Spiritual development of students. Interrelation of training and education. How it works
The multidimensional transformations in the state and society in recent decades have largely weakened attention to such phenomena as socio-spiritual and moral values in the adolescent and youth environment, interest in the peculiarities of the formation of the mentality and worldview of young citizens of Russia has noticeably decreased.
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Municipal educational institution
Udelninskaya gymnasium
Spiritual and moral development and education of students
Vyzhelevskaya A.P., primary school teacher
Multidimensional transformations in the state and society in recent decades have significantly weakened attention to such phenomena as socio-spiritual and moral values among adolescents and youth, and interest in the features of the formation of the mentality and worldview of young Russian citizens has noticeably decreased. However, a long process of modernization Russian school ultimately affected not only the organization learning activities, but also radically changed the attitude towards the content of the phenomenon of education in the modern school. Today, education in a general educational organization is increasingly understood as creating conditions for the development of a child’s personality, his spiritual and moral development and preparation for life self-determination, facilitating the process of interaction between teachers, parents and students in order to effectively solve common problems.
The general tasks and principles of upbringing by means of education are presented in the federal state educational standards, where educational activity is considered as a component pedagogical process in every educational institution, covers all components of the educational system of the school, which is aimed at the implementation of the state, public and individual order for high-quality and affordable education in modern conditions.
Thus, the educational component in the activities of a general educational institution becomes an independent direction, which is based on a number of principles and is responsible for the formation of an "educational system", "educational environment", "educational training potential", "educational activity", etc.
The spiritual and moral development of a schoolchild is the most important aspect of the socialization of the individual in the conditions of the rapid development of society. Problem moral education has always been relevant. Especially now, when it is increasingly possible to meet cruelty and violence.
An outstanding teacher V.A. Sukhomlinsky said “If a person is taught good, they teach skillfully, intelligently, persistently, demandingly, the result will be good. They do not teach either good or evil - all the same, there will be evil, because it must also be made a man.
Now, for the development of society, such personal qualities as honesty, responsibility, a sense of duty, sympathy, the ability to cooperate, and the desire to serve people are necessary.
In my work on spiritual and moral education, I set the following tasks:
Formation of students' value ideas about morality, about the basic concepts of ethics;
Formation of students' ideas about the spiritual values of the peoples of Russia, about the history of development and interaction of national cultures;
Formation in students of a set of competencies related to the assimilation of the value of diversity and diversity of cultures, philosophical ideas and religious traditions, with the concepts of freedom of conscience and religion, with the perception of the value of tolerance and partnership in the process of development and formation of a single cultural space;
Formation of a complex worldview among students, based on ideas about the values of an active life position and moral responsibility of the individual, on the traditions of their people and country in the process of determining an individual development path and in social practice;
Formation among students of a respectful attitude to the traditions, culture and language of their people and other peoples of Russia.
The main directions and value bases of spiritual and moral development and education are determined in accordance with the education program of the gymnasium:
- The student is a patriot and a citizen
Value bases: love for Russia, one's people, one's land, service to the Fatherland, rule of law, civil society, law and order, multicultural world, personal and national freedom, trust in people, institutions of the state and civil society.
- The student and his morality
Value bases: moral choice; life and the meaning of life; justice; mercy; honor; dignity; respect for parents respect for human dignity, equality, responsibility and a sense of duty; care and assistance, morality, honesty, generosity, care for elders and younger ones; freedom of conscience and religion; tolerance, understanding of faith, spiritual culture and secular ethics.
- The student and his intellectual abilities
Value bases: creativity and creation; striving for knowledge and truth; purposefulness and perseverance.
- The student and his health
Value bases: physical health and the desire for a healthy lifestyle, moral, psychological, neuro-psychological and socio-psychological health.
- The student and his career
Value bases: curiosity, exactingness to oneself, self-recognition, co-creation.
- Student and his family
Value bases: father's house, family way of life, family generations, father's and mother's authority, family history, its traditions; the moral roots of the family: the attitude towards the elders and the younger, the attitude of fathers and children, the atmosphere of the family, the security of all family members, the grief and joy of each family; care, warmth, affection, responsibility, moral prohibitions.
- Communication and leisure
Value bases: beauty; harmony; spiritual world person; aesthetic development, self-expression in creativity and art.
In the direction of spiritual and moral development and education of the student, I plan to achieve the following results:
Form in students:
Value attitude towards Russia, its people, its land;
Valuable and creative attitude to educational work;
Valuable attitude to one's health;
Value attitude to nature;
Motivation for self-realization in various types of creative activity.
Give an introduction:
ABOUT the most significant pages of the country's history, about the ethnic traditions and cultural heritage of their region, about examples of the fulfillment of civic and patriotic duty;
On the aesthetic values of national culture;
About the need to consciously engage in educational work;
On the role of physical culture and sports for human health, education, labor and creativity;
On the need to prepare yourself for successful self-realization in life
Lay the foundations:
The meaning and value of life, justice, mercy, moral choice, dignity;
Social and intercultural communication;
Willingness to establish friendly relationships in the team,
Respectful attitude towards parents, elders, friendly attitude towards peers and younger ones;
Negative attitude to immoral acts, rudeness, offensive words and actions;
Understanding that the family is the basis of the future well-being of a person, confidence in the future.
In my work I use a variety of forms of work with children.
- Class hour. I always dedicate the first class hour to friendship. The first rule in our class is to address each other by their first names.Children learn to respect the opinions of others, patiently, and reasonably develop the right point of view. best friend, for what qualities he is valued, gave examples from life when he had to help a friend in difficult times, can you call your mother your friend and why, etc. “We are building the city of Dobrograd” - this was the name of the class hour, the purpose of which was to form such moral qualities, as benevolence, respect for elders, mercy, as well as on the example of literary works accessible to children's perception, to explain what meaning people put in the concepts of "good" and "evil". In this, the books from the “Grains” series are a great help for me, in which short kind stories for children, deeply imbued with spiritual and moral content, are collected. These are real lessons of love, kindness, compassion.
- Conversations on ethical topics.
Students should know that ethics cannot by itself make a person virtuous, polite, cultured, it only helps those who themselves strive for good. That ethical norms of behavior form a person's worldview, attitude towards people, spiritually determine the qualities of a person. That knowledge of ethical norms and rules of behavior helps a person to avoid many interpersonal conflicts in a team, family.
Examples of conversations on ethical topics that I conduct together with children, parents: “ A true friend"(Conversation about friendship), "Greeting" (rules of communication), "My family", "About how good and evil fought" (fairy tale lesson), "Man among people", "How we resolve conflicts", " Learn to look at yourself from the outside”, Conversation “Bad words. Bad jokes”, “Rules teamwork”, a conversation about benevolence and indifference, “My moral values”, etc.
- Meetings with participants and veterans of the war.
Activities of a civil-patriotic direction contribute to the education of high moral qualities in students: patriotism, citizenship, kindness, responsiveness, gratitude, responsibility, a sense of duty to the older generation.
- Annual charity event "Write off doing good."
