The relevance of research. In the last decade, a number of important documents have been adopted in the field of culture, education, social and youth policy, which in one way or another affect the problems of youth leisure. First of all, these are such documents as the Law of the Russian Federation “On Education” (1992), the National Doctrine of Education in the Russian Federation (2002), the Concept for the Modernization of Russian Education for the Period up to 2010, the Federal Target Programs “Youth of Russia” (2001-2005), "Children of Russia" (2003-2006), State program "Patriotic education of citizens of the Russian Federation for 2001-2005"; The program for the development of education in the education system of Russia for 2002-2004. and others, reflecting the main directions of the socio-cultural, educational policy of the state in the field of ensuring the conditions for raising children and youth. However, the adopted documents, while raising the question of the importance of leisure, do not consider the problem of its pedagogical organization.

One of the fundamental documents in the field of education, in which for the first time in recent times the characteristics of leisure are given, was the Concept for the Modernization of Russian Education until 2010. Along with such important tasks of education as the creation of a health-saving environment, the formation of a value-semantic orientation of a person in the world, citizenship, norms of social interaction, tolerance, etc., this document reflects approaches to the development of cultural and leisure competencies of the subjects of the educational process ; the need for a special pedagogical organization of leisure is noted along with other requirements for the education system. The main provisions of this document are accepted in the dissertation as basic for the development of a pedagogical model for organizing leisure time for young students, taking into account the integration of the capabilities of the education system and the main directions of socio-cultural activities on the example of a particular region.

The problem of leisure is not new in science. She occupied the minds of ancient thinkers. As the analysis showed, it was quite widely represented in the works of both foreign and domestic authors, especially since the 19th century (K. Marx, F. Engels, J; Dumazedie, M. Fourastier, J. Kelly, R. Stebbins, J. Rivers and others; G. A. Evteeva, S. N. Ikonnikova, G. P. Orlov, E. V. Sokolov, Yu. A. Streltsov, V. Ya. ). The conducted system analysis made it possible to single out the essential characteristic of leisure in relation to the category of "free time", which consists in its activity content. The comprehensive interpretation of leisure has made it possible to give its model representation in the form of a semantic-network model, in which its essential integrity, attributes, and functions are revealed.

Leisure is considered by the authors in relation to the entire age range of a person: childhood (T.S. Komarova, A.V. Sharonov, S.T. Shatsky, A.I. Shemshurina, and others); adolescent (N.K. Krupskaya, A.M. Makarenko, O.M. Potapovskaya, V.A. Sukhomlinsky, E.G. Tesova, etc.); youth (A.L. Andreev, V.T. Lisovsky, I.M. Ilyinsky, V.V. Pavlovsky and others), including in various conditions of public organization of leisure (A.Yu. Goncharuk, G.M. Kodzhaspirova, V.D. Putilin, S.A. Shmakov and others); people of mature and older age (I.N. Semenov, E.V. Sokolov and others). Gender aspects of leisure are also being studied (E.A. Zdravomyslova, A.A. Temkina, S.L. Rykov, and others). However, the leisure of young students of general, primary, secondary and higher vocational education in its comparative characteristics has not yet been the subject of special study. Moreover, the problems of purposeful organization of leisure for the entire population of such students were not considered.

The issues of organizing leisure in the educational system were developed in pedagogy (V.A. Karakovsky, V.A. Sukhomlinsky, S.T. Shatsky and others) within the framework of specific pedagogical systems. The problem of its pedagogical organization in a broad socio-cultural context in relation to all young students, included in its various forms and in different periods of their free time, has not previously been specifically studied. For such a consideration, it is essential that the process of organizing leisure is considered in the broad context of education (I.D. Demakova, V.A. Karakovsky, V.T. Lisovsky, B.T. Likhachev, V.A. Slastenin and others), additional education (V.A. Berezina, A.K. Brudnov, N.A. Morozova, A.I. Shchetinskaya and others). At the same time, it is noted that the educational activities of an educational institution are carried out in cooperation with such social institutions as the family, additional education, public associations, etc.

The analysis of the scientific pedagogical literature made it possible to identify the theoretical and methodological foundations for the development of leisure as part of the education system in the Russian education system. This topic is devoted to the works of S.V. Darmodekhina, I.A. Lipsky, E.A. Orlova and others, revealing the features of education in socio-cultural activities and reflecting the interaction of social institutions in matters of education, including the organization of leisure. In this context, the problems of the continuity of education in educational systems are considered (TS Komarova and others); scientific and methodological foundations for modeling the process of education (N.S. Dezhnikova, I.V. Tsvetkova, A.I. Shemshurina, etc.) and a number of other issues related to the organization of leisure.

The study of the state and trends in the development of education and the organization of educational influence on young people in modern Russian education has shown the fragmentation of existing leisure theories, concepts and models, the absence of a pedagogically sound system for organizing the leisure of modern youth, and, accordingly, a pedagogical model of its organization. At the same time, it should be noted that in the current socio-cultural situation, the state system of upbringing and education also does not fully solve the issues of organizing leisure time for modern, including studying youth. The interests of society require the creation of conditions for organizing full-fledged leisure, for which it was necessary to develop a pedagogical model for organizing leisure activities for young students, taking into account the new socio-pedagogical conditions that arose in Russia in the late 20th and early 21st centuries. The need to resolve this contradiction led to the formulation of a scientific research problem - the creation of a general concept for organizing leisure time for young students. The resolution of the contradictions underlying this problem is central to the present study.

The purpose of the study is to theoretically substantiate and develop a pedagogical organization of leisure for young students based on the presentation of sociocultural leisure as a complex multidimensional phenomenon, revealing its structural and functional nature.

The object of the study is the leisure of young students.

The subject of the study is the socio-pedagogical organization of leisure activities of young students.

A number of interrelated tasks of a methodological, theoretical and applied nature follow from the target setting.

1. Methodological tasks: determination of the main approaches to the consideration of leisure as a scientific category; disclosure of the conceptual content of leisure in relation to the concept of "free time"; model representation of the content of leisure in the unity of its essential integrity, attributes and functions; comparison of existing conceptual and theoretical provisions, interpretations of leisure, identification of its structural foundations.

2. Theoretical tasks:

Disclosure of the genesis of the concept of leisure in the history of science;

Determining the specifics of youth leisure activities in the education system at the present stage;

Analysis of the interpretation of leisure in the socio-psychological and pedagogical aspects;

Research of organizational and innovative resources of youth leisure activities in the education system; consideration of approaches to the creation of a pedagogical model for organizing youth leisure.

3.Applied tasks:

Conducting an empirical study to determine the leisure preferences of young people;

Generalization of the experience of organizing leisure activities for young students in the region (city);

Development of a model of pedagogical organization of youth leisure.

