Abstract extracurricular activities on spiritual and moral education for junior schoolchildren"Friendship is a wonderful word"

Target: the formation of an understanding of the value of friendship, the consolidation of children's knowledge about the positive and negative qualities of a person's character.Tasks: Tutorial: determine the essence of the concept of "friendship", the qualities of a true friend; help children realize what qualities are important in friendship.Developing: develop communication skills necessary for the formation of friendship and collectivism in the children's environment;Educational: form moral qualities(the ability to make friends, to cherish friendship) and friendly relations in a team of peers, to cultivate collectivism, mutual assistance.Equipment: presentation, pedagogical situations, musical accompaniment, cards with proverbs about friendship, cards with fairy-tale characters, illustration depicting islands, color templates.Lesson progress 1. Organized class start
1.1. Get students ready for class Good afternoon dear guests! We are glad to see you. (slide 1)Guys, today we have an unusual lesson. We've got guests, let's greet them.(Children welcome guests)Our guests want to see what kind of guys you are. Let's say together: (slide 2)We are friendly!We are attentive!We are diligent!We are excellent studentsEverything will work out for us.Well done boys. Now you can sit quietly in your seats.2. Introductory part of the lesson Today we have an unusual lesson and a very interesting, serious topic, and to find out, you need to guess a crossword puzzle. (slide 3) I will read riddles to you, and you will answer by raising your hands, but I will ask those who raise their hand correctly.1. Little girlNail growth.Born from a grainHer home is a flower.Who is this? (Thumbelina)2. He is cheerful, groovy,And a propeller in the backlifts the mood,Likes sweet jamThe kid always laughs.Who is this? Tell me!(Carlson)3. She is beautiful and sweet.And her name is from the word "ash". (Cinderella)4. She was a dwarf's girlfriendAnd, of course, you know.(Snow White)5. The father has a strange boy,Unusual, wooden,On land and underwaterLooking for a golden keyEverywhere the nose sticks its long ...Who is this?..(Pinocchio)6.C blue hair And with big eyes."Brush your teeth! Wash your hands!"Loves to lead! (Malvina)

Guys, what is the keyword? That's right, today our conversation is dedicated to friendship and friends. (slide 4) We will decide what true friendship should be and define the laws of friendship.3. The main part of the lesson
3.1. Conversation about friendship

What is friendship, everyone knows?

Maybe it's funny to ask?

Well, what does it mean

This word? So what is it?

1 student:

Friendship is if your friend is sick

And he can't come to school

Visit him willingly

Bring school lessons

Patiently explain tasks

Take on some of his worries.

Give him your attention

Days, weeks, month or year...

2 student:

If your friend is something, sorry.

Badly done or said

We must honestly, directly, without a doubt

Tell the truth to his face.

Maybe he can't understand everything.

Maybe he will be offended all of a sudden.

You still have to tell the truth

After all, that's what a best friend is for.

3 student:

Friendship in joy and friendship in sorrow.

A friend will always give the last.

A friend is not the one who flatters, but the one who argues,

The one who does not deceive will not betray.

Well done guys, and now I'll give you the definition of friendship from Ozhegov's dictionary:Friendship is a close relationship based on mutual trust, affection, common interests (slide 5)Who do we consider friends? Children's responses are heard.You pronounce the word "friendship" - and immediately remember the funny cartoon characters: this is the funny Cheburashka and Crocodile Gena, (slide 8) this is the musical Lion cub and the wise Turtle. The world of cinema, the world of books, our world in which we live, gives us wonderful communication - communication with a friend.A friend is a favorite book that you read and you are interested in with it, a friend is a mother who will definitely help you in difficult times, a friend is a school teacher, an educator who will help you look into the secrets of knowledge, a friend is (slide 9) an old teddy bear with an ear torn off who will listen to you when you feel bad.3.2. The game "Who is friends with whom?" (slide 10) We read a lot of different fairy tales and I suggest you play the game "Who is friends with whom?" Each on the desk is a white piece of paper on which fairy-tale characters are depicted. Let's remember which of these fairy-tale characters is friends with whom and connect friends with arrows.Winnie the Pooh Piglet,Baby Carlson,Cat Leopold - mice,Baba YagaLion cub - turtleCinderella-mice,Malvina - Pinocchio,Cinderella - miceCheburashka - crocodile GenaMalvina-PinocchioLet's see what we got. Who is out of place here? Why is no one friends with him? Children's answers.3.3. The game "Dark and light bags" (slide 11)On my board is a bag of good qualities, which we will fill with qualities that help make friends. I offer you cards with words. Choose the qualities you need a true friend and attach the labels to the bag. Now let's read the rest of the words. These are dark, bad qualities that we must eradicate from our lives. Let's crush these leaves and throw them away."Light qualities" "Dark qualities"Honesty SlothNeatness CunningKindness Disobediencecaring deceitfulnessFriendliness Envy

Politeness. Patience.

Mindfulness Rudeness

Anger Hate Greed

3.4 Role modeling.

Each group acts out the situation.

Story "Friends"

Once Sasha brought an electronic game "Football" to school. Maxim immediately ran up to him and shouted: “We are friends, let's play together!”.

Let's! Sasha agreed. Other guys also came up, but Maxim blocked the game from them.

I am Sasha's friend! he said proudly. - I will play with him.

The next day, Denis brought transformers to the class. And again Maxim was the first near him.

I am your friend! he said again. - Let's play together.

But then Sasha came up.

And accept me.

No, we will not accept, - said Maxim.

Why? Sasha was surprised. You are my friend, you said it yourself yesterday.

That was yesterday, - Maxim explained. - Yesterday you had a game, and today he has robots. Today I am friends with Denis!

Conclusion: you need to be friends not because it is profitable, but disinterestedly. You need to be friends because this person is close to you, his interests, views, inner world are close.

The story "Identical"

There lived two inseparable girlfriends, first graders. Both of them are small. Rosy-cheeked, fair-haired, they looked very much alike. Both mothers were dressed in the same dresses, both studied only for fives.

We are the same in everything, in everything! - the girls said proudly. But one day Sonya, that was the name of one of the girls, ran home and boasted to her mother:

I got an A in math, but Vera only got a C. We are no longer the same...

The mother looked at her daughter carefully. Then she said sadly:

Yes, you've gotten worse.

I? Sonya was surprised. But I didn't get a three!

Vera got a triple, but she got it because she was sick ... And you were delighted - and this is much worse.

Conclusion: Know how to empathize with a friend, support him.

The story "Before the first rain"

Tanya and Masha were very friendly and always went to school together. Either Masha came for Tanya, then Tanya - for Masha. One time, when the girls were walking down the street, it started to rain heavily. Masha was in a raincoat, and Tanya was in one dress. The girls ran.

Take off your cloak, we will cover ourselves together, - Tanya shouted on the run.

I can't, I'll get wet! - Bending her head with a hood, Masha answered her.

At school, the teacher said:

How strange, Masha's dress is dry, and yours, Tanya, is completely wet. How did it happen? You were walking together, weren't you?

Masha had a cloak, and I walked in one dress, ”said Tanya.

So you could cover yourself with a raincoat, - said the teacher and, looking at Masha, shook her head. - It can be seen, your friendship until the first rain!

Both girls blushed deeply: Masha for herself, and Tanya for Masha.

Conclusion:help a friend in difficult times.

3.5. Physical education dance "Friendship" (slide 18)And now it's time for us to relax a little, a cheerful mouse invites us to dance.3.6. Quiz "Fairy-tale heroes" (slide 19)1. Once four musicians got together and became friends. They gave concerts together, chased out robbers together, lived together - they didn’t grieve ... Name these musician friends. (Bremen Town Musicians: Rooster, Cat, Dog, Donkey.) (slide 20)2. Which girl rescued her friend from ice captivity? Do you respect her actions and why? (Gerda rescued her friend Kai.) (slide 21)3. This hero fell on the bed and, clutching his head, said: “I am the sickest person in the world!” He demanded medicine. They gave him, and he answered: “A friend saved the life of a friend!” Who are we talking about? And what medicine was given to the patient? (Carlson. The medicine is raspberry jam.) (slide 22)4. Which two friends were lying on the sand and singing a song about the sun? Name them? (Lion cub and turtle.) (slide 23)5. The girl with blue hair had many friends, but one was always there. Who is he? (Poodle Artemon.) (slide 24)Well done boys! There are a lot of books about friendship and friends. By reading them, you make friends in the person of literary heroes.3.8. Game "Collect a proverb" (slide 25)There are many proverbs about friendship. Game "Collect proverbs". You guys have heard and know that proverbs contain folk wisdom. I wanted to introduce you to them, but last night, when I was compiling them, I accidentally dropped and mixed up all the words in proverbs ...Can you help me collect them?

Friend is known in trouble.

Life is hard without a friend.Remember friendship, but forget evil. (Hang out on the board)4. The final part of the lesson Our lesson is coming to an end. And in conclusion, we will derive the laws of friendship that you promise to fulfill and abide by.Laws of Friendship : (slide 27)Help a friend in need.
Be able to share the joy with a friend.
Don't laugh at your friend's shortcomings.
Stop a friend if he does something bad.
Know how to accept help, advice, do not be offended by criticism.
Don't fool your friend.
Know how to admit your mistakes, make peace with a friend.
Don't betray your friend.
Treat your friend the way you would like to be treated. - A friend is easy to lose, much harder to find. If you have a friend, take care of friendship with him, appreciate it.4.2. Reflection "Mood Islands" Guys, look at this mood islands. You have flowers on your desks that you must stick on the island whose name matches your mood at the moment. (Children come to the painted islands and stick flowers according to their mood).4.3. Parting On this our lesson came to an end and finally I want to quote you a poem.“Who believes in friendship fervently, who feels a shoulder next to him,He will never fall, in any trouble he will not be lost,And if he suddenly stumbles, then a friend will help him get up,Always in trouble, a reliable friend will lend a hand to him.Guys, let's thank our guests for attending our lesson.

It was at an early age and precisely in primary school when children bare their souls, open their hearts, you need to practice the development of the child's soul. I think that if teach children noble truths from the very beginning, it will clear their hearts of doubt and put them on the right path of life. These are classes in the process of which the soul and heart of the child is nourished by all the best, highest spiritualized images.

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(MOU "Secondary School No. 2")

sky infinity

Compiled by: Mazhaeva T. N.

primary school teacher

Gusinsk

Lesson topic: The infinity of the sky.

The purpose of the lesson: - on the example of the sky, to make it clear to children what treasures are laid in a person (kindness, purity, generosity, love, friendship);

To develop the moral qualities of man through nature.

Literary series:

V. Soloukhin "To live on earth".

Visual range:

theme poster;

- A.I. Kuindzhi "Moonlit night on the Dnieper",

B. Kustodiev "Shrovetide",

V. Kandinsky "Winter Landscape",

R. Kent "Eskimo in a Kayak",

T. Manizer "Sunset in the Indian Ocean".

Aivazovsky "Storm in the North Sea"

Signac "Harbor in Marseille"

Rylov "In the blue expanse",

Savrasov "Country Road",

Large drawing depicting a starry sky;

Drawings "Treasures of the sky".

Music line:- Beethoven Moonlight Sonata.

During the classes.

I. Introduction. Emotional mood to the lesson.

Reading to the music of the poem by V. Soloukhin "To live on earth."

Live on earth, soul strive to the sky -

Here is a man's rare lot.

I lie in the grass among the forest clearing,

Birches rise high

And it seems that they are all a little

Up there, they leaned towards each other

And they close their tent over me.

But clear and blue clearance

Between green birches

Barely rustling sheets.

I see there, then a slow bird,

The clouds are white as sugar.

Sparkling white under the summer sun

And next to the whiteness is still blue,

Tempting, sweeter depth.

Live on earth, stretch into infinity -

Here is a man's joyful destiny.

I'm lying in the grass

Or on the sand in the desert,

Or on a rock, on a stone cliff,

Or on a pebble, where the seashore is,

Arms outstretched, I look up at the stars.

There is no better moment in life...

O depth of universal peace,

When you all melted in the starry sky,

And himself, as the sky lost its borders,

And everything floats and spins quietly.

Otherwise, you're flying up, arms outstretched.

You don't fall too long.

And sweet

And there is no end to the flight (or fall).

And there is no end to life, nor to you ...

Live on earth, soul strive to the sky ...

Why strive? Throw your birches

Fly yourself into the tempting blue.

Buy a ticket soon. From the airfield

Wings will lift you into the sky now.

Here is your blue. Here are the stars. Enjoy.

There's a cloud. You saw him from the ground.

It burned, sparkled, sparkled.

It floated across the sky like a swan.

We fly right through it.

Fog, water. And in general, trouble:

Always stronger shakes in the clouds.

I look down, through the window, at the ground.

The forest is like moss.

The river in the forest is like a thread.

\In the midst of the clearing dot -

Little man!

Perhaps he lies with his arms outstretched,

And looks up.

And it looks beautiful

He has an attractive blue.

I want to go there. I want to go to earth!

Wait. Now let's go up.

For ten thousand. You haven't been there yet.

Let it go!

You yourself dreamed. You were thirsty. You wanted!

Live on earth. Soul to strive to the sky

Here is a man's sweet lot.

I'm very glad to see you guys.

I think that you probably guessed what we are going to talk about today?

That's right, about the sky. The topic of our today's lesson:

The infinity of the sky.

Guys, do you like to look at the sky?

II. Relaxation. The music of Beethovin's "Moonlight Sonata" sounds.

- Let's close our eyes and imagine ourselves looking into the endless sky.

Open your eyes. Tell us, please, how did you see the sky?

III. New material.

1. Conversation on the painting by A.I. Kuindzhi “Moonlit night on the Dnieper”.

Kuindzhi also liked to look at the sky. Let's see what kind of sky the artist saw.

Music by Beethovin "Moonlight Sonata".

« What it is? Picture or reality. In a golden frame or through an open window we saw this month, these clouds, this dark distance, these trembling lights of sad villages and these play of light, this silvery reflection of the month in the jets of the Dnieper, bending around the distance, this poetic, quiet majestic night.

An extraordinary exhibition of one painting was opened in St. Petersburg - "Night on the Dnieper" by A.I. Kuindzhi. The audience literally burst into the hall where the picture was.

The first viewers were shocked by the moonlight effect. The scenic effect was truly amazing. Some even looked behind the canvas, looking for a source of light secretly hidden behind the sky.

Connoisseurs and lovers of art from thousands of miles away, across oceans and continents, made pilgrimages to this unparalleled canvas in Russia.

What feelings do you experience when you look at this picture?

What do you feel on a moonlit night?

2. P Work with the saying of great people about the sky.

“It makes no sense to say that the sky is outside of us, it is inside ... and the person who perceives

the sky is its receptacle, the sky itself and the angel.

Ivankhov: "Spiritual life is your connection with heaven."

3. Conversation about the treasures of heaven.

On the board is a large poster of the starry boundless sky.

- Guys, what do you think are the treasures of heaven? Please list them.(Stars, moon, snow, rain, cloud, sun, rainbow, northern lights, comets, planets, lightning, clouds, meteor shower, etc.)

What treasures of the sky do you like and why?

I attach drawings depicting the treasures of the sky to the poster of the starry sky.

Now complete the sentence:

1. If there were no stars in the sky...
2. If it never rained...
3. If the sun did not shine in the sky, then ...
4. If it didn't snow in winter...

1. A conversation about the treasures of the human soul.

Guys, are there any among the earthly treasures that can be called heavenly?

What are these treasures?

(Good character, bright soul, lofty thoughts, love, friendship, etc.)

What is common between heaven and the human soul?

What feelings does the sky give rise to in the human soul?

5. Slide - show. A conversation about the color of the sky.

What color is the sky, please?

Indeed, the sky is always a different color.

What determines the color of the sky?

1. WEATHER

The color of the sky depends on the clouds, whether it is snowing or raining.

Slide: Aivazovsky "The Ninth Wave".

The artist skillfully depicted the transition from calm to storm. Pay attention to how the color of the sky changes: at first, a calm light lilac, and when moving to a storm, it becomes dark, menacing, almost black. The color of the sea changes with the color of the sky. The connection between the sky and the sea can be seen on the following slides.

Slide: Signac "Harbor in Marseille"

Slide: To Monet "Rocks in Belle-Ile"

1. TIMES OF DAY

The morning sky is different from the sunset, it is pink, bright, and in the evening - of course, from the night sky.

1. SEASON

Summer, autumn, winter and spring sky.

Slide: A. Kuindzhi "Night on the Dnieper"

Slide: B. Kustodiev "Shrovetide"

Slide: V. Kandinsky "Winter Landscape"

The color of the sky affects our mood.

Slide: Rylov "In the blue expanse" - the skybright blue, sunny - the mood is cheerful, joyful.

Slide: Savrasov "Country Road" - the sky is dull gray, damp - the mood is dreary, sad.

