A PEDAGOGICAL MODEL FOR DEVELOPING VALUE ORIENTATIONS OF HIGH SCHOOL STUDENTS BASED ON LINGUO-AXIOLOGICAL UNITS

Abstract

The article examines the scientific and methodological foundations for the systematic use of linguo-axiological units in developing the value orientations of high school students. The relevance of the study is determined by the growing importance of value-based education within the updated curriculum, while the ways of realizing the axiological potential of linguistic units in Kazakh language classes remain insufficiently systematized. The study aims to develop a structural and content-based model of value-oriented teaching grounded in linguo-axiological content and to verify its effectiveness experimentally. The research draws on axiological, learner-centered, and activity-based approaches. Its materials include Kazakh language curricula, textbooks, texts, and exercises for Grades 10–11. The methods comprise content analysis, modeling, questionnaires, observation, analysis of students’ written work, and comparative statistical processing of experimental results. The proposed model integrates goal-oriented, content, procedural, and evaluation-reflective components and enables comprehensive assessment through indicators of knowledge, attitudes, and experience. The pedagogical experiment involved 48 tenth-grade students equally divided between experimental and control groups. The experimental group showed a positive descriptive trend in understanding national values, respecting the native language, and learning motivation. Inconsistencies between the aggregated percentages and group sizes, together with missing control-group data for one indicator, prevented reliable calculation of χ² and p, the proposed binary between-group table would have df = 1. The findings were therefore interpreted as a short-term positive trend. The scientific value of the study lies in integrating the axiological potential of linguistic units with instructional content, active methods, and assessment tools in a unified system. Its practical significance is that the model can support the purposeful organization, assessment, and pedagogical management of value-based education in Kazakh language and literature classes.