The program of spiritual and moral education of junior schoolchildren. The program of spiritual and moral education of junior schoolchildren The program of spiritual and moral education of junior schoolchildren

Department of Education of the Administration of Bratsk

Municipal Budgetary Society educational institution

"Secondary school No. 20"

named after Ivan Ivanovich Naimushin

PROGRAM OF SPIRITUAL AND MORAL EDUCATION OF JUNIOR SCHOOLCHILDREN

MBOU "Secondary School No. 20" named after I.I. Naimushin
Developed by: Artemenko T.D.

Deputy Director for BP

2011
PROGRAM OF SPIRITUAL AND MORAL DEVELOPMENT,

EDUCATION OF STUDENTS
1. Explanatory note

Program of spiritual and moral development and education MBOU students"Secondary School No. 20" named after I.I. Naimushin was developed in accordance with the requirements of the Law "On Education", the Concept of the Spiritual and Moral Development of Russian Schoolchildren, the Federal State Educational Standard for General Education and the experience of implementing the school development program in the period from 2010 to 2014.

The program of spiritual and moral development and education allows, on the one hand, to further expand the range of education, as it is aimed at organizing the moral structure of school life, including educational, educational, extracurricular, socially significant activities of students, based on a system of spiritual ideals, values, moral priorities, implemented in the joint social and pedagogical activities of the school, family and other subjects of public life - preschool educational institutions, theaters, museums, libraries, etc. On the other hand, the Program for Spiritual and Moral Development and Education is aimed only at students of the first stage of education (grades 1-4), that is, it is designed for a narrow group of students in the educational space.

The program of spiritual and moral development and education is implemented in several areas:

education of citizenship, patriotism, respect for the rights, freedoms and duties of a person;
education of moral feelings and ethical consciousness;
industrious education, creative attitude to teaching, work, life;
the formation of a value attitude towards health and healthy lifestyle life;
nurturing a value attitude towards nature, environment;
education of a value attitude to the beautiful, the formation of ideas about aesthetic ideals and values.

Each direction contains a goal, objectives, an appropriate system of basic values, features of the organization of content. For each direction, the types of activities and forms of classes with students are given, the conditions for joint activities of the school with the families of students, with public institutions for the spiritual and moral development and education of students are determined, the planned results are indicated, ways to implement this direction are presented.

This program is a document that defines educational activities elementary school.

2. The purpose and objectives of the spiritual and moral development and education of students at the stage of primary general education

Upbringing is the process of acceptance important rules and ideas (values) that determine human behavior in society at different stages of its development. In the pedagogical sense, education is a purposeful process, realized by both the teacher and the students. Thus, the goal of spiritual and moral development and education of students should reflect moral portrait of an ideally educated junior schoolchild:

loving his land and his homeland;
respecting and accepting the values of the family and society;
observing the rules and regulations of communication;
showing respect and tolerance for other people's opinions;
able to competently resolve conflicts in communication;
inquisitive, interested, actively learning about the world;
able to learn, able to organize their activities, able to use information sources;
having the basics of a communicative culture (knows how to listen and hear the interlocutor, express his opinion);
ready to act independently and be responsible for their actions to the family and school;
fair and just;
creating and protecting the beauty of the world;
benevolent, able to listen and hear a partner, able to express his opinion;
following the rules of a healthy and safe lifestyle for themselves and others.

On the basis of the portrait of an ideally educated student, the author formulates target spiritual and moral development and education- education, social pedagogical support formation and development of a highly moral, responsible, enterprising and competent citizen of Russia, accepting the fate of the Fatherland as his own, aware of the responsibility for the present and future of his country, rooted in the spiritual and cultural traditions of a multinational people Russian Federation.

Tasks of spiritual and moral education defined in areas that figuratively reflect the goals of the development of the spiritual world of schoolchildren of general primary education.

1) Education of citizenship, patriotism, respect for the rights, freedoms and duties of a person:

ideas about the symbols of the state - the Flag, the Coat of Arms of Russia, the flag and coat of arms of the subject of the Russian Federation in which the educational institution is located;
value attitude towards national language and culture;
initial ideas about the peoples of Russia, about their common historical destiny, about the unity of the peoples of our country;
elementary ideas about national heroes and the most important events in the history of Russia and its peoples;
interest in public holidays and the most important events in the life of Russia, a constituent entity of the Russian Federation, its region, city.
the desire to actively participate in the affairs of the class, school, family, one's city;
love for an educational institution, your city, people, Russia;

2) Education of industriousness, creative attitude to learning, work, life:

initial ideas about the moral foundations of learning, the leading role of education,
initial ideas about the moral foundations of study, the leading role of education, labor and the importance of creativity in the life of a person and society;
respect for the work and creativity of elders and peers;
elementary ideas about the main professions;
value attitude to learning as a kind of creative activity;
elementary ideas about the role of knowledge, science, modern production in human life and society;
initial skills teamwork, including in the development and implementation of educational and educational and labor projects;
the ability to show discipline, consistency and perseverance in the performance of educational and training tasks;
the ability to keep order in the workplace;
careful attitude to the results of their own work, the work of other people, to school property, textbooks, personal belongings;
a negative attitude towards laziness and negligence in work and study, a careless attitude towards the results of people's labor.

3) Education of moral feelings and ethical consciousness :

initial ideas about basic national Russian values;
distinguishing between good and bad deeds;
ideas about the rules of conduct in an educational institution, at home, on the street, in a village, in in public places, Outdoors;
elementary ideas about the religious picture of the world, the role of traditional religions in the development of the Russian state, in the history and culture of our country;
respectful attitude towards parents, elders, friendly attitude towards peers and younger ones;
establishing friendly relations in the team, based on mutual assistance and mutual support;
careful, humane attitude towards all living things;
knowledge of the rules of polite behavior, culture of speech, the ability to use "magic" words, to be neat, clean, tidy;
the desire to avoid bad deeds, not to be capricious, not to be stubborn; the ability to admit to a bad deed and analyze it;
ideas about possible negative impact on the moral and psychological state of a person computer games, movies, television programs, advertising;
a negative attitude towards immoral acts, rudeness, offensive words and actions, including in the content of feature films and television programs.

4) Formation of a value attitude towards health and a healthy lifestyle:

value attitude to one's health, health of parents, family members, teachers, peers;
elementary ideas about the unity and mutual influence of various types of human health: physical, moral (mental), socio-psychological (health of the family and school staff);
elementary ideas about the influence of human morality on the state of his health and the health of the people around him;
understanding of the importance physical education and sport for human health, education, work and creativity;
knowledge and implementation of sanitary and hygienic rules, observance of a health-saving regime of the day;
interest in nature walks, outdoor games, participation in sports competitions;
initial ideas about the health-improving influence of nature on man;
initial ideas about the possible negative impact of computer games, television, advertising on human health;
negative attitude to non-compliance with the rules of personal hygiene and sanitation, avoidance of physical education.

5) Education of a value attitude towards nature, the environment:

development of interest in nature, natural phenomena and forms of life, understanding of the active role of man in nature;
value attitude to nature and all forms of life;
elementary experience in environmental protection;
respect for plants and animals.

6) Education of a value attitude towards beauty, the formation of ideas about aesthetic ideals and values:

ideas about the mental and physical beauty of a person;
the formation of aesthetic ideals, a sense of beauty; the ability to see the beauty of nature, labor and creativity;
interest in reading, works of art, children's performances, concerts, exhibitions, music;
interest in arts and crafts;
striving for a neat appearance;
negative attitude towards ugly deeds and slovenliness.

