of culture of educational activities of graduates of secondary schools; To increase the level of competence of graduates of secondary schools in matters of educational activities at the university; To achieve a wider inclusion of university forms and methods of teaching in the educational process of senior pupils; Obtain the information necessary to improve the educational process of students, in order to match it with the real possibilities of new entrants; To guide applicants in the methodology of self-preparation for entrance exams; Investigate the degree of awareness of students about the culture of educational activities of the future teacher; To correlate the current level of the culture of educational activity of students with the minimum necessary for successful learning; Help yesterday's schoolchildren to quickly adapt to new conditions of life; To form the foundations of general educational skills and abilities that allow students to carry out their main functions; Develop a positive attitude of students to the culture of educational activities; To orient students towards finding sources of general cultural information.	Preparation of trainee students for vocational schools; Promoting university forms and teaching methods among school teachers; Pedagogical analysis of the pre-university experience of students' educational activities; Information activities of the selection committee; Providing advisory assistance to applicants; Inclusion in the educational process of the special course Culture of educational activities of students (introductory material); Solution of ogy-analytical educational problems; Organizational activity and business games; Study of informational and methodological iteration.	Observation. Questioning.
Basic	Formation of the subjective attitude of students to the university pedagogical process	Reveal the personality-typological characteristics of students, influencing the formation of the culture of educational activity; To master the mechanisms of building individual models of the formation of the culture of educational activity; Develop the foundations of general educational skills and abilities laid down in the previous stage; To work out the skills and abilities being developed in the classroom in the main disciplines; Confirm the relationship between general cultural development and the success of educational activities; Introduce students to the cultural and educational space of a pedagogical university; Ensure consistency between the material studied in the special course program and the nature of the teaching of academic subjects.	Inclusion in the educational process of the special course Culture of educational activities of students (main material); Coordination of classes in basic disciplines with the program of the special course; Current diagnostics of the formation of students' educational activities; The solution of variative-creative educational tasks, unfinished pedagogical situations; Solution of variational-modeling problems; Study of educational and methodical iteration.	Observation. Questioning. Testing.
Final	Formation of the subjective attitude of students to the culture of educational activity	To integrate the obtained theoretical knowledge and practical skills of educational activities; Build and implement individual trajectories for the formation of a culture of educational activity; Include students in the process of cultural creation, self-development and self-affirmation; To stimulate the process of cultural identification of students of a pedagogical university; Monitor the formation of a culture of educational activities; Ensure consistency between the dynamics of the formation of the culture of educational activities and the nature of teaching academic subjects; Analyze and, if necessary, make adjustments to the controlled process.	Organization of a permanent consultation center; Current diagnostics of the formation of students' educational activities; Self-diagnosis; Solving reflective and creative tasks; Drawing up a program of self-development in future professional activities; Modeling educational activity as a process of scientific creativity; Study of scientific and methodological iteration.	Observation. Questioning. Testing Preparation of a thesis that integrates the complex manifestation of students' personal qualities that determine the level of culture of educational activities.

Such a sequence made it possible not only to cover the entire period of study in higher education, but also to go beyond the university, which made it possible to begin the formation of a culture of educational activity of a future teacher in a secondary educational institution. This duration, in contrast to a one-time, short-term exposure, ensured effective management, regular diagnostics, analysis of intermediate results and ongoing correction.

The first stage of the technology is preparatory. Its main goal: to form the subjective attitude of pupils and students to the new educational status and educational functions. At this stage of the research, the main work was carried out by independent assistants from among the students. The list of tasks of their pedagogical practice included reading lectures on the topics School and university: similarities, differences, problems and Culture as a means of personal development. In addition, preliminary information was collected about the specifics of education in specific schools, the characteristic features of future graduates, and their general cultural development. Thus, by the beginning of the junior year, we had the initial data on the newly enrolled in the university, which contributed to the optimization of their educational process.

The information collected at the preparatory stage helped to study the influence of general cultural development of personality on the success of learning. Keeping in mind the thesis about the close relationship between culture and educational activity, we found its practical confirmation. Later, this argument was used to improve the quality of student learning through their active introduction into the cultural and educational space of a higher educational institution.