Slide: Aivazovsky "Storm in the North Sea" - the sky is dark gray - the mood is restless, the feeling of an impending thunderstorm, fear.

Slide: Nesterov "In the mountains"

Slide: N. Roerich "Arrows of heaven, spears of the earth"

Why did the artist choose this particular color?

Slide: Vasnetsov "Three princesses of the underworld."

C light enhances the unreality, the mystery of what is happening.

Let your soul draw little present sky.

V. Discussion. Exhibition of works.

VI. Summary of the lesson.

I want to wish you:“Do not lay up for yourselves treasures on earth, where moth and rust destroy, and thieves break in and steal. But store up treasures in heaven... for where your treasure is, there your heart will be also.”

I want your hearts to aspire to heaven, where your treasures are.

VII. Reflection.

Preview:

Municipal institution "Management

education administration of the Municipal

formations of the urban district "Usinsk"

Municipal educational institution

"Secondary school No. 2"

(MOU "Secondary School No. 2")

Mother's heart

Lesson on the spiritual and moral education of children

Compiled by: Mazhaeva T. N.

primary school teacher

Usinsk

Lesson topic: Mother's heart

The purpose of the lesson : to bring up love and reverence for mother and woman;

Tasks:

- continue to nurture the qualities of love: tenderness, a sense of affection, kindness towards a mother, a woman;

- cultivate refinement of feelings;

- develop imagination.

Literary series: - Maykov "Mother";

1. V. Sukhomlinsky "The Legend of Mother's Love";
2. Proverbs about mother's love;
3. A. Platonov "Handless";
4. V. Sukhomlinsky "Mother's Wings";
5. W. Wakenroder "Wonderful Image";
6. Fairy tale "Woe to the Mother of the World".

Visual range:

Slide: Rafael Santi "Sistine Madonna";

Slides N.K. Roerich: "Mother of the World";

"Holder of the World";

"Queen of Heaven";

"Star of the Morning"; "Works of the Madonna".

Card words;

Theme is a poster;

Tables: "Edges of Love";

"Mother's Love";

"Treasures of a Mother's Heart"

Signal cards of three colors;

Children's drawings. Mom portraits.

Music series:

Schubert "Ave Maria"

Beethoven "Moonlight Sonata"

During the classes

1. Introduction.

Today we will continue talking about love.

Love is such a big, warm word, it embraces with its warm, gentle hands the whole world.

Love is tenderness, it is joy, it is pity, it is sadness, it is a desire to help, save, the ability to give, share, understand with the heart the world.

What can love be compared to? (with sun)

The sun gives its light, warmth, life to everyone on earth, and everyone is the same, regardless of whether it is a good person or an evil one.

Just as the sun has many rays, so love has many facets.

Guys, tell me the facets of love.

LOVE

To the world to animals

To man to life

To mother to nature

To the Motherland

Love for man, for nature, for animals, for the Motherland, for mother. And all this Love.

Reading poetry to music.

Who guessed what the topic of our today's lesson is!

Mother's love

Mom ... The closest, dearest person who has been with you all your life. Let's hear your stories about mom.

II. Homework

In turn, the children show their flower, which mother looks like, and tell about her

Thank you for your stories, I feel how much you love your mom.

I feel your love in my heart, it is born from the love of a mother.

III. New material.

1. A conversation about motherly love

Guys, this is the sun of mother's love for you. Please list what kind of mother's love can be?

MOTHER'S LOVE

sacrificial huge

Magic patient

Forgiving selfless

Gentle heart

In the course of the lesson, we will add on the rays what mother's love can be.

Hear one legend of Mother's love

2. Reading "The Legend of Mother's Love" by V. Sukhomlinsky

(“Textbook of Kindness,” p. 90)

So, what was the mother's love for her son?

HUGE

DEVOTED

SACRIFICE

For the sake of the life of her child, a mother is always ready for a feat, She can sacrifice her peace, health, happiness, for the sake of the happiness of children. In our life there are examples of tragic cases when a mother gave her life for the life of a child.

Now listen to the story of the Goose.

5. Reading the fairy tale by V. Sukhomlinsky "Mother's Wings"

Why was the wounded mother still happy?

6. Creative task "Treasures of the mother's heart"

There is a big heart on the board, and small hearts next to it.

This is a mother's heart. And these small hearts are treasures that are stored in a mother's heart.

Please list on each heart those treasures that live in the mother's heart.

For example :

purity

faith

industriousness

kindness

Love

wisdom

tenderness

generosity

sacrifice

meekness

respect

nobility

Children go to the board and stick their hearts naming treasures.

7. Conversation

- The concept of mother is combined with other concepts:

MOTHER NATURE

Why are nature and the earth compared to mother? What unites them?

Maternal love, the image of a mother is reflected in our works not only by poets, writers, but also by artists in their paintings.

8. Slide program:

Showing to the music of Schubert "Ave Maria" a slide by Raphael "Sistine Madonna" and reading an excerpt from W. Wackenroder "Wonderful Evening"

The image of a mother, a woman in the paintings of artists.

What do you feel when you look at this picture.

Do you think Mary knows what will happen to her son? Does she know about it?

What feeling is imbued with the face of the mother?

Mary's face is imbued with a slight sorrow, or rather, quiet sadness. Her eyes are lowered. The baby calmly and thoughtfully looks into the distance, as if looking into his future and already now, surprised and trustingly accepting it.

Do you not get the feeling that Mary, on the one hand, gently holds her son, and on the other hand, she stretches him out to the world, as if she is already preparing to part with what God has sent her.

We will look at the image of the heavenly Mother, the image of the Blessed Virgin by Raphael Santi.

I want to show you one more image. This is the Mother of the World.

9. Display of a reproduction of the painting "Mother of the World" by N.K. Roerich

Why is the upper part of the face covered by the Mother of the World?

Reading the fairy tale "Woe to the Mother of the World" (textbook of Kindness from 88-89)

10. Conversation about the Mother of the World

The coming era of the Mother of the World, the people are still the era of women. Wars will stop, because a woman carries caress and tenderness. Women will save the world. Every woman and girl should feel that there is a particle of the Mother of the World in her. What girls should become? (kind, gentle, affectionate)

And boys and men should learn affection and kindness from women, not be rude and impolite.

IV. Drawing. Practical part.

Close your eyes and imagine the bouquet of love you would like to give to your mother.

What flowers will your bouquet consist of?

Maybe fiery red poppies, inside of which there is a black ember;

Or maybe from the most ordinary blue forget-me-nots that look like a clear blue lake;

Blush - pink carnations;

From white daisies;

Lilac bells;

Or wonderful roses; Rose is the queen of flowers, she was loved, she was worshiped, she was sung from time immemorial.

Maybe you will give your mother a bouquet

1. lilies of the valley, fragrant in their purity;
2. a bouquet of cornflowers in rye;
3. bird cherry fragrant inflorescence;
4. water lily;
5. blue snowdrop;
6. dandelion, full of life, sun.

V. Discussion. Exhibition of works

Wonderful flowers of love you gave to your mothers.

VI. Outcome

Our lesson ends. Today you will come home and look at your mother very carefully, kiss her gently, gently, stroke her golden hands.

You can not say anything to her, she will understand everything. Feel the warmth of your heart. Let the eyes of your heart be washed with tears of gratitude to your mother for what you are.

VII. Reflection.

Children choose a circle according to the color corresponding to the mood, compare it with the mood before the lesson. Stay always in a good mood. The lesson is over. Goodbye.

Preview:

Municipal institution "Management

education administration of the Municipal

formations of the urban district "Usinsk"

Municipal educational institution

"Secondary school No. 2"

(MOU "Secondary School No. 2")

Our friends are trees

lesson summary

on spiritual and moral education of children

Mazhaeva Tatyana Nikolaevna,

primary school teacher

Usinsk

TOPIC OF THE LESSON: Our friends are trees.

THE PURPOSE OF THE LESSON : Disclosure of the spiritual qualities of the child.

LESSON OBJECTIVES:

1. on the examples of the vegetable kingdom (namely, the image of a tree), to make it clear to children what treasures are laid in a person (kindness, purity, tenderness, generosity, courage, compassion, cordiality);
2. develop the spiritual qualities of man through nature.

LITERARY SERIES:St. John of Damascus

MUSIC SERIES: Vivaldi, "The Magic of the Forest"

VISION RANGE:

1. slide program:

1. Ostroukhov "The First Green"
2. A. Venitsianov “In the harvest. Summer",
3. N. Roerich "The Himalayas", "Good Herbs",
4. N. Ge "Sunset on the sea in Livorno",
5. A. Kuindzhi "Night on the Dnieper",
6. Van Gogh "Starry Night"
7. A. Rylov "In the blue expanse"

1. Paintings depicting trees: birch, oak, willow, rowan, linden, maple,
   pine, aspen, spruce.
2. Word cards
3. Tables. The Tree of Life, “Negative and Positive Qualities
   person."
4. Poster theme.
5. Exhibition name
6. A big tree.

DURING THE CLASSES

1. INTRODUCTION

Hello my dear friends!

I'm glad to see you!

My name is Tatyana Nikolaevna. But my mom calls me
birch.

Why do you think?

I agree with you. But a mountain ash lives in my heart.

Why do I consider myself a mountain ash, you will understand, having lived with
me a lesson.

Do you yourself want to perform a small miracle: to discover a tree that will live in your heart?

Then I invite you all to the amazing and mysterious world of wildlife, full of secrets and mysteries, where our best friends- trees.

P. SLIDE - PROGRAM.

Showing slides to the music of Vivaldi and reading poetic lines

bless you

St. John of Damascus

I bless you forests

Valleys, fields, mountains, waters,

I bless freedom

And blue skies!

And I bless my staff

And this poor bag

And the steppe from edge to edge,

And the sun is light, and the night is darkness.

And a lonely path

Which way, beggar, I go,

And in the field every blade of grass

And every star in the sky.

III. TALK ABOUT THE FOREST

And one artist once decided to draw Komi Parma. "What is a forest?" he thought.

Help the artist! What would you advise him to draw?

Yes, he did. I picked up brushes, paints and began to draw. I painted a birch, spruce, pine, willow. Can a forest be made up of trees alone? (This can't be)

I painted beautiful bushes next to the trees, and a lot of bright flowers among the green grass.

I did not forget to draw mushrooms, insects. On the flowers, on the leaves of trees, on the grass, bright butterflies and colorful beetles appeared.

Music "Magic of the Forest"

The forest cannot be without birds. And cheerful birds appeared on the branches of the trees. I also drew a toad, a lizard, a frog.

This is a real forest! He will live, because everything is here: mushrooms, and flowers, and animals. This is a forest! And in a real forest, thousands and thousands of inhabitants are hiding in such a way that it is absolutely impossible to see them. And there are thousands of mysteries in it that very few people can solve.

What kind of person do you think will be able to reveal these secrets?

I agree with you guys. Only a person with a loving heart, who feels himself an inseparable part of nature, can unravel the secrets of the forest.

IV. GAME "CHARACTER OF A TREE"

Each of you guys has a different personality.

Do you think trees have character?

Let's find together the most characteristic words, qualities that accurately convey the appearance, character, mood of each tree.

And let's take the most common tree in our northern region - birch.

What is the nature of birch and why?

On the desk

Willow

Spruce

Birch

gentle majestic weeping

pure solemn sadness

modest sad

shy

Oak

Rowan

generous mighty

strong solid

Birch: tender, clean, white-bodied, curly, cheerful, modest, shy, thin.

What reminds you of the tenderness of a birch? (flexible soft twigs
people were reminded of tenderness)

About cleanliness? (white dress)

Another most common Komi tree is parma: spruce.What is her personality and why?

Spruce: strict, solemn, majestic.

What is the character of the willow? And why?

Willow: weeping, sad, sad (bent down by the river, as if the red maiden yearned for her betrothed, or the little mermaids turned into weeping willows and mourn for the underwater house)

What can you tell me about the mountain ash?

Rowan: thin, curly, generous. Rowan gives its vitamin and berry wealth to everyone: people, animals, and birds.

The king of the forest is oak. Describe his character, mood, appearance.

Oak : tall, stocky, strong, mighty, sturdy, omnipotent, majestic, solid.

Well done boys. I really liked your answers. You accurately conveyed the character, appearance, mood of the tree.

V. GENERALIZATION

Guys, what can trees teach us?

Rowan - generosity;

Oak - courage, fortitude, firmness;

Birch - tenderness, purity;

Willow - compassion.

You see, guys, every tree has a character, a mood, and even a piece of wisdom is hidden. Thus, we compare a person with a tree.

VI. WORLD TREE

What do you think, let's dream up whether we can imagine our large diverse world in the form of a tree.

If we imagine that our entire common home, our world, is a tree, then we are people inhabiting this earth, who will we represent ourselves on this tree of life? (Fruits, flowers, leaves of this tree).

Guys, look, because we, the people living on planet Earth, are all so different, with different characters, with different nationalities, religions, different colors
skin, how can we all get along together in our common house, so that our house flourishes, is bright and beautiful, like this tree?

(We must be tolerant of each other, love each other, be able to sympathize, accept other people's pain as our own and serve people, live for the sake of other people, and not for ourselves).

Guys, but, unfortunately, our world is imperfect and there is evil next to good. And man is not an ideal being of nature, and there are people who have negative character traits.

What quality of soul would you advise to cultivate in oneself to a person in whose heart lives

sadness joy

malice kindness

rudeness tenderness

cowardice courage

stinginess generosity

ugly search for beauty

beauty

And if each person puts these qualities in his heart, then there will be peace, joy, happiness on our Earth.

VII. PRACTICAL PART

A large tree without leaves appears on the board.

And so, we have presented the "tree of the world", and now let's decorate the "tree of life" of your class. And what it will be depends on you.

Let's decorate it with our hearts. In your heart draw the tree you have chosen as your friend. Get to work. I wish you creative success.

VIII. DISCUSSION. EXHIBITION OF WORKS

I see how the tree of your class blossomed, became elegant, festive, beautiful. I see your kind hearts and your friends - trees.

Guys, who painted the birch? Why did you choose her?

I see that many guys have oak in their hearts. Why did you draw it?

Ivushka won the hearts of the guys. Why did you draw a willow?

And this is my heart. And the mountain ash lives in it. Can you guess why I chose the mountain ash?

I appreciate generosity and kindness in people.

Guys, so that the tree of your class is always so joyful, blooming, what should you be? (what qualities will live on the rays of your heart).

IX. TOTAL

How can we name our exhibition?

("A Tree in a Man's Heart", "The Heart of Our Class")

Our lesson ends. I want to wish you that love always lives in your hearts, love for the world, love for each other, for nature and for our friends trees.

I wish you all the very best. Goodbye. Our lesson is over.

Preview:

Municipal institution "Management

education administration of the Municipal

formations of the urban district "Usinsk"

Municipal educational institution

"Secondary school No. 2"

(MOU "Secondary School No. 2")

Joy magic arc

Lesson on the spiritual and moral education of children

Compiled by: Mazhaeva T. N.

primary school teacher

Gusinsk

Lesson topic: Joy magic arc.

The purpose of the lesson: Raising a love for nature.

Lesson objectives: 1 . In the image of a rainbow, show an amazing and unique miracle.

2 . Using the example of a natural phenomenon like a rainbow, make it clear to children what treasures are inherent in a person (kindness, purity, generosity, beauty, tenderness, etc.)

3 . To cultivate a moral attitude towards the world and towards oneself, through the perception of the beauty of an act, feeling, work.

4 . Learn to see and create beauty.

5 . Introduce the child to human Culture, the system of universal values.

Literary series: E. Shim "Rainbow"; F. Tyutchev.

Music series: I.S. Bach, Vivaldi.

Visual range: A. Savrasov "Rainbow"; A. Kuindzhi "Rainbow",

Vasiliev "Wet Meadow".

During the classes.

I. Opening remarks.

I am very glad to see you again at our Goodness and Beauty classes, where we talk about the eternal and beautiful, about kindness and love, about wonderful beauty, which is everywhere on our earth.

II. Repetition of the past. Beauty talk.

- Where can beauty be found?

Beauty is everywhere: in nature, in art, in human relationships.

Beauty has many facets. The beauty of man, the beauty of nature.

Man is connected with nature. He understands its beauty and expresses it in his works of art, in his work: the artist - in paintings, the composer - in music, the poet - in poetry, the needlewoman in sewing.

And what can be beautiful in a person?

(Everything should be beautiful in a person - both the face, and thoughts, and soul and body.)

What is true beauty in a person?

(True beauty is the soul, pure and beautiful, not the body.)

What qualities characterize a beautiful soul of a person?

(Kindness, love, sincerity, joy, mercy, compassion.)

How is this spiritual beauty achieved?

(The beauty of the soul is achieved by man's work on his perfection.)

What feelings does beauty evoke?

(Joy, desire for creativity - to draw, write, express beauty in something.)

If every person understands that beauty is in the soul and tries to become better, cleaner and kinder, then the whole world will become more beautiful.