Research hypothesis: Leisure activities of young students can be an object of a pedagogical organization in the current situation of the transitional period of Russia's development, provided that: a) leisure is interpreted as active-occupied free time; b) a multi-level model representation of leisure activities, adequate to the current socio-cultural situation; c) taking into account the existing preferences and desired forms of leisure activities of young people in the formation of a model of pedagogical organization of leisure activities of young students; d) modeling the organization of leisure activities in the continuum of the existing life time of young students.

The general research methodology in the dissertation was made up of general scientific provisions on the universal connection, mutual conditioning and integrity of the phenomena and processes of the surrounding world. An important methodological basis of this study is the structural-functional approach to leisure as an object of pedagogical influence and organization, which creates the prerequisites for a comprehensive, systematic study of leisure and building a model of its pedagogical organization.

When developing methodological foundations for organizing leisure activities, the dissertation widely uses the theoretical potential of the system (I.V. Blauberg,

E.G. Yudin, A.A. Rean and others), activity (A.N. Leontiev, S.L. Rubinstein and others), functional (V.A. Slastenin and others) approaches, as well as the main ideas of a system-integrated (including pedagogical, cultural, socio-psychological aspects), functional-activity and structural-functional approaches. The system approach acted as the basis for the pedagogical modeling of the organization of leisure in this study (I.I. Blauberg, V.N. Sadovsky, E.G. Yudin, etc.).

The study of the problem posed is based on the provisions of modern philosophy, political science, sociology, cultural studies, psychology, and pedagogy. The theoretical foundation for the study of leisure was philosophical views on the essence and social nature of leisure (Plato, Aristotle, K. Marx, F. Engels, M. Weber, E. Durkheim, N. A. Berdyaev, etc.); works of modern researchers (M.A. Ariarsky, V.T. Lisovsky, S.N. Ikonnikova, V.E. Triodin and others), who considered leisure (leisure activities) as a specific human form of an active attitude to free time as a special resource of a person and society.

The specific research methodology is the concept of free time, of which leisure is a part. The theoretical basis for the consideration of this phenomenon was presented by foreign researchers: K. Marx, F. Engels, T. Veblen, J. Dumasedier, M. Kaplan, J. Kelly, S. Parker, J. Rivers, R. Stebbins, M. Fourastier and others, as well as domestic researchers: G.A. Evteeva, V.O. Klyuchevsky, V.Ya. Surtaev, B.A. Tregubov, V.A. Yadov and others.

The theoretical basis for the coverage of the current state of leisure, socio-psychological, cultural and pedagogical nature were innovative trends that carry the values ​​of leisure humanism: A.N. Andryushina, I.A. Butenko, N.I. Vavilov, A.F. Volovik, E.G. Doronki-na, D.A. Zharkov, T.G. Kiseleva, V.I. Kislitsky, M.M. Pavlovsky, Yu.A. Streltsov, E.I. Yatsenko, N.N. Yaroshenko and others, which is also reflected in the pedagogy and psychology of leisure (in relation to youth)

N.V. Andreenkova, V.N. Boryaz, S.N. Ikonnikova, I.M. Ilyinsky, I.S. Kon, V.T. Lisovsky, B.C. Stepin and others); socio-psychological development of the problems of youth socialization, which is reflected in the works of K.A. Abulkha-new-Slavskaya, A.G. Asmolova, B.C. Borovik, I.S. Kona, D.B. Elkonina and others.

The study is based on the general problems of youth socialization (B.G. Ananiev, L.P. Bueva, V.V. Moskalenko, A.V. Mudrik, V.G. Nemirovskii, B.D. Parygin, etc.). Within the framework of the problem of socialization (on the basis of conducted sociological studies), leisure activities are also partially affected (A.S. Orlov, V.D. Patrushev, E.V. Sokolov, V.A. Yadov, etc.);

The basis of the study was also modern concepts of education and management of the pedagogical process (O.S. Anisimov, E.V. Bondarevskaya, I.A. Zimnyaya, V.A. Karakovsky, L.I. Novikova, M.I. Rozhkov, N.M. Talanchuk, N.E. Shchurkova and others) and the concept of humanistic educational systems (L.K. Balyasnaya, O.S. Gazman, V.A. Karakovsky, E.A. Yamburg and others). "

The study of the theoretical and methodological foundations of leisure was also based on the theory of youth leisure (I.N. Andreeva, V.G. Bocharova, O.I. Karpukhin, "V.T. Lisovsky, L.G. Novikov, S.P. Paramonova, O. V. Romakh, B. L. Ruchkin, etc.), the concept of leisure in educational systems, considered both in the works of foreign researchers (R. Armer, C. Jerry, D. Simpson, D. Shivirs), and in the works domestic authors (E.G. Zborovsky, A.D. Evseev, G.P. Orlov, A.S. Smirnov, E.N. Fedina, etc.).

The main sources of legal interpretation of the problems of leisure were state documents on education and upbringing, culture, youth policy and leisure activities; educational programs for students of lyceums, gymnasiums, colleges, students of vocational schools, students of state and non-state universities; regulatory documents for heads of educational institutions in a number of regions of the Russian Federation.

Research methods. The following methods were used to solve the set tasks and verify the evidence of the hypothesis put forward: theoretical analysis of general pedagogical, socio-pedagogical, psychological, cultural, economic, managerial and methodological literature on the problem of youth leisure; comparative historical analysis, which makes it possible to reveal the features of the change in the stereotypes of leisure activities of social groups under the influence of socio-cultural transformations in society; modeling; questioning: a) students of the system of general and vocational education (lyceum graduates; students of vocational schools; students of state and non-state universities) to identify the main leisure preferences; b) heads of educational institutions in a number of regions of the Russian Federation and subjects of the Moscow region to identify the attitude of adults to the problems of youth leisure and their assessment of this phenomenon.

Statistical processing of empirical research data was carried out using computer programs Microsoft Excel, Microsoft XP. The data obtained made it possible to identify the conditions for organizing leisure activities both in the education system and in a wider socio-cultural space.

The basis of the empirical study was the institutions of general and vocational education in the cities of the Moscow region (Podolsk, Kli-movsk, Shcherbinka, Troitsk).

Systematic research was carried out in three stages over nine years (1996 - 2004) in the conditions of the regional socio-pedagogical space. The study included the following steps:

At the first stage (1996-1998), the evolution of leisure theories was considered on the basis of an analysis of the main theoretical and methodological approaches to the problem of leisure. The main research problems are identified. An analysis was made of the state of organization of youth leisure in socio-cultural institutions, including institutions of primary, secondary and higher professional education.

The second stage (empirical) (1998-2002) included an analysis of the content of youth leisure in connection with changes in their lifestyle in modern Russia; determination of the proportion of forms and types of leisure activities of young people in free time; study of the specifics of the choice of leisure forms by modern youth, the motivation for this choice; conducting an empirical study to determine leisure preferences.