3. Value installations of spiritual and moral development and education of students

The value orientations of the spiritual and moral development and education of elementary school students are consistent with the traditional sources of morality, which are the following values:

patriotism(love for Russia, for his people, for his small homeland; service to the Fatherland;

citizenship(legal state, civil society, duty to the Fatherland, the older generation and family, law and order, interethnic peace, freedom of conscience and religion);

humanity(acceptance and respect for the diversity of cultures and peoples of the world, equality and independence of peoples and states of the world, international cooperation);

honor;

dignity;

Liberty(personal and national);

trust (in people, institutions of the state and civil society);

family(love and fidelity, health, prosperity, honoring parents, caring for older and younger, caring for procreation);

Love(to relatives, friends, school and actions for their benefit, even contrary to their own interests);

friendship;

health(physical and mental, psychological, moral, personal, relatives and society, a healthy lifestyle);

labor and creativity(creativity and creation, purposefulness and perseverance, diligence, thrift);

the science(knowledge, truth, scientific picture of the world, ecological consciousness);

art and literature(beauty, harmony, spiritual world human, moral choice, the meaning of life, aesthetic development);

nature(life, motherland, reserved nature, planet Earth);

The process of transition of basic values into personal value meanings and guidelines requires the inclusion of a child in the process of discovering the meaning of a particular value for himself, determining his own attitude towards it, and developing experience in the creative implementation of these values in practice.

4. The main directions, value bases and content of the spiritual and moral development and education of students at the stage of primary general education.

The implementation of the program of spiritual and moral development and education involves the creation of an appropriate mechanism, the main elements of which are principles of education:

1. The principle of proportionality of the oriented and value-oriented approach in education;

2. The principle of joint life of children and adults (pedagogy of cooperation, co-creation, complicity, empathy, events);

3. The principle of following a moral example.

4. The principle of proportionality between the individual and collective orientation of education;

5. The principle of proportionality of external management and amateur performance in education.

The moral structure of school life is based on three approaches: axiological, system-activity, developing.

axiological approach.

The axiological approach is decisive for the whole way of school life. This way of life itself should be a social, cultural, personal value for junior schoolchildren, teachers and parents.

The axiological approach in education affirms a person as a carrier of basic national values, as the highest value, capable of accepting and introducing absolute values into the world. It allows you to build a way of life for a younger student on solid moral foundations.

System-activity approach .

This approach is decisive for the basic educational program of primary general education.

The system-activity approach is the methodological basis for organizing the way of school life. It also allows you to understand what education and socialization are in structural and methodological terms. It is a meta-activity that pedagogically integrates different kinds activities in which the younger student is objectively included through the assimilation of ideals, values, moral attitudes, moral norms. Thus, the coordination of the axiological and system-activity approaches to the organization of the space for the spiritual and moral development of the younger schoolchild is achieved.

Developmental approach.

It gives a fundamental understanding of the system-activity multi-structural technology of the spiritual and moral development of the student.

The process of upbringing and socialization technologically begins with a certain value (knowledge of value) and in it also receives its relative completion, but already as in a really acting and meaning-forming motive of the child's behavior. In the conscious acceptance of a certain value, in the movement from knowledge to a personal moral attitude and readiness to act in accordance with it, the developing nature of education and socialization is contained. To achieve a developmental effect, values must be understood (at least recognizable, known) and accepted (applicable by the child in at least one practical situation).

Content:

elementary ideas about the political structure of the Russian state, its institutions, their role in the life of society, about its most important laws;
ideas about the symbols of the state - the Flag, the Coat of Arms of Russia, the state symbols of the Irkutsk region, the city of Bratsk, the school;
elementary ideas about the institutions of civil society, about the possibilities of citizens' participation in public administration;
elementary ideas about the rights and obligations of a Russian citizen;
elementary ideas about the rights and obligations regulated by the Charter of the school, the Rules for students;
interest in social phenomena, understanding of the active role of man in society;
value attitude to one's national language and culture as a state language of interethnic communication;
initial ideas about the peoples of Russia, about their common historical destiny, about the unity of the peoples of our country;
elementary ideas about national heroes and the most important events in the history of Russia and its peoples;
interest in public holidays and the most important events in the life of Russia, and its region, city;
the desire to actively participate in the affairs of the class, school, family, one's region, one's country;
respect for the educational institution, your city, region, people of Russia;
respect for the defenders of the Motherland;
the ability to take responsibility for one's actions;
negative attitude to violations of order in the classroom, at home, on the street, to the failure of a person to fulfill his duties.

Values: love for Russia, one's people, one's land, service to the Fatherland, the rule of law, civil society; law and order, multicultural world, personal and national freedom, trust in people, institutions of the state and civil society.
Activities:

Content	Forms of educational activity
Obtaining initial ideas about the Constitution of the Russian Federation, familiarization with the state symbols - the Coat of Arms, the Flag of the Russian Federation, the state symbols of the Irkutsk region, the city of Bratsk.	Posters, paintings, conversations, reading books, studying subjects provided by the basic curriculum
Acquaintance with the heroic pages of the history of Russia, life wonderful people who showed examples of civic service, fulfillment of patriotic duty, with the duties of a citizen.	Conversations, excursions, watching movies, traveling to historical and memorable places, role-playing games of civil and historical-patriotic content, studying basic and variable academic disciplines.
Acquaintance with the history and culture of the native land, folk art, ethno-cultural traditions, folklore, and the peculiarities of the life of the peoples of Russia.	Conversations, role-playing games, watching movies, creative competitions, festivals, holidays, educational and entertainment events, excursions, travel, tourist and local history expeditions, the study of variable academic disciplines.
Acquaintance with the most important events in the history of our country, the content and significance of public holidays.	Conversations, holding class hours, watching educational films, participating in the preparation and holding of events dedicated to public holidays.
Acquaintance with the activities of public organizations of patriotic and civil orientation, youth movements, organizations, communities, with the rights of a citizen.	In the process of active participation in social projects and activities carried out by children's and youth organizations. Conducting conversations about the exploits of the Russian army, defenders of the Fatherland, preparing and holding games of military-patriotic content, contests and sports competitions, role-playing games on the ground, meetings with veterans and servicemen, project activities.
Obtaining the initial experience of intercultural communication with children and adults - representatives different peoples Russia, acquaintance with the peculiarities of their cultures and way of life.	Conversations, folk games, organization and holding of national cultural holidays. Meetings and conversations with graduates of the lyceum, acquaintance with the biographies of graduates who were worthy examples of citizenship and patriotism.
The development of school self-government, in elementary school "co-management".	Participation in children's organizations, the organization of class self-government bodies, a school-wide structure; joint work planning, festivals, asset schools, meetings with interesting people, round tables, games, KTD.

The program of moral education of younger students

"I am in the world, the world is in me"

Kalinina Natalya Vladimirovna

teacher primary school

Explanatory note

Morality is a concept that characterizes both society as a whole and the individual. No matter how much they talk about the modern crisis of morality, one should not forget that society is a collection of individuals. Only a person, at the cost of his own efforts, can achieve success in moral self-education, and a teacher, a family can help in this. The concept of "moral education" permeates all aspects of human life. Analysis of the experience of V.A. Sukhomlinsky, who developed an educational system for the comprehensive development of the personality, gives reason to assert that the core of moral education is the development of the moral qualities of the individual.

After the destruction of the education system, in the ruins of which the pioneers and the Octobrists disappeared, the time came for reflection and search. The goal of education is to solve the problems that a person must solve in order to find his place in life.

The name of the School of Knowledge is more suitable for a modern school, since its focus is on education, which sometimes overshadows issues of morality. As a result, a generation has grown up that lacks spirituality and morality.

It follows from the above that a program is needed, through which it was possible to gradually acquaint the child with the norms of morality, to develop the personality qualities necessary for life in modern society. Children of primary school age have significant reserves of development. The identification and use of these reserves is one of the tasks that the teacher sets himself.

The program “I am in the world, the world is in me” has the following positive aspects:

Helps with work planning class teacher;

Carries out the relationship of "growth steps" of children;

Considers age features;

Involves the use of various forms and methods of work;

Helps to build work comprehensively and purposefully;

It makes it possible to trace the ongoing changes in the moral development of the student.

The program is divided into blocks. Block - gradual mastery of knowledge, skills and abilities at a certain stage. Each block is quite independent, but complementing each other, an integral system is formed.