The ability to find Beauty in everything is a great art. This needs to be learned. When you go to school, notice what is happening around you. Beauty is everywhere, you just have to see it.

III. Slide program.

Slideshow with music

I want to show you the beauty in art, in reproductions of paintings by artists, in works of folk art.

While watching the slides, let everyone remember what he saw beautiful in his life.

Exercise: Try to find something beautiful every day. Let it become a habit. And at the next lesson, you will tell us what beautiful, wonderful things you saw in nature in a week.

IV. Rain talk.

Bach sounds

It's hard to name just one. The whole world is beauty. I love to look at the stars, I love the autumn forest, and in the summer - a forest glade with flowers. And how beautiful the river is at night, there is fog above the river, a dark sky, bright stars, a moon.

But lately I've been loving rain.

Usually the word rain evokes only a boring image. But in fact, every word about rain contains an abyss of living images.

There are cheerful summer rains, warm spring, cold autumn, and each has its own character.

And there are still rains drizzling,

blind,

overlay,

mushroom,

disputable (quick, speedy)

stripes (going in stripes)

oblique,

strongly run-in and finally showers (torrential)

And it still happens warm life-givingrain. Rain is often compared to a symbol of purification and love pouring down on the earth.

In summer, be sure to listen to the rain, observe nature after the rain, discover rain poetry.

V. New material.

Music by Vivaldi

Now imagine how - as if a thunderstorm rushed over the plain. Rain and wind rage in the distance, blue clouds are full of moisture and heavy, wet branches of trees and shrubs. But near the horizon, the bright blue sky was already lit up, the sun came out and a “distant miracle” appeared - a rainbow.

Visual range: A. Savrasov "Rainbow"

Reading prose to music.

I love rainbows so much

Joy wonderful arc.

colored gate

She will spread over

Earth, sparkles

Shine - fall in love!

Only here is always a rainbow far, far away

No matter how fast you go, no matter how fast

You still won't get close

Don't touch your hand.

That's what I called it - "a distant miracle."

That's how much love for the rainbow can be felt from the writer E. Shim.

Who guessed what the topic of our lesson is?

"JOY MAGIC ARC".

Do you think the sky smiles after the rain?

Can a rainbow be called the smile of the sky?

Do you love rainbow?

For what?

What do you experience when you look at a rainbow?

Have you ever wanted to touch her with your hand?

Visual range: Kuindzhi "Rainbow".

Reading a poem to music: F. Tyutcheva

How unexpected and bright

On the wet blue sky

aerial arch erected

In your momentary triumph!

One end plunged into the forests,

Others went beyond the clouds -

She covered half the sky

And she was exhausted at the height.

Oh, in this rainbow vision

What bliss for the eyes!

It is given to us for a moment,

Catch it - catch it soon!

Look, it's faded

Another minute, two - and so what?

It's gone, somehow it's all gone.

What do you breathe and live.

Why do you think the rainbow disappears so quickly?

Would you like a rainbow to always be in the sky?

What would the life of people and nature be like if the rainbow, like the sun and moon, appeared for a longer time?

Fizminutka.

VI. The game "Red, yellow, blue."

- How many colors does the rainbow have? (7)

I distribute colored circles for the seven colors of the rainbow. To whom I distributed the circles, they should run out and stand in the order of the colors of the rainbow.

K O F G G S F

Conversation

Are there many rainbow colors on earth?

The first color in the rainbow is red. Please name what on earth can be red (fire, flowers, vegetables). Whoever has a red ball counts how many objects of his color were named.

Now name what on earth can be orange?

Yellow?

Green?

Blue?

Blue?

Purple?

What color is the most on earth?

Which color is smaller?

Why do you think there is more of this color?

VII. Game "Gifts of the Rainbow"

Come up with as many definitions for the word rainbow as you can. What rainbow?

On the board the word RAINBOW

Please list the RAINBOW GIFTS to the inhabitants of the earth.

For example, a rainbow gives:

Smile Spirit of creativity

Love Delight

Good mood Happiness

Beautiful palette of colors Tenderness

Flowers Beauty

Joy Purity

What qualities of a person resemble a rainbow and explain your opinion

Kindness

Generosity

smilingness

Tenderness

Purity

beauty

VIII. Independent work. Drawing.

Imagine that a rainbow flashed in your heart. Draw your heart.

IX. Exhibition

-What is the name of our exhibition?

"Rainbow in the Heart of Man"

X. Homework

-Which of the colors of the rainbow do you like best?

-At home, let each of you choose one of the colors of the rainbow and draw a fairy tale in your own color, for example, a green fairy tale, different shades Green colour.

XI. Lesson summary

-Imagine that a rainbow lives in the soul of every person, which, if it is forgotten, can go out forever.

-Tell me, what should a person be like so that the rainbow that lives in his soul never goes out?

-I wish you to be kind, honest, generous, merciful, compassionate, then the rainbow in your soul will never go out.

Preview:

Municipal institution "Management

education administration of the Municipal

formations of the urban district "Usinsk"

Municipal educational institution

"Secondary school No. 2"

(MOU "Secondary School No. 2")

family sun

Joint holiday for parents and children

Compiled by: Mazhaeva T. N.

primary school teacher

Gusinsk

The theme of the event: The sun of the family.

Target:- to reveal the meaning of the concept of "family" and its purpose;

- foster love and respect for parents;

- to develop the moral qualities of a person.

Literary series:- proverbs;

- poems about the family;

Visual range:- poster theme;

- family photos;

- word cards: love

friendship

support

understanding

caring for others

respect

self-sacrifice

care

heat

kindness

industriousness

agreement

tenderness

- mood dictionary: hardworking kind kindhearted radiant

shining harmonious

joyful happy

generous selfless

modest fair

purposeful beautiful

beautiful faithful

gentle friendly

pure honest

hardworking friendly

- drawing of a large sun with rays;

- cards with the image of: sun, star, rainbow, spring, flowers, swans, bees, mountain ash, goldfish, mountains;

- exhibition of drawings "Family Tree"; "Our Families"

Music line:any classical music, consonant with poems and visuals.

During the classes.

1. Organizing time. Statement of the educational task.

- Hello, our dear parents, grandmothers, children. Today we have an unusual lesson. We have come together to talk about the most important and most precious thing in the world. I want to ask each of you whatis the most precious thing in the world for you? (we pass the flower from hand to hand and answer this question)

Have you guessed what we are going to talk about in class today? (about family)

What can a family be compared to? (With sun, rainbow, flower...)

"Sun of the Family"

- This is the theme of our class hour.

Slide 2.

Today we will try to answer the question:

“How should family members be in relation to each other so that the sun that lives in the family never goes out?

III. New material.

1. The spiritual basis of the family. Conversation.

- Guys, how do you understand the word "family"?

Are you curious to know what your family members think about it? For example, siblings and parents?

Then attention to the screen. The report is…

Video clip.

- And what does the big encyclopedic dictionary think about it?

slide 4.

A family is a small group based on marriage or consanguinity.

whose members are connected by a common life,

mutual assistance, moral and legal responsibility.

Slide 5.

Most modern families consist of the spouses of their children.

Slide 6-7.

- A large family, including several generations of relatives.

This is the family tree of the family…….

slide 8.

- What is the spiritual basis of the family?

- What will be the assumptions?

- The question is not easy. There were several opinions in our class.

Let's try to answer it.

Music.

Slide 9-16.

- Let's start off with,

1. what is a soul?How to catch that elusive higher essence that lives in every person. Maybe the soul is a marvelous flower of beauty or a divine spark of the spirit?Or maybe it's a tree of life?

Two souls - female and male. Two precious trees of life. Each is full of its own light, its own unique beauty.

2. The branches of two trees are intertwined, penetrating deeper into each other. For the purpose of the meeting is the knowledge of the essence of the other, in order to become one with him, to become a family.What is the purpose of the family?A faint golden circle is visible around the branches of the two trees of life - this is the light of the future new soul, their future child. While it is barely noticeable, but this light is the meaning and continuation of their meeting.
3. When two souls merge into one, a new lush and beautiful family tree appears.
4. The birth of a new person. A small sun lit up in the nest of a family woven with branches of two souls. Both of them, with infinite tenderness and care, embrace and cradle this spark of a new soul.
5. A new man is growing, a new tree of life. Both parents bowed their branches to the new tree. Carefully and tenderly they embrace him, and the golden light of their love fills the branches and roots of the new soul, becomes its light.
6. A man grows up, and like a solar tree has risen between his parents. And they have grown old, have lost their splendor. There are very few branches left on the mother tree. They burned in sacrificial love. Less and less branches and roots remain with the souls of the parents. They have fulfilled their earthly destiny, and their souls fly away to another world.

1. Like the sun shines over the earth the golden tree of life. And although the souls of his parents flew far away, they remember him and pray for him from afar. And the crown of the new tree is filled with maternal and paternal roots. They gave him life and with their warmth helped to flare up in him the light of divine love.

Slide 17

- What is the purpose of the family? (birth of a new person)

- What is the main quality of human relations, in your opinion, is the spiritual basis of the family (love, care, warmth, tenderness ...)

- Only LOVE living in a family can truly make everyone happy!

Slide 18

2.Happy family. Proverb work.

"Happy is he who is happy at home"

says a folk proverb.

- Guys, are you happy that you have a family?

- Prove that the family is the happiness of a person.

- What is the happiness of the family: in children, wealth, health or something else?

And our parents make us happy.

Music.

slide 19.(slide with a picture of a beautiful nature)

For you my parents

Meadows and beauty!

Oh, how much, how much joy

My family brought me

All the clouds have dissipated

And a ray of your good appeared!

And there is no better

Than a ray of your kindness

Than a ray of your warmth

Thank you parents!

Thank you my family!

3. "Secret envelope." Homework.

- Each of you is preparing a “Secret envelope” for your relatives and friends. In it you wrote down the most good words, recognition and wishes to their loved ones. Before we give these envelopes to parents, I think it will be very pleasant for them, let's listen to a few warm lines about our dear people.

Thanks for the heartfelt lines.

4. Friendly family And a happy family.

- It's good when the family is in harmony. When the family is friendly.

slide 20.

« What is the treasure for, if the family is in harmony.

- What do you think, which family is richer: the one that has a lot of money, but no consent, or the one that has a "lad" but no money?

- Were there such moments when there was no money, but everyone was surprisingly good and comfortable with each other?

- In what family people know how to truly enjoy life? (Those who live in harmony, those who can be called a friendly family)

- Unfortunately, it also happens that trouble comes to the family. For example, someone became seriously ill, or there was an earthquake, a hurricane, a flood.

Slide 21.

"Where there is love and advice, there is no grief."

What a wise proverb.

- What do you think, which family is happier, the one that does not know grief, or the one that knows how to cope with grief? (she knows how to cope with grief, where there is mutual understanding, support, care, self-sacrifice,)

- What family, in your opinion, will never be afraid of grief? (love and consent)

- What qualities should all members of this family have? (mutual understanding, mutual respect, self-sacrifice, caring for others, warmth, kindness, diligence)

slide 22

5. The game "What are our families like." Group work.

I distribute cards to children with the image of: the sun, stars, rainbows, springs, flowers, swans, bees, mountain ash, goldfish, mountains.

1 group

- Write a few epithets that characterize a family that looks like mountains.

- To the rainbow?

2 group

-Write a few epithets that characterize a family that looks like a spring?

- For flowers?

3 group

- Write a few epithets that characterize a family that looks like swans?

- On the bees?

4 group

- Write a few epithets that characterize a family that looks like a mountain ash?

- For a goldfish?

Checking group work.

Slide 23-30.

(mountains) (purposeful)

(rainbow) (harmonious, joyful, happy, joyful ...)

(spring) (pure, honest ...)

(flowers) (beautiful, beautiful ...)

(swans) (loyal, gentle, friendly ...)

(bees) (hard-working, friendly ...)

(rowan) (generous, selfless ...)

(goldfish) (modest, fair…)

Slide 31

Fizkultminutka.

- What is needed for life?

-Sun!

- What do you need for friendship?

- Heart!

- What is needed for the heart?

- Happiness!

- What do you need to be happy?

- World!

- What do you think, what should be the family to be compared with the sun?

friendly, kind, loving, kind-hearted…)

- Have you ever met solar families?

- Would you call your family "sunny"?

Slide show(family photos of children)

7. The result of the lesson.

Slide 32.(Sun)

- Imagine that the sun lives in the family of every person, which, if they forget about it, can go out forever.

- Tell me, how should family members be in relation to each other so that the sun that lives in the family never goes out?

Slide 33

Should live in a sunny family

Love

friendship

support

understanding

caring for others

respect

self-sacrifice

care

heat

kindness

industriousness

agreement

tenderness

- I wish that love, care, tenderness, and warmth always live in your family. Then the sun of your family will never go out.

- For you, dear parents, we have prepared a concert.

- Thank you. Classroom is over. I wish you all good mood and invite you to tea

Preview:

Municipal institution "Management

education administration of the Municipal

formations of the urban district "Usinsk"

Municipal educational institution

"Secondary school No. 2"

(MOU "Secondary School No. 2")

Flowers in human life.

Lesson on the spiritual and moral education of children

Compiled by: Mazhaeva T. N.

primary school teacher

Gusinsk

Lesson topic: Flowers in human life.

The purpose of the lesson: revealing the spiritual qualities of the child.

Literary series: - poems about flowers;

V. Soloukhin "Bouquet", "Flowers"

Visual range:1 Slide - program. Image slide series different colors.

1. Theme is a poster;
2. Slides - reproductions of paintings by artists:

1. Van Gogh "Irises"

1. Van Gogh "Sunflowers"

1. Alexander Kuprin "Nasturtiums"

1. M. Saryan "Flowers".

3. Scheme "What flowers teach us."
4. Card words.
5. Quotes.

musical series:

2. music for relaxation;

3. P.I. Tchaikovsky "Waltz of the Flowers"

Flowers in human life.

During the classes.

1. Organizing time.
2. introduction.

Hello dear friends. I want to ask you: do you like flowers?

Today in the lesson we will talk about the most beautiful, tender and beautiful thing on earth - about flowers. Lesson topic:

Flowers in human life.

They give us joy, beauty and tenderness.

« He who loves flowers and guards them increases his happiness and receives bliss.

I invite everyone to the flower ball.

3. A slide program depicting various colors and reading poems about them. Music. Tchaikovsky "Ball of Flowers".

And the main guest at this ball -rose.

Rose is the queen of flowers. She was loved, she was worshiped, she was sung from time immemorial.

Roses are sisters of the dawn.

Their color is equivalent to the color of dawn.

Roses open

Only in the first rays of dawn,

And opening up marvelously,

They laugh, they cry

Sadness and joy shaking

In deep satin colors.

And now another flower.

“Look at a star, it's not just a luminous dot, emitting either blue, or white, or pink light. In the middle it is bright yellow, golden. Ancient people noticed small light blue flowers with a yellow circle in the middle, which, swaying from a light breeze, resembled the color and vibrations of stars."Aster!"they exclaimed, which means "star" in Russian.

"Tears of the Virgin" (about lilies of the valley).

The Most Holy Mother of God sobbed quietly, standing at the cross of the crucified Son. Her burning tears dripped large drops onto the ground, and pure white lilies of the valley arose at the site of their fall. What could be simpler and at the same time more charming than a lily of the valley? A few white bells, like porcelain, on a long stem and a couple of green leaves - that's all. These lovely white bells combined the purity and holiness of the tears of the Most Holy Theotokos. Its aroma refreshes and heals the soul. And when the little white flowers of the lily of the valley fell, in their place, from the very heart, fiery-red drops of the tears of the Virgin poured out.

Lotus.

Forget-me-nots.

Pansies.

Snowdrop.

Which flower do you like the most? And for what?

IV. A conversation about flowers.

What do you feel when you look at flowers?

Name different epithets for the word flowers.

flowers

Bright

Fragrant beautiful

Beautiful light-loving

Delicate fragrant

Miraculous loved ones

magical gorgeous

Which flowers and which of these epithets correspond most of all?

Can flowers be ugly?

What do flowers give us?

I have written on the board the qualities of the human soul. Please list the qualities that flowers teach us?

What are we being taughtflowers?

dream

nobility

kindness tenderness

beauty

love

Flowers bring people not only joy and beauty. Flowers bring happiness to a person. Love for flowers is one of the best human qualities.

What do you think is most like a flower in a person?(soul).Explain your answer.The human soul is compared to a flower. The human soul is the same flower reaching for light and warmth.

What happens to a flower if you don't take care of it?

What happens to a person's soul if you don't take care of it?

How do you understand the words "care for the soul"?(Strive to do only what will bring joy and happiness to people, improve your spiritual qualities, try to realize your purpose and purpose)

“Love for each other, the desire to make other people happy, the ability to give joy - these are the necessary conditions for a happy life for any person”

What do you need to do in order to be happy? (be in love)

Plants also have a soul, their own living and unique life.