One of the tasks solved at the preparatory stage was the optimization of the self-preparation of applicants for the entrance exams. The provision of advisory and methodological assistance compensated for the applicants' need for up-to-date information. In the process of consultations, issues related to the culture of educational activities in the university were inevitably raised. A significant means of the preparatory stage was the educational and methodological manual developed by the author of the study - for the Applicant of the Pedagogical University. Methodical recommendations for applicants.

Educational activity at the described stage was built on the basis of solving ogyo-analytical educational tasks that require students to demonstrate elementary intellectual abilities. Taking into account the insufficient experience of teaching the respondents at the university, the tasks set suggested unambiguous and obvious solutions, thereby performing the function of simplifying the entry of students into the cultural and educational space.

Following the leading provisions of the personality approach, at the main stage it was envisaged to identify the personality-typological characteristics of students. In the future, the material obtained was the starting point for solving the problem of building individual models of the formation of the culture of educational activity of the future teacher. Knowing their strengths and weaknesses, students could optimally build a strategy of personal development as subjects of the university educational process.

Another task, solved at the main stage of the technology implementation, was to confirm the relationship between the general cultural level of a student's identity and the success of his educational activities. At the previous stage, a positive attitude towards the culture of educational activity was developed. Further, the personal plan of the student was actualized and an active attitude was created, aimed at stimulating reflexive processes. Students were systematically and systematically introduced into the cultural and educational space of a pedagogical university, first mainly in the role of observers, then as active participants in the cultural life of the university.

The leading means of implementing the technology at the preparatory and main stages was the special course Culture of students' educational activities, built not as a set of ready-made knowledge to be mastered by students, but as a system of educational situations in which students were given the opportunity to influence the selection of educational material. The main principle of construction remained unchanged - the system approach. Thus, the program of the special course did not rigidly define its content - it was constructed by the joint efforts of teachers and students, taking into account the personal positions of the latter. Each year, its topics are updated in order to meet both the needs of the students themselves and the changing requirements of the university. To increase the effectiveness of training, the author of the thesis has developed a textbook entitled Culture of students' educational activities, which was actively used in the implementation of the technology.

The teaching of the special course proceeded in parallel with the main studies, which made it necessary to coordinate actions between teachers of academic disciplines and the special course program. The result of mutual consultations is that the teachers did not start the seminars until the corresponding topic of the special course was studied. At first, the style of reading lectures was also, if possible, focused on listeners who were beginning to master the skills of note-taking, and only later the teachers were recommended a freer and more familiar presentation of the educational material. Thus, the coordination of studies within the framework of the special course with classes in the main disciplines allowed students to work out the skills and abilities of educational activities with greater efficiency and effectiveness.

The final stage of the technology included a period of study at the final year of a pedagogical university. Its essence consisted in the analysis of the formation of the culture of educational activity of students and the implementation of corrective actions. This approach made it possible to eliminate gaps in previous training and created favorable conditions for a kind of ripening of students as subjects of the culture of educational activity. At the same time, special attention was paid to the integration of the obtained theoretical knowledge and practical skills of educational activities, the solution of reflective and creative problems.

At the final stage, the process of mastering the mechanisms for constructing individual models of the formation of the culture of educational activity, which began at the previous stage, received its logical completion. The previously developed models were filled with adequate means by the joint efforts of students and teachers and brought to concrete practical implementation. The personal development of students took the form of a kind of individual trajectory of movement, taking into account both the general target attitudes and the personal and typological characteristics of students. At the same time, the vector of development was not limited to the walls of the university, but went beyond its limits into professional activities. Actualization of long-term strategic goals in the structure of identity made the learning process more meaningful and motivated.

A significant factor in the formation of the culture of educational activity of the future teacher was the research work of students. The final qualifying work was positioned as a kind of quintessence of educational activity, its absolute expression. Therefore, taking into account the revealed isomorphism of educational and scientific activities, at the final stage, the pedagogical process was modeled as a process of scientific research. Almost all educational activities of students were assessed through the prism of pre-diploma preparation and were considered as a certain step towards the defense of the thesis. At the same time, the teaching aid Preparation and defense of student research papers, developed by the author of the thesis, was actively used.

