Introduction. This article presents an analysis of the state of the problem of applying the value-semantic approach in the pedagogical process. The authors see the purpose of the article in clarifying the concept of “value-sense approach in education” and in determining the means of overcoming existing difficulties for teachers identified during the study.

Materials and methods. The study involved teachers of schools in the city of Chelyabinsk. The main methods were the analysis of scientific literature in the field of psychological and pedagogical aspects of the problem of applying a value-semantic approach in the educational process, problem analysis and questionnaires. The purpose of the survey was to study teachers' understanding of the essence of the modern process of education from the standpoint of a value-sensse approach and to identify existing difficulties in its use.

Results. The data testifying to the actual application of the value-semantic approach in the process of educational activity are obtained. More than a third of the teachers surveyed do not consider education as a process of meaning formation. A third of respondents have difficulties understanding the key provisions of the value-semantic approach and taking actions to apply them. Thus, a contradiction has been revealed between the need for teachers to use a value-sense approach to the upbringing of the younger generation, on the one hand, and the orientation of teachers to “knowledge” pedagogy, on the other hand. The identified difficulties in applying the value-semantic approach in the process of educating schoolchildren can be eliminated by making adjustments to the programs and technologies of pedagogical education.

Discussion. Literature, confirms its special relevance at the present stage. The authors note the need to consider the essence of education as a value-semantic interaction with students and the formation of teachers' appropriate attitude to this process. The current state of the problem of applying the value-semantic approach in education is characterized by the complete identification of the concepts of “meaning” and “sense”, the focus of pedagogical activity on the assimilation of knowledge about the essence of a particular value, the difficulties of teachers in actions that contribute to the formation of students personal senses.

Conclusion. The existing difficulties in the application of the value-semantic approach by teachers in the education of schoolchildren can be overcome by making changes to the content of vocational training. Understanding the differences between the concepts of “meaning” and “sense”, the ability to see a wide range of meanings of spiritual and moral values and concepts, the use of problem methods will allow teachers to create conditions for the development of the value-semantic sphere of the personality of schoolchildren.

The main purpose of the value-semantic approach is to ensure the process of meaning formation during the assimilation by the younger generation of the essence of domestic spiritual and moral values, the result of which is the acquisition of personal sense through the acceptance of their meanings; as well as the enrichment of personal senses of schoolchildren;

The essence of the value-sense approach is to include the value-semantic sphere of the individual in goal-setting at the level of acceptance of spiritual and moral values by the individual.

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