We help pupils of the Udelninsk school - a boarding school for orphans and children left without parental care: we prepare gifts for them, organize joint sports events.
- Excursions.
Tourist and excursion activities have traditionally become a form that allows expanding the positive and emotionally valuable experience of children. For four years we have made 24 excursions: informative and historical. 16 trips: theaters, museums, exhibitions, concerts.
Organized extracurricular activities are an integral part of the program of spiritual and moral development and education, implemented in the gymnasium. Extracurricular activities in the spiritual and moral direction in the gymnasium organized in such forms as excursions, circles, sections, round tables, conferences, debates, school scientific societies, olympiads, competitions, search and scientific research, socially useful practices.
When organizing extracurricular activities, students of the gymnasium use the opportunities educational institutions additional education, organizations of culture and sports. During the holidays, to continue extracurricular activities, the possibilities of organizing children's recreation and their rehabilitation on the basis of the gymnasium are used.
I would like to hope that as a result of the work done, my children's emotional world was enriched, and mercy and kindness settled in their hearts forever. The results of my work are not final, positive dynamics can be traced. The socialization of the personality of the student and his integration into society in the difficult conditions of modern Russia are possible only if the foundations of spiritual and moral culture are formed.
Gradually, purposefully, in the process of long, painstaking work on the development of the spiritual and moral qualities of the individual, I see how many of the children become more tolerant, learn to listen to each other, understand, empathize.
Approved
at a meeting of the Department of Humanities
and artistic and aesthetic disciplines of KRIPKiPRO
Minutes No. ____ dated _______________ 2013
Head department ______________
Organization of spiritual and moral education of students
in public schools
In order to provide methodological support in the process of implementing the spiritual and moral education of students, methodological recommendations have been drawn up on the organization of the educational process in the aspect of spiritual and moral education of students in a general educational organization. Compiled in accordance with the requirements of the Federal State Educational Standards for General Education.
Legal Framework
spiritual and moral education of students
The organization and implementation of the process of spiritual and moral education of students in state and municipal general educational organizations is carried out in accordance with the norms of the law:
International Documents:
Universal Declaration of Human Rights (1948)
International Convention on the Rights of the Child (1989).
Protocol No. 1 to the European Convention for the Protection of Human Rights and Fundamental Freedoms of 1952
Convention against Discrimination in Education, 1960
International Covenant on Civil and Political Rights and International Covenant on Economic, Social and Cultural Rights of 1966
Declaration on the Elimination of All Forms of Intolerance and Discrimination Based on Religion or Belief of 1981, etc.
Legislation Russian Federation:
Federal state educational standards of general education.
The concept of spiritual and moral education of Russian schoolchildren.
General provisions
Spiritual and moral development and education of students is carried out with the aim of forming the moral way of school life, including educational, educational, extracurricular, socially significant activities of students, based on a system of spiritual ideals, values, moral priorities, implemented in a joint social pedagogical activity schools, families and other subjects of public life.
Target: the formation and development of a highly moral, creative, competent citizen of Russia, who accepts the fate of the Fatherland as his own, aware of the responsibility for the present future of his country, rooted in the spiritual and cultural traditions of the multinational people of the Russian Federation.
Tasks of spiritual and moral development and education of students:
In the field of personal culture formation:
Formation of the ability for spiritual development, realization of creative potential in educational-playing, subject-productive, socially oriented activities based on moral attitudes and moral norms, continuous education, self-education and universal spiritual and moral competence - "getting better";
Strengthening morality based on free will and spiritual domestic traditions, the internal attitude of the student's personality to act according to his conscience;
Formation of the foundations of the moral self-awareness of the individual (conscience) - the ability of a younger student to formulate their own moral obligations, exercise moral self-control, demand from themselves the fulfillment of moral standards, give a moral assessment of their own and other people's actions;
Formation of the moral meaning of the doctrine;
Formation of the foundations of morality - the need for a certain behavior realized by the student, due to the ideas of good and evil, proper and unacceptable accepted in society, strengthening the student's positive moral self-esteem, self-respect and life optimism;
Acceptance by students of basic national values, national and ethnic spiritual traditions;
Formation of aesthetic needs, values and feelings;
Formation of the ability to openly express and defend one's morally justified position, to be critical of one's own intentions, thoughts and actions;
Formation of the ability for independent actions and actions performed on the basis of a moral choice, for taking responsibility for their results;
Development of diligence, ability to overcome difficulties, purposefulness and perseverance in achieving results.
In the field of social culture formation:
Formation of the foundations of Russian civil identity;
Awakening faith in Russia, its people, a sense of personal responsibility for the Fatherland;
Education of a value attitude to their national language and culture;
Formation of patriotism and civil solidarity;
Development of skills for organizing and implementing cooperation with teachers, peers, parents, older children in solving common problems;
Building trust in others;
Development of goodwill and emotional responsiveness, understanding of other people and empathy with them;
Formation of humanistic and democratic value orientations;
Formation of a conscious and respectful attitude to traditional Russian religions and religious organizations, to faith and religious beliefs;
Formation of tolerance and the foundations of a culture of interethnic communication, respect for the language, cultural, religious traditions, history and lifestyle of representatives of the peoples of Russia.
In the field of family culture formation:
Formation of attitude towards the family as the basis of Russian society;
Formation of a student's respectful attitude towards parents, a conscious, caring attitude towards elders and younger ones;
Formation of ideas about family values, gender family roles and respect for them;
Acquaintance of the student with the cultural, historical and ethnic traditions of the Russian family.
The organization of work on the upbringing and socialization of students in the perspective of achieving a national educational ideal is carried out in the following areas:
1. Education of citizenship, patriotism, respect for the rights, freedoms and duties of a person.
Values: love for Russia, for its people, for its small homeland; service to the Fatherland; constitutional state; civil society; duty to the Fatherland, older generations, family; law and order; interethnic world; freedom and responsibility; trust in people.
2. Education of moral feelings and ethical consciousness.
Values: moral choice; meaning of life; justice; mercy; honor; dignity; Love; honoring parents; caring for seniors and juniors; freedom of conscience and religion. Ideas about faith, spirituality, the religious life of man and society, the religious picture of the world.
3. Education of diligence, creative attitude to learning, work, life.
Values: diligence; creation; knowledge; true; creation; purposefulness; perseverance in achieving goals; thrift.
4. Formation of a value attitude to health and a healthy lifestyle.
Values: physical health, social health (health of family members and school staff), active, healthy lifestyle life.
5. Education of a value attitude towards nature, environment(ecological education).
Values: life; motherland; reserved nature; planet Earth.
6. Education of a value attitude towards beauty, the formation of ideas about aesthetic ideals and values (aesthetic education).
Values: beauty; harmony; the spiritual world of man; aesthetic development; artistic creativity.
Features of the organization of work on
spiritual and moral education of students
Education and socialization, according to the Federal State Standards of General Education, the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen, the Exemplary Program for the Education and Socialization of Students, should be integrated into all types of students' activities: educational, extracurricular, extracurricular, family, socially useful.