At all stages of the technology implementation, a special iteration was actively used for applicants and students. At the preparatory stage, these were informational and methodological brochures. Their distribution made it possible to increase the level of pre-university preparedness of school graduates and significantly expand the geography of this part of the study. At the main stage, teaching aids were studied, the work with which was included in the tasks for independent fulfillment without fail. At the final stage, taking into account its research specificity, the scientific and methodological iteration was studied. As practice has shown, the use of special iteration is a significant and necessary condition for the purposeful formation of a culture of educational activity of a future teacher.

Since the experimental work was carried out for ten years, the full cycle of the technology was implemented twice, each time covering a new contingent of respondents. The experimental work methodology is subject to the parallel experiment. At the beginning of the academic year, the flow of students was conditionally divided into two parts. One of them consisted of control groups, studying traditionally, that is, without the purposeful creation of any conditions for the formation of a culture of educational activity. Another part consisted of students of experimental groups, in which the educational process was supplemented by means, forms and methods of the introduced technology. Before the start of the experiment, the initial indicators were taken according to the selected criteria. Further, using the methods of mathematical statistics, the homogeneity of the experimental groups was determined. This provision is a prerequisite for the experiment, i.e. the compared groups must initially be the same. At the end of the experiment, final testing was carried out, the results of which were also processed and analyzed. The following questions were clarified:

indeed, in the experimental groups, by the end of the experiment, there was an increase in the results according to the selected criteria;
surpasses and the increase in results observed in the experimental groups, the corresponding indicator in the control groups;
are the differences between the values of the increase in the experimental and control groups statistically significant or they are due to random factors.

Rice. 2. Levels of formation of the culture of educational activity

before and after the experiment,%

Comparison of the histograms for the state before and after the experiment gives the basis for the following conclusions:

the nature of the initial distribution of students in experimental groups is the same in both cycles of the formative experiment;
by the end of the experiment, in the experimental groups there is a significant increase in the level of the formation of the culture of the educational activity of the future teacher;
in all cases of the final comparison, the superiority of the experimental groups over the control ones is recorded. So at the end of each cycle, a certain part of the students of the experimental groups (from 11.3% to 20.9%) has a creative level of the formation of the culture of educational activity, and in the control groups, significantly lower values are recorded (2.7% and 3.4%, respectively) ... With regard to the reproductive level, the opposite is true, i.e. the number of students with this level in the control groups (from 43.8% to 48.1%) exceeds the number of students in the experimental groups (from 27.3% to 28.2%). In terms of the productive level, there is an insignificant superiority of the students of the experimental groups.

Observing the overall learning environment in the universities that participated in the experiment, it should be emphasized that over the years of research it has become less stressful and has acquired a tendency to further improve (Table 2). In particular, over the past five years, the main parameter of educational activity, which characterizes its effectiveness, has significantly increased - the average score of academic performance. As a result, other learning outcomes in higher education have also improved. There has been an increase in the number of students receiving scholarships. The situation has also improved with regard to the extreme manifestation of the unformed culture of the educational activity of the future teacher - the number of expulsions. In addition, the degree of student difficulties and personal anxiety decreased significantly. On the contrary, satisfaction with educational activities shows an upward trend.

table 2

Dynamics of student learning outcomes

experimental universities

Academic years Indicators
Academic performance, cf. score
Satisfaction, score
Anxiety, score
Scholarships,%
Deductions,%
Difficulties, degree	high / medium	medium / low	medium / low

In the conclusion, the results of the study are summed up, recommendations are given for various groups of respondents, the main conclusions are formulated, and the most probable directions for further development of the problem posed are outlined.