And flowers have a language with which they communicate with us.

What qualities do you think you need to have in order to understand the language of flowers and talk to them?

Poets, writers, artists, composers knew this language well and wrote many beautiful works that were dedicated to flowers and nature.

V. Slide program of reproductions of paintings by artists to the music of Tchaikovsky "Ball of Flowers"

Looking at these reproductions, we seem to find ourselves in a magical meadow on a sunny, summer day.

1. G. Flegel "Still life with flowers and cacti"
2. G. Flegel "Still life with flowers and a snack"
3. Van Gogh "Irises"
4. Van Gogh "Sunflowers"
5. Alexander Kuprin "Nasturtiums"
6. A. Kuprin “Still life. Artificial flowers and fruits on a yellow background.
7. A. Kuprin "Flowers against the backdrop of a heel"
8. Martiros Saryan "Autumn flowers and fruits"
9. M. Saryan "Flowers".

Do you think the artists knew the language of flowers?

What qualities do you think a person needs to have in order to understand the language of flowers and talk to them? (try to be hardworking and responsible, and never forget to take care of your plants)

VI. Conversation. Generalization.

What do you think life on earth would be like if there were no flowers?

What role do they play in human life, insects, nature?

All meadow flowers, field, forest, many garden flowers have a very pleasant smell.

The smell of flowers is of great importance in nature. Scientists observed the flowering of grasses, flowers and the behavior of insects.

Each insect (butterfly, bug, bee, bumblebee) has its own flowers, which they distinguish by smell.

By smell, you can determine the state of the flower - is the flower healthy, is it good in this soil, is the flower happy or sad.

From suffering, flowers lose their scent.

In ancient times they saidthat smell is the Soul of a flower.

Therefore, when you have to cut flowers for a bouquet, ask the flowers for forgiveness, do not cut or tear extra ones and do not tear at all if you know you will soon throw them away.

In the scriptures of religions, the symbol of a flower is often used. What do you think they mean?

(A flower is a symbol of a person's soul frequency.)

There are many myths, legends, fairy tales about flowers, herbs, in which a person's life is connected with flowers.

VII. Relaxation. Music.

Now imagine a sunny summer day. You are lying in a meadow covered with a thick carpet of herbs and flowers. You can't help but want to put together a bouquet of your favorite flowers.

Reading a poem by V. Soloukhin "Bouquet".

What did the bouquet of different herbs and flowers teach the poet?

There is nothing unnecessary and ugly in the created world. Each creation is beautiful and beautiful in its own way. This amazing diversity is the greatest beauty.

VIII. Practical work.

And now let the magic paints and pencils help you tell the whole world how you understand the language of flowers and herbs in the following tasks.

1. Draw your favorite bouquet.
2. Draw the flower of your soul.

IX. Exhibition of works. Discussion.

Friends, if you had to see a garden in which all plants are exactly the same in shape, color and smell, would it seem beautiful to you? Of course not. Rather, it is dull and monotonous. A garden beautiful to the eyes and pleasing to the heart is a garden where flowers of all shades, shapes and smells grow side by side.

And now let's admire our exhibition. Are the flowers the same?

pay attention tobeauty in diversity.

X. Outcome.

So it must be among the children of men! If you meet people of a different nationality or with a different skin color, do not distrust them, be glad to them, let them feel your kindness.

Think of them as multicolored roses in the beautiful garden of humanity, and rejoice in your belonging to them.

Compiled by: Mazhaeva T. N.

primary school teacher

Gusinsk

Lesson topic: Purposefulness.

The purpose of the lesson:

2) Give the concept of purposefulness, the purpose of life;

4) Develop imagination.

Literary series:- V. Vysotsky;

1. R. Byrne;
2. N.K. Roerich;
3. Shchetinin;

Visual range:1 Slide - program. Series of slides by N.K. Roerich;

4. "Himalayas";
5. "Tibet".

1. Theme is a poster;
2. Drawing-poster "Tree of Wisdom", "Planet Earth";
3. Card words;

Music line:Vivaldi

During the classes

1. Introduction. Music.

Close your eyes. Imagine a clear sunny day, blue sky, gentle sun smiling at you. You feel his warmth. Smile at him too. And now, between you and the Sun, a boundless and boundless field of Love has arisen. Feel it. Open your eyes. Maybe we will have the same amazing and wonderful moments today.

Guys, when the sun rises, what parts of the earth are the first to see its rays. Valleys or mountain peaks?Of course, the tops of the mountains.

Similarly, people are the purest, most noble and bright, the first to see and grasp the truth.

We continue the conversation about the well-wishers of the human soul, about the qualities of human wisdom.

The topic of our today's reflection is quality, one of the most noble, the most important in the fate of every person.

And what quality will you understand, having lived with me the magical moments of touching the amazing, incomprehensible and mysterious, beautiful paintings of N.K. Roerich.

Look carefully and think about how you see the mountains in the artist's paintings.

II. slide program.

Showing slides to the music of Vivaldi.

III. Mountain talk.

(attached to the topic of the lesson).

Mountains ... There seems to be no plot here and everyone sees his own, what he wants to see.

The artist seems to be telling us: mountains are living beings with their own mood and their own inner life, invisible to humans.

How did you see the mountains in the paintings of N.K. Roerich? Choose definition words that convey not only the appearance of the mountains, but also the character, mood (solemn, majestic, pure, feeling powerful, silvery, smoky).

Into the hustle and bustle of cities

And in the streams of cars

We are returning - there is simply nowhere to go,

And we descend from conquered peaks,

Leaving in the mountains, leaving your heart in the mountains,

So leave unnecessary disputes,

I already proved everything to you:

Mountains can only be bettermountains,

Which have not yet been.

These penetratingly sensitive verses of our Russian bard V. Vysotsky perfectly show the greatness of the importance of mountains in human life.

Guys, what qualities should a person have to conquer a mountain peak? (bold, purposeful, decisive, perseverance with a strong spirit, have willpower, thirst for victory… "Learn Perseverance from Stones" - wrote N.K. Roerich

Listen to the quatrain:

Life starts over

For those who ascend.

And all that howled and screamed,

Rising here, sing.

- How do you understand the lines - "Life begins for those who make a shoot"?

What kind of ascension do you think we are talking about here?

Human life is an ascent uphill, to the top of the spirit.

- How do you understand"spiritual ascension"?

- Guys, what kind of symbol can mountains be for people? (Mountains are a symbol of ascent).

There are mountain peaks, and there are peaks of the spirit.

In order to rise to the top of our spirit, what should a person set for himself from childhood? (target).

Introduction to the topic of the lesson.

Now name the topic of our conversation. When a person is deprived of this quality, he will not achieve anything."Purposefulness". "The purpose of life is to live for a purpose.» R. Byrne.

IV. Goal Conversation

- Think and tell me your goal.

This is the tree of wisdom. I will write down all the goals on the branches of the tree.

Drawing-poster "tree of wisdom"

What do you think it is to have a lofty goal? (it should be noble to bring benefit, joy, happiness to everyone. Live not for yourself, but for the common good)

Only that person will rise to the top of the spirit who realizes that the purpose of life is service, service to humanity.

Do you think your life's purpose is high?

What qualities develops in a person striving for a high goal? (kindness, compassion, generosity, purity, perseverance, will to win, love)

What do you think life on earth will be like if all people aspire to lofty goals?

V. Game "Chain of Good Goals"

This is our world and your kind hands that will make it beautiful, clean, friendly, happy.

Let's decorate our globe with flowers. On each flower, write a good goal that will bring good to the world or your wish to the world.

Drawing-poster "Planet Earth"

VI. Drawing, Practical part.

And now I invite you to play the role of artists, and turning on your imagination, drawing a picture: the mountain peak of your spirit illuminated by light rays, a mountain road along which you step by step rush towards your goal.

VII. Outcome

Looking at this transcendental, endless, huge mountain world, in your drawings, I want to end the lesson with the words of the wonderful teacher Shchetinin.“Apparently there are no mountains in our life, but there is one endless peak, and we are going to it step by step. And what seems to us a transcendental peak is just a ledge on a huge, infinitely high mountain of our spirit. This is our own peak. We create it ourselves, we build it ourselves, and, reaching a height, we immediately say: "Come on, let's go further, even further, even further."

This is how you go - you go

And the blue mountains in our lives are always ahead.

Are we truly human?

Is it possible that the fire of dreams burns in our soul.

If we believe, hope, love, the top of our mountains is always ahead.

Don't forget it.

Preview:

Municipal institution "Management

education administration of the Municipal

formations of the urban district "Usinsk"

Municipal educational institution

"Secondary school No. 2"

(MOU "Secondary School No. 2")

Miracle of love

Lesson on the spiritual and moral education of children

Compiled by: Mazhaeva T. N.

primary school teacher

Gusinsk

Lesson topic: Miracle of love.

The purpose of the lesson:1) Continue acquaintance with the qualities of wisdom;

2) To consolidate the meaning of the feeling of love, its greatness and significance in the life of a person and the world around him.

3) To cultivate the desire for spiritual growth;

4) Develop imagination.

Literary series:- proverbs;

1. Wise thoughts about love;
2. "The Tale of the Wind";
3. "Tale of Love".

Visual range:

1 Topic - poster;

1. Words - cards;
2. Drawing of a large sun with rays;
3. Drawing of a big heart with rays (Temple of the Heart from the rays of Love);
4. Love fairy flower;
5. Candles;
6. Souvenir sun;
7. Small suns for reflection on the whole class;
8. Card words.

Music line: - Vivaldi "The Seasons";

Beethoven "Moonlight Sonata";

Schubert "Ave Maria".

During the classes

1. Organizing time.

II. Statement of the educational task.

Actualization. Creation of a problem situation.

Guys, guess what I brought to your lesson today? It is round, bright, radiant, necessary for all living on earth. (Sun)

It was not by chance that I spoke to you about the sun, because one of the great qualities of the human soul can be compared with its power. It is as great as the sun. It lives in our heart. We give its light to other people, nature, the world around us.

Have you guessed what we will talk about today in class? (About love)

Guys, do you think love can work wonders?

What is the miracle of love?

How many opinions are there in our class?

What question arises?

Who is right?

What will be the topic of our lesson?

Miracle of love

Today in the lesson we will try to answer the question “What is the miracle of love?”

III. The discovery of new knowledge by children.

1. Game "Fairy of Love"

- What do you love most in the world?

- And now, who will receive magic flower fairies of Love, let him tell us about what he loves more than anything in the world.

2. A conversation about the heart. A force greater than love"

“There is no force in the world more powerful than love” (I. Stravinsky).

Only love creates life.

Guys, where do you think love is born?

The feeling of love is born in our heart, words of tenderness, affection, kindness, warmth come from the heart.

Love has many words, and they all come from the warmth of the heart. There are such expressions: “cordial warmth”, “heartfelt gratitude to you”, “a person with good heart". When we feel good, joy is felt in the chest, in the heart, when we feel bad, they also say: “the heart hurts”, “cats scratch at the heart”.

The heart is the highest part of the human soul. It is the center of love and compassion, devotion and heroism. No wonder an evil selfish person is called heartless.

1. The game "Building the temple of the Heart from the crystals of love."

So, love is born in the heart.

Guys, what kind of crystals of love do we use to build the temple of the Heart? What can a person love?

Drawing of a big heart with rays (Temple of the Heart from the rays of Love).

Love has many rays:love for Nature, love for the Motherland, love for the Mother, for the world, love for the Earth… and it's all through knowledge,through the experience of other people and ourselves, through books, music, painting.

A wonderful teacher, educator V.A. Sukhomlinsky said to the children, addressing everyone: “We come into the world and at first we are small children in order to, becoming adults, leave our mark on the Earth, live life as real people.. The worm lives, the chicken lives, and the ox lives, but their life is as far from human life as the worm's mink, chicken roost, and bullock's stall are from the cabin of a spaceship.Strive to become thinkers, workers. To do this, you need to learn to love. Love and give your love.

2. Reading the story of love.

“Many boys and girls lived in the big city house. Among them was a teenage girl - Little Hunchback. She was really small and really humpbacked. Like other boys and girls, she went out into the yard to take a walk and play. Other girls came out to play, among them were three beauties: Blue-eyed Beauty, Blue-eyed Beauty and Black-eyed Beauty. Each of them was convinced that she was the most beautiful - and everyone should admire her beauty. The little hunchback, without taking her eyes off, looked at these beauties. How she longed to give one of them her love! She went to one and then to the other, tried to play with them, but none of them paid attention to the Little Humpback, as if she was not there at all.

And so the Little Hunchback fell in love with a distant twinkling star. She saw her in the evening sky and whispered to her the ardent words of her love: “I want to be yours, Twinkling Star! I love you and want to be loved." And there was so much love in the heart of the Little Hunchback that this love stretched like a ray to the rays of the Twinkling Star. Starlet lived unimaginably far away, she flickered with a barely noticeable spark, but the power of Little Hunchback's love was so great that - imagine, children, it was really like that - Little Star felt the warmth of a shining ray of love and answered: “Well, Little Hunchback, I feel your love, I feel so good from your love and you will be mine. I am filled with your Love and send you my Love.” And then great Happiness sparkled in the girl's eyes. In the morning the children went out to play again, and the Little Humpback looked into the eyes of Blue-Eyed Beauty, Blue-Eyed Beauty, and Black-Eyed Beauty and was horrified by the feeling of regret - cold ice floated in their eyes.

The little hunchback whispered: "How unfortunate they are, these girls"

Guys, why did the Little Hunchback take pity on the beauties?

And what kind of eyes did the Little Hunchback have?

What made Little Hunchback so happy?

We see how important is not external beauty, but internal.

What is real beauty? (True beauty is in devotion, in the desire to bring joy to another person.)

“Love people. Love for people is your moral core, i.e. your heartfelt attitude towards people. Live in such a way that your core is healthy, clean and strong.

“Love one another” is the commandment of Christ.

3. Game Candle of Love.

Children stand in a circle. I distribute a small candle to each. Then I light a candle for one of the children. The child whose candle was lit should say something bright about his neighbor in the circle, and then light his candle with his candle.

The game ends when all the candles in the circle are lit. After that, the children blow out the candles and sit down in their place.

Guys, we built the temple of the Heart from the rays of love. We talked about what a person can love. But what is love? We will answer this question after we listen to the story.

6. Conversation "What is love?"(Reading "Tales of the Wind", the book "Textbook of Kindness" p. 65)

“The cold north wind lived in the world. Wherever he appeared, everywhere he brought grief and misfortune. Trees, flowers, animals and even people froze from his breath.

"Why are you so angry? a little gray bird once asked him. - You don't love anyone. You probably don't know what love is."

"Love? – the cold north wind was surprised. It was the first time he had heard such a strange word. - And what is it?" he called, but the little gray bird had already flown away.

"What is love?" - the wind asked the gentle forest bell, opening its petals towards the morning sun.

“Ask the sun, it knows,” the bell laughed.

"What is love?" the wind asked the tallest pine tree, which stretched its branches towards the warmth of the sun.

“Ask the sun, it knows,” the pine tree smiled.

"What is love?" - the wind asked the silent mountain, which looked into the sky and thought about something.

“Ask the sun, it knows,” the mountain answered quietly.

"What is love?" the wind finally asked the sun.

“Love is when you forget about yourself and give all the caress of your heart to others - a flower, a tree, grief. They are warm and happy because I love them.”

So said the sun and fell silent. The cold north wind thought. For a long time he flew over the mountain, the pine tree and the tender forest bell. And then he disappeared.

There was no more cold and misfortune on earth. The weather was warm, sunny and windless.

No one knew what happened to the cold wind. The sun alone knew that the wind fell in love with the mountain, the pine tree and the tender forest bell. One sun knew that the wind simply forgot about itself.

- Guys, do you think the wind understood what love is?

- Why did you decide so?

- What is love? What does it mean?

To love means to forget about yourself. Do we always love like this? Most often, we think of ourselves and demand love from others.

There are two types of love - earthly and heavenly.

Earthly is when we love and want to be loved. There is another love - when they love without demanding anything in return.

IV. Primary fastening.

Game "Ode to Love"

Sounds like Beethoven's Moonlight Sonata. The word is written in large letters on the blackboardLOVE

Sit comfortably. Close your eyes. Relax. Fill your heart with a tender, light, warm, joyful feeling. Feel love in your heart.

- Guys, what do you think, what is love like?

gentle

shining

Joyful

magical

Sacrificial

beautiful

Big

Light

fabulous

the only

forgiving

devoted

And now, from all the words and definitions written on the board, make up an ode to love.

Love works wonders. Thanks to love, beautiful works of art are made - poems, poems, paintings, musical works.

Composer Schubert loved one girl. He proposed to her, but the girl's father refused him. Schubert came home and wrote the music "Ave Maria". Beethoven dedicated the Moonlight Sonata to the Italian girl Juliet.