As students move from class to class, the content educational work more and more deep and wide.

Gradually, step by step, moving from simple tasks to more complex ones, children will learn to see themselves from the outside, to know their “I”.

I block (1st grade) “Learning to communicate”

2. Tasks.

Education of personality traits that determine the attitude towards other people in the daily behavior of children (respect, a friendly attitude towards everyone); implementation of the relationship of moral ideas obtained during the implementation of the program with everyday life, which forms the experience of moral behavior.

Today, the issue of skill development is very important. interpersonal communication. A seven-year-old child finds it difficult to choose the forms of greeting, farewell, does not know how to behave during a conversation, cannot skillfully use the volume and pace of speech. The main content of the problem: polite communication is the basis of relations in a team of children.

4. Forms of implementation of the direction “Learning to communicate”:

quiz,

travel games,

reading contests,

drawing competitions.

6. Topics of classes.

The use of various forms of greeting.

The use of various forms of farewell.

How to behave during a conversation.

Talking on the phone.

Verbal forms of request.

Words of gratitude.

The use of various forms of verbal politeness.

Word games.

Fun quiz (activation of knowledge on the ability to make a request, words of gratitude, greetings, farewells).

Speed, volume of speech.

Facial expressions and gestures.

Tone as a means of expressiveness of one's own speech.

The most disturbing word in the world.

Deceptive "Because".

Congratulation. Invitation.

We explain and prove.

Game-journey “City of Courtesy”.

7. Estimated result.

express words of greeting, farewell, appeal with a request, express words of gratitude;

behave correctly during a conversation;

speak correctly on the phone;

skillfully use the pace, tone, volume of speech, facial expressions and gestures;

to explain and prove the correctness of their point of view.

II block (grade 2) “Learning to understand myself”

2. Tasks.

To expand children's ideas about their physiological and psychological characteristics. Learn to control and evaluate your habits, behavior, mood, to recognize the causes of difficulties in communicating with peers and adults.

I am part of nature, my life is a gift of nature. Character traits of a person. Self-knowledge is the discovery of oneself, one's character, abilities.

4. Forms of implementation of the direction “I am learning to understand myself”:

proof game;

puzzle game;

art salon.

5. Frequency of classes: 2 times a month.

6. Topics of classes.

My daily routine.

How do I grow.

What do I know about myself.

My mood.

How do I know the world.

My feelings.

How to change the mood.

My deeds.

My habits.

Why does a person need a mirror?

Does a person need to be beautiful?

The man is red.

Who am I? What am I?

Game-evidence "Court on the vices of people."

- "Tell me about me."

Test "Are you a kind person?"

Riddle game "Your actions".

7. Estimated result:

understanding the values of human life;

respect for human dignity;

awareness of self-esteem;

the formation of self-discipline.

Block III (Grade 3) “Learning to understand others”

Showing love to parents, relatives, caring for them.

Starting position: at school, students not only gain knowledge, but also learn to live, the necessary human qualities are formed here.

2. Tasks.

Help children gain experience with people. To teach to show the strengths of character, to understand oneself and others, to sympathize, empathize.

Student and school staff. Interests personal and collective. Knowledge in human life. The youngest student in the family. Behavior and actions of a worthy son, daughter.

4. Forms of implementation of the direction “Learning to understand others”:

Competition of connoisseurs;

Day of good surprises;

Drawing competition;

Talent show.

5. Frequency of classes: 2 times a month.

6. Topics of classes.

What has changed over the year (physical data, daily routine, performance).

How to learn to talk with people (acquaintance, offer, refusal, consent).

How to learn to talk to people (ask for help, offer help, sympathy, praise, support).

How to learn to overcome difficulties together.

How to understand each other without words.

What is a smile for?

Can you make friends?

Connoisseur Competition.

Service to others.

Meet by clothes.

How to express affection.

How to collaborate, share, take turns.

You need to respect and listen to your parents.

Look into your mother's eyes.

Game with subsequent reflection "Take and give."

Dispute “Is it necessary to love everyone?”

Day of good surprises.

7. Estimated result:

gaining experience in dealing with people;

manifestation of strengths of character;

playing the role of a host in the school, maintaining an atmosphere of goodwill and joy of communication, respect for each other;

awareness of the role of a son or daughter who helps the elders, protect the peace of their parents, take care of their family.

IV block (4th grade) “I am among people”

2. Tasks.

It teaches equal communication and relationships, when a person, considering the interests of others, knows how to defend his own interests. To teach sympathy and mercy, the ability to find a way out of difficult circumstances, to show willpower and character, to open the way for the child to his own “I”.

The issue of understanding oneself as a person on whom the fate of the country will depend in the future is very important. In our time, it is very important to teach a child not to get lost in difficult life situations, when willpower and strength of character come to the fore.

4. Forms of implementation of the direction “I am among people”:

creative competition;

Game with subsequent reflection;

Travel game;

Letter to myself;

Game modeling;

Testing.

5. Frequency of classes: 2 times a month.

6. Topics of classes.

What do you know about each other.

Debate “How would I like to see my friend, my team?”.

Debate “Why is it important to protect the honor of the team and be a collectivist?”.

The game "The school we are building."

- "Tell me about yourself".

Who is your friend?

To have a friend, you have to be one.

How to make peace after a fight.

Write a letter to yourself (self-confession).

What is your character.

How to develop character.

How to say “no” and defend your opinion.

Game with subsequent reflection “The blind man and the guide”.

Your most decisive act in life.

Everything passes, everything remains.

Essay competition "What does it mean to be human?".

Game-journey “I am in the world, the world is in me”.

7. Estimated result.

Students should know and be able to:

to communicate equally, taking into account the interests of others;

defend your opinion;

show willpower and character difficult situations;

expand the range of interests, abilities and hobbies;

independently regulate relations with children in the team.

Literature:

1. Bezrukikh M.M. “All colors except black” Moscow “Ventana - Count” 2007.

2. Journal "National Education" No. 2 / 2002.

Modern psychological and pedagogical literature describes several approaches to modeling and implementing the moral process of education:

1). I.S. Maryenko (1987), E.V. Bondarevskaya (1998), V.A. Karakovsky - they propose to implement moral education through familiarization with art, painting, music, theater, as well as through creative activity. In scientific literature, this approach is called culturological. True, there are other opinions on the use of this approach. So, O.S. Gazman (1995, 1997) emphasizes that with this approach, only the educational and cognitive aspect is realized, but the educational impact is “obscured”.
2). The basis of the content of education, according to O.S. Gazman, can be formed by the basic culture of the individual as “some integrity, which includes the minimum, or rather, the optimal presence of properties, qualities, orientations of the individual, allowing the individual to develop in harmony with social culture (i.e., not only not to come into conflict with it but also to make a feasible contribution to its development). The central link of the basic culture is the culture of life self-determination of the student's personality in four major areas: man, society, nature, noosphere (integrative products of human activity). The sphere "Man" implies self-determination in understanding the inherent value of human life, individuality, the originality of its process, the meaning of activity, in understanding man as the pinnacle of evolution. Self-determination in the sphere of “Society” occurs through the development of values of such an order as the Motherland, democracy, publicity, the rule of law, family, work, and civil responsibility. Self-determination in the sphere of "Nature" can be built through awareness of oneself as a part of nature and through natural improvement of oneself (health, aesthetic beginning, spiritual aspirations). "Noosphere" (products of human activity) as a sphere of self-determination implies the awareness of moral responsibility in the use of products of scientific and technological progress, the development by students of the world of spiritual culture in all its diversity, i.e. the formation of a civil attitude to the historical, spiritual, moral achievements of mankind.
3). Moral education should be realized through the development of the figurative-emotional sphere.
4). Moral education should be implemented through an assessment of the development of knowledge, skills and abilities (L.I. Malenkova), which is both a criterion of harmony and moral development, as well as an object of external control over the process of personality formation.
5). ON THE. Solovieva (2000) offers the following ways and criteria for determining the levels of moral upbringing: the presence of a holistic worldview, inner freedom, adequate self-esteem, the desire for self-realization, success in leading activities.
6). NOT. Shchurkova believes that "education is present there, and only where there is an attitude." Attitudes towards life and the values of human life give the fact of human existence a certain meaning, color the content of his life and individual episodic moments of life with personal meaning; a life filled with meaning is regarded by a person as a happy life. The formation of the ability to be happy implies the simultaneous empowerment of pupils with the skills of self-regulation, self-control, self-esteem and self-education. " The best way to develop a bouquet of worthy qualities - to contribute to the development of a person's ability to be happy.