Summarizing the results of a comprehensive study of the problem of forming a culture of educational activity of a future teacher, we can state that it is as relevant as it is difficult. It is difficult due to the globality and multidimensionality of this concept, due to the functioning of this phenomenon both at the level of the entire system of professional training of specialists, and at the level of the identity of the student. It is relevant, first of all, because the very process of forming a culture of educational activity carries the potential for achieving a higher level of development of society as a whole and of an individual in particular.

The conducted scientific and pedagogical research substantiated the thesis that the personal development of a student, determined by the essential content of his general culture, mediates the nature of the educational activity of the future teacher. This connection, at first glance, is quite a priori, has its own mechanism of implementation, based on the perception by the identity of the phenomena of the surrounding world through the filter of its own cultural interpretation. An analysis of the results of the research carried out allows us to state the fact of the proof of the affirmed. The aim of the study has been achieved - the problem of developing the conceptual foundations and technological implementation of a set of means, forms and methods that provide an increase in the efficiency of the process of forming a culture of educational activity of a future teacher has been solved. In the course of achieving the goal, the tasks were solved and the initially put forward hypothesis was basically confirmed. Summing up, we believe that the research carried out testifies to the legitimacy and consistency of the provisions put forward for defense, which allows us to draw the following conclusions:

It was revealed that a significant condition that makes it possible to further improve the quality of professional training of a future teacher is an appeal to the essential foundations of culture, understood in this context as the experience of activity accumulated by mankind, necessary for its reproduction. The system of spiritual and material values, norms of behavior and models of personal relationships acts as a kind of environment for the existence and functioning of educational activity, which is the main way of developing culture. Without educational activity, culture loses its potential; without culture, educational activity loses its target orientations and semantic attitudes. In this regard, educational activity is interpreted as a socially organized and standardized process of general cultural formation of identity through the constant transfer of socially significant experience by previous generations to subsequent ones.
It is proved that the culture of the educational activity of the future teacher is an integrative characteristic of the identity of the student, reflecting his ability to carry out professional training in the context of culture, determining the value-semantic guidelines of this process, as well as assuming a high level of development and interaction of the structural components of educational activity. According to this approach, educational activities are filled with new meanings that contribute to the cultural self-development of the student's personality, which determines the humanitarian orientation of the teacher's professional training. At the same time, the disclosure of the internal mechanism for the implementation of the culturological component of educational activity dictates the need to comply with a set of principles, which include: subjectivity, multiculturalism, self-determination, openness and creativity. The priority directions of the practical solution of the problem of forming the culture of educational activity of the future teacher are: increasing the proportion of disciplines in the humanitarian cycle; disclosure of the spiritual and moral potential of academic disciplines; fundamentalization of education; the student's appeal to the philosophical heritage, containing a wide range of strictly human problems; cultural identification of the identity of the student; dialogization of educational activities; democratization of the educational space; implementation of the principle of cultural conformity; creation of a culture-friendly environment of an educational institution, etc.
The necessity of methodological support in solving the problem of the formation of the culture of educational activity of the future teacher on the cultural, personal, activity and system approaches is substantiated. In this case, compliance with the following provisions is decisive:
shaping culture learning activities need to be carried out in the context culture so that educational activity is perceived as a general cultural, personal-significant value, and therefore, as a criterion for the knowledge gained, not so much their correspondence to reality is considered, but rather their agreement with the semantic attitudes of culture;
the leading guideline of the process of forming the culture of educational activity is the personal development of students, which implies the purposeful creation of conditions for the all-round manifestation of the personal functions of the subjects of learning, their self-awareness and self-realization;
Any activity, including educational, is, first of all, a transformation, which means that the process of forming the educational activity of students should be organized on the basis of all possible stimulation of the creative activity of students, which allows purposefully change the psyche and form the creative abilities of personality;
the consistency of the properties of educational activity predetermines the specificity of practical actions for its development, which consists in the irreducibility of the structure of educational activity to any leading component and the formation of the culture of educational activity of students in its entirety of its structure.
It was found that the state of the culture of educational activity at the pre-university stage and in the practice of higher pedagogical education differs significantly according to the criteria used. The strengths of the system of professional training of a future teacher include a high level of motivation and technological readiness, which directly determine the formal effectiveness of educational activities. The disadvantage is the low level of cognition, reflexivity and general cultural development of students, i.e. parameters that determine not only the desire and ability to learn, but also the fullness of this process with meanings, its personal and creative coloring. The reason for the revealed flaws lies in the episodic nature of special work aimed at creating a culture of educational activity of the future teacher.
A model has been developed, which is a set of interrelated structural components and functional relations, the presence and interaction of which ensured the formation of a culture of educational activity of the future teacher. The implementation of the model is carried out by means of a technology that presupposes the presence of: preliminary, main and final stages, reflecting the corresponding stages of the formation of the formed property of identity; goals that determine quantitative and qualitative changes in the nature of the performed activity; tasks specifying target settings; forms, means and methods allowing to achieve the set goals and solve the formulated tasks; control methods designed to carry out diagnostics and timely correction of the means used.
Practical recommendations have been introduced for high school students, applicants, junior and senior students, teachers of secondary educational institutions and teachers of higher educational institutions. The key idea that unites them is the recognition of the need to create conditions for the formation of the identity of the future teacher through the prism of culture, the perception of educational activity as a culture-consistent process that ensures self-development and self-determination of students. In addition, an assessment of the prospects for further scientific research of the problem of forming a culture of educational activity of a future teacher is given. It is shown that the work carried out expands the research field and introduces into a new circle of unsolved problems caused by the growing needs of the theory and practice of higher education. In particular, it can be assumed that the problem of this dissertation, solved on the basis of the material of the higher pedagogical school, is relevant for the entire system of professional training of specialists in various fields of the national economy. At the same time, the leading trend in further scientific research is the prospect of creating the foundations of a new type of education - polycultural education, which makes it possible to polylogue many cultures, preserve their identity and mutual enrichment.