The third stage (final and generalizing) included a systematic analysis of empirical data; theoretical generalization of the research results and preparation of the dissertation text (2002-2004).

Scientific novelty and theoretical significance of the work.

The history of the development of the interpretation of leisure in the scientific literature is considered and systematically presented;

The conceptual content of the term "leisure" has been expanded; theories, concepts and models of leisure are systematized, where leisure is presented as an activity-busy sphere of free time; given its own definition of the categories "leisure" and "free time";

A network (semantic) model of leisure is proposed, which makes it possible to identify the components of an integral multidimensional system of leisure in their unity and integrity as a necessary condition for developing a model for the subsequent pedagogical organization of leisure activities for young students;

The set of socio-pedagogical conditions that ensure the effectiveness of the pedagogical organization of youth leisure is determined and substantiated, taking into account: the features of the socio-pedagogical environment of the last decade in Russia; work with teaching staff, providing the organization of leisure activities; conditions for the socio-pedagogical organization of leisure; working out forms of leisure activities; organization of pedagogically meaningful leisure for young students, taking into account their preferred leisure forms;

The scientific problem of the model representation of the pedagogical organization of leisure for young students has been posed and solved;

A conceptual model of the pedagogical organization of youth leisure has been constructed on the basis of taking into account youth preferences within the framework of the socio-pedagogical environment in relation to the region.

The reliability and reliability of scientific results are due to: methodological validity of the initial theoretical positions based on systemic, structural-functional, organizational and managerial approaches; the unity of general scientific conceptual research methods that are adequate to its tasks and the logic of research; representativeness of the research base; the ability to reproduce empirical data; comparability of theoretical and experimental data with innovative mass practice; continuity and interconnectedness of the results obtained at different stages of the study.

The practical significance of the study. On the basis of the presented holistic multidimensional theory of leisure: a model of pedagogical organization of leisure has been developed in relation to the conditions of a particular region (Podolsk); educational and methodological materials on the organization of youth leisure in the general context of the educational work of the region were prepared (manuals "The current state of the problem of youth leisure in its socio-psychological and cultural aspects", "Organization of youth leisure in the region and city as a factor in education", etc.; lectures, informational and analytical material), which is used in seminars for heads of educational institutions, teachers, teachers-organizers, representatives of various departments as part of advanced training and improvement of pedagogical skills. Questionnaires designed for students (schoolchildren, students of vocational schools, colleges, universities), as well as for heads of educational institutions, teachers and parents to determine the leisure preferences of young people, are widely used in different regions of Russia.

The following provisions are put forward for defense:

1. The problem of leisure, starting from antiquity, has a long history of consideration, during which different interpretations of this phenomenon are proposed both in terms of content and in relation to the category of busy and free time of a person; both in relation to a person in general, and a concept related to his different ages (youth, adults, people of the third age); as a concept relating to youth in general, and to its individual categories, in particular, to high school students, students, which allows us to assert the heterochrony and heterogeneity of the historical development of this concept.

2. The leisure of young students, as shown by the historical and semantic analysis, has reason to be considered as an activity-busy sphere free from mandatory production and non-production affairs (for example, transport to work) time, which allows us to determine the content-target basis of its organizations as the inclusion of a person in different forms of activity correlated with his interests and abilities.

3. Leisure can be represented as a semantic-network model, in the structure of which the essence, attributes, functions and connections of this phenomenon are revealed, which makes it possible to design a three-level model of the pedagogical organization of leisure for young students, including a structural model of the subject of the organization, a model of interaction of subjects ("S - youth" - "S - organizer", a model of pedagogical organization of leisure activities of young students, taking into account socially significant content, preferred forms, socio-cultural conditions of organization and educational conditions as a potential opportunity for young people to self-realization.

4. The leisure preferences of young students recorded in the course of a massive systematic study revealed: a) the current dominance of those forms of leisure activities by young people that give them emotional and physical relaxation in a complex (for example, disco parties with close communication and rhythmically incessant musical impact); b) a significant difference in the forms of leisure preferred by students of different educational levels (for example, students of vocational schools and students of universities, where students are the most active youth group of modern Russian society, focused on comprehensive additional education, professional, cultural and leisure activities in the context of targeted socially significant values ); c) changes in the nature of young people's preferences in recent years due to changes in the socio-economic situation in Russia; d) certain differences between the forms of leisure activities desired by students and those actually implemented by them at the present time (thus, in particular, sports, recreational and active forms of leisure are desirable for high school students and university students).

5. The socio-pedagogical organization of leisure activities of young students, based on a structural and functional approach, is a multifaceted education, including content-targeted, formal organizational, managerial, personnel aspects and taking into account the social and age, educational and status characteristics of young people, and as well as the forms of leisure she currently prefers and wants in the future, correlated mainly with certain periods of her free time, including vacation time.

6. The presented project of a socio-pedagogical model of organizing leisure time for young students, taking into account the content-target basis of the organization, the specifics of personnel and organizational and managerial decisions, is based on the acceptance of a variety of forms and types of leisure activities of young people and on the inclusion of the entire complex (developed by I.A. Zimnyaya for the organization of educational activities of educational institutions in general) conditions of employment, activity, emotional and physical relaxation, I-building, correlated with each of the proposed forms.

The empirical research carried out during the dissertation work showed the viability and pedagogical effectiveness of the developed model and methods based on its application.

The pedagogical model of organizing leisure time for young students developed in the dissertation, taking into account theoretical provisions, was based on the data of a massive empirical study of the leisure preferences of young students both in the present and in the desired future. The model acted as the basis for the socio-pedagogical organization of youth leisure, included in the practice of educational work of the regional socio-cultural space.

Approbation and implementation of the results of the work. The main results of the study are reflected in four monographs: “Youth and time (problems of leisure of Russian youth at the turn of the 20th-21st centuries), “Leisure activities of modern youth (from the experience of the Podolsky region of the Moscow region)”, “The current state of problems of youth leisure in its socio-psychological and cultural aspects”, “Socio-pedagogical foundations of the organization of leisure of modern youth”; in teaching aids, articles - more than 45 printed sheets in total.

The materials of the work were reported at the Russian scientific and practical conferences: IX symposium "Qualimetry of a person and education" (Moscow, MISIS, Research Center for Problems of the Quality of Training of Specialists, 2000); regional scientific and practical conferences devoted to the problems of youth, including leisure activities: Moscow, Moscow State Regional Pedagogical University, 2002; Kolomna State Pedagogical Institute, Moscow Region, 2001; Department of Youth Policy of the Ministry of Education of the Moscow Region on the basis of the city of Podolsk 2003 practical seminars for youth leisure organizers in Podolsk, Podolsky district, Klimovsk, Troitsk, Moscow region.