The moral structure of school life is based on the following principles: the principle of orientation towards the ideal, the axiological principle, the principle of following the moral example, the principle of identification, the principle of dialogic communication, the principle of polysubjectivity of education, the principle of the system-activity organization of education.
The principle of orientation to the ideal. In the process of spiritual and moral development and education of students, certain ideals that are stored in the history of our country, in the cultures of the peoples of Russia, including religious cultures, in the cultural traditions of the peoples of the world, should be updated. Educational ideals support the unity of the way of school life, give it moral dimensions, and provide the possibility of harmonizing the activities of various subjects of education and socialization.
When considering the topics of kindness, mercy, justice, etc., the principle of orientation towards the ideal is realized. The teacher not only names the criteria for good and bad deeds, but also offers as a "standard" the life and work of famous people, fictional characters.
Axiological principle. Values determine the main content of the spiritual and moral development and education of the individual. Any content of learning, communication, activity can become the content of education if it is related to a certain value. The pedagogical organization of the moral structure of school life begins with the definition of the system of values that underlies the educational process, is revealed in its content, and the conscious assimilation of which by students is carried out in the process of their spiritual and moral development.
The organization and conduct of all types of upbringing and educational activities of a spiritual and moral orientation are based on values (love for Russia, moral choice, the meaning of life, beauty; harmony, physical health, social health, life, native land, diligence, creativity). Within the framework of events, the emphasis can be placed both on one or two values, and on their system as a whole.
The principle of following a moral example. Following the example is the leading method of moral education. The content of the educational process, extracurricular and extracurricular activities should be filled with examples of moral behavior. An example as a method of education allows you to expand the moral experience of the child, encourage him to internal dialogue, awaken moral reflection in him, provide the opportunity to choose when building his own system of value relations, and demonstrate to the child the real possibility of following the ideal in life. Of particular importance for the spiritual and moral development of the student is the example of the teacher.
The principle of identification (personification). Identification - a stable identification of oneself with a significant other, the desire to be like him. Personalized ideals are effective means of moral education of a child.
The principle of dialogical communication. Dialogic communication between a junior schoolchild and peers, parents (legal representatives), a teacher and other significant adults plays an important role in the formation of value relations. The development of a person's own system of values, the search for the meaning of life is impossible outside the dialogical communication of a person with another person, a child with a significant adult.
Dialogue within the framework of the lessons of spiritual and moral orientation can be organized between a teacher and a student, students and a student. To implement this form of work, it is recommended to use interactive forms of training.
The principle of polysubjectivity of education. In modern conditions, the process of development and education of the individual has a multi-subjective, multidimensional activity character. The activities of various subjects of spiritual and moral development, education and socialization, with the leading role of the educational organization, should, if possible, be coordinated on the basis of the goals, objectives and values of the program of spiritual and moral development and education of students at the stage of primary general education.
The principle of system-activity organization of education. Education, aimed at the spiritual and moral development of students and supported by the whole way of school life, includes the organization of educational, extracurricular, socially significant activities of younger students. Content integration various kinds the activities of students within the framework of the program of their spiritual and moral development and education are carried out on the basis of educational ideals and values.
For the effective functioning of the system of spiritual and moral education (education), it is recommended to use the method of pedagogical modeling. The universal model of spiritual and moral education is built taking into account the influence of the following objectively existing needs: the needs of the individual, the needs of the family, the needs of society.
Features of modeling the system of spiritual and moral education:
Continuity, interconnection and coordination of pedagogical activity of different social institutions;
Integration of classroom, extracurricular, educational work and the system of additional education,
Spiritual and moral education in the framework of educational activities
Extracurricular activities of students combine all types of activities of schoolchildren (except for educational activities and in the classroom), in which it is possible and expedient to solve the problems of their education and socialization.
According to the Federal Basic Curriculum for General Educational Organizations of the Russian Federation, the organization of classes in the areas of extracurricular activities is an integral part of the educational process at school. The time allotted for extracurricular activities is used at the request of students and in forms other than the lesson system of education.
The time allotted for extracurricular activities is not taken into account when determining the maximum allowable weekly load of students, but is taken into account when determining the amount of funding allocated for the implementation of the main educational program.
The educational results of extracurricular activities of schoolchildren are distributed over three levels.
The first level of results the student's acquisition of social knowledge (about social norms, the structure of society, socially approved and disapproved forms of behavior in society, etc.), a primary understanding of social reality and everyday life.
To achieve this level of results, the interaction of the student with his teachers (mainly in additional education) is of particular importance as carriers of positive social knowledge and everyday experience that are significant for him.
For example, in a conversation about good deeds, the child not only perceives information from the teacher, but also involuntarily compares it with the image of the teacher himself. There will be more confidence in the information if the teacher himself confirms what was said by actions and words.
Second level of results- the student gaining experience of experiencing and a positive attitude to the basic values of society (person, family, Fatherland, nature, peace, knowledge, work, culture), a value attitude to social reality as a whole.
To achieve this level of results, the interaction of schoolchildren with each other at the level of the class, school, i.e. in a protected, friendly pro-social environment, is of particular importance. It is in such a close social environment that the child receives (or does not receive) the first practical confirmation of the acquired social knowledge, begins to appreciate (or rejects) it.
The third level of results - the student gaining experience of independent social action. Only in independent public action, action in an open society, outside the friendly environment of the school, for other, often unfamiliar people who are not necessarily positive towards him, does a young person really become (and not just learn how to become) a social figure. , a citizen, a free man. It is in the experience of independent social action that courage is acquired, that readiness for action, without which the existence of a citizen and civil society is unthinkable.
Obviously, in order to achieve this level of results, the interaction of a student with social subjects outside the school, in an open social environment, is of particular importance.
Achieving three levels of extracurricular activities increases the likelihood of effects education and socialization of children. Pupils can be formed communicative, ethical, social, civic competence and socio-cultural identity in its country, ethnic and other aspects.
When organizing work on the spiritual and moral education of students, it is recommended to use the following forms and types of organization of educational activities:
1. Conversations, games of moral and spiritual and moral content. Rules observed when organizing and conducting games:
Games should be emotionally positive or neutral,
Games should be designed to develop various abilities, skills,
Games should be varied in types of activity.
"Say the opposite." Children are divided into two teams. Each team in turn names any quality of the personality, and the other must name the opposite quality.
"Choose a synonym." The teacher names some character trait (or shows a picture), and the children remember the words that denote it. You can divide the children into two teams. Representatives of each team in turn name synonyms. The team that says the last word wins.
"Who is bigger?" The teacher asks the children: "What day of the week is it today?" Then he gives them the task to name personality traits that begin with this letter. You can also search for a letter in the book (calling the page, line number, word number or, without looking, poke a pencil into the text), pull out an inverted card, etc.
"Tale in a new way". After reading the fairy tale and discussing its characters, children are invited to remember which qualities are opposite. After that, the teacher invites the children to compose a fairy tale in which different characters have opposite personality traits. For example, pigs NifNif and NufNuf will be brave and hardworking, Naf-Naf will be cowardly and lazy, and the Wolf will be kind and honest.