The main results of the study are reflected in the following publications:

Publications in journals included in the List of Leading Peer-Reviewed Scientific

Krajnik, V. Technology of forming a culture of educational activity of a future teacher: an experimental approach [Text] / V. Extreme // Polzunovsky Bulletin. - Barnaul. - 2003. - No. 3-4. - S. 32-42.
Krajnik, V. A cultural approach to professional training of a teacher [Text] / V. Krajnik // Bulletin of TSPU. Issue 5 (42). Pedagogy. - Tomsk. - 2004 .-- S. 49-54.
Krajnik, V. Formation of educational activity of the future teacher of physical culture [Text] / V. Krajnik // Physical culture: upbringing, education, training. - M. - 2004. - No. 3. - S. 17-20.
Krajnik, V. The culture of educational activity of schoolchildren as a factor of readiness to study at a university [Text] / V. Krainik // Bulletin of the Buryat University. Series 7. Pedagogy. Issue 13. - Ulan-Ude, 2005 .-- S. 148-161.
Krajnik, V. Priority directions of the formation of the culture of educational activity of students [Text] / V. Kraynik // Izvestia RGPU im. A. I. Herzen: Psychological and pedagogical sciences. - SPb. - 2007. - No. 7 (28). - S. 48-55.
Krajnik, V. The culture of educational activities and the continuity of professional education [Text] / V. Krajnik // Secondary vocational education. - M. - 2007. - No. 7. - S. 29-31.
Krajnik, V. Culturological principles of educational activity of the future teacher [Text] / V. Krajnik // Philosophy of Education. - Novosibirsk. - 2007. - No. 2 (19). - S. 237-241.
Krajnik, V. Essential aspects of the culture of educational activity as a pedagogical phenomenon [Text] / V. Krajnik // Education and Science. - Ekaterinburg. - 2007. - No. 2 (44). - S. 27-35.

