The article examines the phenomenon of self-determination of a high school student from the point of view of current pedagogical science. The following components of a high school student’s readiness for self-determination are identified: personality-oriented, content-cognitive and activity-effective. The structure, content, and ways of using of the digital educational and methodological complex “School of skills” have been determined. Proprofessions” in the context of developing a high school student’s readiness for self-determination through the implementation of pedagogical strategies “actualization”, “enrichment” and “activation”. The results of a longitudinal study on the level of readiness for self-determination of high school students in grades 10 and 11 of MAEI Secondary School No. 148 named after Hero of the Soviet Union I.A. are presented. Borisevich" Krasnoyarsk. Methods used: Questionnaire “Self-Regulation Style of Behavior - SSP-98” by V.I. Morosanova and Diagnosis of Self-Actualization of Personality. The results of the study convincingly prove the theoretical and practical significance of the developed pedagogical support for the formation of high school students’ readiness for self-determination.
Yuliya Bushlanova (Sat,) studied this question.