2. Conducting joint holidays of the school and the public. The educational potential of folk rituals and holidays is high: the musical lounge “Christmas meetings”, entertainment “Winter Christmas time”, etc.
3. The use of audio recordings and technical teaching aids allows you to change the structure of the lesson, helps to make better use of every minute of study time, to present complex material as clearly and intelligibly as possible and to ensure its fast and lasting assimilation.
Tasks of using audio and video recordings:
To create conditions for the spiritual and moral development of students at extracurricular musical events, vocal and choral classes and classes of the musical circle "Bell Rus";
To teach schoolchildren to navigate the world of music on the examples of Russian classics and to introduce them to the highest spiritual values;
To form spiritual and moral guidelines for students in accordance with the national educational ideal.
As part of events of a spiritual and moral orientation, it is possible to demonstrate short animated films. For example, "Crystal Boy", "Seryozha", "Puppy", " New Year's adventures two brothers, etc.
4. Excursions, targeted walks. A special place in extracurricular activities is occupied by various excursions, which are recommended to be organized at least once a quarter. At the end of each quarter, it is possible to organize incentive trips for those students who have been awarded certificates of merit for academic excellence, exemplary behavior and diligence.
Ethical education of students
Upbringing is the most important part of the pedagogical process, it is recognized to form the typological qualities of the individual in accordance with the ideal that society sets. “To educate a person intellectually without educating him morally means to grow a threat to society.” Intellectual upbringing is the essence of education, education is a process based on the natural inclinations of a person. However, nature did not provide any mechanisms for the formation of the personality of an educated person.
The norm of education is wholly and completely a consequence of the socio-historical way of life. To be a person, it is not enough for them to be born, they must also absorb certain environmental influences that contribute to the formation of personality. In this regard, the statement of A. Exupery is logical and indisputable “Education takes precedence over education. It is upbringing that makes a man."
At its core educational process is a restriction of human freedom and capabilities, it introduces certain boundaries of behavior that are reasonable from the point of view of society. This process seems to be quite difficult to understand: it is not always clear where education ends and training and manipulation begin. Deep meaning contains the statement of D.S. Likhachev about that "at the heart of all good manners there is one task: so that a person does not interfere with a person and everyone feels good together”
In the process of educational activities, systematically created and implemented conditions contributing comprehensive development of the individual, broadening one's horizons, developing a culture of thinking, satisfying requests for increasing the intellectual, cultural and moral potential both during training and outside of school.
primary goal consists in the formation of a viable, humanistically oriented personality, the creation of conditions for the formation of a socially competent personality of a student with a high culture and civic responsibility.
In an effort to achieve the goal, the educational process decides three main tasks: worldview formation, familiarization with the norms of culture, behavior And formation of the right attitude to work.
The first task involves the gradual acquaintance of the child with the social environment and the development of a system of stable, own views on the world. “Own” does not mean different from universal, but implies unity with them, but based on a reasonable, meaningful and justified acceptance of them for oneself. As part of this task, the boundaries between good and evil are formed - the basis ethical standards, as well as the notion of beauty and ugliness, in other words, aesthetic ideal, which contributes to the formation of aesthetic tastes, personal preferences of a person.
Learning to behave contributes to the realization of a worldview position, the disclosure of human abilities and the formation of a team of like-minded people. Regulatory regulation of behavior etiquette- area of knowledge about the rules of proper behavior in certain situations. Within the framework of etiquette, several branches are considered: a culture of speech(literacy, correctness, persuasiveness); communication culture(in contrast to the culture of speech, it considers not one subject, but at least two, sharing responsibility for the interaction as a whole); aesthetics clothes; the culture of the feast, as well as the culture of behavior in situations that require special nobility of manners (visiting the theater, choosing, presenting and receiving gifts, etc.).
The third task is formation of a proper attitude to work- implies an understanding of labor-work-study as natural, necessary, bringing satisfaction and pleasure parts of our lives. Already in early childhood, the child receives his first labor assignments and, fulfilling them, feels himself an important part of a large mechanism, begins to experience joy both from the result and from the labor process itself.
The importance of work, activity in a person's life cannot be overestimated - after all, only in work is the realization of abilities possible, and in the achievements of a person is the very meaning of his life. However, not only the goal is important, but also the ways to achieve it. If the key is combined " labor activity”is the word“ necessary ”, the question arises: when to live, if most of the time is busy with work - some kind of severe duty?
Exactly upbringing gives us the opportunity to find “our” field of activity, including when solving career guidance problems, and enjoy it no less than from leisure and recreation.
Today, professional orientation is not going through the best of times - such phrases as “favorite business” or “business to your liking” have practically disappeared from the lexicon of a modern person, and the concept of “profession” is often formal.
However, these are not signs of a new era, but evidence of a social crisis, which can be overcome only by taking into account personal preferences and inclinations when choosing a profession.
The search for new forms and methods of professionalorientation work is one of the urgent tasks in the field of education. The content basis of education is a body of knowledgeattitudes, ideas and forms of behavior,element-based materialnoah and spiritual culture of society,learned by the pupil and becomehis individual valuesbaggage.
Thus, educational activities should be contained in educational and extracurricular work, the teacher must promote the self-development of the personality of students, improve their spiritual, moral and cultural level.
I would like to elaborate on ethical education students.
ethical education- this is the awakening and strengthening of morality and morality in a growing person, this is the formation of an “effort to be” (M. Mamardashvili), this is the inclusion of a student in the search for “how to live righteously” (Vl. Solovyov)
ethical education is aimed at creating conditions for the formation of the emotional and value sphere of the student's personality, which implies, first of all, their ascent to universal values, such as Truth, Goodness, Beauty, Faith, Knowledge. Further, the content aspect of the spiritual, moral and ethical education of schoolchildren involves the recognition of dominant values modern world, such as Man, Life, Spirituality, Fatherland, Labor. And, finally, from the standpoint of the special, general and specific, one more group of values is assimilated - professional values.
Ethics is the science of the moral life of a person, which has absorbed the historical experience of the moral foundations of human life and culture. Only with its inherent methods and forms of influence on a growing person can one enter into a deep ethical dialogue with students about the most important issues of human existence and the meaning of life. Today it becomes especially important.
The continuous accumulation of knowledge about moral norms is of particular importance for the younger student because his life experience is not great.
The child receives information about the world around him, social phenomena in the process of communicating with peers and adults, from radio and television programs, independently read books and magazines, from observations of the surrounding life and events. The information received can carry both true and distorted information about moral standards. Analyze the facts, compare the unknown with the previously known, comprehend the information received junior schoolchild easier under the guidance of an experienced teacher.
That is why, while solving the social problems of education today, we must rely on the rational and moral in a person and help each pupil determine the value bases of his own life, acquire a sense of responsibility for preserving the moral foundations of society.