Monographs, educational and teaching aids

Krajnik, V. Pedagogical University Applicant [Text]: guidelines for applicants to full-time and part-time departments / V. Extreme. - Barnaul: BSPU, 1997 .-- 23 p.
Krajnik, V. Mathematical statistics to help the student-researcher [Text]: guidelines for students of pedagogical universities / V. Extreme. - Barnaul: BSPU, 1999 .-- 45 p.
Krajnik, V. The culturological approach is the leading position in the study of the development of professional and pedagogical activity [Text] / V. Krainik // Theoretical and methodological foundations for the development of teacher's professional activity: monograph // O. P. Morozova, V. A. Slastenin, Yu. V. Senko et al. - Barnaul: BSPU, 2004. - pp. 91-108.
Krainik, V., Kuznetsova, E. D. Preparation and defense of student research papers [Text]: teaching aid / V. Krainik, E. D. Kuznetsova. - Barnaul: BSPU, 2004 .-- 170 p. (75% personal participation)
Krajnik, V. The culture of students' educational activities [Text]: textbook / V. Extreme. - Barnaul: BSPU, 2005 .-- 336 p.
Krajnik, V. Theoretical foundations of the culture of educational activity of the future teacher [Text]: monograph / V. Extreme. - Barnaul: BSPU, 2006 .-- 208 p.
Krajnik, V. Technology of formation of culture of educational activity of the future teacher [Text]: monograph / V. Extreme. - Barnaul: BSPU, 2008 .-- 173 p.

Collections of scientific articles edited by the author

The culture of educational activity of students: theory and practice of formation [Text]: materials of the All-Russian scientific and practical conference / BSPU. - Barnaul, 2003 .-- 299 p.
Actual problems of educational activities of students in the process of vocational education [Text]: materials of the All-Russian scientific-practical conference / BSPU. - Barnaul, 2005 .-- 341 p.

Science articles

Krajnik, V. Some features of the organization of the educational process of first-year students of the Faculty of Physical Education [Text] / V. Krainik // Specialist of physical culture and sports in the conditions of socio-economic reforms: collection of scientific articles / - Izhevsk: Polygraphy, 1996.
Krajnik, V. The process of continuous formation of educational and professional activities of future teachers [Text] / V. Krainik // Technology of teacher training: innovative search: collection of scientific articles / - Volgograd: Change, 1997. - pp. 101-104.
Krainik, V., Kozlov, NS Educational activity of first-year students: theory and experimental practice of formation [Text] / V. Krainik, N. S. Kozlov // Teacher: science, technology, practice. - Barnaul. - 1998.
- No. 2. - P. 76-80. (50% personal participation)
Krajnik, V. Theoretical foundations of the study of the problem of the formation of educational activities of students [Text] / V. Krainik // Topical issues of optimizing the compatibility of textbooks for secondary school: a collection of scientific articles / ASU. - Barnaul, 1999 .-- S. 141-159.
Krajnik, V. To the problem of pre-university readiness of students of the Faculty of Physical Culture [Text] / V. Krainik // Problems of physical culture and sports in Altai: collection of scientific articles / ASTU. - Barnaul, 2000.
Krajnik, V. Methodology for determining the level of formation of educational activities of students [Text] / V. Krainik // Problems of physical culture and sports in Altai: collection of scientific articles / ASTU. - Barnaul, 2000.
Krajnik, V. personality-oriented approach to individualization of educational activity of students of the faculty of physical culture [Text] / V. Krainik // Problems of physical education of children and students: collection of scientific articles / - Shuya: Vesti, 2002. - pp. 82-83.
Krajnik, V. Statement of the problem of the formation of an individual style of educational activity of students of the Faculty of Physical Culture [Text] / V. Krainik // Physical culture, sport, health: collection of scientific articles / AltSTU. - Barnaul, 2002 .-- S. 156-160.
Krajnik, V. Psychological and pedagogical prerequisites for the study of the problem of individualization of educational activity of students of the Faculty of Physical Culture [Text] / V. Krainik // Physical culture, sport, health: collection of scientific articles / AltSTU. - Barnaul, 2002 .-- S. 160-164.
Krajnik, V. Cultural principles of professional pedagogical education [Text] / V. Krajnik // Bulletin of BSPU. Psychological and pedagogical sciences. Issue 2 / - Barnaul. - 2002. - S. 60-70.
Krajnik, V. On the question of the genesis and definitions of culture [Text] / V. Krajnik // Bulletin of BSPU. Psychological and pedagogical sciences. Issue 3 /
Barnaul. - 2003. - S. 12-21.
Krajnik, V. Professional training of a teacher based on a culturological approach [Text] / V. Krainik // Physical culture, sport, health: collection of scientific articles / ASTU. - Barnaul, 2004 .-- S. 117-125.
Krajnik, V. Conceptual approaches to the formation of the culture of educational activity of students [Text] / V. Krajnik // Bulletin of BSPU. Psychological and pedagogical sciences. Issue 4 / - Barnaul. - 2004 .-- S. 121-130.
Krajnik, V. The cultural approach as a condition for the productivity of professional training of a modern teacher [Text] / V. Krainik // Productive education: Pedagogical activity in productive education: almanac. Issue 3 / - M.: Action, 2005 .-- S. 72-80.
Krajnik, V. Continuity in teaching schoolchildren and students: what can and should be done at school [Text] / V. Krajnik // Director of the school. - M. - 2005. - No. 2. - S. 53-58.