The innovative experience of the basic institutions of general and vocational education was published in the All-Russian journals of the Ministry of Education of the Russian Federation "Pedagogy" (2005) and "People's Education" (2004), in the scientific and information Bulletin of the Peoples' Friendship University of Russia (Peoples' Friendship University of Russia) in 2004-2005 gg.

Theoretical and practical provisions of the dissertation have been introduced into the practice of general educational institutions, as well as institutions of primary, secondary and higher vocational education in the city of Podolsk, Moscow Region.

Dissertation structure. The dissertation structure corresponds to the research logic and includes: introduction, four chapters, conclusion, bibliography (523 sources), 4 appendices.

Based on the spatial semantic model of leisure, on a detailed examination of the socio-pedagogical features of the late XX - early XXI centuries. (features of the socio-pedagogical environment; work with pedagogical staff who ensure the organization of leisure activities; socio-pedagogical organization of the educational opportunities of the individual (employment, activity, relaxation, self-building); development of forms of leisure activities), we came to the following conclusions:

1. The youth leisure organization model makes it possible to clarify that, on the one hand, domestic pedagogical science has accumulated experience of intersectoral work, which creates the prerequisites for identifying the theoretical foundations for the formation and development of leisure, and on the other hand, to design interaction with other institutions of society (including in the region) for the organization of a full-fledged, socially-oriented, humane leisure.

2. The model of youth leisure organization, showing the relationship of social institutions with the priority position of the education system in this process, reduces the deviation from the conceptual (theoretical) model of leisure, which implies an accessible, open, humane and socially oriented nature of leisure.

3. The set of forms of leisure development varies significantly and is carried out differently in the regions of the Russian Federation, which requires pedagogical influence, high pedagogical skills and the achievement of best practices of all social institutions in the system of organizing youth leisure in a particular region.

4. The creation of a model for organizing youth leisure in an educational institution, together with other subjects of society, required a methodological justification and presentation of leisure as an object of pedagogical influence. For this purpose, pedagogical influence is considered as a type of management based on subject-subject relations, which are the strategic basis of management and marketing, applicable in this study as a modeling tool. The choice of this approach is connected with the laws of socio-pedagogical reality and the logic of the functioning of leisure as a developing system in a situation of an objective competitive environment (as a manifestation of socio-cultural characteristics at the turn of the 20th-21st centuries), when each institution of society tries to find its place in this system by studying the demand (needs) of young people. Marketing here enters as a tool that determines the needs (preferences) of young people, but can only be applied on the basis of pedagogical influence, since the lack of educational influence can lead to uncontrolled, commercial, asocial leisure as a factor in the modern market.

5 . Appeal to the scientific discipline - management, as a non-traditional (innovative) type of management, implies a more active managerial (activity) position of the institution (organization) and greater freedom of choice from what young people prefer, while maintaining competitiveness and a niche in the system of leisure services. Given the fact that leisure is an element of pedagogy (as a way to have a pedagogical impact), it is quite logical to turn to management with its new ways, organizational methods of directed influence. At the same time, the pedagogical impact is enhanced in order to achieve socially-oriented, spiritual and moral results in the field of leisure. Management is ready to satisfy the demand for young people to choose various forms of leisure activities through marketing, as well as take into account the economic aspect as a factor in the external environment: with the current shortage of resources, management helps to get the maximum result from the organization of leisure activities, which makes it possible to recognize the leisure organization model as not only effective, but and efficient.

6. The model of pedagogical organization of leisure for young students involves working with staff (cadres), which necessitates the growth of professional competence and the intensification of creative processes of the organizers of leisure activities, and also stimulates the search for effective means and methods of activating the human resources potential of the education system together with other subjects of society.

7. The use of educational conditions in an educational institution as a living system (organization of a non-technical type) (ZARYA according to I.A. Zimnyaya) and their comparison with the forms of leisure existing in domestic practice made it possible to consider leisure as a relaxing, developing phenomenon, providing employment and bringing value-semantic satisfaction.

CONCLUSION

1. The theoretical, methodological and empirical study of leisure as a complex multidimensional phenomenon showed the main trends in its development in the world (domestic and foreign) theory and practice at different historical stages, which led to the conclusion that most authors consider dobug in the context of free time. Uncertainty in the interpretation of leisure, difficulties in its systematic, scientific understanding required an adjustment of the conceptual apparatus. The theoretical analysis of the interpretation of leisure in scientific, cultural, pedagogical literature, which includes several hundred works, showed that most studies emphasize that leisure is not just free time. This is also evidenced by historical and semantic analysis, which shows (despite the fact that many authors use the terms "leisure" and "free time" as synonyms) that the content of the concept of "leisure" has a specific feature that characterizes its essential side - employment and/or activities. The definition of activity as the fundamental essential characteristic of leisure allows one to streamline other grounds for its consideration and reveal its potential using structural and functional analysis.

Comparison of existing approaches to the definition of leisure and free time allowed us to give our own interpretation of these concepts, where the starting point is the philosophical concept of time as an objectively existing category: free time is an objectively existing time, in the space of which various activities are carried out. Leisure is a period of time subjectively assessed by a person as belonging to him and filled with purposeful activity, which allows us to assert that leisure and free time are not synonymous. Leisure acts as a specific part of free time, which has a meaningful content for a person. In other words, free time is only a condition of leisure, which realizes the possibilities of free time through the inclusion of a person in various activities.

2. It was revealed that in the history of science and education, leisure for several centuries acted as an independent object of theoretical understanding, during which theories, concepts, models of leisure were created. So, we have developed:

Leisure theories that reveal the structural multi-foundation of leisure within the framework of presenting existing theories as the highest form of organizing knowledge about leisure. During periods of long evolutionary development of leisure, empirical innovative experience played a leading role, however, in the context of the new socio-cultural policy, the modernization of Russian education (against the background of the growing importance of cultural and leisure activities), leisure should be comprehended in terms and concepts that form the basis of any theory. Thus, the following are revealed: the theory of free time: space for free activity (K. Marx); leisure theories without society (Ro-jek Ch.), social identification theory, relationship theory, institutional theory, political theory (J. Kelly); the theory of "deenergization" (getting rid of excess energy (F. Schiller, G. Spencer), the theory of "preparation for life", representing the area where a person tests in practice what he should follow in life (St. Hall); the theory of "self-expression" (E. Mitchell, B. Mason, etc.), the theory of the leisure industry (a society of developed leisure) (G. Wackerman, S. M. Zaglaz'eva, O. V. Terekhova, etc.) At the end of the 20th century the theory of renewal of sociocultural norms appeared, which is reflected in the theory of the same name by G. Bloomer - "the theory of sociocultural renewal". Foreign sociologists characterized this period as postmodern. In this regard, the "theory of postmodern" (or the theory of post-industrial society) appeared - author R. Inglehart. the theory has shown a shift from materialistic values ​​(emphasizing economic and physical security) to "post-material" values ​​(emphasizing issues of individual self-expression and quality of life), which is an essential component of a broad consideration of youth leisure.