If ethics is seen as subject of education then its main task is to include the child in a consistent process of awareness, assimilation of the norms of the moral life of people, familiarization with these norms. Ethics plays a cementing role in continuous moral education. And it is important to make this process desirable for children, not intrusive and not dogmatic, but subtle, joyful, lively, creative and active.
When organizing the educational process, it is necessary to give preference to a variety of creative, educational, labor and other activities and the development, through this management and regulation of this activity, of the corresponding personal and ethical qualities.
A holistic system of ethical education is needed as a means and process moral development of pupils.
As main tasks spiritual and moral and ethical education allocate:
a) accumulation of experience and knowledge about the rules of social behavior (in the family, on the street, at school and other public places):
b) reasonable use of free time and development of spiritual, moral and ethical qualities of a person, such as an attentive and caring attitude towards close people; honesty, patience, modesty and delicacy, organization, discipline and responsibility, sense of duty and honor, respect for human dignity, diligence and work culture, careful attitude to national achievement.
In the process of spiritual and moral education, methods, How
- persuasion by example, explanations,
The action of this method is based on the fact that the child, in his desire to become an adult as soon as possible, takes the example of adults as an imitation. clarification It is the most accessible method. Experience shows that misconceptions about friendship, kindness, honesty, justice are the cause of frequent conflicts between children. Therefore, it is necessary to explain to the child what is expected of him, how they want to see him. The children are explained the norms of behavior at school, at home, on the street, in relations with people, in relation to their duties.
- advice,wishes and positive feedback,
Approving the correct behavior of the child, the adult corrects it, shows that it is correct and that in the future it should be done the same way. An important means of education is praise, Praise, like OK, contributes to the education of the child's faith in their own strengths and capabilities.
- positive assessment of actions and deeds (promotion) It is able to fix correct forms pupil's behavior. This includes the granting of honorary rights, material rewards, rewards.
- publicrecognition of human achievement and merit,
- Punishment - this is the inhibition of the negative manifestations of the personality with the help of a negative assessment of her act, the generation of feelings of guilt, shame and remorse. Punishment can only be applied in rare cases.
Types of punishment: remark, censure, deprivation of pleasure, deprivation or restriction of rights, disapproval, reprimand, refusal of punishment, suspension of punishment,
Cases excluding punishment: inability, positive motive, effect, repentance, fear, oversight.
- conducting ethical discussions and debates.
Ethical conversation- a method of systematic and consistent discussion of knowledge, involving the participation of both parties; teacher and student. The conversation differs from the story, instruction precisely in that the teacher listens and takes into account the opinions, points of view of his interlocutors, builds his relationship with them on the principles of equality and cooperation. An ethical conversation is called because its subject most often becomes moral, moral, ethical problems.
The effectiveness of ethical conversations depends on the observance of a number of important conditions:
1. It is important that the conversation has a problematic character, involves a struggle of views, ideas, opinions. The teacher should stimulate non-standard questions, help students find answers to them themselves.
2. An ethical conversation should not be allowed to develop according to a pre-compiled scenario with the memorization of ready-made or prompted by adults answers. Children should be given the opportunity to say what they think. Teach them to respect the opinions of others, to patiently and reasonably develop the right point of view.
3. It is also impossible to allow the conversation to turn into a lecture: the teacher speaks, the students listen. Only frankly expressed opinions and doubts make it possible to direct the conversation so that the guys themselves come to a correct understanding of the essence of the issue under discussion. Success depends on how warm the nature of the conversation will be, whether the teachers will reveal their soul in it.
4. The material for the conversation should be close to the emotional experience of the pupils. It is impossible to expect and demand from them activity when discussing difficult issues or those in which facts are taken as a basis, phenomena connected by events or feelings that are incomprehensible to them. Only when relying on real experience can conversations on abstract topics be successful.
5. During the conversation, it is important to identify and compare all points of view. No one's opinion can be ignored, it is important from all points of view - objectivity, fairness, culture of communication.
6. Proper leadership of ethical conversation is to help pupils independently come to the correct conclusion. To do this, the teacher needs to be able to look at events or actions through the eyes of the pupil, understand his position and the feelings associated with it.
The topics of conversations can be different: at the beginning of the year it is advisable to have a conversation about friendship and fellowship. During the period when the results of a competition or some kind of joint work, competitions, exhibitions are being summed up, it is appropriate to have a conversation about justice and collectivism. The teacher should determine the sequence of summarizing conversations at the beginning of the year. Fulfillment of this requirement will ensure the systematic communication of ethical knowledge to children.
Moral and ethical education is also formed through public events(holidays, quizzes, KVN), competitions, contests. Favorable conditions are created for the children to include students in the system of real moral relations of mutual assistance, responsibility, and principled exactingness. Individual inclinations, creative abilities develop to a fuller extent in this activity.
Education is also formed through creative work students who are imbued with the light of “goodness, truth and beauty”, interest in their native history, love for nature and the people around them.
Through excursions to museums, exhibition halls. Thanks to the systematic approach of teachers to moral and ethical education, they make the child spiritually rich and happy.
Thus, all the described means and methods of educating the ethical culture of students are fixed in the minds of children, they practice good deeds, and this contributes to the education of good ethical ideas and behavior.
To create conditions for the spiritual and moral development of students, their upbringing and full socialization, it is necessary:
The conscious desire of each teacher for their own spiritual growth and the provision of assistance to their students in spiritual maturation.
Creation in the team of an atmosphere of camaraderie, goodwill, respect for the personality and individuality of each student,
Recognition of his right to his own point of view, the development of dialogue forms of communication.
Of course, in the classroom, each teacher can do a lot to awaken the high spiritual aspirations of the child, give examples of moral judgment, kindness and mercy. And if the family, the surrounding social reality, confirmed what was experienced in the classroom, the experience of communicating with the adult world consolidated the best human qualities, then, perhaps, this would be quite enough for education.
Experiment and innovation at school - № 2/2015
Master class on spiritual and moral education
IN AND. parrots
spiritual and moral culture, patriotism, human will, goodness, freedom, justice
Keywords:
Education is a single process of upbringing, training and also provides for the spiritual and moral development of a person.
The practice of teaching the fundamentals of the spiritual and moral culture of the peoples of the Russian Federation in order to form and develop a personality in accordance with family and public spiritual, moral and sociocultural values is enshrined at the level of the Federal Law "On Education in the Russian Federation".
When determining the criteria for the quality of education within the framework of the priority national project "Education", it is necessary to take into account the level of spiritual and moral education of students. Spiritual and moral development and education of students is the primary task of the modern educational system, which is an important component of the social order for education.
Spirituality is a fundamental property of a person, it integrates the needs and abilities of a person to realize himself in search of truth, in creativity, in the pursuit of goodness, freedom, justice. The upbringing of a person, the strengthening of his interest in life, love for his country, the need to create and improve is the most important condition for the successful development of Russia.
Among critical issues education causes serious concern about the spiritual and moral education of young people. What to teach and how to educate, how to teach a child to love the Fatherland, their national culture, identity and traditions of their people? This question has been asked by each of us more than once. In the eternal search for good and evil, we, as a rule, go to universal values and ideals.
