FEATURE MOTION PICTURE AS A MEANS OF PROFESSIONAL AND PERSONAL ENHANCEMENT OF SENIOR SCHOOLCHILDREN

The author of this article proposes a new approach to psychological work with general education students, which makes it possible to use the means of cinema for the professional and personal development of senior students. The article describes an experiment carried out using an author's feature film. This article is part of a study, the authors of which aim to identify, develop, theoretically substantiate and experimentally test the conditions for the effective use of television programs, feature motion films, as well as traditional psychological techniques as a means of professional and personal enhancement of senior schoolchildren. Theoretical and methodological foundations of the use of feature films as a means of professional and personal improvement of adolescents are offered.

internationalism, conscience and morality, as well as development of wide interests and abilities of students, pupils" [1, Art. 28, item 3].
The idea of humanization assumes the implementation of the comprehensive development principle in education with continuous general, socio-moral and professional development of an individual.
In the course of the research, we identified the theoretical and methodological foundations for the use of a feature motion films as a means of professional and personal enhancement of adolescents. We determidef the selection criteria of feature films with professional and personal-forming potential. An author artistic teaching film has been prepared and educational and methodological support has been developed, which allows us to use the tools of cinematographic art for the formation of a moral professional and personal meaningful orientation of a senior students.
The basic educational institution for conducting the psychological experiment, which will be discussed in the article, was the "Lika" Gymnasium -a non-state educational institution of the Republic of Kazakhstan with a social and humanitarian field of education for students in grades 5-11, performing its educational activities in accordance with state license No. 0001666 of 21 July 1999. The content of the educational process in this gymnasium is based on the public education standard of the Republic of Kazakhstan.
In 2019, the 8th grade students of the above-named gymnasium took part in the filming of the author's artistic teaching film entitled "Little Big Story" (URL: https://www.youtube.com/watch?v=-Q3Wp1uFwFU). The director of that short film was the author of the article, Sitora Mustafayeva. The main goal of creating the teaching film was to identify the psychological impact of cinematographic art on the formation of professional and personal enhancement of senior students. At the same time, some students took a direct part in the filming process, namely, they played the leading roles. Upon completion of the filmmaking, the film was shown to a wide audience and film experts within the Kinokimeria Film Festival, it received an award and favorable reviews [5, p.103].
In the course of our research, the picture was presented to students of the Lika Gymnasium. After the screenings, polls were conducted to identify the psychological impact of cinematography on the formation of professional and personal enhancement.
In addition, the pupils, who played the leading roles in the film, were asked to share their imoressions of how their attitude towards the profession of actor and teacher had changed. We conducted discussions and exercises. The results of the research made it possible to draw scientifically relevant conclusions. Yefim, but all people called him "Yushka"", and the beginning of A. Platonov's story" Yushka "unfolds before the viewer in an animated cartoon: when Yushka went to the forge early in the morning, other people waken up and were saying that Yushka had already gone to work -it's time to get up, woke up the young people. And small children and even those who became adolescents, seeing old Yushka making his way, stopped playing, got up, picked up old branches, pebbles, ran after him and threw them at Yushka. Yushka did not reply, and the children did not understand why he is not yelling at them like other adults. But Yushka walked on and was silent.
After the animation we see an old teacher walking through the snow to work, a landscape with a park and a school. Much attention is paid to details: boots, chalk, CURRENT ISSUES AND PROSPECTS FOR THE DEVELOPMENT OF SCIENTIFIC RESEARCH 72 a close-up of sugar lumps and a glass of tea, as if preparing the viewer for the significance of these things. High school girls come: young and fashionable, beautiful and proud, or maybe they are the embodiment of pride? They did not do their homework, did not read the story "Yushka". The teacher understands everything and therefore continues reading the story to them herself, so as not to "notice" how a girl kills a fly on the windowsill with a book, how a boy sleeps on a desk, how a student eats candy, how two teenagers sort things out in a whisper... The exercises are designed to focus students' attention on the smallest details of the teacher's professional activity.
For example, we invite students to read movie clips as text and pay attention to what words and phrases the teacher uses to draw the class's attention. Then we ask them to try on the role of a teacher.
Next, we look at episodes in which students express their attitude towards the teacher, and discuss what feelings and emotions induce the student to behave constructively / destructively. Then we analyze an example of the students' shown aggression towards the teacher.
From our point of view, the formation of the moral base of the professional personality of students is facilitated by such tasks as, for example: 1) Answer the questions: -What qualities must a teacher have in order to succeed in her/his profession? -How do these qualities relate to ethical canons?
-What is primary, moral or professional, and is it worth breaking up these concepts?
-What can make a person give up big money?
2) Describe the main character as a teacher and as a person; 3) Reflect on the topic: what professional and personal qualities a person needs to achieve success in life, etc.

Conclusions:
A motion picture has psychological and pedagogical potential due to the fact that it can be used as an interpretive space for the work of the student's consciousness to develop his own opinion, to strengthen the need to have the opinion. A motion picture provides a context from which professional and personal meanings can be drawn. the criterion of continuity (the selection of films is carried out taking into account the adequate base of general professional, special and linguistic knowledge, abilities and skills available to students).