Abstract:

Pedagogical science considers the schoolchild as an active subject of educational relations, which is expressed in the organization of adaptive educational environment. One of its elements is the technology of open, equitable communication among a wide range of educational actors. However, the social relationships in which schoolchildren enters often focus on the role model of child and adult communication. It assumes that an adult's opinion takes precedence over the child's subjective experience. As a result, the learner feels discomfort when communicating and loses confidence in dialogue forms. Many people turn to the Internet to find answers to difficult questions. The same situation is observed when social problems arise at school. One of the acute problems is learner displays of aggressive behavior.The situation can be mitigated by forms of public administration, reconciliation services and psychological support practices. However, these methods are task-oriented and require experienced specialists. However, in the conditions of digitalization of education, the school has such an accessible resource as educational interaction in the virtual environment. Such interaction removes social restrictions, encourages freedom of expression of different opinions, and improves the psychological comfort of communication. Examples of such an environment are the official representative offices of the school on the Internet, forums and online communities. These resources carry out functions of increase of openness of the information, organization of feedback with parents of schoolchildren, non-formal professional development of teachers, etc. It can be argued that the resources of such virtual environments can be used to comprehensively support work on the prevention of aggressive behavior among schoolchildren.

The purpose of the research is to study the possibilities of technology for solving situational problems using network resources to prevent aggressive behavior of schoolchildren.

The methodological basis of the research was the provisions of the theory of developing educational environment based on the idea of L.V. Vygotsky about the social situation of development. This situation becomes the most important factor determining cultural development and human behavior. Communication in a networked environment that relies on referential opinions can serve as a means to influence the regulation of the behavior of dialogue participants. The implementation of these provisions was the creation and use of the "Fair Social Networks" network resource as part of a project to prevent aggressive behavior of schoolchildren. This resource made it possible to organize a platform for psychologically comfortable communication and solution of problem pedagogical situations related to manifestations of aggressive behavior. Inclusion in the open dialogue of the widest possible range of stakeholders contributed to the formation of objective viewpoints and the adoption of balanced and fair solutions to pedagogical situations. Interest in positive and constructive interaction of teachers, parents and students has been noted. A bank of situational tasks has been created to select the content and develop active technologies to improve the qualifications of teachers. Positive effects of the use of technology for solving situational problems using network resources for the prevention of aggressive behavior of schoolchildren are revealed.

Keywords:

Educational environment, network resources, network communities, pedagogical technologies, situational problems, aggressive behavior of schoolchildren.