DEVELOPING AN ACTIVE LIFE POSITION IN SCHOOLCHILDREN WITHIN THE IMPLEMENTATION OF THE FEDERAL STATE EDUCATIONAL STANDARD

Abstract

This article examines the terminological ambiguity surrounding the concept of "active life position" (ALS) in the context of the Federal State Educational Standard for Basic General Education (FSES BGE). The relevance of this study stems from the need to develop students' personal development in the absence of unified methodological approaches to defining the essence of ALS and its assessment criteria. The aim of this study is to use a content analysis of philosophical and pedagogical literature to clarify the essence of ALS, identify teachers' substantive understanding of this category, and propose criteria for its development in basic school students. Research methods: theoretical analysis and synthesis of scientific literature, personal interviews (n = 57 teachers from a basic school in Birobidzhan), and thematic categorization of empirical data. Results: The study revealed that two main approaches to understanding ALP have developed in the scientific literature: the activity-social approach (the Soviet pedagogical tradition) and the spiritual-moral approach (modern research), with no integrative model between them. Empirical data indicate a diffuse interpretation of ALP in the professional consciousness of teachers: only 27.9% of respondents associate this concept with the social orientation of the individual, while the majority associate it with a non-specific "activity" (30.1%) or "life activity" (22.8%). The identified semantic discrepancy creates the risk of inconsistency in educational interventions in the formation of personal outcomes. Conclusions: An active lifestyle is a complex, multi-faceted phenomenon that requires further philosophical and pedagogical understanding. This article substantiates the need to develop criteria-based tools for assessing the development of an active lifestyle, including the ability to critically evaluate one's own activities, perceive feedback, conduct social comparisons, and make independent decisions based on traditional cultural norms. The proposed criteria can be used to assess students' personal performance within the framework of the Federal State Educational Standard for Basic General Education. The scientific novelty lies in the clarification of the essence of the ALP from the standpoint of integrating the activity-based and value-semantic approaches, as well as in the empirical recording of the substantive associations of teachers with this category, which allows us to reduce the risks of terminological ambiguity in educational practice.