Designing innovative model of education content based on traditional values of folk culture in context of interaction of general and additional education

Introduction. The relevance of this article is determined by the tasks of preserving the values of folk culture as a source of social transformation in our society for its stable functioning and development. The article examines the organizational and pedagogical conditions of the content of education based on the values of folk culture, including the structure, curricula and programs, subjects and subject cycles for different levels of both school and additional education, including their interaction. Purpose setting. The task of the work is to substantiate an innovative model of the content of education – the School of Folk Culture as a valuable one in the interaction of general and additional education, as well as the design of its components for primary general and secondary education. The ethnocultural educational standard for the School of Folk Culture is substantiated. Methodology and methods of the study. The content of education based on the values of folk culture is considered in the context of cultural, axiological and systemic approaches. The criteria and principles of selecting the content of education based on the traditions of folk culture, as well as organizational and pedagogical conditions for building a model of the content of education are determined. Results. The groups of actual values of folk culture are identified: family, work and public service, which are included in these levels of education. The concept of the content of education in folk culture is clarified, the didactic factors of folk culture included in the structure of the model of the content of education are determined. The constituent components of the fundamental core of the ethno-cultural educational standard for Schools of folk culture have been developed. Conclusion. The process of forming value orientations based on the traditions of folk culture consistently includes: 1) introducing students to the world of traditional culture through the creation of folk culture classes in elementary school; 2) familiarization with the peculiarities of folk culture through the creation of creative teams of middle school students; 3) the inclusion of high school students through the creation of research groups in the understanding of the philosophical foundations of folk culture.

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