Professor N.E. Shchurkova defines upbringing as a purposeful, organized by a professional teacher ascent of a child to the culture of modern society, as the development of the ability to live in it and consciously build their own life worthy of a Human.

The author of this concept excludes the “forming”, “influencing” position of the educator. He is not recognized the right to influence, shape, and even more so mold the student. A way of life is formed, conditions are created for the ascent of the child to culture. And the main of these conditions is the teacher - educator as a "bearer of culture." This definition of education contains the principle of subjectivity, which orients all subjects of the educational process to the free choice of a moral position, to responsibility for this choice, to consciousness and creativity.

Such an understanding of the essence of education allows the author of the concept to formulate the purpose and principles of the educational process accordingly.

According to N.E. Shchurkova, the goal of education is a person who is able to build his life worthy of a Human.

Another target block in this concept is the moral component of the goal of education. Man is a moral being, possessing the capacity to be moral (homo moralis). In fact, it is the spiritual core of the individual. A person appears as a bearer of goodness, goodness, moreover, full of energy to do good.

Finally, the creative component. Man is a creative being, having the ability to create something that nature did not create (homo creatus - a creative person or homo faber - a creative person).

Thus, the goal of education contains the trinity of the rational, spiritual and creative. And only if a person achieves this trinity, he is able to build a life worthy of a Human. That life, as already noted, has three foundations - truth, goodness and beauty.

In other words, a life worthy of a Human is a life built on Truth, Goodness and Beauty. It provides a person with the opportunity to find his generic human essence: to realize himself as homo sapiens, to realize in himself the ability to be homo creatus, to manifest himself as homo moralis.

Philosophical education is the upbringing of supra-situational thinking, the ability to generalize, so that the child can see the phenomena of life behind the fact, the patterns behind the phenomenon, and behind the patterns "recognize the foundations of human life."

Only philosophical education can contribute to the formation of the subject of an act (“action”, according to M.M. Bakhtin), the subject of life, i.e. a person who is capable of independent choice of life position and is aware of what kind of life she prefers.

The subject is the master and manager of his own life. Philosophical education involves the formation of concepts and ideas about such a life that is worthy of a Human, virtuous and strong-willed. But it is possible there and then, when it was possible to provide a philosophical orientation to the entire life of schoolchildren.

NOT. Shchurkova names five methodological directions that ensure the implementation of the ideas of philosophical education.

The first is the discovery of value (meaningful for oneself) behind objects, things, actions, events, facts and phenomena.

The second is the presentation of socio-cultural value to children so that it is perceived by them "in its captivating and deep meaning."

The third direction is to find such forms of interaction with children that activate their spiritual activity in the value understanding of life, the value attitude towards it, constantly putting pupils in a situation of moral choice. In everyday life, in an event with schoolchildren, the teacher uses all the ways and occasions to focus children's attention on the form of a value-based attitude to life, captivating and teaching children at the same time.

The fourth is the exercise of children in the generally accepted forms of value relations to truth, goodness and beauty. This is the organization of the entire life of schoolchildren, in which children constantly and meaningfully enter into real relationships with values and see a person behind every object and phenomenon. This is the path from consciousness to the heart, and from the heart back to consciousness.

The fifth direction is the constant comprehension by children of their connections with the world, their "I" and objects of interaction.

Dialogical education is the organization of such a pupil’s life when he is in constant dialogue with himself, with a picture, book, music, another person, etc. The teacher teaches children to reflect on their own feelings, experiences, thoughts, actions.

Ethical education - in the implementation of which the teacher takes the pupil as a given and, in turn, the child also accepts the teacher as a given. building a human-to-human interaction. In the process of ethical upbringing, the child is taught to think that he has only two prohibitions: you can’t encroach on another and you can’t not work.

In order for the process of forming a lifestyle worthy of a Human being to be carried out purposefully and effectively, N.E. Shchurkova suggests that teachers use the Schoolchildren Education Program in educational activities, which includes the following tasks - dominants:

formation of a value attitude to Nature as a common home of mankind;

formation of value relations to the norms of cultural life;

formation of ideas about a person as a subject of life and the highest value on Earth;

formation of a value attitude to the social structure of human life;

formation of a lifestyle worthy of a Human;

formation of a life position, development of the ability for an individual choice of a life path.

The mechanism of formation of a lifestyle worthy of a Human. NOT. Shchurkova points to a gradual, step-by-step movement, because she believes that the ability of awareness, evaluative reflection, the definition and adoption of a way of life require a certain intellectual, spiritual and spiritual maturity, which translates into life experience.

the first step is the formation of an attitude towards Nature as the common home of humanity (Grade 1);

the second stage is the comprehension and acceptance of universal values and norms of cultural life.

Pupils in grades 2-4, says N.E. Shchurkova is able to understand: if I bring truth, goodness and beauty to people with my words and deeds, then I follow the norms of cultural life.

The program "ABC of morality" developed by a group of scientists: E. Kozlov (Head of the Laboratory of Moral Education of the Institute of Content and Teaching Methods of the Russian Academy of Education, Candidate of Pedagogical Sciences, Associate Professor), V.I. Petrov, I.S. Khomyakov.

The leader of this work says that an effective organization of the educational process is impossible without providing schoolchildren with basic moral knowledge and assimilating the basics of morality, which K.D. Ushinsky considered the golden frame of general secondary education. The changed conditions of society also require new approaches to the organization, psychological justification and provision of moral education of students and, of course, the development of its other content in the school itself.

One of such approaches to the formation of the moral side of the student's personality and his moral consciousness is the concern for his systematic moral education during the entire period of schooling (from grades I to XI).

In the research laboratory of moral education of the Institute of content and methods of teaching at the school of the Russian Academy of Education, a system of compulsory moral continuous education for all schoolchildren from grades I to XI (XII) has been developed as a new backbone component of general secondary education. For each stage of the secondary general education school (primary, basic and complete), for the first time, the curricula of special classes on the basics of morality were fully prepared and finalized in accordance with age: “The ABC of Morality” (I-IV grades), “Moral Grammar” (V-1X classes), "Fundamentals of morality" (IX, X-XI (XII) classes). The development of educational and methodological kits (three levels) from grades I to XI (XII) for these classes has been completed: methodological developments topics for teachers, workbooks and books to read for students. All these programs and manuals have undergone 5-7 years of experimental testing and testing in a number of schools and secondary educational institutions in Moscow and regions of the Russian Federation as part of independent training courses of the regional and school components, and also partly as part of integrated courses " The world”, civics and social studies, - an integral part of which is morality, as well as in the process of conducting class hours, extracurricular activities and additional education.

Psychological and pedagogical research shows that the development of a child's moral ideas is the basis for meaningful behavior, building relationships with both peers and adults.

The initial stage of moral education is built on the leading pedagogical principle of humanism. The norms of morality that prevail in society are transformed into rules that are accessible and understandable to children, designed to serve them as a guide to action, the basis for choosing certain forms of behavior.

For each stage of the initial stage of education, a program has been developed that takes into account age and individual characteristics children. This subject also involves the generalization, systematization, integration of the material that can be found in the content of various academic disciplines, and includes practical tasks based on observations of the behavior of children, the manner of their communication. Of course, students of the first grade already have a certain level of moral development. But, getting into a new, unusual environment for them, they first of all focus on the teacher, pay close attention to his behavior, manner of communication, remarks. Therefore, in elementary school, the importance of the personality of the teacher, his professional competence is especially great.

