THE ESSENCE AND THE STRUCTURE OF A STUDENT’S CIVIL COMPETENCE AT THE NEW UKRAINIAN SCHOOL

Abstract

The article reveals the essence and structure of a student’s civic competence. The urgency of the study of the problem in connection with the complete updating of the normative base and the basis of the standard of education, introduction of the subject «Civil Education» in the curricula of schools was emphasized. The approaches to considering this problem in the scientific literature are analyzed. Some of the provisions of the article are illustrated by the questionnaire data of teachers on the topic of the study. It is determined that civil competence is the readiness and ability of an individual to act in accordance with democratic principles and civic position. In its structure, the following components are distinguished: motivational (intentions, desires, aspirations of the individual to achieve or avoid them), value (recognition of values: personality, human dignity, tolerance, democratic principles of life, human rights and freedoms, democracy, civil society institutions), cognitive (civic knowledge, student’s presentation of oneself, social roles and institutions, knowledge of methods of interaction with the social environment, ways of influencing decisions and protecting one’s own interests), operational and behavioral (verbal and non-verbal, social and communicative, interactive and reflexive skills of a student in interaction with the social environment). Civic competence covers civic activity, civic position, choice and responsibility. The article tracks the connection between the concepts of «citizenship» and «civil competence», stressed on the importance of the formed civic competence of a student.