Conference materials

Krajnik, V. Formation of educational activity of students as a factor in improving the quality of higher education [Text] / V. Krainik // Socio-economic problems of education in the West Siberian region of Russia: conference proceedings / BSPU. - Barnaul, 1995 .-- S. 8-11.
Krajnik, V. Pre-university experience of educational activity of FFK students as an object of pedagogical analysis [Text] / V. Krainik // Problems of improving the quality of training a teacher of physical culture: conference proceedings / BSPU. - Barnaul, 1995 .-- S. 32-34.
Krainik, V., Manuilov, S. I. Difficulties of the initial stage of education at a university and their specificity at the faculty of physical culture [Text] / V. Krainik, S. I. Manuilov // Problems of improving the quality of training a teacher of physical culture: conference proceedings / BSPU. - Barnaul, 1995 .-- S. 36-38. (50% personal participation)
Krajnik, V. Technology of formation of the foundations of the organization of educational activities of first-year students / V. Krainik // Technology of psychological and pedagogical preparation of a teacher for educational activities: conference materials / BVPUK. - Barnaul, 1996 .-- S. 143-145.
Krajnik, V. Organizational and pedagogical aspects of the development of general educational skills among first-year students / V. Krajnik // Theory and practice of developing education: conference materials / GASU. - Gorno-Altaysk, 1996 .-- S. 171-172.
Krajnik, V. Formation of educational activity of FFK students as a means of improving the training of specialists in physical culture [Text] / V. Krainik // Physical culture, sports and healthy lifestyle of the population of the Altai Territory: conference proceedings / AKIPKRO. - Barnaul, 1996.
Krajnik, V. Formation of educational activity of FFK students in the context of the system of multilevel physical education [Text] / V. Krainik // State and development of multilevel physical education: conference proceedings / SibGAFK. - Tyumen, 1996 .-- S. 63-67.
Krajnik, V. The transitional period in the formation of educational activities of students at the initial stage of training at a university [Text] / V. Krainik // Development of personality and problems of lifelong education: conference proceedings / NSTU. - Novosibirsk, 1997 .-- P. 61.
Krajnik, V. Psychological and pedagogical conditions for the formation of educational activities of students of the Faculty of Physical Education [Text] / V. Krainik // Actual problems of the development of physical culture and sports: conference proceedings / BSPU. - Barnaul, 1997 .-- S. 67-68.
Krajnik, V. Dynamics of the formation of educational activity of future physical culture teachers [Text] / V. Krainik // Actual problems of the development of physical culture and sports: conference proceedings / BSPU. - Barnaul, 1997 .-- S. 69-72.
Krajnik, V. Motivation of educational activity and its dynamics in the conditions of transition from teaching in secondary school to teaching at the faculty of physical culture [Text] / V. Krainik // State and prospects of improving physical culture in the education system: conference proceedings. Part II / SibGAFK. - Omsk, 1998 .-- S. 154-158.
Krajnik, V. Adaptation of students of the Faculty of Physical Education to the conditions of higher education [Text] / V. Krainik // Actual problems of life safety, health during physical culture and sports: materials of the conference / TSPU. - Tomsk, 1998 .-- S. 41-43.
Krajnik, V. Preparation of future teachers for professional self-education as a means of humanizing the educational process in higher education [Text] / V. Krainik // Actual problems of life safety, health during physical culture and sports: materials of the conference / TSPU. - Tomsk, 1999 .-- S. 106-107.
Krajnik, V. Management of educational activities of students at the initial stage of training at a university [Text] / V. Krainik // Innovations in the system of pedagogical education: conference proceedings / BSPU. - Barnaul, 1999.