First year students are distinguished by their psychological characteristics: emotionality, the predominance of visual-figurative thinking, its concreteness. At this age, it is appropriate to talk about the formation in children, first of all, of moral ideas, which in the future will form the basis for the formation of moral concepts, norms, and rules.

A lesson in grade I should be emotional, based on involuntary attention and memory, and include game elements. Visibility must be used. As homework, children can be encouraged to complete a drawing, read a book or a story with their parents. If the child does not complete the task, then one should not strictly blame him (as well as put deuces), the main thing is to note those who brought homework or completed it. In the lessons of morality, the activity of the student, his participation in work and discussions is important. These are the lessons of clarification, explanation and teaching. The main task of the teacher is to awaken the child's interest in the inner world of a person, to make them think about themselves and their actions, their moral essence.

The purpose of such lessons is to form in children an attitude to their behavior, ideas about certain moral concepts, which in the future will become a guide in various life situations and understanding people.

The program "Ethical Grammar" was developed by Shemshurina A., candidate of pedagogical sciences.

For each class A.I. Shemshurina offers a program and lesson methodological developments. Classes are held once a week for 35 minutes. every. Their content is built on a concentric principle. It deepens and expands with the age of the students.

If a teacher systematically conducts lessons in ethical grammar, then he will achieve in children that they gradually form the habit of moral self-control, a friendly atmosphere is established in the team, experience is accumulated in preventing conflict situations, a moral way out of conflicts that have occurred. Working with children in this direction also changes the teacher himself: it encourages him to take an optimistic look at the child, treat each student with kindness and respect.

This is facilitated by the daily practice of ethical charge, which is an integral part of the teacher's work. What is its essence? The teacher begins the school day, expressing to the children the confidence that they will be friendly to each other, attentive and compliant, try not to offend anyone, that there will be no conflict situations in the class. Having expressed such parting words, the teacher himself tunes in to understanding and disposition towards children.

The day ends in the same way. Before the children go home, the teacher conducts an ethical five-minute.

Analyzing the conflicts that have arisen, the teacher teaches the children to find ways out of them, as well as their prevention in the future. With the help of a teacher, students try to figure out how to avoid an undesirable situation and what to do so that the conflicting parties reconcile and no one goes home offended. Experience shows that children successfully find ways to resolve disputes and experience great satisfaction from this.

In order to connect the lessons of ethical grammar, methodological techniques "ethical charge" and "moral five minutes" with extracurricular activities, a "school of politeness" is being created. Her classes are held in the form of a theatrical performance-dialogue once a month. The class groups prepare the performance in turn, and the student-spectators, analyzing the situations, participate in resolving moral conflicts. They remember proverbs, sayings, train in various forms of ethical behavior. At each such performance, classes and individual students who have shown their upbringing more clearly than others are marked with special medals.

Teachers who wish to include lessons in ethical grammar in their activities are invited to include a program of classes in grades I-III.

The first section of the ethical grammar (there are four in total - one for each quarter of the academic goal) is devoted to the basics of the ethics of communication. Its pedagogical task is to instill in schoolchildren respect, goodwill towards people. Let us recall the words of K.D. Ushinsky that a good habit is a moral capital that grows incessantly, a person uses interest from it all his life.

The second section of the course is devoted to etiquette. Children get acquainted with the rules of conduct at a party, in the theater, in transport, learn about the forms in which the younger ones should show attention to the older ones, boys to girls. Mastering the norms of ethical culture arouses the student's interest in his inner life, causes the need for self-esteem, in comparing himself with other people.

The third section of the course includes familiarizing children with the norms of ethics in relations with others - in the family, with neighbors, etc. Schoolchildren strengthen emotional responsiveness to the experiences of another person, self-respect, self-esteem are brought up.

The fourth section is devoted to the ethics of relations and the school community. Children, with the help of a teacher, analyze various life situations. problems of the diverse activities of the team, their own actions.

Lessons are held in an exciting form, they are emotional, methodologically diverse. Children play, sing, put on small theatrical scenes, compete about the tannin of proverbs. Classes are not designed for moralizing influence, but for the lively and direct inclusion of the child in the world of good relations and good deeds.

If we talk about the results of the analysis in a more general sense, then in general they coincided with the conclusions of didactic scientists regarding the fundamental shortcomings in the content of education, including its humanistic aspect. (Lerner, 1993, pp. 3-8). These are the following conclusions.

1. The entire content of education in primary school does not have a sufficiently systematically developed theoretical justification. It is built mainly on traditions and empirical experience.
2. The second drawback is the incompleteness of the material, the lack of the so-called presented in it. non-subject content, providing appropriate means of mastering the subject. (Such knowledge includes logical, methodological, philosophical, historical and scientific, evaluative knowledge and knowledge from other academic disciplines).
3. The content of education is almost not oriented towards the development of creative potentials and the formation of a value attitude among students.
4. The basic content has not been worked out from the point of view of the humanistic orientation of all education, the authors of programs and textbooks each understand and try to solve this problem in their own way.
5. There is a serious overload of programs with complicated, voluminous material oriented towards higher educational institutions, while it is clearly underloaded with historical, general cultural information.
6. There is a disproportion between the formal-rational and value-emotional beginnings with a general overload of programs.
7. Delivered in " explanatory notes"general humanitarian tasks are not provided for the programs in a meaningful way, their connection with the general humanitarian requirements contained in the "Requirements for the level of training" is not traced.

At the same time, the content of programs and textbooks presents a whole range of values that can shape and stimulate the development of the spiritual needs of adolescent students. These are the following values:

- striving for truth;
- social well-being of society;
- social justice;
- humanistic and moral values;
- the value of knowledge;
- respect for talents and craftsmen;
- dignity of the individual;
- the value of the individual;
- the health of the individual and the people around her;
- conservation of nature;
- social activity of the individual;
- moral health of the individual, team and society;
- the value of other peoples, their characteristics and culture;
- patriotism;
- national history and culture;
- the value of creativity;
- the value of traditions and a number of others.

“The program of spiritual and moral education of junior schoolchildren “On the roads of the parable” (from work experience)”

XXVI International Christmas Educational Readings
"Moral values and the future of mankind"
January 25, 2018, White Hall of the Cathedral of Christ the Savior, Moscow

“The whole world is one long parable, made up of countless parables ... A person placed in this world is as if immersed in the sea of God's wisdom expressed in parables ... For centuries, people have looked at ordinary events similar to those described in the parables of the sower and the seed, about wheat and tares, about talents and about the prodigal son, about evil vinedressers, but it never occurred to anyone that under the foliage of these events a core was hidden, so nourishing for the human spirit, until the Lord Himself told these parables, did not explain their meaning and did not show their core."

On the Internet, in discussions and publications of elementary school teachers, I repeatedly had to read about the use of the parable in a separate lesson or educational event. The teachers unanimously noted the moral upbringing potential of the parable, their influence on students.

In this regard, it became necessary to create a manual where such work would be carried out purposefully and systematically. To fill the gap in this direction of spiritual and moral work, the program “On the Paths of the Parable” was developed. This program is a propaedeutic course that helps to prepare motivationally students and their parents for the conscious choice of the "Fundamentals of Orthodox Culture" module in the 4th grade. The name of the program "On the paths of a parable" symbolically.

In the Greek Bible, parables are called proverbs. Paremia (“pair” - at, “mia” - the path) means “roadside”, “on the way”, like a milestone, that is such a saying, which serves as a pointer, guides a person on the path of his whole life.

The figurative name of the program helps children to better understand that our life path is a road on which both joys and trials await us. Parables, like pointers along the way, help us choose the right direction, the right path in life.

In accordance with the requirements of the Federal State educational standard general education, the spiritual and moral direction of educational work should be implemented in the classroom and in extracurricular activities. Group work has great potential for this. That is why the study of parables was carried out by us within the framework of circle activities.