An example is the legacy of V.A. Sukhomlinsky, who noted: “A special sphere educational work- protection of children, adolescents, youth from one of the biggest troubles - the emptiness of the soul,
lack of spirituality...” The sphere of pedagogical responsibility in the process of education is determined by the efforts of society and the state aimed at educating children and youth of an active civic position, patriotism, and a sense of responsibility for their homeland.
Patriotism is formed in the process of training, socialization and education of students, however social space for the development of patriotism is not limited to the walls of the technical school. Big role here the family and other social institutions of society perform. A significant place in the process of forming the qualities of a citizen and a patriot in adolescents is occupied by the disciplines “Fundamentals of Life Safety”, “History of Russia”, etc., on which we form civil-patriotic qualities of a person.
The education of patriotism in the classroom at the Yegoryevsk Industrial and Economic College is of great importance, since we are talking about the fate of present and future generations, our young contemporaries must not only have the necessary amount of knowledge, but also become spiritually and intellectually mature.
The basis of civic-patriotic education is the psychological characteristics of students, so we build their acquaintance with the life of their country on accessible, concrete facts, phenomena, events, showing the logical connections between them.
Patriotic education should be harmoniously combined with the familiarization of students with the best achievements of world civilization. This system should contribute to the development of successive thinking, commitment to one's national heritage and awareness of its role and place in world spiritual development, as well as respect and openness to all other peoples and their traditions. Only a deep and conscious love for one's heritage encourages a person to respect the feelings of others, to be sensitive to the tragedies of the Fatherland and the people.
Therefore, introducing the history of the Great Patriotic War, we present those facts that relate to
Spiritual and moral development and education of students
our fellow countrymen, relatives and friends. For example, my father, Ilya Arsentyevich Popugaev, fought on the Kursk Bulge as a gunner-radio operator of the Boston-20 reconnaissance bomber. The crew consisted of four people: a pilot, a navigator, a gunner and a gunner-radio operator. The aircraft was equipped with 10 100 kg bombs, machine guns, a cannon and a camera (Fig. 8).
In one of the sorties, the father could have died, but miraculously remained alive.
It was 1943. The troops of the Belorussian Front, with the support of bomber aircraft, liberated the cities. On one of the sectors of the front, labor
Rice. 8. Photos from the home photo archive
naya situation. The enemy delayed the offensive of the Soviet troops. It was necessary to conduct aerial reconnaissance, and the weather was non-flying. Wet snow was falling, clouds hung low over the earth. It was impossible to wait for flying weather. The command of the regiment ordered the crew of the aircraft to conduct aerial reconnaissance of the enemy troops. It was just before this flight, as his father said, that he felt the need to take with him a first aid kit, which not only he, but also other crew members never took on a combat sortie. First-aid kits were stored in a wooden box in the barracks. My father took the first-aid kit and put it in the pocket of his overalls, but, feeling awkward, since the other crew members did not take the first-aid kit, he put it back in the box. However, a restless thought came again: “Take a first-aid kit, take a first-aid kit, take a first-aid kit,” which he, who was brought up in an Orthodox family and believes in God and the Guardian Angel, did. This saved his life.
The front line was not far, and the plane passed it safely. The enemy troops became visible, who did not expect the appearance of a Soviet aircraft in such weather. The panic began. The plane flew over a cluster of tanks, armored vehicles, motorized infantry, dropped bombs and took photographs. The task was completed. On way back father saw in the "tail" of the plane four rapidly approaching objects the size of a sparrow (he was distinguished by keen eyesight, was a well-aimed hunter) and reported to the pilot via radio. It became clear that they were being pursued by four German aircraft. As it turned out later - four Messerschmites. The crew prepared for battle. The distance between the planes decreased, shooting began. The German pilots attacked in pairs and expected to land our plane on the ground. Attacks followed one after another. The plane maneuvered and also returned fire. One Messerschmit caught fire and crashed on the ground. When the battle moved to our side of the front, the German pilots turned back. Only after that, the father felt unbearable pain in his left arm. During the shooting, he did not notice that he was holding a machine gun with one right hand, left hand was killed by a burst of German aircraft and hung like a whip, the sleeve of her overalls was filled with blood. The father, instantly remembering the first-aid kit, called the second gunner for help. He crawled up to his father, took out a first-aid kit from the pocket of his overalls and stopped the bleeding with a tourniquet. The crew of our plane delivered intelligence to the command, and the guards bombers flew out to bomb the enemy. Soon the glorious motorized infantry went on the attack. Later, already in the hospital, an experienced elderly surgeon told his father that he could die due to a large loss of blood. The hand was saved thanks to this surgeon. He convinced a council of mostly young colleagues not to amputate it.
All crew members of the reconnaissance aircraft were awarded Orders of the Patriotic War. Yes, this is patriotism!
During the war years, a first-aid kit saved the wounded on the battlefield, and now faith, patriotism and mutual assistance help our generation choose the right path in life.
In everyday life, we do not meet with a measure that could measure patriotism. Love
to the Fatherland becomes a strength of mind only when a person has images associated with his native land, language imprinted in his mind, when a feeling of pride arises from the fact that all this is your Motherland.
Literature
1. Antonova L.N. According to conscience and faith: Report of the Minister of Education of the Government of the Moscow Region Lidia Antonova at the plenary session dedicated to the opening of the V Moscow Regional Christmas Educational Readings “On the Ways of Spiritual and Moral Education and Enlightenment” // Education of the Moscow Region. Public lesson. 2008. No. 1(3). pp. 5-7.
2. Borev V. And again one against four // fighting"People's Commissariat" of the State Drug Control Service of Russia. 2005. No. 16.
3. Boyarskaya V.V., Rakova N.S. Patriotism in the light of the task of forming a harmonious personality of a citizen of Russia / / Experiment and innovations at school. 2014. No. 5. S. 58-60.
4. Buzmakova A.A. Psychological culture of a schoolchild // Municipal education: innovations and experiment. 2012. No. 4. S. 55-63.
5. Popugaev V.I. Study of the general emotional orientation of students // Sat. articles based on the materials of small Christmas pedagogical readings "1150th anniversary of Russian statehood - the basis for the formation of moral guidelines for modern youth." GBOU NPO Vocational School No. 30. Kolomna, 2012. P. 125-133.
6. Popugaev V.I. Experimental and theoretical study of the general emotional orientation of students. All-Russian Internet Competition pedagogical creativity 2012 school year. http://educontest.net/
7. Tarakanova V.V. Patriotic education in the youth environment. Spiritual and moral world of modern Russian society: problems of formation and protection // Proceedings of the All-Russian scientific and practical conference "Spiritual and moral world of modern Russian society - problems of formation and protection", Volgograd, March 16, 2009 / Ed. ed. A.A. Ogarkov et al. M.: Globus, 2009. S. 276-280.
8. Federal Law "On Education in the Russian Federation". M.: "Omega-L", 2013.
9. Film library of TV shows "The Word of the Shepherd": Methodical. allowance / Comp. IN AND. Parrots. Internet portal of the International Foundation for Pedagogical Innovations. http://www.mfpn.ru
It is quite right that one of the main characteristics of education in a modern school is its educational character.