Leisure concepts presented by foreign and domestic researchers, allowing to create a common vision of the subject (all leisure activities). Based on the analysis of the existing in the world theory and practice, the following are revealed: the concept of "revolution of the chosen time" by S.-D. Parker, the concept of consumer society (Affluent society, Prosperity mass society) by T. Veblen, the concept of leisure for education (D. Simpson, Ch. Jerry, R. Armer, D. Shivers), the socio-pedagogical concept of leisure as an important factor in socialization and realization of the socio-cultural potential of young people, involving them in cultural and leisure activities (V.Ya. Surtaev and others). Existing concepts give rise to new social mechanisms as certain conditions that provide not only the practical essence of leisure - its pedagogical organization, but also the theoretical one, associated with the improvement of the theory of leisure as logically derived from a variety of approaches to leisure, as certain phenomena and its interpretations, which expands the possibilities of the system education in varying forms of leisure organization;

Leisure models as a method of studying an object or as a way of applying it in a real-life system, as a result of which “humanistic; therapeutic; quantitative; institutional; epistemological; sociological model; model of social differentiation” (Kaplan M.); “stereotypical; balance; systemic; psychological model; relationship model; model of spontaneous (immediate, random) leisure” (J. Kelly); "cultural-creative, cultural-consumer, recreational model" (B.A. Tregubov). The generalization of models allows us to systematize them and present our own model of leisure as a way to replace its multidimensionality and a model of the pedagogical organization of leisure for young students as a mechanism for realizing their life;

Consideration of the genesis of the concept of leisure in the history of science allows at the same time to affirm its essential multidimensionality due to the fact that in the process of research various characteristics of it were revealed, for example, such as functions, forms, activities:

Leisure functions: social; education and self-education (G.E. Zborovsky, G.P. Orlov); household (E.A. Yadov); information (A.D. Evseev); self-regulation function (E.N. Fedina). Functional multi-foundation reveals leisure as an inter-integration phenomenon that allows to supplement the holistic concept of leisure, on the one hand, on the other hand, to give humanistic content to leisure in the context of the pedagogical organization of leisure activities of young students;

Directions or types of leisure: directions of activity (types of activity) represent a kind of development path, where the direction of activity is understood as a given vector, and the type of activity is understood as the implementation of this direction, which in this case coincides; forms of leisure: as a result of conjugation with general methodological principles, the category “form” acts as a way of existence and expression of the content of leisure. The level of the dialectical approach reflects the inevitability of a change in the form of leisure as a result of the deformation of the content in the context of socio-cultural changes at different specific historical stages. In this study, the permissible deformation of the content of leisure means a combination of the most preferred forms of youth leisure with traditionally existing ones based on pedagogical influence within the framework of the presented model of pedagogical organization of leisure activities for young students. The theoretical representation of leisure, therefore, is one of the most important conditions for the subjects of the educational process to master the organization of students' free time in the education system.

The definition of the multidimensionality of leisure allows us to assert that according to

282 there is no single universal theory. Such a statement is based on the absence of a generalizing scientific construction in this area of ​​human activity. However, considering leisure from different perspectives and finding multiple meanings in it creates the necessary prerequisites for building a theory of leisure in modern society. Considering that theory is understood as a complex of ideas, views, ideas, concepts aimed at interpreting an event, it can be argued that the conceptual representation of leisure, the set of proposed definitions and interpretations, its multidimensionality and polymorphism in the form of selected aspects, etc. , are the corpus for constructing the theory of leisure. These concepts include: a set of structural essences of leisure, presented in a general and formal way, as a set of views and ideas about leisure; a set of attributes, where the attribute is formally defined as a function; a set of connections, as an interaction between leisure components with the help of statements logically derived from a set of assumptions. In essence, a method is proposed for separating information into an object and/or entity, links and attributes, which are presented in this study in the form of a network model of leisure in order to provide an explanation for the multiple information about leisure that is necessary to build a model of pedagogical organization of leisure for young students in the future. Therefore, the presentation of leisure as a complex and multidimensional phenomenon makes it possible to form a certain unifying model of leisure within the framework of a set of structural data about it. We have chosen the modeling method as the most effective method for the logical representation of leisure data as a form of replacing the multidimensionality of leisure.

The network model occupies a special place in the structure of the basic types of models (analogue, physical, mathematical). In pedagogical science, the network model is recognized as an important direction, the scientific substantiation of which is given in the works of V.G. Afanasiev, V.A. Venikova, B.A. Glinsky, I.B. Novik, V.A. Shtoff and others, where the modeling of pedagogical processes is of particular interest, as noted in the works of S.I. Arkhangelsky, A.F. Zotova, Yu.A. Konarzhevsky, N.V. Kuzmina, V.A. Slastenina, etc. In accordance with this formulation of the question, the leisure model reproduces the results of its conceptual and theoretical substantiation, including a set of structural entities of leisure (definitions (definitions), a set of leisure attributes (leisure data); a set of structural relationships - Associations established between entities.

3. An analysis of the theoretical foundations of leisure has shown that at different historical stages of social development, leisure is presented as a powerful ideological (political) tool, which made it possible to present in a generalized form the regulatory and legal foundations of leisure in relation to three areas of interaction - culture, education and youth policy. The analysis of the legislative framework also showed that the problem of organizing youth leisure is one of the undeveloped not only in pedagogical science, but also at the level of society. This conclusion is confirmed by the study of the works of ancient philosophers, theories and concepts of foreign authors, the encyclopedic literature of Ancient Russia, the pre-Petrine and Peter the Great eras, and the works of modern researchers (the Soviet period). It turned out that society is not aware of the high degree of importance of leisure as a resource of free time that needs to be managed and organized. Therefore, in a situation of uncontrolled leisure, elements of asocial and even criminal leisure appeared (vandalism, drug and alcohol use, a decrease in the interest of young people to discos and "parties"), which are destructive, uncontrollable in nature, which led to the loss of spiritual, moral and ideological and semantic values. This required state regulation of leisure in a specific historical period in the development of Russian society in the last decade. The analysis of the legal framework for leisure in the period under study (the last decade of the 20th and the beginning of the 21st centuries), as well as a retrospective look at leisure and its legislative aspect, showed that the legal framework for leisure is determined by a plurality of approaches:

From the point of view of ancient science (Aristotle, Plato, Seneca, etc.), leisure is equated to the category of “freedom” (only one who is free can use leisure, “returning a free person to himself”, you must also be able to dispose of your own free leisure ); leisure should be managed by the state; for the enjoyment of leisure there must be education.” These postulates are inscribed in the norms of ancient state and civil law, when leisure is considered as an element of state well-being.