The author's program was developed in accordance with all regulatory requirements. He has reviews of Doctor of Philology, Professor of the Department of the Russian Language and Methods of its Teaching of the Volgograd Social and Pedagogical University Suprun Vasily Ivanovich and Diocesan Bishop John, Bishop of Kalachevsky and Palasovsky. Workbooks and electronic support for each lesson have been developed for students.

Why were parables chosen as the basis for the work on the spiritual and moral education of younger schoolchildren?

Parables are a special genre. In short instructive stories, folk wisdom is combined with spirituality and morality, which helps a person find answers to various life questions, think about eternal values.

The advantage of the parable is its small volume. This allows you to organize work with parables in elementary school from the 2nd grade.

Another advantage of the parable is a clearly expressed plot. This is especially important for elementary school students. They must accurately remember the sequence of events, understand the logic of the story. This allows them to comprehend what they read, not only at the level of emotional perception, but also intellectual comprehension.

When working with parables, you can use different methods that allow you to comprehend what you read.

One of them - association method most often applied to the title of a parable. On the sheets of paper, children write associations to the word. These can be associations with an object, image, color, emotions, actions. Then discuss their results in pairs or groups. They present their results. The results of the presentation are put on the board. When reading the parable, the initial associations are specified, supplemented, or excluded as inaccurate, distorting the meaning of the word.

For example, for the word IMPATIENCE (the parable "The fruit of impatience"), students picked up the following associations: person, character, do their own thing, stubborn, does not want to wait, does not listen, does not like. This helped the children understand the fruit of impatience. It was nice to see in the conclusions of the lesson the lines in the students' workbooks: "I need to work on patience and obedience."

Activation of cognitive activity, increased interest was facilitated by the use method forecasting the content of the parable by its title, during the reading and by its possible ending or continuation. Better comprehension of the read passage (sentence) of the parable, attention to the word helps reception "Freeze frame!" followed by a conversation.

The students performed illustrations to parables highlighted key words- concepts, selected proverbs, sayings, were information cards on the main topics. were loved by the children parable dramatizations, which we spent both in class and during the holidays, speaking to parents.

The first section "Everything is in your hands" is motivational. Here we discuss: “What is a parable?”, “Why should we follow the paths of a parable?”. We form the installation: “Life is a road. The values of life are the baggage we acquire along the way. The main subject appears valuables backpack, which at the end of each lesson we figuratively or in writing filled with those wise advice that we learned about when working with the parables indicated on the slide. The parable “He who is rich, he shares with it” made it possible to lead to the “Golden Rule” (association: gold is a jewel, the golden rule is a precious rule), taken from the Gospel of Matthew: “In everything, as you want, that with you people have done, so do you to them."

The second section of the program "Honor thy father and mother." Honoring parents is one of the main traditional values of our state. One of the first commandments given to Mankind since ancient times is: “Honor your father and mother, may it be good for you and you will live long on earth!”. Commandments do not specify moral qualities father and mother, parents must be honored no matter what they are. Any person cannot be considered decent if he does not respect his parents. And all the parables studied in this section help children to better understand this thought, to consider different cases honoring and disobedient parents and what it leads to.

The largest section of the program is “How do we see the world?”. The selection of musical works at the first lesson, the diagnosis of students, the analysis of the parable that gave the name to the section, contributed to the fact that we put the following conclusions in the backpack of values: The world around us can be different. He depends on us. If you want more goodness in the world, change yourself.

Very touching parables "Holy Lake", "The Parable of the Vigilant Heart", "Forget-Me-Not" touch on the theme of compassion and mercy for nature. And our “backpack” was replenished with new luggage: “Don’t hurt anyone!”, “Help someone who needs it!”

When working with parables, the main attention is paid to the meaning of the WORD in human life. “You can save with a word ...” - well-known lines. But as? So, using the example of the parable “The Power of the Word”, the guys understand that the words spoken at a certain moment can take away faith in their own strengths, so you need to think about what you are saying. But the good advice of your parents will help you in life, save you from danger (“Dangerous Place”). Chatter is an idle, empty word. Don't get carried away with it - the advice of the parable "Who is more appreciated?"

The final theme of the program is "Two Roads". There are two roads in a person's life: narrow and wide. Which road to take? At first, the children (before reading the parable) unanimously answered: “On the wide. It’s easier to walk along it, it’s good, nothing interferes.” And only a collective discussion of this problematic situation, and reading the parable help to understand that doing nothing is easy, but learning something is not easy, and sometimes difficult. It is easy to offend another person, but it is difficult to restrain oneself and not return evil for evil. It is very, very difficult to work on oneself, on one's character, to resist temptations. But the one who overcomes the difficulties is worthy of the reward.

At the end of the lesson using the incomplete sentence method, we summed up. Think and write: “I want to choose my own path .... because ...”. By the end of the lesson, all the children changed their minds and wrote about the narrow road, because “this is the road of good, not evil”, “happiness is in it”, “there is a difficulty, but also a reward for work”.

Schoolchildren indicated the qualities that will help them along the way: patience, mercy, kindness. And they can interfere and lead astray: laziness, pride, disobedience, lies, resentment. Summing up, we remembered all the values of our spiritual path.

According to the results of the survey, 96% of the children noted that the circle classes helped them in choosing an act, 62% of the students helped them understand that they should be more merciful and kind to each other, not respond with evil and resentment if you were offended. When conducting reflection at the end of each lesson, the students noted that they were interested, and the parables helped them to experience different feelings: joy, fear, pity, love, compassion, etc. That is, the content of the classes affected the emotional and volitional sphere of children, found a response in their souls and hearts. The content of the classes was also discussed with the parents of students at parent-teacher meetings. Diagnostics of the degree of satisfaction of parents with the implementation of this program showed their 100% approval and support.

But the main thing is that the implementation of this program of spiritual and moral education helped younger students realize the value of human life, the importance of honoring parents, aroused in them the desire to act according to their conscience and guided them to the path of moral self-improvement.

Literature

Saint Nicholas of Serbia (Velimirovich). Gospel of the Lord the Sower. - Conversations. M.: Lodya, 2001.
Lukashenkova Zh. V. Formation of the spiritual moral values among schoolchildren in the classroom and in extracurricular activities (from the experience of the teacher) - Smolensk, 2013. - 336 p.
Letter of the Department of General Education of the Ministry of Education and Science of the Russian Federation dated May 12, 2011 No. 03-296.