During school life, a person spends about 10,000 lessons - different: by subject of study and area of knowledge, by content and methodology, by the nature of the relationship with the teacher and classmates A lesson is a “cell” of the educational process, saturated with diverse relationships to the world of objects and phenomena, events of the past and present, to science, to art, to people's attitudes, to one's own position in the learning process, in the world of human values, in one's own development...
In the process of learning, everything educates: and the content educational material(ideological ideas, facts from and history of the studied sciences, life position and human qualities of scientists, writers, artists, composers, historical figures). And the organization, and the methodology, and technology of training (ensuring the active position of the student, the development of his moral qualities, familiarizing the student with the NOT, mental education..) and the personality of the teacher. In the process of learning, a value attitude to science and its creators, to a culture of intelligence, to the opportunities and values of education develops, the need and skills of self-education are formed ... The solution of the problems of comprehensive development occurs - mental, moral, aesthetic, legal, environmental, physical ...
The personality of the teacher has a significant educational potential: his attitude to life and to the elements of the learning process (children, science, the process of cognition, his work ...), his moral credo, aesthetic expressiveness, general culture, pedagogical master and pedagogical tact Brings up the psychological climate of the lesson and extracurricular educational activities. And even a subject cabinet .., and textbooks .., and teaching aids ...
In fact, education is organically "woven" into the entire process of education. Progressive educators have understood this for a long time, and over the centuries in the history of educators: one of the main approaches has developed, called principle of nurturing education.
Let us turn to some ideas of educators and thinkers of the past:
“Education is a matter of conscience, education is a matter of science. Later, already in the developed person, both these types of knowledge complement each other ”(V. Hugo).
“Both upbringing and education are inseparable. It is impossible to educate without passing on knowledge; all knowledge acts educationally. Education in itself, without being educated, is nonsense, it does nothing but harm. Therefore, training should serve not only the transfer of knowledge and the development of reason, but also the spiritual, moral development of the feelings and will of a person ”(K.D. Ushinsky).
“Knowledge without education is like a sword in the hands of a madman” (D.I. Mendeleev).
| THE ROLE OF EDUCATION IN LEARNING |
Achieving the goal and solving the problems of education in the learning process (in the classroom and in extracurricular and out-of-school work) is ensured by the specifics nurturing education: its purpose and objectives, laws and principles, content, logic and structure, methods used, techniques, organizational forms of teaching, as well as the nature of the relationship "teacher<->student" in the learning process.
Practice convincingly proves that insufficient attention to the educational function of education entails serious consequences, affecting not only a person’s attitude to learning, but also a distorted attitude to life, the formation of negative personality traits, affecting the life position of a person as a whole.
A.S. warned about this. Makarenko: “Failure at school, poor grades lower the mood and vitality of the pupil, although outwardly this can take the form of bravado, feigned indifference, isolation and sneer. Failures in school are usually the result of systematic lies of children in a variety of forms. Such a posture of the pupil contrasts him with a healthy children's and youth team, and therefore it is always more or less dangerous. An excellent student may have another tendency of an extra-collective position: arrogance, narcissism, selfishness, covered up by the most virtuous mine and pose. The average student has a monotony and a grayish current of life, which they can hardly endure and therefore begin an optimistic perspective in other areas.
*Makarenko A.S. Cit.: In 7 t. M., 1951. T. 5.
| SPECIFICITY OF EDUCATION COMPARISON WITH EDUCATION) |
Education (in the narrow sense of the word) has its own characteristics compared to training
1. Education is wider and more complicated than learning, because it:
o precedes learning;
o carried out both in the learning process and in any other extracurricular activities;
o continues after the end of a person's systematic training;
o occurs daily and hourly in all human life.
2. The results of education do not lend themselves to quick verification as the results of education.
3. The process of education is multifactorial, and this is its complexity. In teaching, success is determined mainly by the teacher.
4. Education does not have strict, clear organizational forms, like training.
5. Education covers a wider range of tasks and the formation of a growing person's relationship to the world around him (and even learning).
6. Education creates the necessary conditions for the development of a person, influencing his consciousness, emotional volitional sphere and behavior (all types of activity, one of which is intellectual and cognitive activity).
Pedagogical theory states what is happening change of educational paradigm: a different content, different approaches, different law, different relations, a different position in the activities of the teacher and the student, a different pedagogical mentality are offered. After analyzing what is happening, G.K. Selevko notes such changes V modern education*:
o Traditional ways information (oral and written speech, television and radio communications) are giving way to computer teaching aids, the use of telecommunication networks on a global scale.
o The most important component is the student-oriented interaction of the teacher with the students.
o A special role is given to the spiritual education of the individual, the formation of the moral character of a person.
o Further integration of educational factors is planned: schools, families, macro- and micro-society.
o The role of science in the creation of pedagogical technologies that are adequate to the level of public knowledge is increasing, which is characterized by the transition:
a) from learning as a function of memorization to learning as a process of mental development that allows you to use what you have learned;
b) a purely associative, static model of knowledge to dynamically structured systems of mental actions;
c) from focusing on the average student to differentiated and individualized training programs;
d) from external motivation of teaching to internal moral-volitional regulation.
* Selevko G.K. Modern educational technologies. M., 1998. S. 3
The essence of all systems of developing education has recently become the idea student-centered learning, containing a great educational potential, which is combination of learning understood as a normative-conforming activity of society (schools, teachers), and doctrine, as an individually meaningful activity of an individual child. Its content, methods, techniques are aimed mainly at uncover and use subjective experience each student, to help the formation of personally significant ways of educational and cognitive activity.
For each student, a educational program, bearing an individual character, since it is based on the knowledge of the characteristics of the student as a person with all the characteristics inherent only to her and is adapted to the student's capabilities.
Teaching is built on a dialogue between teacher and student. Peculiarities position of the teacher stimulation of the development of the subjective experience of learning and the individuality of each child, recognition of his originality and self-worth. Student Position is expressed in the free choice of elements of the educational process, activity in self-knowledge, self-determination, self-realization.
Speaking about the educational potential of the learning process, V.A. Karakovsky notes such main terms concerning the content of education:
o formation in schoolchildren the foundations of the worldview- a holistic picture of the world (natural-scientific, social and artistic), a new style of thinking based on the ideas of synergetics (the science of self-organization of processes occurring in the world);
o formation environmental literacy and ecological consciousness of students on the basis of the teachings of V.I. Vernadsky about the biosphere and noosphere;
o addressing students to humanitarian ideas education through the inclusion of philosophical, axiological, historical and scientific knowledge, biographies of scientists into the fabric of the subject mother. A. Einstein wrote that “the moral qualities of an outstanding person are perhaps more important than purely intellectual achievements. The latter depend on the greatness of character to a much greater extent than is commonly believed. This idea is brilliantly confirmed by the history of the life and work of A. Einstein himself, on the remarkable contemporaries of B.M. Kedrova, A.D. Zakharova, D.S. Likhachev and others**.