The normative and legal foundations of leisure in Ancient Russia are determined by the norms of Christian culture. In the pre-Petrine era, leisure was based on the church hierarchy. During the reign of Catherine II and until 1917, leisure gradually became a form of education and entertainment (the appearance of the first children's parks, school games, etc.).

In the post-revolutionary era, leisure was legally recognized as a form of cultural enlightenment work, which was carried out not only by cultural institutions, but also by educational institutions (school and out-of-school). The principles of the CPR (cultural and educational work) were based on the principles of the Program of the Communist Party, where it was the ideological channel of propaganda.

Since the beginning of the 90s. leisure began to be identified with entertainment forms, which led to the loss of its significance as an educational institution. Asocial processes in the youth environment as a result of negative leisure forced the Russian Government to take urgent measures aimed at eliminating rather social problems without a developed leisure mechanism. The very concept of leisure began to correspond with entertainment. During this period, within the framework of the system of regulatory requirements, youth leisure is represented by horizontal regulation, in contrast to the vertical structure of state legislation. The carried out structural adjustment of leisure makes it possible for society to realize leisure as a powerful ideological tool, which allows us to confirm the hypothesis put forward that the improvement of the process of organizing youth leisure in the conditions of modern socio-cultural policy of the state can occur most effectively, provided that educational, developing, socially-oriented (address-oriented) forms of leisure, using the possibilities of pedagogical influence in the context of the modernization of Russian education.

4. As a result of theoretical analysis, the dissertation most fully presents youth as a special stratum of modern society: the value orientations of modern youth and their projection on leisure activities are reflected, which required the disclosure of the social essence of youth, its psycho-emotional and socio-psychological aspects. Consideration of the foundations of the formation of youth was based in this study on the modern integral science of juvenology, based on a comprehensive, interdisciplinary knowledge of the formation and development of youth as a special stratum of society.

As part of the analysis of contemporary youth problems, various terminological characteristics of the concept of "youth" were identified, as a result of which significant differences in the approaches of domestic and foreign authors were recorded, and the reasons for the inaccurate interpretation of this concept were revealed. The analysis showed that the various interpretations of youth as a category are based on specific historical conditions that give different meanings and a special meaning to youth at different historical stages, determined both by the subjective and socio-cultural life of young people. The concept of youth appeared in antiquity (Aristotle, Plato, Seneca, etc.) and is associated with the entry of young people into age groups that perform the functions of the division of labor. In modern society, the interpretation of the concept of "youth" is already associated with many factors. For example, UNESCO characterizes youth as the main reproductive force of society, as a subject of social reproduction. In Western sociology, the concept of "youth" is interpreted as an age category that has reached development and constitutional freedoms (H. Pilkington); as a determinant of socio-economic factors; “an image in which society reflects its idea of ​​the present and the future”, “a restless creator of modernity” (H. Abels); “the process of transition from childhood to adulthood” (S. Fries), etc. In Russia, the concept of "youth" acts as a term "applicable to the socio-demographic group" (VV Karavaeva); “reflection of the totality of social relations”, “theorized reality expressed in an ontological scheme” (V.V. Pavlovsky); “a socio-demographic group in the state of formation, transition from socially immature (childish) age to social, economic and civic maturity” (E.G. Slutsky), etc.

In dictionary sources, "youth" is characterized as a collective concept: "young, not mature." (S.I. Ozhegov, N.Yu. Shvedova). One of the first scientific definitions is given by V.T. Lisovsky, presenting youth as “a generation of people passing through the stage of socialization, assimilating general educational, professional and cultural functions and being prepared by society for the assimilation and fulfillment of social roles”, explaining his approach to understanding youth as a generation, the development of which is largely due to modern socio-economic, socio-cultural, psychological, etc. conditions.

The analysis shows that in social and psychological-pedagogical science there is still no clear conceptual representation of the youth category, however, most researchers identify it with the age limits of youth. The most complete characterization of young people, taking into account their age characteristics and activities, is set out in the Doctrine of the State Youth Policy, which has become fundamental for this study. In this document, young people are characterized as a social and age group with a number of features: unformed value and spiritual and moral guidelines; incomplete inclusion in socio-economic relations; discrepancy between the interests of youth and society; its performance of special social functions, which include the inheritance of the achieved level of development of society and the state and ensuring continuity, etc.

The formation of a conceptual and categorical apparatus for interpreting the problem of youth, taking into account its age limits, made it possible to present in this study all student youth, in which students stand out as a special youth stratum. This youth group is characterized by the process of the most complex structuring of intellect, intensive and active employment, which was taken into account when analyzing the results of an empirical study of youth leisure. Taking into account the whole integrity of approaches in relation to the interpretation of youth, it makes it possible to define student youth as a subject of socio-pedagogical interaction, the initiative manifestations of which are carried out in the legal, scientific, theoretical and socio-cultural contexts.

5. A comprehensive characterization of young people (definition of the subjective assessment of leisure by modern Russian youth) is given on the basis of an empirical study, the main method of which was a questionnaire. 1,705 respondents took part in it, including 70 heads of educational institutions in a number of Russian regions, 367 teachers and educators from the Moscow region.

The empirical study was carried out in two stages. The first stage (1996-1998), which included an analysis of the state of organization of youth leisure in socio-cultural institutions, including institutions of primary, secondary and higher professional education, showed the attitude of young people to leisure as a socio-cultural phenomenon and the nature of the development of existing forms of leisure by all groups of young people. . The second stage (1998-2002) included a study that determined the leisure preferences of young students in their comparative characteristics.

At two stages of the study, 1000 university students were surveyed, including 650 students of state universities, 350 non-state students aged 14 to 25 years, the average age was 19.5 years. All tested students are people with incomplete secondary, incomplete higher education: lyceum students, students of vocational schools, colleges, students of higher educational institutions. The choice of studying youth as representatives of youth is due to the fact that schoolchildren, students of vocational schools, students represent the most active and interested part of the youth community. At the same time, it was assumed that the results can be extrapolated to the entire Russian youth.

As part of the first research stage (1996-1998), a monitoring of leisure programs in the region was carried out, which determined the formulation of the question for all groups of respondents of studying youth and adults about comparing the concepts of "leisure" and "free time", which correlated with the theoretical formulation of the research problem , which showed that most authors interpret leisure in the context of free time. The analysis showed that 52% of all groups of respondents also understand and interpret leisure in the context of free time, considering them one and the same. Moreover, among the general results obtained, the opinion of young students is 57%, adults (teachers and heads of educational institutions) - 47%. In the course of the study, therefore, it turned out that more than 50% of respondents do not fix the difference between the concepts of "leisure" and "free time".