Home > Program

PROGRAM

SPIRITUAL AND MORAL DEVELOPMENT AND EDUCATION

junior schoolchildren

The program of spiritual and moral development and education was created on the basis of the requirements of the Federal State Educational Standard of Primary General Education, the Concept of Spiritual and Moral Education and Development of the OS "School 2100" (authors R.N. Buneev, D.D. Danilov, O.V. Chindilova , T.D. Shaposhnikova), and the Development Program of the MOU SOSH p. Bychikha of the Khabarovsk municipal district of the Khabarovsk Territory. The program is the most practical document. Its purpose is to help the teacher in the implementation of the educational process, i.e. actions aimed at developing the personality of the student, his inner world. Improving the quality of life of the population, increasing social stability and justice in society cannot be achieved only by economic methods. One of the most important resources in this matter is the revival of national self-consciousness and the preservation of national identity, spiritual and moral values, without which the stability of the social life of society is impossible. After all, it is no secret that today's Russian society is characterized by the presence of such negative phenomena as the lack of moral guidelines and consent in matters of correct and constructive social behavior, the lack of principles and rules of life consciously accepted by the majority of citizens, insufficient respect for the native language, the original culture of their people. In modern society, the role of the so-called "human capital" is increasing, and therefore, it is necessary to reconsider the view of education only as a tool for achieving the economic prosperity of the state. The most important resource for providing "capital » has always been upbringing, education and enlightenment, which allow, in the conditions of the information and technocratic era, to preserve national historical, cultural, spiritual and moral traditions. Ensuring the spiritual and moral development and education of the personality of a Russian citizen is a key task of the modern state policy of the Russian Federation. Law-abiding, law and order, trust, economic development and social sphere, the quality of labor and social relations - all this directly depends on the acceptance by a citizen of Russia of national and universal values and following them in personal and public life. Spiritual and moral development and education of the individual as a whole is a complex, multifaceted process. It is inseparable from human life in all its fullness and inconsistency, from the family, society, culture, humanity as a whole, from the country of residence and the cultural and historical era that forms the way of life of the people and the consciousness of man. The development of the individual as a citizen of Russia can be traced in three main steps: 1) Spiritual and moral development and education of the individual begins in the family. Values family life, assimilated by a child from the first years of life, are of enduring importance for a person at any age. Relationships in the family are projected onto relationships in society and form the basis of a person's civil behavior. 2) The next stage in the development of a Russian citizen is the conscious acceptance by the individual of traditions, values, special forms of cultural, historical, social and spiritual life of his native village, city, district, region. Through the family, relatives, friends, natural environment and social environment, such concepts as “Fatherland”, “small motherland”, “native land”, “native language”, “my family and clan”, “my home” are filled with concrete content. 3) A higher level of spiritual and moral development of a Russian citizen is the acceptance of the culture and spiritual traditions of his people. An important milestone development of civic consciousness is rooted in ethno-cultural traditions to which a person belongs by the fact of his origin and initial socialization. The stage of Russian civic identity is the highest stage of the process of spiritual and moral development of the personality of a Russian, his civic and patriotic education. School education lays the foundation for the development of the human personality. It is at school that the foundations of patriotism, fidelity to duty, positive moral values are laid, along with a humanistic worldview and the skills of social tolerance. This allows a society consisting of civilly mature individuals to achieve great success in the future. Enlightenment in preschool and primary school age is unthinkable without mastering the historical, spiritual, moral and regional specifics of Russian culture. For the successful development of a person, his personality, a deep relationship and interdependence with the small homeland in which he lives are necessary. The small homeland is, first of all, the people who surround the child (family, school staff, teachers, friends, neighbors), their relationships; natural, historical and cultural originality of the region; culturally and economically determined ways of life of people in a given territory. Enlightenment is inextricably linked with a sense of patriotism, pride in one's Motherland, which, in turn, is impossible without knowledge of the history of the Russian state and its symbols. It is through the specifics of folk culture that a system of upbringing and education should be built. The most important factor education of children of preschool and primary school age is the interaction of the educational institution and the family. Today, the school is often faced with the fact that the desire to involve parents in a joint educational and educational process does not find a response from the parents. Undoubtedly, changing the current situation should become one of the elements of public education. This program defines the main directions and system-forming principles of the educational work of the school as an innovative educational institution that implements, along with general educational programs of the Ministry of Education of Russia, programs of additional education in the environmental and aesthetic direction, which comprehensively affect the change in the philosophical foundations of the school, fundamentally changing the nature of pedagogical relations, content and forms of organization of life and work of the teacher and student. This program, focusing on the development program of the educational institution " Russian school– School of Humanism, Harmony and Beauty”, is aimed at achieving the main goal - to educate a creator with a developed personality, rich spiritual interests and demands, able to understand and accept universal values, be proud of the achievements of compatriots, capable of creative work in any kind of activity in new market conditions of social and individual production. And the implementation of the School Development Program and experimental work in the status of a regional experimental site on the topic: “Integration of additional and general education in a general education school” are focused on educating a citizen and patriot in each student, revealing the abilities and talents of students, preparing them for life in a high-tech competitive world. The experience gained has shown that this direction has been chosen correctly, and work on the implementation of these programs needs to be carried out further. Spiritual and moral development and education of students should be integrated into the main activities of students: classroom, extracurricular, extracurricular and socially useful. In other words, necessary integrativity of spiritual and moral development programs. The implementation of such areas of the educational process at school as “I am an ecologist”, “I am a citizen”, “We will be healthy!” gives an excellent opportunity in lesson activities - gain experience in educational interaction (knowledge of values, evaluation and choice of actions); in extracurricular– gain experience in creative behavior (participation in cultural events, cultural practices); in extracurricular- gain experience in civic behavior (social practices, solving socially significant problems). So the main purpose this program is - education, social and pedagogical support for the formation and development of a highly moral, responsible, creative, initiative, competent citizen of Russia. Target Orientations:

the revival of the traditions of the Russian culture of education, the inclusion of students in the ethno-cultural tradition as its bearers and successors; creation of a system based on the deep development of the richest cultural heritage of Russia, raising the level of knowledge of schoolchildren about Russia and at the same time familiarizing them with the best achievements of world civilization; the awakening of Russian national self-consciousness, the Russian national spiritual character, the deepest features of which are:- the idea of unity and harmony, the harmony of people's life ("cord", "peace"); - the idea of the great Russian land; - a sense of historical duty and continuity of generations, serving the state, the people; - the idea of a family in which thoughts and feelings about the people, duty, fidelity, spiritual strength and purity of human thoughts merge;

development of ecological and humanistic outlook. To achieve the above goal, the following solutions are aimed tasks:

education of moral feelings and ethical consciousness; education of industriousness, creative attitude to learning, work, life; formation of a value attitude to the family, health and a healthy lifestyle; education of a value attitude to nature, the environment (ecological education); education of a value attitude towards beauty, the formation of ideas about aesthetic ideals and values (aesthetic education). The educational institution in its activities is guided by principles : - humanism and democracy; - the priority of universal human values; - secular education, its general accessibility and openness; - taking into account the interests of the child and his family. Raising the younger generation is too serious a matter. It must be based on permanent, enduring, so-called core values stored in socio-historical, cultural, family traditions the multinational people of Russia, passed down from generation to generation and ensuring the successful development of the country in modern conditions. These include: patriotism- love for Russia, his people, for his small homeland, service to the Fatherland; social solidarity- personal and national freedom, trust in people, institutions of the state and civil society. Justice, mercy, honor, dignity; citizenship- serving the Fatherland, the rule of law, civil society, law and order, multicultural world, freedom of conscience and religion; family- love and fidelity, health, prosperity, respect for parents, care for older and younger, care for procreation; labor and creativity- respect for work, creativity and creation, purposefulness and perseverance; the science- the value of knowledge, the desire for truth, the scientific picture of the world; traditional Russian religions- ideas about faith, spirituality, the religious life of a person, the value of the religious worldview, tolerance, formed on the basis of interfaith dialogue; art and literature- beauty, harmony, human spiritual world, moral choice, meaning of life, aesthetic development, ethical development; nature– evolution, native land, reserved nature, planet Earth, ecological consciousness; humanity- world peace, diversity of cultures and peoples, progress of mankind, international cooperation. All of them underlie an integral space of spiritual and moral development and education of schoolchildren, i.e. the way of school life, which determines the lesson, extracurricular and extracurricular activities of students. The organization of such a space and its full functioning requires the coordinated efforts of all social subjects - participants in education: families, public organizations, including children's and youth movements and organizations, institutions of additional education, culture and sports, the media, traditional Russian religious associations. To work in this direction, it is very important to realize that the basic values gradually enter the spiritual world of a person throughout his life. But already in elementary school, the child has a certain life experience and his own idea of \u200b\u200bthe world (fabulous), where all people are divided into good and bad, and that there are “correct” answers to any questions. Having become a schoolboy, he begins to understand that life is much more complicated and contradictory, that there are constantly situations in it that require independent decision-making based on a sometimes difficult moral choice between different understandings of good and evil. Each person makes this choice himself and there are no ready-made, only correct decisions, and it is wonderful if conscience, as a developing moral consciousness, is able to influence the choice of one or another decision. It is possible to identify these problems in elementary school, but most of the younger students are not able to learn how to solve them on their own. This is the task of the next stages of personality development. For the development and education of younger schoolchildren in the educational system "SCHOOL 2100", for the organization of an integral space for the spiritual and moral development and education of schoolchildren, i.e. way of school life, which determines the classroom, extracurricular and extracurricular activities of students on the basis of basic values, we have identified the following steps:

