Russian Federation
Russian Federation
Russian Federation
Russian Federation
It is known that not every socio-pedagogical system with an acmeological component is an acmeo-logical educational environment. This article presents the criteria of the acmeological orientation of the educational environment, which will answer the question: which educational environment should be considered acmeological? The theoretical significance of the results of this study is that they can be the basis for further development of models of acmeological educational environments as socio-pedagogical systems that orient students to higher achievements. The practical significance of the results of this study, firstly, is that they can be used in socio-pedagogical monitoring systems, and secondly, that they can be a reference point for the design of scientifically based acmeological technologies (fundamentally important tools of acmeo-logical educational environments). Research methods: analysis of scientific literature and best practices of management in education, modeling, methods of set theory, methods of linear algebra, methods of qualim-etry and expert assessments, methods of mathematical statistics. Methodological foundations of the research: acmeological approach (considers the highest achievements of students as a sign of the acmeologism of the educational environment), sociological approach (considers the acmeological educational environment as a socio-pedagogical system, coherent innovation economy and creating conditions for the formation of a competitive personality of the student), the competence approach (considers the competencies of teachers and students as a factor of the acmeological orientation of the educational environment) and the quali-metric approach (proclaims the need for multi-criteria diagnostics of the acmeological orientation of the educational environment)
educational environment, criterion, diagnostics, acmeological orientation
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