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The problem of the formation of value relations of the student in the information society of the development of the education system is actualized by the fact that the processes of mastering and reflecting the social reality of schoolchildren go along with the processes of building and constructing the image of the world and themselves in this world. With an increase in the volume of information in a world of diversity and complexity, students find it difficult to comprehend the information received, to form personal meanings. The purpose of the study is to identify the features of students ' value orientations, to experimentally prove the effectiveness of involving students in various practices of social participation as a significant factor in the formation of value relations in the educational system. The methodological basis of the research is the cultural and historical theory of L. S. Vygotsky. The study involved 365 students aged 11 to 18 years, studying in general education organizations. The empirical basis is based on projective techniques: "Unfinished situation", "Fantastic choice", the method of free choice of presented answers (N. E. Shchurkova). For statistical processing of the results of the study, the Fisher criterion was applied. The formation of students ' value relations was built up in the process of involving them in various practices of social participation as the inclusion of students in socially useful activities for the benefit of specific people and the social environment as a whole. Significant changes were found in the cognitive (in fifth and seventh graders - p &lt; 0.05; in tenth graders - p &lt; 0.01), emotional (in fifth and seventh graders - p &lt; 0.05), and practically effective (in all age groups-p &lt; 0.05) components of value orientations. The tenth-graders showed positive dynamics in the emotional component of value orientations, but no significant changes were revealed. The effectiveness of students ' involvement in the practice of social participation is considered not as a fait accompli, but as a dynamic process, as a result of which the student develops the ability to be a subject of his own life in the conditions of social childhood. The study proves the need to involve students in social activities in child-adult communities based on the school. As a result, the understanding of life is carried out more effectively, on the basis of taking into account the interests of another person, the emotional sphere of the student develops, the student consistently masters the experience of social life with the support of a significant adult.

Formation of value relations of the students by involving them in various practices of social participation