form an idea of the basic national values; help to bring into system their views on the world, their attitude to it; orient the child to the need for choice; to help a small person to independently make a choice, relying on conscience, as a developing moral consciousness; help the child accept a specific rule, idea (value), own experience as an important basis for choosing an action. Since a person is really brought up by life itself, the environment of communication, and not individual school events, it is impossible to plan many educational steps. Comprehension of value may precede practice, or it may occur much later. So, for example, not every student can formulate what justice is, but regularly uses the essence of this concept in relations with others, declaring: “this is unfair” or “this will be fair”. Most of the good deeds that make up the process of education arise spontaneously in the classroom, during breaks, and in the school yard. It is important that the teacher initially had a mindset for a good attitude towards children, abandoning the position of "punishing mentor" and moving to the position of "good helper" who patiently responds to emerging situations, helps children to comprehend and accept important ideas and rules of behavior (spiritual values). And most importantly - this is a positive personal example of the teacher, and not lectures and punishments. This is the only way to build with students partnerships based on equality parties and trust each other. This is a difficult personal choice of a teacher, but only he, in our opinion, can contribute to the true everyday moral education of the individual. At the same time, that part of the “good deeds” that are commonly called system of educational activities (holidays, excursions, class hours, special lessons, etc.) that cannot be planned for the sake of a “tick” in the report or just for the sake of informing the children about some values. All these activities can be used for such important pedagogical actions How:

modeling situations requiring moral choice,

reflection of the situation together with children,

All the variety of good deeds that can take place in the school is traditionally divided into three official activities. 1) Lesson activity – valuable knowledge and experience gained through learning activities. Here, the comprehension of values (“in words”) takes place when solving moral and evaluative tasks in literary reading, the world around us and other subjects that have personal lines of development. The manifestation of values “in practice” is provided by active educational technologies that require collective interaction. 2) Extracurricular activities - valuable knowledge and experience acquired by students in the course of participation in specially organized conversations, classroom hours, holidays, excursions, theatrical performances, the work of circles, etc. 3) Extracurricular activities - initial civic experience acquired in the process of solving real socially significant tasks or their models (voluntary conscious participation in planting gardens in one's yard, creating a book of memory of one's district, etc.). If you do not try to harmonize the life of the student within the walls of the school with what is happening outside of it, then most of the educational efforts of teachers will be wasted. Of course, no educational institution can change everything modern society. However the school can become the cultural center of a certain microenvironment. To do this, within the framework of the same "extracurricular activities" it is necessary to make at least two efforts. First, build constructive and regular work with parents (families). In elementary school, parents, as a rule, are ready to actively participate in the life of children, at least they are interested in it. Here it is important to observe the golden mean: not to isolate oneself from the parents by the “school attendance regime”, to treat possible proposals from their side reasonably and selectively. It is important, as with students, to start building partnerships with parents - to formulate mutual interests, negotiate and implement these agreements so that parents want to voluntarily participate in the life of the class, school, so that they feel that the school is not a left-luggage office and not incubator, and the environment for the life of their children. This environment should ideally be no less comfortable and cozy than family home, and in a situation with difficult families - to become a model of the right attitude towards children. To do this, it is not enough to hold parent-teacher meetings, but you need to arrange common good deeds : together with children and parents to prepare holidays, organize the classroom space, but only on the basis of the voluntary participation of parents. Within this framework, it is quite possible and necessary to conduct pedagogical education of parents students - to explain to them the purpose and meaning of a new developmental approach to education - training and education. Secondly, to organize the interaction of the school with cultural and public organizations. In each region, district, settlement, there can be such centers that can help the spiritual and moral education of schoolchildren, connect the school with real life. The teacher, taking into account the interests of students in his class, can establish contact with centers, art houses, clubs, Sunday schools, etc. to conduct joint good deeds, which can later be the basis of any projects created by the student together with their parents. For example, the projects “The first settlers of the village are my ancestors”, “My family tree”, “Relics of our family”, etc. Main partners schools are:

kindergarten

Forms of interaction with social partners providing moral development, education and quality of training of school students.

№	Main partners	Forms of interaction
1.	Khabarovsk Regional Charitable Public Cultural Foundation	Acquaintance with Russian art and culture (exhibitions, festivals, competitions, concerts), organization and holding of cultural and educational programs, implementation of children's charity programs and holidays, information and educational activities, conducting master classes.
2.	Far Eastern State University for the Humanities - Faculty of Fine Arts and Design	Joint cultural and educational programs, joint participation in exhibitions and festivals, activities of the International Children's Art School "Blue Bird", organization and conduct of professional practices for students, participation in the grant programs "Return of the Firebird", "Hello, dear guests!".
3.	Bolshekhekhtsirsky State Nature Reserve	Environmental education, acquaintance with the unique Far Eastern nature (conversations, lectures, excursions), prevention of the harmful effects of human activities, protection of nature conservation areas (green landing, joint actions, posters, leaflets), participation in ecological holidays, festivals, exhibitions, competitions, joint projects and programs "Live, Spring", "Earth Day", "Bird Festival".
4.	Municipal preschool educational institution kindergarten "Solnyshko"	Implementation of developing educational programs of additional education, participation in joint project programs "Hello, dear guests!", "Ladushki", grant projects, information and educational activities.
5.	Administration of the rural settlement Bychikha	Business partnership, organization and holding of village holidays, festivals, concerts, joint participation in social projects (including grant projects), creation of sketch projects for decorating and decorating the village, improvement of the village.
6.	Khabarovsk Union of Friendship Societies	Organization and holding of receptions, master classes within the framework of the joint programs "Hello, dear guests!", "Welcome!", information and educational activities.
7.	Khabarovsk Diocese	Creation and implementation of the program of spiritual and moral education of children and youth "My Holy Rus'", participation in exhibitions, festivals, information and educational work, creative relations with Sunday school Church of St. Innocent of Irkutsk, Theological Seminary.
8.	Orphanages in Khabarovsk	Organization and holding of cultural and educational programs, concerts, exhibitions, information and educational activities, conducting master classes.
9.	Creative center "Lad"	Implementation of cultural and educational programs, organization and holding of exhibitions, festivals, master classes, information and educational activities.
10.	Magazine "Slovenica of Arts"	Coverage of information and educational activities, joint articles on the problems of cultural education, joint participation in various projects.
11.	Federation of Tourist All-Around, Federation of Rowing Slalom, Regional Children's Center for Tourism and Excursions, Center "Gran", Caving Club "Tigris"	Participation in championships, competitions, sports days, rallies, sports camps, trips, implementation of joint programs and grant projects “We will be healthy!”.

The program of spiritual and moral development and education of elementary school students p. Kuratovo, 2011
Program
Program for spiritual and moral development and education of junior schoolchildren 2010-2011
Program
The normative-legal and documentary basis of the program of spiritual and moral development and education of students at the stage of primary general education are the Law of the Russian Federation "On Education", the Federal State
Program of spiritual and moral development and education (1)
Program
The program of spiritual and moral development and education was created on the basis of the requirements of the Federal State Educational Standard and the Concept of Spiritual and Moral Education and Development of the OS "Perspektiva"
Exemplary program of spiritual and moral development and education of students at the stage of primary general education
Sample program
6. Exemplary program of spiritual and moral development and education of students at the stage of primary general education
Sample program
The legal and documentary basis of the Exemplary Program for the Spiritual and Moral Development and Education of Students at the Stage of Primary General Education is the Law of the Russian Federation "On Education", the Standard, the Concept

The program of spiritual and moral education of junior schoolchildren. The program of spiritual and moral education of junior schoolchildren The program of spiritual and moral education of junior schoolchildren

The program of spiritual and moral development and education of elementary school students p. Kuratovo, 2011

Program for spiritual and moral development and education of junior schoolchildren 2010-2011

Program of spiritual and moral development and education (1)

Exemplary program of spiritual and moral development and education of students at the stage of primary general education

6. Exemplary program of spiritual and moral development and education of students at the stage of primary general education