Guys, remember a fairy tale in which love works wonders. ("The Scarlet Flower")

V. Practical part.

Drawing "Flowers of love".

Guys, remember, I read you a fairy tale about the fiery heart of Danko?

Visualize with your inner vision the flower of love in your heart.

What is he?

Draw it. Imagine through this flower your inner world, the beauty of your soul, the light of your soul.

Or draw a love flower, and then write on its petals everyone who or what you love, what you love to do more than anything in the world.

VI. Generalization.Exhibition of works.

I collect flowers of love and show them to the children one by one, reading the inscriptions on the petals. From the drawings, children guess who owns this or that flower of love.

The flowers turned out wonderful.

How can we name our exhibition?("Flowers of Love")

VII. Outcome.

Imagine that the flower of love in a person's soul can wither. What qualities should a person have so that the light of the flower of love never goes out?

kindness

Mercy

compassion

Spiritual purity

The beauty of the soul

generosity

Joy

What is love for every soul?(Love is true happiness for every soul)

VIII. Reflection.

Children choose the sun according to the color corresponding to the mood, compare it with the mood before the start of the lesson.

Guys, now please raise the sun that matches your mood.

Thank you. I wish you good mood. May LOVE always live in your heart.

Introduction

Chapter 1. Spiritual and moral education and its role in shaping the personality of the child

1.1. Essence and nature of morality

1.2. Methods and techniques of spiritual and moral education of younger students

Chapter 2

2.1. tricks pedagogical work for the formation spiritual and moral qualities in children of primary school age

2.2. Diagnosis of the level of spiritual and moral education of junior schoolchildren

2.3. Work on spiritual and moral education in elementary school

2.4. Analysis and discussion of results

Conclusion

Literature

Introduction

In all ages, people have highly valued spiritual and moral education. The profound socio-economic transformations taking place in modern society make us think about the future of Russia, about its youth. At present, moral guidelines are crumpled, the younger generation can be accused of lack of spirituality, unbelief, and aggressiveness. Therefore, the relevance of the problem of educating younger students is associated with at least four provisions:

Firstly, our society needs to train widely educated, highly moral people who possess not only knowledge, but also excellent personality traits.

Secondly, in the modern world, a small person lives and develops, surrounded by a variety of sources of strong influence on him, both positive and negative, which (sources) fall daily on the immature intellect and feelings of the child, on the still emerging sphere of morality.

Thirdly, education in itself does not guarantee a high level of spiritual and moral upbringing, because upbringing is a personality quality that determines in a person’s everyday behavior his attitude towards other people on the basis of respect and goodwill towards each person. K. D. Ushinsky wrote: “Moral influence is the main task of education.”

Fourthly, arming with moral knowledge is also important because they not only inform the younger student about the norms of behavior approved in modern society, but also give an idea of ​​the consequences of breaking the norms or the consequences of this act for the people around them.

The general education school is faced with the task of preparing a responsible citizen who is able to independently assess what is happening and build his activities in accordance with the interests of the people around him. The solution of this problem is connected with the formation of stable spiritual and moral properties of the student's personality.

The solution of the main tasks of education should ensure the formation of a personal attitude towards others, the mastery of ethical, aesthetic, spiritual and moral standards.

The problem of spiritual and moral education today is more acute in our society than ever. There are quite a few reasons for this, and one of them is the absolute deilogization of society, the liquidation of the institution of education. The rejection of the ideology of the past led to the disintegration of the "connection of times", a sense of belonging to the history of their homeland. Mass media circulated all over the country conduct destructive anti-spiritual propaganda, become the reason for lowering the criteria of morality and even threaten the psychological health of a person.

More and more more people come to the understanding that for the spiritual revival of society, only the knowledge provided by traditional education is not enough. Moral impulses cannot be rationally assimilated through a purely scientific education; no sum of sciences in itself is able to replace love, faith, compassion.

Spirituality, according to L.P. Bueva, is the problem of finding meaning. Spirituality is an indicator of the existence of a certain hierarchy of values, goals and meanings.

At present, the pedagogical community, the intelligentsia, are vigorously discussing the question of what moral education should be like, the place and role of religion and, in particular, Orthodoxy in it.

The problem of our research is the creation of pedagogical conditions for the spiritual and moral education of schoolchildren in the process learning activities, as well as determining the place of spiritual and moral culture in the structure of the content of education. To solve this problem, the teacher needs not only knowledge of primary school subjects and methods of teaching them, but also the ability to direct their activities towards moral education.

The purpose of the study: to study the possibilities of spiritual and moral education of younger students in the process of educational activities.

The subject of the research is the spiritual and moral education of junior schoolchildren in the process of educational activity.

The object of the study is the development of the spiritual and moral qualities of the personality of a junior schoolchild.

In accordance with the problem, goal, object, subject of research, we set the following tasks:

1. To analyze the state of the problem of spiritual and moral education of younger students in the scientific literature.

2. Select methods for studying the moral education of younger students in educational activities.

3. Conduct an experimental study and interpret the results.

4. To develop a program for the development of spiritual and moral qualities of younger students in the process of educational activities.

Research methods:

The study of psychological, pedagogical and methodological literature on the research problem;

Monitoring the activities of schoolchildren; conversation, questioning;

Experimental work aimed at the spiritual and moral education of younger students.

The work consists of introduction, two chapters, conclusion and literature.

Chapter 1. Spiritual and moral education and its role in shaping the personality of the child

1.1. Essence and nature of morality

In a short dictionary of philosophy, the concept of morality is equated with the concept of morality. Morality (Latin mores-morals) - norms, principles, rules of human behavior, as well as human behavior itself (motives of actions, results of activity), feelings, judgments, which express the normative regulation of people's relations with each other and the social whole (collective , class, people, society).

IN AND. Dahl interpreted the word morality as "moral doctrine, rules for the will, conscience of man." He believed: “The moral is the opposite of the bodily, carnal, spiritual, mental. The moral life of a person is more important than the material life. “Related to one half of the spiritual life, opposite to the mental, but comparing the spiritual principle common with it, truth and falsehood belong to the mental, good and evil to the moral. Good-natured, virtuous, well-behaved, in agreement with conscience, with the laws of truth, with the dignity of a person with the duty of honest and pure in heart citizen. This is a man of moral, pure, impeccable morality. Any self-sacrifice is an act of morality, good morality, valor.

Over the years, the understanding of morality has changed. Ozhegov S.I. we see: “Morality is the internal, spiritual qualities that guide a person, ethical norms, rules of conduct determined by these qualities.”

Thinkers of different centuries interpreted the concept of morality in different ways. Even in ancient Greece, in the writings of Aristotle, it was said about a moral person: “A person of perfect dignity is called morally beautiful ... After all, they talk about moral beauty about virtue: a just, courageous, prudent and generally possessing all the virtues person is called morally beautiful.”

The scientific literature indicates that morality appeared at the dawn of the development of society. The decisive role in its emergence was played by the labor activity of people. Without mutual assistance, without certain duties in relation to the genus, a person could not survive in the struggle with nature. Morality acts as a regulator of human relationships. Guided by moral standards, the individual thereby contributes to the life of society. In turn, society, supporting and spreading this or that morality, thereby forms a person in accordance with its ideal. In contrast to law, which also deals with the area of ​​human relations, but relying on coercion by the state. Morality is supported by the power of public opinion and is usually observed by virtue of persuasion. At the same time, morality is formalized in various commandments, principles that prescribe how one should act. From all this, we can conclude that it is sometimes difficult for an adult to choose how to act in a given situation without “hitting his face in the dirt”.

But what about children? More V.A. Sukhomlinsky spoke about the need to engage in the moral education of the child, to teach "the ability to feel a person."

Sukhomlinsky believed that "the unshakable foundation of moral conviction is laid in childhood and early adolescence, when good and evil, honor and dishonor, justice and injustice are accessible to the understanding of the child only if the child sees, does, observes the moral meaning" .

One can speak about a person's morality only when he behaves morally by virtue of an inner impulse (need), when his own views and beliefs act as control. The development of such views and beliefs and the habits of behavior corresponding to them constitute the essence of moral education.

A person's morality is usually judged by his behavior, but behavior is a very broad concept and covers all aspects of a person's life. Therefore, in order to reveal its moral essence, it is necessary to single out some smallest unit that would preserve the properties of the whole. An act can serve as such a smallest unit of behavior.

An act is understood as any action or state of a person, but any action or state becomes an act only if it is considered in conjunction with the goals, motives and intentions of the individual that generate it. At the same time, actions or states in themselves, as well as the motives and goals that give rise to them, must be moral. Thus, behavior is understood as the totality of a person's actions, while highlighting external actions and the internal conditioning of actions, that is, their motivation, experience.

The moral orientation of the individual is revealed not in individual actions, but in its general activity, which is evaluated, first of all, through the ability of the individual to actively show his life position. The moral value of the individual lies in its readiness to affirm the ethical ideals of society in the chosen field of activity.

After analyzing this issue, we can come to the conclusion that the main criteria of a person's morality can be his beliefs, moral principles, value orientations, as well as actions towards close and unfamiliar people. It follows from this that such a person should be considered moral, for whom the norms, rules and requirements of morality act as his own views and beliefs (motives), as habitual forms of behavior.

Habitual behavior is formed by repeated actions. It stably allows a person in the same, similar conditions to always act as it should.

1.2.Methods and techniques of spiritual and moral education of younger students.

Moral motives guide the moral actions of a person, encourage him to reflect on the appropriate manifestation of the mode of action. In order to achieve deeply conscious, reasonable behavior from students, the primary school teacher conducts purposeful work on the formation of motives and their further development. IN this process the teacher proceeds from the social requirements of the time. Therefore, moral motives are not only the basis of moral behavior, but also a rather indicative result of education.

Our ideas about the essence of the moral education of schoolchildren are changing not only under the influence of new scientific concepts, but also real achievements in the field of education. The approach to educational work that has been widespread in recent years has oriented teachers towards verbal forms of conveying values. Therefore, lengthy monologues combined with individual events prevailed. Obviously not enough individual approach, relying on the life experience of the child, taking into account his personal characteristics.

The main instrument by which the teacher directs and organizes the activity of the child is usually the tasks that he sets for the child. For their effectiveness, it is necessary that they be internally accepted by the child, on which the meaning of the task for him depends. If the motivation of the tasks on the part of the teacher is not provided, their internal content for the child can sharply diverge from their objective content and from the intention of the teacher, educator.

In other words, external educational influences contribute to the formation of positive character traits and moral qualities only if they arouse a positive internal attitude in students and stimulate their own desire for moral development.

As already noted, a moral person has formed stable moral motives that encourage him to appropriate behavior in society, and the formation of motives for a person’s moral behavior provides moral education. On this basis, the assertion that the methods of forming such motives are methods of moral education can be considered fair.

Traditional methods of moral education are focused on instilling in schoolchildren the norms and rules of social life. However, they often act only under conditions of sufficiently strong external control (adults, public opinion, the threat of punishment). An important indicator of the formation of the moral qualities of a person is internal control, the action of which sometimes leads to emotional discomfort, dissatisfaction with oneself if the rules of social life verified by personal experience are violated.

Internal control is formed due to the active activity of the child in the intellectual, motor, emotional, volitional spheres. The readiness to subordinate one's impulses to ideas and knowledge about the culture of human existence increases the self-esteem of the individual, develops self-esteem. The formed control skills contribute to the successful development of the moral qualities of the individual in the process of training and education.

The pedagogical meaning of the work on the spiritual and moral formation of the personality of a younger student is to help him move from elementary behavioral skills to a higher level, where independence of decision-making and moral choice is required.

Pedagogical literature describes many methods and techniques of moral education. Obviously, they are not equally aimed at the formation of motives for moral behavior. There are so many methods, and especially different versions of methods, that it is only their ordering and classification that helps to understand them, to choose those adequate to the goals and real circumstances. But the phenomena of education are very complex and contradictory, and therefore it is difficult to find a single logical basis for classifying the numerous ways of pedagogical influence.

So, for example, according to the results, the methods of influence can be divided into two classes:

Influences that create moral attitudes, motives, relationships that form ideas, concepts, ideas,

Influences that create habits that determine a particular type of behavior.

The most consistent and modern seems to be the classification developed by Shchukina G.I., in which the following groups of methods are distinguished:

Methods of versatile influence on the consciousness, feelings and will of students in the interests of forming their moral views and beliefs (methods of forming the consciousness of the individual);

Methods of organizing activities and forming the experience of social behavior;

Methods for stimulating behavior and activity.

The first stage of properly organized upbringing is the knowledge (understanding) by the pupil of those norms and rules of behavior that should be formed in the process of upbringing. Motives are conditionally divided into meaning-forming and incentive motives. For a primary school teacher, an important task is the formation of meaningful motives. After all, it is really difficult to educate, to develop any quality, without first achieving a clear understanding of the meaning of this quality. The influences that create moral attitudes, sense-forming motives, relationships, form representations, concepts, ideas, include methods that have received the general name of methods for the formation of personality consciousness.

The methods of this group are also very important for the successful completion of the next important stage of the educational process - the formation of feelings, the emotional experience of the required behavior. If students remain indifferent to the pedagogical impact, then, as you know, the process develops slowly and rarely reaches the intended goal. Deep feelings are born when the idea realized by schoolchildren is clothed in bright, exciting images.

IN teaching aids In previous years, the methods of this group were called shorter and more expressively - the methods of persuasion, since their main purpose is the formation of stable convictions. Not knowledge, but beliefs stimulate the actions of schoolchildren, therefore, not so much concepts and judgments as moral confidence in the social necessity and personal usefulness of a certain type of behavior should be formed at the stage of development of consciousness. The methods achieve their goal when the pupils have formed a willingness to actively engage in the activities provided for by the content of education.

Persuasion in the educational process is achieved by using various techniques and methods: reading and analyzing parables, fables, edifying stories; ethical conversations, clarifications, suggestions, disputes, example.

Each of the methods has its own specifics and scope. Despite their apparent simplicity, all the methods of this group, without exception, require high pedagogical qualifications. Consider the most complex in terms of content and application methods of verbal and emotional influence: storytelling, explanation, ethical conversation and the method of visual-practical influence - an example.

In elementary grades, a story on an ethical topic is often used. This is a vivid emotional presentation of specific facts and events that have a moral content. Influencing feelings, the story helps pupils to understand and assimilate the meaning of moral assessments and norms of behavior. A good story not only reveals the content of moral concepts, but also causes schoolchildren to have a positive attitude towards actions that comply with moral standards, and influences behavior.

An ethical story has several functions:

serve as a source of knowledge

enrich the moral experience of the individual with the experience of other people,

serve as a way to use a positive example in education.

The conditions for the effectiveness of ethical storytelling include the following:

The story must match social experience schoolchildren. In the lower grades, it is short, emotional, accessible, and corresponds to the experiences of children.

The story is accompanied by illustrations, which can be paintings, artistic photographs, products of folk craftsmen. A well-chosen musical accompaniment enhances its perception.

The setting is of great importance for the perception of an ethical story. The emotional impact of the environment should correspond to the idea and content of the story.

The story makes the right impression only when it is done professionally. An inept, tongue-tied storyteller cannot count on success.

The story must be experienced by the listeners. Care must be taken that the impressions from it remain as long as possible. Often the educational value of an ethical story is greatly reduced only because immediately after it the children move on to a matter that is completely different both in content and in mood, for example, to a sports competition.

Explanation is a method of emotional and verbal influence on pupils. An important feature that distinguishes explanation from explanation and story is the orientation of the impact on a given group or individual. The application of this method is based on knowledge of the features of the class and personal qualities team members. For younger students, elementary techniques and means of explanation are used: “You need to do this”, “Everyone does this”, etc.

Explanation is used only there and only when the pupil really needs to explain something, report on new moral provisions, in one way or another influence his consciousness and feelings. But clarifications are not needed when it comes to simple and obvious norms of behavior in school and society: you can’t cut and paint a desk, be rude, spit, etc. Here, categorical requirements are needed. Explanation applies:

a) to form or consolidate a new moral quality or form of behavior;

b) to develop the correct attitude of pupils to a certain act that has already been committed.

In practice school education explanation relies on suggestion. It is characterized by an uncritical perception by the student of pedagogical influence. Suggestion, penetrating imperceptibly into the psyche, acts on the personality as a whole, creating attitudes and motives for behavior. Younger students are especially suggestible. The teacher, relying on this specificity of the psyche, must use suggestion in cases where the pupil must accept certain attitudes. Suggestion is used to enhance the impact of other methods of education.

It should be noted that with unskilled application, a story, explanation, suggestion can take the form of a notation. She, as you know, never reaches the goal, but rather causes opposition in the pupils, a desire to act in spite of. Notation does not become a form of persuasion.

Ethical conversation is widely used in work with students of different age groups. In the pedagogical literature, it is considered both as a method of attracting students to discuss, analyze actions and develop moral assessments, and as a form of explaining to schoolchildren the principles of morality and their understanding, and as a means of forming a system of moral ideas and concepts, which in turn act as the basis for formation of moral views and beliefs.