From the point of view of the researcher, this may mean that in their minds young people do not single out the active nature of leisure, and accordingly do not plan and organize their free time. Nevertheless, 48% of respondents singled out such types of leisure activities as: physical improvement - 8.3%; the opportunity to improve your cultural level -6.3%; doing what you love - 14.7%; additional education - 5.6%; release from physical and psychological overload - 5.5%; avoiding the problems of reality - 3.7%; development of abilities - 3.6%, etc., which may indicate the socially significant nature of leisure and the division on this basis of the concepts of "leisure" and "free time".

The study of the meaningful nature of leisure at the first stage of the study required the formulation of a question related to the choice of forms of leisure by young people. All groups of respondents were asked a common question: “What forms of leisure do you prefer?”. As a result of a large-scale survey, the following data were obtained: the main forms of leisure that young people are involved in are: discos (63.7%) and "hanging out" - 61.2%, with the largest percentage of participation in them recorded by students of vocational schools (69%) , which reflects the lowest degree of useful employment of this group of young people in free time. Discos and “hanging out”, having been defined as the dominant forms of leisure, are an obvious consequence of the loss of generally accepted norms of education, including in the educational system during the transition period of the last decade in the absence of a socio-pedagogical impact on young people by forms of leisure. The results of the analysis of such forms of leisure as sports (12.9%), visiting amateur art groups and interest clubs (1.6%), family leisure (4.2%), reading books (13.3%>), visits to museums, theaters, exhibitions (3.7%), etc., show the loss of traditional socio-cultural values ​​in the context of the marginalization of leisure.

For a more objective understanding of the content essence of leisure at the first stage of the study, a similar question was posed to teachers, where "adults", according to their own vision, acting as experts, evaluated the choice of leisure forms by young people. The results of the study showed that teachers evaluate the choice of leisure forms by young people through the prism of their own observations. Adults believe that young people spend their leisure time in the form of discos - 59%; "Party" - 49%; visits to bars - 14.3%; reading books - 13%; sports - 11.9%; non-traditional forms of leisure, incl. extreme - 9%; family leisure - 7.1%; evenings of rest in clubs - 5.7%; spending time alone - 3.8%>; hobbies for various types of art - 2.5%; participation in amateur performances - 2.5%; participation in political movements - 0%; church attendance - 0%. In other words, adults, as well as young people, say that discotheques (59%) and "hanging out" (49%) dominate in the leisure structure. Such a view of adults can be explained by the low degree of their participation in the purposeful pedagogical organization of youth leisure. Comparing leisure with the concept of "hanging out", adults attribute it to an informal type of leisure - to meet without any reason, talk, spend time on the street, believing that such an occupation of youth can be attributed to "doing nothing". Considering that the word "tusovka" has firmly entered the leisure and pedagogical environment, we have separated the concepts of "leisure" and "tusovka", where leisure is understood as a purposeful, socio-cultural, address-oriented pedagogical activity, - "tusovka" is defined as a unique socio-cultural phenomenon - "a free open space where people met, free from any obligations to the past and completely open to the future. Tusovka is a voluntary community, "to be in a party, you just have to be. To be at the right time and in the right place, i.e. “tusovka” is a kind of unformulated, indistinct (and therefore painful) obligation of everyone to everyone” (V. Misiano). We believe that "hangout" is an emotional and physical relaxation, which reflects only one of the aspects of leisure. The choice, however, by young people of such a form of leisure as "hangouts" (49%) poses an additional problem for teachers to organize the free time of young students with forms of pedagogically oriented, activity-filled leisure.

At the second stage of the empirical study (1998-2002), in connection with changes in the lifestyle of young people in modern Russia and in order to further track the participation of young people in forms of leisure, a second survey of young people was conducted with a similar question: “What forms of leisure do you prefer?”, as a result, it turned out that disco and "hanging out" ceased to be the dominant forms at this stage and began to occupy only 19% of all groups of respondents. It should be noted that over the seven years (1996-2002) the share of these forms of leisure in the total amount of free time decreased by almost 30%, which may indicate that young people fill free time with other activities, which reflects a qualitative change in youth leisure. Thus, in the comparative characteristics of the forms of leisure at two research stages (1996-1998; 1998-2002), there has been a tendency to change the leisure preferences of young people. The structure of leisure began to include: visiting theatrical and entertainment events (2% at the first stage, 11% at the second), which may indicate the growth of the general culture of young people in connection with a change in their image and lifestyle; tourism (0% and 3%, respectively) and extreme types of leisure (4% and 19%), which are considered as prestigious types of leisure, typical for fairly well-to-do strata of the population; passion for sports (15% and 36.5%), seen as an attempt at internal self-organization and the accumulation of high-quality health-saving potential for an active life in modern conditions; communication with a computer (6% and 35%), which indicates the formation of a new direction in the culture of young people - work and play with a computer. Such a form of leisure as playing with a computer is classified by young people as an intellectual and entertaining type of activity, in which work with a computer takes 32%, and the game - only 19%, which indicates, on the one hand, that this form of leisure is attributed to work activity, on the other hand, to leisure. The obtained conclusions about the choice of forms of leisure by young people served as the basis for setting up an empirical study at the second stage in 2000-2002. the following question, which is very important for the created model of organizing leisure activities for young people: “What, in your opinion, should leisure be?”. As a result of the survey, the following answers were received: according to young people, leisure should be: more entertaining - 32.6%, active - 22.3%; included in the education system - 20.6%; sports and recreation - 14.7%; sent by specialists in the field of leisure - 7.9%; individually chosen - 7%; managed by various social institutions - 6.9%; neutral - 6.7%; free from the education system - 4.9%; extreme - 3.5; passive -1.6%. The results of the survey show that young people want to see leisure time as more entertaining, filled with active content. The data obtained are explained by the fact that the end of the 90s of the 20th century in Russia became a time of self-determination for young people and active inclusion in the labor market and education.

