Trofimov Konstantin Viktorovich
Кандидат педагогических наук, Senior lecturer of the Department of Educational Development Management, Ph.D. in Pedagogical Sciences in the Department of Social Pedagogy and Social Work, Omsk State Pedagogical University, ya.trofimov-k@yandex.ru., Omsk

Program of transformation of student lifetime in educational and non-purpose work

The article substantiates the necessity from the positions of the personality-activity approach of the implementation of the program for transforming the life activity of students, in order to help them to saturate their own life with content. The goal is achieved on the one hand by minimizing the waste of time spent, on the other hand, by the inclusion of future teachers in active, productive educational activities and diverse, cultural leisure. As a result, due to the optimization of the students' day schedule, the scientific organization of their work, conditions are created for the self-organization of undergraduate students at a pedagogical university in a new social and educational environment for this educational organization. There is a formation of primary skills of self-management. The course of the implementation of the program for the transformation of student life is sanctified, the content of which is the formation of pragmatic, social and professional motives for the organization of rational life activity of undergraduate stu
self-organization; Life; Students of junior courses of a pedagogical university; In vain time spent by students; dents at a pedagogical university.

1. Anikeeva, N. P., Kiselev, N. N., 2013. Non-formal education in the pedagogical University. Siberian pedagogical journal, 5, pp. 93–97. (In Russ.)
2. Bishof, A., Bishof, K., 2006. Self-management. Effective and rational. With him. YES. Parchment. 2 nd ed., Rev. Moscow: Omega-L Publ., 127 p. (In Russ.)
3. Seiwert, L., 1995. Your time is in your hands. Tips to business people how to effectively use their working time: per. s nem. Moscow: Interekspert: INFRA Publ., 232 p. (In Russ.)
4. Kiselev, N. N., Kiseleva, E. V., 2014. Education in the University: historical traditions and contemporary trends. Siberian pedagogical journal, 2, pp. 28–32. (In Russ.)
5. Mandrikova, E. Yu., 2010. Development of a self-organization questionnaire. Psychological diagnostics, № 2, pp. 59–83. (In Russ.)
6. Handbook of the activist. Saint Petersburg: CRND Publ., 2010, 210 p. (In Russ.)
7. Novikov, A. M., 2006. Methodology of education. Moscow: Egves Publ., 488 p.
8. Rabina, E. I., 2014. Formation of a student self-organized in time in the educational process of the university. Cand. Sci. (Pedagogy). Togliatti, 180 p. (In Russ.)
9. The curator's work in the attached academic group: method. Recommendations. Perm: Perm. State. Tech. University Publ., 2005, 46 p. (In Russ.)
10. Smirnov, S. D., 2001.Pedagogy and psychology of higher education: from activity to personality: Proc. Allowance for stud. Supreme. Ped. Educational establishments. Moscow: Academy Publ., 304 p. (In Russ.)
11. Chesnokova, G. S., Chesnokov, V. A., 2015. Problem of the study of the subjectivity of personality in pedagogy States of the higher school // Vestnik of Kostroma state University. N. A. Nekrasov. Series: Pedagogy States. Psychology. Social work. Juvenology. Sotsiogenetiki, 21, 3, pp. 94–99. (In Russ.)
12. Shakespeare, T., Watson, N., 2002. The social model of disability: an out dated ideology? Journal “Research in Social Science and Disability, 2, pp. 9–28.
13. Vic Finkelstein. Modeling disability. Available at: http: //www. Leeds.ac.uk/disability-studies/archive/ Finkelstein/models/ models.htm (accessed 20.06.2017).