Ethical conversation is a method of systematic and consistent discussion of knowledge, which involves the participation of both parties - the educator and pupils. The teacher listens and takes into account the opinions and 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 purpose of an ethical conversation is to deepen, strengthen moral concepts, generalize and consolidate knowledge, form a system of moral views and beliefs.

Ethical conversation is a method of involving students in developing correct assessments and judgments on all issues that concern them. Discussing situations, specific actions, children more easily comprehend their essence and meaning.

The peculiarity of conducting ethical conversations in elementary grades is that they can include dramatizations, reading excerpts from works of art, recitation, but at the same time we must not forget that a lively exchange of opinions and dialogue should prevail in an ethical conversation. After its implementation, the class teacher needs to carry out work to deepen the identified moral concepts, norms of behavior, organizing the practical activities of children.

The effectiveness of an ethical conversation depends on the observance of a number of important conditions:

The conversation should be problematic. The teacher should stimulate non-standard questions, help students find answers to them themselves.

An ethical conversation should not be allowed to develop according to a predetermined scenario with the memorization of ready-made or prompted by adults answers. Children need to respect the opinions of others, patiently and reasonably develop the right point of view.

It is also impossible to allow the conversation to turn into a lecture: the educator speaks, the pupils listen. Only frankly expressed opinions and doubts allow the educator to direct the conversation so that the children 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 pupils will reveal their soul in it.

The material for the conversation should be close to the emotional experience of the pupils. Only when relying on real experience can conversations on abstract topics be successful.

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, communication culture.

Proper leadership of ethical conversation is to help pupils independently come to the right conclusion. To do this, the educator 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.

In elementary school, ethical conversation has a simple structure. Here, the inductive path is preferable: from the analysis of specific facts, their evaluation to generalization and independent conclusion.

An example is an educational method of exceptional power. Its effect is based on a well-known pattern: phenomena perceived by sight are quickly and easily imprinted in the mind, because they do not require either decoding or recoding, which any speech effect needs. The example operates at the level of the first signal system, and the word - the second. An example gives specific role models and thus actively forms consciousness, feelings, beliefs, activates activity. When they talk about an example, they mean, first of all, the example of living concrete people - parents, educators, friends. But the example of the heroes of books, films, historical figures, outstanding scientists also has a great educational power.

The psychological basis of the example is imitation. Thanks to it, people acquire social and moral experience. Not always imitation has a direct character, we often observe it in an indirect form - this is not a mechanical process, not an automatic transfer of features, qualities, experience of a certain personality, not a simple repetition and reflection. Imitation is the activity of the individual. Sometimes it is very difficult to determine the line where imitation ends and creativity begins. Often creativity is manifested in a special, peculiar imitation.

Younger students imitate those who make the strongest impression on them. According to psychologists, the invariable sympathy of younger students is caused by people who are courageous, strong-willed, resourceful, possessing great physical strength, a slender figure, a pleasant manner of communicating, and regular features. When choosing moral examples, taking into account these patterns of perception of a person, one should ensure that the carriers of good principles are pleasant and attractive, and the carriers of vices cause hostility. In the absence of such compliance, special measures are needed to ensure them. It is appropriate to endow a highly moral, but unsympathetic character, on occasion, with characteristics and assessments that weaken the feeling of hostility caused by him, and to be able to debunk a vicious, but beloved by children "hero" intelligibly and convincingly. It is equally important to prevent possible cases of the appearance of passive-contemplative ideals. They serve not so much as a stimulus to action as an object of admiration, fruitless daydreaming.

Life gives not only positive, but also negative examples. It is not only desirable but also necessary to draw the attention of schoolchildren to the negative in the life and behavior of people, to analyze the consequences of wrong actions, to draw the right conclusions. A negative example given in time to the place helps to keep the pupil from the wrong act, forms the concept of immorality.

Naturally, upbringing also depends on the personal example of the educator, his behavior, attitude towards pupils, worldview, business qualities, authority. It is known that for the majority of junior schoolchildren the teacher's authority is absolute, they are ready to imitate him in everything. But the strength of a mentor's positive example increases when he acts systematically and consistently with his personality, his authority. In addition, the strength of the positive impact of the teacher will increase even when the pupils are convinced that there are no discrepancies between his word and deed, he treats everyone evenly and kindly.

The pedagogical literature also describes such a method of forming the consciousness of the individual as a dispute. It is a lively heated debate on some topic that excites pupils. Disputes are valuable in that beliefs and motives are developed in the collision and comparison of different points of view. This method is complex, used mainly in middle and high school. In elementary school, it can be used as a technique, for example, in ethical conversation.

It should be noted that in the real conditions of the pedagogical process, the methods of education act in a complex and contradictory unity. What is decisive here is not the logic of individual "isolated" means, but their harmoniously organized system. Of course, at some particular stage of the educational process, this or that method can be used in a more or less isolated form. But without appropriate reinforcement by other methods, without interaction with them, it loses its purpose, slows down the movement of the educational process towards the intended goal.

Chapter 2

2.1 Methods of pedagogical work on the formation of spiritual and moral qualities in children of primary school age

The issue of spiritual and moral education of children is one of the key problems facing every parent, society and the state as a whole. A negative situation has developed in society in the matter of the spiritual and moral education of the younger generation. The characteristic reasons for this situation were: the lack of clear positive life guidelines for the younger generation, a sharp deterioration in the moral situation in society, a decline in cultural and leisure work with children and youth; a sharp decline in the physical fitness of young people, the replacement of physical education and care for healthy physical development children

From the country of childhood we all go to great life full of joy and suffering, moments of happiness and sorrow. The ability to enjoy life and the ability to courageously endure difficulties is laid in early childhood. Children are sensitive and receptive to everything that surrounds them, and they need to achieve a lot. To become kind to people, one must learn to understand others, show sympathy, honestly admit one's mistakes, be hardworking, marvel at the beauty of the surrounding nature, and treat it with care. Of course, it is difficult to enumerate all the moral qualities of a person in the future society, but the main thing is that these qualities should be laid down today. Look at children's drawings. There is always a big orange sun, blue-blue sky, dense green grass. Amazing perception of the world in our children!

Our teachers, studying all the best that was developed before the revolution and after, are trying to educate a physically healthy soul filled with spiritual energy, an intellectually developed personality. Curriculum authoring programs and lesson development used in the school, extracurricular activities are of particular value, as they contain grains of teachers' experience in shaping students' interest in the true values ​​of their native country.

The meaningfulness and awareness of the moral "image - I" of second-graders - fourth-graders in their statements-self-definitions ("good - not very good") do not differ significantly. The characteristics of nationality and civic affiliation are of little significance for younger students. The school microenvironment does not adequately correct the conscious development of moral norms by children, including relationships with peers (this meaning of school life was noted by only 6% of graduates: "be kind, cherish friendship", "you must not offend the little ones"). The influence of school education on the choice of moral models is weakening: teachers, literary heroes, compatriots famous in history cease to act as role models. In particular, 9% of junior schoolchildren strive to be like a teacher in life, and 4% - like literary heroes (boys are mainly attracted by epic heroes, and girls by fairy princesses). But for 40% of primary school graduates, pop singers, fashion models, heroes of foreign action films become idols: "I want to be like Sasha Bely." Only in 14% of children, the image of their future life in connection with mastering a certain profession includes the meanings of disinterested bringing good to others, serving society. The mercantilization of life orientations is clearly traced: "I want to be a banker, because he is rich and has a good job."

In children's ideas about the main human values, spiritual values ​​are being replaced by material ones, and accordingly, among the desires of children, narrow-minded, "food and clothing" in nature prevail. In assessments of the environment, 1.2% of junior schoolchildren manifest their religious views. Only 3% of children express a value attitude towards the Motherland, their native land in their judgments. At the same time, there are manifestations of a negative attitude towards their Fatherland ("I want to go to live in Germany").

In the moral education of primary school students, the formation of humane relations between children, the education of effective moral feelings in them, is very relevant.

In this regard, many different activities are held at school with children: conversations on ethical topics, reading fiction, discussion of positive and negative actions of children. However, for this whole system of educational measures to be effective, it is necessary that each influence of the teacher has the power of formative.

An important mechanism that ensures the successful entry of a child into school life is psychological readiness, which includes a certain level of intellectual and personal development of the child, including the communicative components of school readiness.

A necessary condition for the formation of the moral sphere of the child is the organization of joint activities of children, which contributes to the development of communication and relationships between children with each other, in the process of which the child learns socio-historical experience, gets ideas about another person and about himself, about his abilities and abilities.

The educational process is planned and built in the interrelation of the spiritual and secular areas, and extracurricular activities are a logical continuation of the work begun in the lesson. The leading direction is spiritual education, and when developing plans, content educational work the age of the students is taken into account, the sequence in the development of the child's personality is traced.

Patriotic education is part of spiritual education. Classroom hours, holidays dedicated to the “Victory Day”, literary evenings, “Days of Spirituality and Culture” suggest meetings with interesting people.

Holidays can be held at the school:

September (Knowledge Day);

October (Initiation into first-graders);

November (Days of spirituality and culture);

December (Epiphany readings);

January (Christmas);

February (Week of Patriotic Song);

March (Toddler Week);

April (Easter);

May (Day of Slavic Writing).

On the blackboard there is a drawing depicting an owl - a symbol of wisdom. Multi-colored pieces of paper are attached to it, on the back of which the correct answers to the questions are written, and the questions themselves are attached around the owl in envelopes of the same colors. The questions are given in the form of situations that the guys, after thinking, should collectively answer. There are seven envelopes, they are arranged in the order of the rainbow color - a symbol of children's joy, happiness.

Students sit at tables in small groups, agree on who will be the team captain. In turn, the captains go to the board, take one of the envelopes and read the question-situation to the whole class. The guys collectively find the answer. The captains are the first to express their point of view, and then the rest of the guys add or correct. Envelopes contain tasks of the following type:

Leaning on a stick, an old man walks. He stops to rest. And wanders again. The boys who watched him began to imitate his gait, hunched over, barely moving their legs - the guys laugh merrily.

What can you say about these boys?

The bus is crowded, everyone is coming home from work. Olya takes the vacant seat and looks at those who are standing with a smile.

How should Olya have acted?

After the guys express their opinion, give their examples, I take a piece of paper with the answer, which is attached to the owl, and read the “opinion” of the OWL.

In one of the envelopes there were three questions at once - this meant a blitz tournament. In another envelope there was a command - to hold a musical break, which we spent with pleasure dancing a waltz (the boys invited the girls).

And at the end of the quiz, an article by L. N. Tolstoy “Conversations with children on moral issues” was read.

This form of holding diversified the traditional cool watch and caused activity even in passive guys.

Traditionally, gatherings are held with parents, students, contests “Dad, Mom and I are a friendly family”.

It is interesting to hold subject weeks with summing up: and these are concerts, and olympiads, and scientific and practical conferences and baking pies.

Funny starts, competitions, games and just walks on fresh air provide invaluable assistance in healing not only the body, but also the soul. Analyzing the work on natural history, the development of oral and written speech in the lessons of reading and the Russian language, i.e. teaching basic subjects, came to the conclusion that students know little about their small homeland, native land, are not sufficiently familiar with its past and present. But even the small amount of material available is abstract. Lack of specificity leads to the difficulty of perception and understanding of this material. In order to increase cognitive interest in the history of the region, its past, present and future, in the nature of the native land, it is necessary to turn to the analysis of this problem and the search for ways to solve it.

Why study your area? What to study? How to teach local history material?

Not less than milestone work on local history is purposeful out-of-class and out-of-school educational work. Of great importance is the connection with the social environment (parents, city institutions that can help in the development of the social, cultural, natural environment of the native land). Such an organization of local history work contributes to the awareness of one's place in the world around (“I am my city”), (“I am my city, my region, my Fatherland”). It does not allow slipping into the position of localism when studying the region and at the same time contributes to the formation of citizenship.

Why study your region in elementary school? Let's dwell on this in more detail. It is in elementary school that the foundations of cognitive interest in the study of the city as the microclimate surrounding the child are laid, and conditions are created for the formation of moral feelings. The child, at a level accessible to him, realizes the importance and value of the surrounding microclimate for him personally; in a familiar environment, he discovers new sides, learns to interact with him competently, etc.

Local history involves a comprehensive study of the native land. A wide field of activity is the study of the subject "natural science". Here, it is necessary to systematize and expand students' ideas about their region, natural conditions and resources, about the features of the interaction between man and nature. The main directions are the geological structure, climatic conditions, flora and fauna ... Realizing that only on the basis of knowledge can students be convinced of the need to take care of nature, various forms and methods of acquaintance are chosen: excursions, conversations, creative work, meetings with people different professions, etc.

Modern parents are already accustomed to the personal irresponsibility that we have been brought up over the past decades.

But you can not give consent to this destructive work. To do this, we need to create our own educational institutions, do everything to help people, and especially children, come to God in order to establish themselves on the only true foundation.

Orthodoxy is not a system, it is a life of love. And our upbringing is Orthodox only when we begin to do it in love. Here we are talking not only about Orthodoxy, but also about other religions, because they all carry and give people human value orientations.

A pious mother and wife, loving, tender, firm and patient in life's adversities, the support of the family and the Fatherland - this is both the ideal of a Russian woman and our history, this is the pain, anxiety and care of our days. How to raise a girl like that? Of course, this is unthinkable without the restoration of historical memory, the revival of Russian national tradition. At the end of each academic year, teachers sum up whether it was interesting for the children to live at school. To do this, the children were given a questionnaire. The first question was: “Which of our common activities did you find interesting and most memorable? The guys listed a lot of events held during the year, and those guys who came again wrote: “I learned that you can not be bored at school, but live interesting and fun.” To the question “What have our deeds taught you?” the children wrote that they had learned to love their homeland, their city, learned to protect nature, work conscientiously, learned the value of honesty and kindness, politeness, learned to help each other and not leave a comrade in trouble.

Observations have shown that the guys have developed comradely relations, they are able to quickly agree, rarely quarrel, although they argue over business issues. They carry out the general assignment together, they see who needs help, they actively help each other, they obey the headman and the leaders. Children's groups live according to the lessons good manners It is very important to educate in children kindness, generosity of soul, self-confidence, the ability to enjoy the world around them. This will prepare the children to enter "adult" life, with its norms and requirements, instill in them an optimistic perception of life, make them collectivists striving to make our land even better.

High-quality education is, first of all, the formation of a person, the acquisition of himself, his image, unique individuality, spirituality, and creativity. Qualitatively to educate a person means to help him live in peace and harmony with people, nature, culture, civilization.

2.2. Diagnosis of the level of spiritual and moral education of younger students

To identify the level of development of spiritual and moral qualities in junior schoolchildren, it was necessary to find out the categorical structure of morality.

Therefore, at the very beginning of the work, it was necessary to answer the question: what categories in the moral consciousness are basic? In Plato, Socrates, Aristotle we find such categories as good, evil, wisdom, courage, moderation, justice, happiness, friendship. In the Middle Ages, the concept of “mercy” appears, in a later historical era - “duty” (I. Kant), "guilt" (Hegel). Thus, 10 categories were identified.

Then we asked the younger students to explain how they understand the words presented to them. Of the respondents, there were 24 first-graders (11 girls and 13 boys). The survey was conducted individually.

The statistics of answers of first-graders is presented in tab. 1. 8 people explained all the concepts (4 girls and 4 boys), 3 people (1 girl and 2 boys) refused to do it.

So, it was easiest for first-graders to explain what “friendship”, “evil”, “good”, “duty” are, and more difficultly, “mercy”, “wisdom”.

Revealing the meaning of the category "friendship", the children said that it is "people are friends with each other." Very rarely, the responses included specific manifestations of friendship, such as “they never quarrel, respect each other”, “understand each other”, “help each other”, “when children do not fight and play together”. Often, students gave only an emotional assessment: “this is good”, “this is fun”.

Three groups of responses can be distinguished in the interpretation of evil. The first, the most numerous, is associated with the action - “this is when they beat”, “when they kill”, “when a person does something bad”, “when everyone is fighting”. The second group of answers is related to the characteristics of another person (“this is an evil person”) or oneself (“this is me when I am bad”). The third group again presents only an emotional assessment of the phenomenon: "this is bad."

Good in the view of the respondents - “when they do good deeds”, “you help everyone”, “you protect everyone”, “when they don’t fight”, “when you give in to everyone”, “when you are kind”. At the same time, there are significant differences in the answers of girls and boys. For the former, goodness is associated primarily with help (“this is when a person wants to help in trouble”, “this is when they help”), for the second - with the absence of external conflicts (“this is when no one fights”, “no one is offended”). Some first graders included "good" in the dichotomy: "good is when there is no evil." There were no responses related only to the emotional assessment of the presented category.

The statistics of answers of first-graders is presented in tab. 1.

