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Рассматривается проблема развития коммуникативной культуры подростков в системе дополнительного образования в эпоху информатизации и цифровизации. Для решения данной проблемы предлагается модель развития коммуникативной культуры подростков, учитывающая особенности представителей цифрового поколения и специфику организации образовательного процесса в учреждении дополнительного образования в условиях его информатизации и цифровизации. Исследуется структурно-функциональная модель развития коммуникативной культуры в системе дополнительного образования, представленная целевым, концептуальным, диагностическо-аналитическим, содержательно-технологическим и результативно-оценочным блоками. The article is devoted to the problem of the development of the communicative culture of adolescents in the system of additional education in the era of informatization and digitalization. To solve this problem, the author proposes a model for the development of the communicative culture of adolescents, taking into account the peculiarities of the representatives of the digital generation and the specifics of the organization of the educational process in the institution of additional education in the conditions of its informatization and digitalization. The article considers the structural and functional model of the development of communicative culture in the system of additional education, represented by the target, conceptual, diagnostic-analytical, content-technological and performance-evaluation blocks. All components of the model are interconnected and serve to achieve the result – the transition to a higher level of development of the communicative culture of adolescents. And this, in turn, is one of the priority tasks of the education system in the direction of developing communication skills and socializing the personality of a teenager. The implementation of the model in institutions of additional education will increase the effectiveness of the communicative development of adolescents, form a culture of interpersonal communication, organize the interaction of the family, school and institutions of additional education. It is worth noting that when implementing this model in the long term, it is possible to increase the academic performance of adolescents in the humanities, the formation of a culture of communication among adolescents in social networks, and the reduction of destructive conflicts in the chi ld-adult community.

MODEL OF THE ADOLESCENTS’ COMMUNICATIVE CULTURE DEVELOPMENT IN ADDITIONAL EDUCATION SYSTEM IN THE INFORMATIZATION AND DIGITALIZATION ERA