Krajnik, V. On the problem of individualization of educational activities of students at the university [Text] / V. Krainik // New technologies and integrated solutions: science, education, production: conference materials / KemSU.
Anzhero-Sudzhensk, 2001 .-- S. 49-51.
Krajnik, V. Information culture of the future teacher [Text] / V. Krajnik // Improving performance in sports, physical education and health improvement of the population: conference proceedings / ChGIFK. - Tchaikovsky, 2002.
Krajnik, V. Methodological culture of the future teacher [Text] / V. Krainik // Methodological approach to solving regional problems of improving physical culture and sports: conference proceedings / KSU. - Kaliningrad, 2002 .-- S. 110-114.
Krajnik, V. The relationship between culture and professional pedagogical education [Text] / V. Krainik // Culture of educational activity of students: theory and practice of formation: materials of the conference / BSPU.
Barnaul, 2003 .-- S. 128-147.
Kraynik, V., Kozlov, NS Education of the culture of students' mental labor [Text] / V. Krainik, NS Kozlov // Culture of educational activity of students: theory and practice of formation: conference materials / BSPU.
Barnaul, 2003 .-- S. 119-122. (50% personal participation)
Krajnik, V. Cultural educational space of the modern school [Text] / V. Krajnik // Building an additional space for the development of preschoolers and primary schoolchildren: the integration of modern approaches: conference proceedings / BSPU. - Barnaul, 2004 .-- S. 143-151.
Krajnik, V. Pre-university level of formation of educational activity of the future teacher of physical culture [Text] / V. Krainik // Topical issues of safety, health in sports and physical education: conference proceedings / TSPU. - Tomsk, 2004 .-- S. 26-31.
Krajnik, V. Cultural content of the process of professional training of a teacher [Text] / V. Krainik // Improving the quality of education at the pedagogical university: conference proceedings / TSPU. - Tomsk, 2004 .-- S. 147-152.
Krajnik, V. Reflective culture of students [Text] / V. Krainik // Actual problems of educational activities of students in the process of vocational education: conference materials / BSPU. - Barnaul, 2005.
Krajnik, V. Modeling method and culture of educational activity of students [Text] / V. Krainik // Actual problems of educational activities of students in the process of vocational education: conference materials / BSPU. - Barnaul, 2005 .-- S. 187-193.
Krajnik, V. The relationship between culture and education - the basis of the teacher's professional training [Text] / V. Krainik // Actual problems of physical education in the process of professional education: materials of the conference / USPU. - Yekaterinburg, 2005 .-- S. 61-66.
Krajnik, V. To the school leader about the readiness of graduates for educational activities at the university [Text] / V. Krainik // Ways of solving the problem of the quality of education in the XXI century: materials of the conference / GASU. - Gorno-Altaysk, 2005 .-- S. 59-61.
Krajnik, V. Culturological approach in professional training of a teacher as a methodology of the new time [Text] / V. Krainik // Psychodidactics of higher and secondary education: conference proceedings / BSPU.
Barnaul, 2008 .-- S. 66-69.
Krajnik, V. Development of the personality of the future teacher in the context of modern culture [Text] / V. Krainik // Actual problems of physical culture and sports: a holistic approach to theory and practice: conference proceedings / BSPU. - Barnaul, 2008 .-- S. 187-194.
Krajnik, V. The culture of educational activities of the future teacher and the culture of teaching at the university [Text] / V. Krainik // Topical issues of physical culture and sports: conference proceedings / TSPU. - Tomsk, 2008.