Table #1

Concepts	explained				not explained
	girls		boys		girls		boys
	Qty.	%	Qty.	%	Qty.	%	Qty.	%
1. Happiness	9	67,7	10	72	1	32,3	3	27,9
2. Freedom	4	77,4	7	86	7	22,6	4	13,95
3. Wisdom	9	35,5	9	58,1	2	64,5	4	41,9
4. Courage	11	54,8	10	53,5	1	45,2	3	46,5
5. Moderation	10	32,3	5	11,6	5	67,7	4	88,4
6.justice	10	61,3	8	65,1	2	38,7	2	34,9
7 Friendship	10	96,8	11	95,3	1	3,2	2	4,7
8. Welcome	11	93,5	13	79,1	0	6,5	0	20,9
9. Evil	11	90,3	10	88,4	1	9,7	3	11,6
10. Mercy	5	22,6	4	37,2	8	77,4	8	62,8
11. Debt	1	67,7	3	76,7	10	32,3	10	23,3
12. Wine	5	48,4	13	69,8	6	51,6	0	30,2

2.3. Work on spiritual and moral education in elementary school

In connection with the research data, we came to the conclusion that it is necessary to create a program aimed at educating the spiritual and moral qualities of younger students, which can be followed throughout the entire education of the child in the primary level.

Programs of spiritual and moral education from 1st to 4th grade

1st class

form of communication.

1.Good word that it's a clear day.

2. If you are polite,

3. When you walk down the street.

4. Know yourself.

5. Someone's offense does not promise us happiness.

Relationships with the environment.

1. Journey to a fairy tale.

2-I can be a magician.

3. Small business is better than big idleness.

4. Favorite corner of the native land.

5. Every nation has its own heroes.

6. We will gather a big round dance.

7. I love my dear mother.

8. Congratulations to our mothers: a collective holiday.

9. Love all living things.

Relationships in the team.

1. If there is only one joy for all.

2. My class is my friends.

3. A self-lover is not loved by anyone.

4. Let's play and think.

5.0 friendship between boys and girls.

6. Journey to the world of wise thoughts.

7. Kindness is like the sun (final lesson).

2nd class.

form of communication.

1. If you sing songs, it's more fun with them.

2. It’s more fun to live in this world with kindness.

3. Do good - make yourself happy.

5. A gift to the team.

6. Business - time, fun - an hour.

7. What you don’t like in others, you yourself

don't.

Relationships with others.

1. Give joy to another.

2.0t which depends on the mood.

3. Do not be shy about your kindness.

4. My home is my family.

5. In work, a person becomes prettier

6. Everything in the world is the sun's children.

7. Congratulations to our mothers.

8. With adults and peers.

9. Appreciate the trust of others.

Relationships in the team.

1. It is good that we are all gathered here today.

3. General and special for boys and girls.

4. Would someone talk to me.

5. A gift to the team (general collective activity).

6. Making a newspaper (final lesson).

3rd grade.

form of communication.

1. Hello everyone.

2. Let's take care of each other.

3. We are friends with kind words.

4. We love good deeds.

5. Give the teacher a deed and a good word.

6. We know how to communicate.

7. Everyone is interesting.

8. A gift to the team (collective activity).

Human relations.

1. The soul is our creation.

2. Open the magic doors of goodness and trust.

3. Good songs lead to good.

4-Look at yourself - compare with others.

5. Help me understand myself.

6.0 real and fake.

7. The warmth of your home.

8. Congratulations to our mothers.

9. Flowers, flowers - they have the soul of the Motherland.

10. When the sun smiles at you (song festival).

Relationships in the team.

1. To be a team.

2. The team starts with me.

3. A gift to the team.

4. Secret advice for boys and girls.

5-Tell yourself.

6. So they became kinder and smarter.

7. Dedicated to the school (the final holiday).

Folklore workshop as one of the ways of personality development

Upbringing is the nourishment of the soul and heart of the child with the sublime, noble, beautiful. Education - sculpture, creating an image. Consequently, the educational process is to create an image by nourishing the soul with beauty.

The true source of beauty is the national culture.

Unfortunately, the origins of the national dry up where folk songs are not sung, fairy tales are not told, where the rites and customs of the past are consigned to oblivion. We need holidays, events that allow us to understand ourselves, to find and remember what unites us all and makes us a people.

In search of ways to update the content of the educational process, the teachers of our school came to the decision to build extracurricular work of the first stage as an acquaintance of students with the traditions of folk culture.

Folk culture is embodied in forms accessible to younger students: games, songs, fairy tales, riddles. This world is very bright and expressive, and therefore it is interesting for children. It also attracts the fact that the subject of study allows the child to become an active participant in the game. Children can try themselves in different roles and activities. Singing, dancing, crafting, participating in theatrical performances, solving riddles - all these opportunities are provided by the study of folk culture, thereby contributing to the comprehensive development of the child's personality.

The study of the traditions of Russian folk culture in our school is realized in the form of a creative folklore workshop.

Workshop is new way organization of student activities. It consists of a number of tasks, games that direct the work, creativity of the children in the right direction, but within each task, the students are absolutely free to play.

The purpose of the creative workshop is to introduce children into the world of Russian folk culture, to promote their acceptance of the moral values ​​of the Russian people (the unity of man and nature, love for native land, mercy, diligence).

The program of the creative workshop is designed for 4 years. During this time, children get to know how our ancestors understood the world around them and their place in this world.

1st class. “Starting up the case” is a propaedeutic stage.

This year's program introduces the child to the range of issues that will be discussed over the next three years: man and nature; person and family; man and native land.

In the spotlight

Riddles, nursery rhymes, tongue twisters,

round dances,

folk dolls,

Holidays,

Outdoor games.

2nd grade. "With Russian enthusiasm across the Russian expanses." Acquaintance with

Jokes and fables,

Dance songs and refrains

ditty,

folk instruments,

Calendar and ritual holidays.

3rd grade. "Celebration of holidays, celebration of celebrations." Subjects of study:

Proverbs and sayings,

Chastushki,

Songs lyrical and historical,

Playing noise instruments (ensemble organization),

ritual holidays. 4th grade. "Goy you, my dear Rus'!"

In the spotlight

Family way of life, rituals, customs that accompany a person from birth to death;

Folk costume;

The history of Russia in the works of ancient Russian literature, oral folk art;

History of the native land;

The work of the ensemble of noise instruments;

Communication with the school center "Play, accordion!".

The system-forming type of activity that contributes to the development of the traditions and values ​​of Russian folk culture is cognitive collective activity. See the bottom of the page for a diagram of its organization.

The key case takes place in the form of a theatrical holiday, for example, on the theme “Kuzminki - a commemoration of autumn”, “Once on Epiphany evening”, “Shrovetide-wettail”, etc.

From year to year, the form of conducting key cases becomes more complicated. To participate in each holiday, the school center "Play, accordion!" is involved, which includes an ensemble of noise instruments, an ensemble of harmonists and a vocal group.

Thus, the study of folk culture not only contributes to the development of the child's personality, his cognitive, communicative, moral, physical, aesthetic potentials, but also forms the skills interpersonal communication, helps the class teacher to work on rallying the class team, to involve in educational process parents. The system of educational work also includes class hours, the purpose of which is the development of moral qualities in younger students. One of those great watches.

Class hour "The road of goodness"

To instill in children a sense of friendship and camaraderie;

Develop communication skills, speech;

Learn to distinguish good from bad. The form of the lesson: a conversation with elements of the game.

Course progress.

Children are seated in a semicircle. Each of the guys has a set of figures cut out of paper: a seed, a drop of water, a tree, a flower.

Today we will talk about a topic that is very important for all of us, but which one you will answer for yourself after listening to the song (it sounds like “The Song of the Cat Leopold”).

So, who will name the topic of our lesson? (Kindness.)

Right. But we will not just talk about kindness, but we will make a journey along the road of kindness. (The teacher opens the drawing on the blackboard.)

What do you see here? (Desert.)

Let's try to turn this lifeless sultry desert into a beautiful, blooming and fragrant garden. So let's hit the road!

Even though I said "let's go", we've actually been on this road for a long time. Who will answer when we started this journey? (When they were born.)

Right. Remember, please, how your parents affectionately called you by name when you were little. (Yulenka, Mishenka)

And what did you feel about it?

Think about it, if other people called you the same way, would you be pleased? (Yes.)

So, before turning to a person, we must think about how best to do this. And it’s better to contact by ... (Name.)

Close your eyes and remember how you address people. Open your eyes. If you are addressing others by name, then find a seed in your set and attach it to the picture, i.e. plant it in the ground.

We planted a seed, but will it germinate? Why? (No, because there is no water in the desert.)

So, we need to find a spring from which we could take water and water our seeds. And the guys who prepared for you a staging of the story by V.A. will help us. Oseeva "The Magic Word".

The children are performing a play.

Let's reason together. Why, when Pavlik asked for something for the first time, did everyone refuse him? (He was rude, cocky,)

Why did everything change after meeting with the old man? (Pavlik realized that he had to be friendly, polite,.)

Let's conclude: you need to treat people the way you would like to be treated. In a word, how it comes around ... (and will respond).

Close your eyes and think, do you do this more often in life? If yes, then take a drop of water from your kit and “water” your seed.

When there is sunlight, heat and water, what will happen to the seed? (It will grow.)

This is how it is in life: if we have done something good, then it will not go unnoticed. Let's remember what each of you did good for classmates (the game "Compliments" with the transfer soft toys; the toy can be transferred to any person, but twice to the same person is not allowed).

So, we are now once again convinced that the good is not forgotten and always comes back with good. I believe that after this game, each of you is worthy to come to the board and "plant" your tree.

A minute ago we saw only sand here, and now beautiful trees appeared before us. You look at them, and it seems that they are all the same. But if you look closely, we will see that all the trees are different, not similar to each other. In the same way, people have their own habits, their own character.

You still have flowers. Write your name in the center of the flower, and on each petal - a trait of your character.

Now turn the flowers over and on the reverse side on each petal write such a character trait that you would like to see in yourself.

Who does not hesitate to name these qualities?

What do you need to do to become that person?

Attach these flowers to the trees.

We have a beautiful flowering garden. Such a garden will bring people not only joy, but also benefit. So today we are once again convinced that a person with his good deeds, kind attitude towards people is able to turn even a sultry and lifeless desert into a wonderful garden.

And finish our Classroom hour I want a good old children's song, which will also be my wish to all of you - "The road of goodness."

2.4 Analysis and discussion of results

After the purposeful work carried out on spiritual and moral education, the same survey of second-graders was conducted.

24 people explained all the concepts. There were no students who completely refused to complete the task.

Second graders, unlike first graders, easily explain not only the concepts of "friendship", "evil", "good", "freedom", but also "happiness", "wisdom". Still difficult to interpret were "moderation" and "mercy."

Happiness is associated by schoolchildren of the second year of study with a holiday, with joy, luck: “this is when a person is happy and feels very good”, “this is when a birthday and a lot of gifts”, “when someone is lucky all the time”. Often, in terms of content, this category approaches such as “moderation”: “this is when a person thinks that he has enough of everything”, “what he has, he doesn’t need more”. Some children associated the concept of “happiness” with their experiences: “it’s when you play with friends in the village”, “when they didn’t set the lessons”, “when they were released from school”. There are answers of a sufficiently high degree of abstraction for a given age: “it’s good in the soul, nothing bad, and so every day».

Wisdom for second-graders is personified in a person who is “you know everything is smart”, “strong”, “who knows how to make the right decision” and at the same time he is often “very old”. Some respondents described "wisdom" as "boastfulness".

Are there differences in the explanations of first-graders and second-graders of the concepts of "friendship", "evil", "good", "freedom"? With regard to friendship, specific signs begin to differentiate in the answers: “this is when you trust another”, “when you often communicate with someone and trust him”, “this is an alliance of like-minded people”, “this is such a connection with a person when you quarrel at least sometimes, but everything you're still friends."

Evil is interpreted from the point of view of causing harm: “they do bad things”, “offend the little ones”, “they took away the ball”, i.e. maintains a link to a specific action. The connection with the bad (evil) person also remains, and the answers associated only with the emotional assessment of this category disappear.

In the understanding of goodness, the difference that existed between girls and boys is leveled. Second-graders associate this category primarily with the help of another person.

There are answers like: "this is when a person knows how to perceive someone else's pain" and "this is wealth." It is curious that L.S. Vygotsky in his work "Pedology of a teenager", solving the problem of explaining non-dialecticity in the thinking of a teenager, asks 13-14-year-old subjects to define abstract concepts, one of which is "good". An analysis of the statements allowed the scientist to conclude that they “more often define the everyday, practical meaning of this term: “Good is acquired, for example, good earrings, watches, trousers, etc.”... or finally, “Valuable things "" . In our case, the age of the subjects was 8-9 years. But nevertheless, the interpretation of goodness as wealth was found in the answers of second-graders only in a single case.

Like the first graders, the 2nd grade students found it difficult to explain the categories of "moderation" and "mercy".

The dynamics of the content of these ideas lies in the fact that at the beginning of primary school age, there is a gradual formation of interest in a friend, an idea arises of the exclusivity of friendly relations, and at the end of this age period, friendship acts as a mutually pleasant and conflict-free interaction in joint activities. From the 1st to the 2nd grade, there is a transition from external descriptions of the manifestation of friendship (“this is when two people walk together”) to the internal content of the relationship (“when they share impressions”, “this is when people trust each other”, “when there are common interests").

Happiness is less and less associated with gifts and holidays, and more often only with a joyful, cheerful mood: “it means cheerful from something”, “when a person is doing well”, “life joy”, “when everything works out”.

The majority of respondents associated mercy with a “good heart” and “a desire to do good deeds,” with “a person who pities everyone.”

The statistics of second-graders' answers is presented in Table. 2.

Table number 2

Concepts	explained				not explained
	girls		boys		girls		boys
	Qty.	%	Qty.	%	Qty.	%	Qty.	%
1. Happiness	13	100	11	97,95	No	0	0	2,05
2. Freedom	6	88,9	4	89,8	7	11,1	7	10,2
3. Wisdom	6	95,2	6	93,9	6	4,8	6	6,1
4.courage	9	93,7	9	91,8	2	6,3	2	,2
5. Moderation	8	12,7	11	83,7	3	87,3	2	16,3
6. justice	10	76,2	12	73,5	1	23,8	1	26,5
7 Friendship	13	98,4	11	93,9	0	1,6	0	6,1
8. Welcome	13	98,4	11	89,8	0	1,6	0	10,2
9. Evil	13	93,7	11	95,9	0	6,3	0	4,1
10. mercy	8	60,3	9	53,1	3	39,7	2	46,9
11. Debt	7	85,7	6	81,6	4	14,3	7	18,4
12. Wine	7	85,7	5	91,8	6	14,3	6	8,2

When starting to analyze the categorical structure of the ethical consciousness of younger schoolchildren, we, of course, took into account the data of educational psychology research on the patterns of formation of concepts in children. Based on the results of the work carried out, a number of conclusions can be drawn.

The first is that in the process of a child's life activity, a categorical structure of spiritual and moral consciousness is necessarily formed.

The second - in general, in the process of systematic schooling and under its influence, there is a tendency to "align" this structure.

Third - there is a pattern in the development of moral consciousness, which can be designated as heterochrony, i.e. the diversity of time in the formation of basic concepts.

Fourth, there is a contradiction between the proclamation of a course towards building a democratic state and the absence of real actions that contribute to the education and formation of citizens who respect the values ​​of such a state (and have a correct understanding of them)

Conclusion

The impact on a person, in order to form his spiritual and moral qualities, is a topic that scientists have been studying for several thousand years. During this time, the concept of morality and moral behavior of a person has already been more or less formed. The question remained how to shape the moral behavior of a person.

The significance and function of elementary school in the system of continuous education is determined not only by its continuity with other levels of education, but also by the unique value of this stage of formation and development of the child's personality. Psychologists have established that it is the primary school age that is characterized by an increased susceptibility to the assimilation of moral rules and norms. This allows timely laying the moral foundation for the development of the individual. The core of education, which determines the moral development of a person in primary school age, is the formation of a humanistic attitude and relationships between children, reliance on feelings, emotional responsiveness.

The pedagogical meaning of the work on the moral development of the personality of a younger student is to help him move from elementary behavioral skills to a higher level, where independence of decision-making and moral choice is required. The success of this type of activity in the formation of the moral qualities of a student depends on the literacy of the teacher, the variety of methods used by him and the emotional response of children.

The purpose of moral education is the formation of a holistic, perfect personality in its humanistic aspect.

The latter suggests:

1. Development of an understanding of the vital importance of morality;

2. Installation on the development of moral self-awareness (conscience);

3. Development of incentives for further moral development;

4. The development of moral stamina, the desire and ability to resist evil, temptation and the temptation of self-justification in violation of moral requirements;

5. Mercy and love for people.

The means of moral education are:

1. Moral conviction as the main moral and psychological means of influencing a person.

2. Moral coercion as a form of moral condemnation.

Moral education is carried out in close organic unity, firstly, with the main (professional) activity, and secondly, with ideological education, which is adjacent to other developed forms of communication and activity: artistic and aesthetic, political, legal, etc.