The study of leisure preferences of today's youth at two stages of empirical research for seven years (1996-1998; 1998-2002), including a comparison of their results, made it possible to identify some trends. A high degree of competition, full professional dedication at all levels of life required more entertaining leisure activities that perform the function of relaxation. At the same time, the opinion of some young people (more than 20%) about the need to include leisure in the education system indicates the significant place of state and public educational institutions in the system of youth values. The focus of youth on leisure as a form of recreation and entertainment in the conditions of parties and discos is beginning to give way to active, socially oriented leisure, based on the socio-economic need to include young people in the labor market, stimulating a more intensive organization of leisure activities. A new perspective of young people's attitude to leisure is revealed in the context of the formation of meaning-forming values ​​in the conditions of modern Russian society (development of intellectual, vocational, educational, spiritual and creative, sports, family leisure, etc.). The study also emphasized that there is a difference in leisure interests in different youth groups, where, for example, student youth are less fond of discos and "parties" (49.3%) than vocational school youth (59.2%), which requires additional pedagogical influence on this group of youth with the participation of subjects of socio-cultural activities in the region. The conducted empirical research captures the content component of leisure and reflects the leisure preferences of young people in the last decade, which is considered as a prerequisite for creating a model of pedagogical organization of leisure for young students, corresponding not only to the modern system of education, but also to a new way and style of life. Thus, a comprehensive empirical analysis of leisure makes it possible to clarify its structure (according to the leisure entities identified in the theoretical part of the dissertation) and create the foundations for a general model of the pedagogical organization of leisure for young students in relation to the region.

6. Focusing on the proposed approaches, an important methodological basis for the study of the organization of youth leisure in this dissertation was the structural-functional approach, from the position of which the following provisions were highlighted:

The structural-functional approach when considering leisure makes it possible to present the interconnection, interaction and interdependence of many leisure bases (object, attributes, connection, etc.), as well as a set of factors necessary to build a model of the pedagogical organization of leisure (external and internal factors; social and pedagogical subsystem with allocated means, methods, forms, interaction of subjects of leisure activities, etc.);

From the standpoint of the structural-functional approach, the organization of leisure has a certain structure (the basis for the design of the structure of leisure and its organization was the features of the socio-pedagogical environment in the specific historical period of the late XX - early XXI centuries, presented in the form of interrelated conditions: educational conditions, the peculiarity of training personnel for the pedagogical organization of leisure, organization of forms of leisure);

Systemic pedagogical impact on leisure as a holistic, multifunctional (polyfunctional), multidimensional and polymorphic phenomenon. The resulting complex interweaving of concepts and processes necessary for the pedagogical organization of leisure makes it extremely difficult to create a model, which made it possible in the process of research, based on a phased consideration of the problem of leisure, as well as a structural-functional approach, to form the principles necessary for the implementation of the model of organizing leisure for young people:

The principle of consistency, the implementation of which presupposes the unity of forms, means, conditions, age characteristics of young people, the nature of educational employment, motivation, etc. when organizing leisure;

The principle of social and social conditioning, reflecting the characteristics of the socio-cultural environment of the period under study;

The principle of complexity, which implies the involvement of all subjects of society in the process of pedagogical organization of leisure;

The principle of continuity of action, which is responsible for the constant, uninterrupted process of the pedagogical organization of leisure, taking into account the identified needs of young people and pedagogical influence.

The existing problems made it possible to single out the area of ​​purposeful educational influence by means of leisure and to develop a methodology for the rational pedagogical organization of leisure.

7. The possibility of creating a three-level model of the pedagogical organization of leisure for young students based on the interaction of all social institutions has been proved, provided that the key aspects of leisure are brought together, ensuring the development of both traditional forms of work and innovative, progressive cultural and leisure forms of activity based on the disclosure of the internal educative qualities of the individual as a potential opportunity for self-realization: employment, activity; discharge; I-building. The educational conditions proposed by I.A. socio-pedagogical modeling as an integrative one, allowing to combine empirical and theoretical research, during which all leisure activities were considered with the construction of logical structures and scientific abstractions. The value of the model of pedagogical organization of leisure in this study was determined by its adequacy to the studied aspects of the object (socio-economic, pedagogical, cultural, psychological, etc.). On this and other grounds, the model of the pedagogical organization of leisure is formulated as a model with outlined boundaries of interaction, determined by goals, objectives, means, forms of leisure, internal potential, etc. and presented in three levels:

The first level is given in the form of a structural model of the subject of youth leisure organization, where youth acted as a subject of management by other subjects - families, schools, educational institutions of all levels, institutions of culture, sports, additional education, government bodies (health, youth policy, law enforcement bodies, institutions at the place of residence, social protection of children and youth, etc.). The collective subject provides a multi-directional focus on the "S" of management - youth - with all the available arsenal of forms and means of leisure, ensuring the achievement of the goal of its organization in the conditions of the region;

The second level is represented by a model of interaction between subjects, where the subjects are understood as "8" - "youth" and "S" - "organizer", which have common meanings in the form of motives, goals, content of leisure activities and actions to implement them, making it possible to clarify motivational and target settings of two subjects for the choice of forms of leisure organization in the pedagogical model;

The third level acts as a model of the pedagogical organization of leisure for young students, presented in fragments with a time period highlighted in it (summer holidays), which takes into account the forms of youth leisure identified as the most optimal as the most optimal ones as a result of analyzing the activities of various socio-pedagogical subjects of Russian regions.

8. A three-level model of the pedagogical organization of leisure for young students, based on pedagogical influence, contributes to the development of different potentials of young people. The model has a specific goal - the organization of youth leisure in the region on the basis of the prevailing socio-cultural, socio-economic and socio-pedagogical conditions. From the target setting follow the practical tasks of implementing the model on the basis of a mechanism thought out for this region:

The realism of the implementation of the model implies the availability of funds, which include: human resources; material and technical base; financial and information resources.

The model has terms and stages of implementation, which are organizational, practical and generalizing stages. The terms for the implementation of the model are set depending on the goals and objectives: a short-term model (six months, a year), a long-term model - 3-5 years.

The expected results of the model confirm the assumption of the importance of organizing youth leisure activities in the field under the conditions of the priority position of the education system in this process and its leading role in determining the forms, means, methods in the implementation of this process.

The presented model of the socio-pedagogical organization of leisure time for young students is of a socio-pedagogical nature. The elements (factors) identified in it are due to the integrity of the system, the unity of all the constituent elements (essences) of the object, internal processes and connections, contradictions and trends as a result of conjugation with the general methodological principles presented in this dissertation. The model of the pedagogical organization of leisure for young students makes it possible to clarify, on the one hand, that domestic pedagogical science has accumulated experience of intersectoral work, which creates the prerequisites for identifying the theoretical foundations for the formation and development of leisure, and on the other hand, to design interaction with other institutions of society to organize a full-fledged , socially-oriented, humane, active leisure. An unconventional classification of forms of leisure activities of young people as a result of their justified transformation from the plane of traditional cultural and leisure forms, not supported by socio-cultural, economic, managerial factors, into the plane of innovative, organizational and management methods based on innovations. The internal coherence and logical sequence of new forms of youth leisure enhances their socio-cultural orientation, which ensures the achievement of a high level of organization of leisure activities for young students both in the education system and in society as a whole.

9. The shown relationship of social institutions with the priority position of the education system in it provides an accessible, open, humane and socially-oriented nature of leisure.

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