A very important concern of the teacher is intelligent Class Background, which is set by the teacher “becomes, according to Sukhomlinsky V.A., a powerful source general development students, the necessary teaching. And knowledge is growing! Major scientists receive 80% of all information not from books and magazines, but through unofficial channels - by communicating and corresponding with each other.
| EDUCATION THROUGH LEARNING METHODS |
The educational potential of learning is realized not only through the content, but also through methods and organizational forms of training. Thus, reproductive methods of teaching help the formation of discipline, diligence, attentiveness. Problematic methods aimed at the development of intelligence contribute to the development of independence, a creative approach to solving life problematic
situations, enrichment emotional sphere, focus on the values of science and culture, on self-development and self-actualization.
* Management of the educational system of the school: problems and solutions Ed. V.A. Karakovsky and others. M., 1999. Ch. 3. §2, 3.
** Many worthy examples can be found in the book: Golovanov Ya. Sketches about scientists. M., 1976.
Job a team peers includes schoolchildren in relationships of interaction and cooperation, in an atmosphere of comradely mutual assistance, forms leadership qualities and the ability to obey, teaches an attentive attitude towards people around. Modern teaching methods, which allow revealing and realizing the potential of the individual, form a value attitude towards oneself and to another person as the highest value.
group work in the classroom allows you to develop the qualities of both a “theorist” and an “experimenter”; both leader and follower; both the verifier and the verifiable (works by H.-J. Liimers, M.D. Vinogradova, B. Pervin, V.K. Dyachenko).
| EDUCATION IN DIFFERENT RMA OF TRAINING |
Strengthening the educational potential of training is achieved by using unusual lessons and various forms of organizing children's activities: a lesson-thinking, "dialogue of cultures", discussion lessons, a lesson-holiday, didactic and aesthetic performances, "judgment on (negative phenomena of the surrounding world), scientific and practical conferences, game forms of learning, solving problematic issues , lessons "Man in the world of paradoxes", lessons on request, "defense of fantastic projects", etc.
A special focus on education is given to specialized lessons, specially introduced in a modern school with the aim of educating students: lessons in world art culture, human studies, pedagogy, philosophy, psychology, rhetoric, cultural studies, schoolchildren's NOT, etc.
It is known that effective education occurs with rational life organization children. One of the ways to realize the educational potential of learning is event approach: Learning should be for a child (teenager) a chain of various predictable and unexpected events that have significant personal meaning for both the student and the teacher.
| EDUCATIONAL POTENTIAL OF THE PERSONALITY OF THE TEACHER |
Teacher becomes for the student a mentor, patron, friend, like-minded person, accomplice of life events. The teacher is the bearer of cultural values that reveal to the child the world often speaking
in the role of assistant, defender of interests and rights, trusted person, carrier of pedagogical support.
In this position, the educator himself cannot but be a person for whom self-actualization is the only meaning of life, including as an organizer of the educational process.
Such a teacher is characterized by trust and compulsion, openness in communicating with children, and an expression of respect for them. This style of relationship is also transferred to extracurricular and even extracurricular communication between the teacher and children.
The famous teacher-innovator E.N. Ilyin compiled concise advice to the teacher * (sometimes even comic), some of them:
“... Not a single head timidly pulled into the shoulders - that's pedagogy.
Discipline is the area of pedagogy where we especially sinned.
When the guys enthusiastically tell about one teacher to another, both are worthy of attention.
The guys close up when they see that we are more interesting for ourselves than they are for us.
You need to go to the student with him.
Success is determined by: position (children are not to blame), approach (human), method (creative).
To say more than a book is the privilege of a teacher-educator.
Feel the hatred for the "deuce", do everything so that it does not exist, and you are an innovator ... "
* From a future book called "From the Notebook of a Literary Book".
| THE ROLE OF THE EVALUATION FUNCTION OF THE TEACHER |
With regard to the last advice, it should be said specifically: the evaluative function of the teacher in the learning process is a burning problem for both the teacher and the student. Much has been written about her. There are many wishes to change the existing state of affairs, because often the mark, like the sword of Damocles hanging over the student, sometimes dominates him, becoming an assessment of the personality as a whole. Let's carefully read the "angry" notes in the "free" essay about the school of graduate Artem Kosmarsky:
“Marks are not “statistical information” for official use, and not a fair reflection of “pure” knowledge. Grades are an instrument of power over the Student; an instrument of administrative, psychological, and now financial pressure. The whole life of the Student in the School is determined by his "education" - which is hourly falsified by grades, and through them - by the school system.
The right to give grades belongs to the teacher, not the student. So marks are undoubtedly protected from childish irresponsibility. But is adult arbitrariness better?
Nevertheless, for the most complete realization of the educative function of learning and for a positive transfer of the evaluation of the child as a student to the evaluation of him as a person, it is necessary to find a positive evaluative means.
In relationships with the teacher and with peers in the classroom and outside it, the child (teenager) develops criteria for evaluation moral (immoral) attitude towards oneself and another person. At the same time, according to N.E. Shchurkova *, “the measure of the ethical is determined by the measure of attention to another person ... the measure of conjugation of the interests of the personal "I" and the interests of the "Other" ... the measure of respect for oneself as a Human, ... the measure of freedom of choice a person who manifests his subjective, not predetermined from outside and above attitude towards another.
And therefore characteristics of ethical life become: "see the Other", "hear the Other", "accept the Other", "open one's "I" to the Other", "help the Other", "work with the Other", "thank the Other", "autonomy of the Other", "And autonomy from Another", "to see oneself in the role of the Other", "to comprehend the Person as a value".
Questions for self-examination and reflection
1. How should the educational function of education and the principle of nurturing education be understood?
2. Education of students through the content of education: what does it give a developing personality?
3. What is the character-educating methods and organizational forms of training manifested in?
Vinogradova M.D., Pervin I.B. Collective cognitive activity and education of schoolchildren. M., 1977.
Vinokurova N.K. Magic of the intellect. (Or a book about when children are smarter, faster, smarter than adults). MJ 1994.
Davydov V.D. Developmental training. M., 1986.
Dezhnikova N.S., Orlov V.B. The personality of the student and its development. Chelyabinsk, 1997.
Dusavitsky A.K. Personality development in educational activity M., 1996.
Dyachenko V.K. Cooperation in education. M., 1995.
Zankov L.V. Didactics and life. M., 1998.
Ilyin E.N. path to the student. M., 1988.
Ilyin E.N. The art of communication. M., 1982.
Ilyin E.N., Mer/pence SV. Let's get together. New opportunities for the lesson of communication. M., 1994.
Kapustin I.P. Pedagogical technologies of the adaptive school. M., 1999. Chapter 2 "A lesson in an adaptive school."
Korotov V.M. Going to the first lessons. M., 1977.
Liimets H.-J. How does the learning process nurture. M. 1982.
Likhachev B.T. Educational aspects of teaching. M., 1982.
Similar information.