In addition to the pedagogical impact on the formation of the moral qualities of the individual, many factors influence: the social environment, various types of activities, leading types of communication, gender differences in children, while each age contributes to the formation of the moral consciousness of the individual; The social situation that has developed in our country leaves its mark on the formation of personality.

List of used literature

1. Averina N.G. On the spiritual and moral education of younger schoolchildren / N.G. Averina // Beg. school. - 2005 - No. 11 - S. 68-71

2. Artyukhova I.S. Values ​​and education / I.S. Artyukhova / / Pedagogy, 1999 - No. 4. - P. 78-80

3. Arkhangelsky N.V. Moral education. - M.: Enlightenment, 1979. - 534 p.

4. Babansky Yu.K. Pedagogy: Course of lectures. - M.: Enlightenment, 1988 - 354 p.

5. Babayan A.V. On morality and moral education / A.V. Babayan // Pedagogy - 2005 - No. 2 - P. 67-68

6. Bozhovich L.I. On the moral development and upbringing of children / L.I. Bozhovich / / Questions of psychology. - M.: Enlightenment, 1975.- 254p.

7. Bondarevskaya E. V. Moral education of students in the context of the implementation of school reform: Proc. allowance. / E.V. Bondarevskaya - Rostov-on-Don: RGPI, 1986- 361p.

8. Drobnitsky O. G. Problems of morality. / O. G. Drobnitsky - M .: Education, 1977.- 376 p.

9. Zharkovskaya T.G. Possible ways of organizing spiritual and moral education in modern conditions / T.G. Zharkovskaya // Standards and monitoring in education - 2003 - No. 3 - P. 9-12

10. Zaznobina L. S.: How to survive in the world of media. / L. S. Zaznobina Media education at school - 1999-№3 - P.23-26

11. Lednev V.S. Spiritual and moral culture in human education / V.S. Lednev // Standards and monitoring in education - 2002 - No. 6 - P. 3-6

12. Makarenko A.S. Problems of school Soviet education: Op. - T.5. - M .: Education, 1976. - 231c.

13. Matveeva L. I. Development of a younger student as a subject of educational activity and moral behavior. / L.I. Matveeva - Leningrad, 1989 -265p.

14. Nemov R. S. Psychology. In three books. Book. 1.: General foundations of psychology. /. R.S. Nemov - M .: Vlados, 2000; - 436s.

15. Mudrik A. Individual assistance in social education./A Mudrik // New values ​​of education: Care - support - counseling. M.: Innovator, 1996.- Issue 6. - S. 56 - 70.

16. Moral education of the student's personality / Ed. Koldunova Ya. I. - Kaluga, 1969-126p.

17. Moral development of a younger student in the process of education / Ed. I.A. Kairova, O.S. Bogdanova - M .: Pedagogy, 1979 - 461s.

18. Ozhegov S.I. , Shvedova N.Yu. Explanatory Dictionary of the Russian Language, -M: Enlightenment, 1995.- 478s.

19. Pedagogy of the school / Ed.G. I. Schukina. - M .: Education, 1977-387s.

20. Pedagogy / Ed. Yu.K. Babansky - M .: Education, 1983 - 384 p.

21. Sukhomlinsky V.A. Selected pedagogical works / V.A. Sukhomlinsky -M: Education, 1980.- 258s.

22. Yanovskaya M. G. Emotional aspects of moral education: Book. for the teacher./M.G. Yanovskaya - M .: Education, 1986.- 371s.

Fragment of a math lesson

Teacher: “The topic of our lesson is “Checking Addition”. Which of you will determine what our lesson's purpose is?

Pupils: - "We must learn to check addition."

Teacher: “And with what help did you define the goal?”

Pupils: “The title of the topic of the lesson helped us.”

Teacher: “Well done. Quite right. To determine the purpose of the lesson, you need to pay attention to its topic. (Explains what tasks to complete in the lesson). What else do we need to do in class?”

Pupils: “We need to determine the order of work in the lesson.”

Teacher: "Correct."

At the end of the lesson, when summing up the results, the teacher asks general questions: “Guys, in order to complete the task, where should we start work?”

Student 1: "From the analysis of the task."

Student 2: “Then determine the goal”

Teacher: "Well done, that's right."

Fragment of a math lesson

Using the technique when writing a mathematical dictation.

Teacher: “Divide the sum of the numbers 63 and 12 by 3. Guys, let's try to make a plan of our actions. First, let's write the expression:

Who will try to name the first action?

Student 1: "Find the sum of numbers."

Student 2: “Divide the result by 3”

Teacher: “So, how many actions does our decision consist of?”

Pupils: "From two, addition and division."

Teacher: “Well done. Quite right."

Fragment of a math lesson

The teacher offers to solve the problem:

26-16+3= 53-11-10=

“Read and answer - is this a task or not?”

Students: “Yes, this is a problem, because there are known and unknown data.”

Teacher: “That's right. What conclusion can be drawn from this task?

Pupils: “Examples are also tasks in which known and unknown data are written in numbers.”

Teacher: "Well done."

Fragment of a math lesson

Oral arithmetic in class

The teacher reads the problem: “Sasha walked through the forest. Under one of the trees, he saw two small chicks lying in the grass. And on the tree, in the nest, more chicks squeaked. Sasha picked up the chicks, climbed a tree and put the chicks in the nest. In total, there were 6 chicks in the nest. How many chicks were in the nest before Sasha put 2 more, and did Sasha do the right thing?” "Lyuba answers."

The girl Lyuba does not answer.

Teacher: “Who will help Luba? Assel".

Assel: “There were 4 chicks in the nest.”

Teacher: “How did you know that?”

Asel: “I subtracted 2 from 6, and it turned out 4.”

Teacher: “And who will say whether Sasha did the right thing? And why?"

Serik: “The boy did the right thing. He saved two chicks, as they were in danger on the ground. This boy is kind."

Teacher: “Well done. Thank you".

Fragment of a math lesson

Task: 3 “A” class to decorate the school on the Nauryz holiday had to hand over 75 drawings. There are 25 students in the class. The teacher asked everyone to draw 3 drawings. The next day, when the drawings were being collected, it turned out that Vitya and Lyuba did not draw. How many drawings did the teacher collect?

Teacher - let's make a plan of our actions.

Almaty - first we find the sum of the drawings that we did not draw.

Sergey - then subtract the sum of the missing drawings from the total.

Teacher - Exactly. Aigul goes to decide on the blackboard.

And what is the answer?

Aigul (on the board) - 1) 3 + 3 = 6; 2) 75-6=69 (Fig.); Collected 69 drawings.

Teacher - Right. Vitya, why don't you write?

Vitya - no pen.

Teacher - Guys, tell me, is it possible to do the same as Vitya and Lyuba did?

The students are not. They failed the teacher.

Guys, who will help Vita and give him a pen?

Dal Alexey.

Vitya - thank you.

Teacher - thank you for what? For a pen? So how did Alyosha treat you, comradely or not?

Teacher - what do you think, are Lyuba and Vitya responsible children or not?

Students - no, not responsible.

Teacher - what do you think, is it right?

Students are wrong. You have to be responsible.

The teacher offers to complete an exercise that contains the following tasks: “Rewrite, inserting the missing letters. Take the word apart."

Teacher - pay attention to the written memo for the exercise. (There is a checklist for the exercise on the wall.) Checklist 1:

1. Read the problem. Identify the known and the unknown

3. Remember the rules that will help you solve the task.

4. Make a plan for the solution.

5. Solve the problem.

6.Check the solution.

7. Determine what is being learned by doing this task.

Teacher - what do you think, is such a reminder suitable for our exercise.

Students will do.

Teacher - so what should you do first?

Students identify the known and the unknown. Known - text, unknown - insert missing letters, parse words by composition.

Teacher - Well done. I see you understand what needs to be done. Now everyone is doing in a notebook, then we will analyze everything together.

Fragment of the lesson on the Russian language.

On the board on the left:

Migratory, pilot, flew.

Teacher - write down the words and sort them out by composition.

Teacher - Root, prefix, suffix and ending are also signs of words. Look for common and different signs. This means that I put before you...

Students are the goal.

Teacher - Exactly. Do it, we'll check it later.

Migratory flight -; years - ; n - ; th - .

Pilot pilot

Flew over years ate

Teacher: What do these words have in common? How are they similar?

Students have common roots for these words and for migratory and flew common prefixes.

Teacher - what's different about them?

Students - Various suffixes and endings.

Teacher - and now let's give ourselves only an objective assessment.

Fragment of the lesson on the Russian language.

Teacher - how do we compare parts of speech?

Students - you need to find signs of parts of speech; find common signs; find different signs.

Teacher - Good. The sentence is written on the board: “The gentle sun shone.” The task is to find the parts of speech in this sentence and compare them. How will we compare? Anton!

Anton - first I will find the grammatical features of a noun, adjective, verb, and their various features.

Each student is given a card.

Teacher - and now, tell me, how are these words similar and how are they different?

Disciples - They are similar in that they have the same gender. They differ in that different parts of speech and answer different questions, and also mean different things.

Teacher - summarize: To compare these parts of speech, you need ...

Pupils - to determine the part of speech, its signs, common signs and various.

Introduction

1The essence and tasks of the moral education of younger students

1.2 Features of the moral development of younger students

3 Criteria and levels of formation of moral qualities of children of primary school age

1 Features of the moral development of younger students in the lessons of literary reading

3 Practical substantiation of the research problem

Conclusion

Application

Introduction

moral education schoolboy reading

They say that if a person has kindness, sensitivity, benevolence, he as a person has become established.

V.A. Sukhomlinsky wrote: “If good feelings are not brought up in childhood, they will never be brought up. In childhood, a person must go through an emotional school - a school of good feelings.

K.D. Ushinsky, who laid the scientific foundations of pedagogical thought in Russia, especially emphasized the role of spiritual and moral education as the basis for the development of individuality.

Today, the issue of moral education of children is one of the key problems facing every parent, society and the state as a whole.

A negative situation has developed in society regarding the moral education of the younger generation. The characteristic reasons for this situation were: the lack of clear positive life guidelines for the younger generation, a sharp deterioration in the moral situation in society, a decline in cultural and leisure work with children and youth; decrease in the physical fitness of young people.

From the country of childhood, we all leave for a great life, full of joy and suffering, moments of happiness and grief. The ability to enjoy life and the ability to courageously endure difficulties is laid in early childhood. Children are sensitive and receptive to everything that surrounds them, and they have a lot to achieve. To become kind to people, one must learn to understand others, show sympathy, honestly admit one's mistakes, be hardworking, marvel at the beauty of the surrounding nature, and treat it with care.

The school microenvironment does not adequately correct the conscious development of moral norms by children, including relationships with peers. The influence of school education on the choice of moral models is weakening: teachers, literary heroes, compatriots famous in history cease to act as role models. In particular, 9% of junior schoolchildren strive to be like teachers in life, and 4% - like literary heroes (boys are mainly attracted by epic heroes, and girls by fairy princesses). But for 40% of primary school graduates, pop singers, fashion models, heroes of foreign action films become idols: “I want to be like Sasha Bely.”

Only in 14% of children, the way of their future life in connection with mastering a certain profession includes the meanings of disinterested bringing good to others, serving society. The mercantilization of life orientations is clearly traced: "I want to be a banker, because he is rich and has a good job." In children's ideas about the main human values, spiritual values ​​are being replaced by material ones.

Throughout the ages, people have highly valued moral education. The profound socio-economic transformations taking place in modern society make us think about the future of Russia, about its youth. At present, moral guidelines are crumpled, the younger generation can be accused of lack of spirituality, unbelief, and aggressiveness. Therefore, the relevance of the problem of the formation of moral qualities of younger students is associated with at least four provisions:

1.Our society needs to train widely educated, highly moral people who have not only knowledge, but also excellent personality traits.

2.In the modern world, a small person lives and develops, surrounded by a variety of sources of strong influence on him, both positive and negative, which (sources) fall daily on the immature intellect and feelings of the child, on the still emerging sphere of morality.

.Education in itself does not guarantee a high level of moral upbringing, because upbringing is a personality quality that determines in a person’s everyday behavior his attitude towards other people based on respect and goodwill towards each person. K.D. Ushinsky wrote: “Moral influence is the main task of education”

.Moral knowledge is also important because it not only informs younger students about the norms of behavior approved in modern society, but also gives an idea of ​​the consequences of breaking the norms or the consequences of this act for the people around them.

The general education school is faced with the task of preparing a responsible citizen who is able to independently assess what is happening and build his activities in accordance with the interests of the people around him. The solution of this problem is connected with the formation of stable moral properties of the student's personality.

The significance and function of elementary school in the system of continuous education is determined not only by its continuity with other levels of education, but also by the unique value of this stage of formation and development of the child's personality.

The main function is the formation of intellectual, emotional, business, communicative abilities of students for active interaction with the outside world. The solution of the main tasks of training should ensure the formation of a personal attitude towards others, the mastery of ethical, aesthetic and moral standards.

The scientific justification for updating the content of primary education is based on the modern idea of ​​developing education as a carrier of certain skills, a subject of educational activity, an author of his own vision of the world, capable of entering into a dialogue with elements of different cultures in accordance with his individual age characteristics.

The problem under study was reflected in the fundamental works of A.M. Arkhangelsky, N.M. Boldyreva, N.K. Krupskaya, A.S. Makarenko, I.F. Kharlamova and others, which reveal the essence of the basic concepts of the theory of moral education, indicate ways of further development of the principles, content, forms, methods of moral education.

A number of researchers highlight in their works the problems of preparing future teachers for the moral education of schoolchildren (M.M. Gay, A.A. Goronidze, A.A. Kalyuzhny, T.F. Lysenko, etc.)

Such teachers as N.M. Boldyrev, I.S. Maryenko, L.A. Matveeva, L.I. Bozhovich and many other researchers consider moral education in different aspects.

In the process of educational activity, various moral qualities are formed in children. Reading as a form of activity includes various aspects of the formation of moral qualities, and in this regard, they should be considered a factor in the moral development of the individual.

Thus, the topic of our final qualifying work is relevant.

The object of the study is the lessons of literary reading.

The subject of the study is the methods and techniques for the formation of moral qualities in the lessons of literary quality.

The purpose of the study is to systematize the methods and techniques for the formation of the moral qualities of younger students.

Research objectives:

.To study the psychological, pedagogical, methodological and special literature on the research problem.

.Consider the essence and tasks of the moral education of younger students.

.To test research methods for studying the moral upbringing of younger students.

Research hypothesis: the level of upbringing of younger schoolchildren will be higher if methods and techniques for the formation of moral qualities are used in the lessons of literary reading.

Research methods:

-theoretical analysis of psychological-pedagogical and scientific-methodical literature;

-study of pedagogical experience;

Conversations.

Chapter I. Theoretical foundations for the formation of moral qualities of younger students

1 Essence and tasks of moral education of younger schoolchildren

In a short dictionary of philosophy, the concept of morality is equated to the concept of morality “Moral (Latin tochez - mores) - norms, principles, rules of human behavior, as well as human behavior itself (motives of actions, results of activity), feelings, judgments, which express normative regulation of people's relations with each other and the social whole (collective, class, people, society).

IN AND. Dahl interpreted the word morality as "moral doctrine, rules for the will, conscience of a person." He believed: “Moral - the opposite of bodily, carnal, spiritual, spiritual. The moral life of a person is more important than the material life. “Related to one half of the spiritual life, opposite to the mental, but comparing the spiritual principle common with it, truth and falsehood belong to the mental, good and evil to the moral. Good-natured, virtuous, well-behaved, in agreement with conscience, with the laws of truth, with the dignity of a person with the duty of an honest and pure-hearted citizen. This is a man of moral, pure, impeccable morality. Every selfless act is a moral deed, of good morals, of valor.

Over the years, the understanding of morality has changed. Ozhegov S.I. we read: "Morality is the internal, spiritual qualities that guide a person, ethical norms, rules of conduct determined by these qualities."

Thinkers of different centuries interpreted the concept of morality in different ways. Even in ancient Greece, in the writings of Aristotle, it was said about a moral person: “A person of perfect dignity is called morally beautiful ... After all, they talk about moral beauty about virtue: a just, courageous, prudent and generally possessing all the virtues person is called morally beautiful.”

V.A. Sukhomlinsky spoke about the need to engage in the moral education of the child, to teach "the ability to feel a person"

Vasily Alexandrovich said: “No one teaches a little person: “Be indifferent to people, break trees, trample on beauty, put your personal higher.” It's all about one, very important pattern of moral education. If a person is taught good - taught skillfully, intelligently, persistently, demandingly, the result will be good. They teach evil (very rarely, but it happens), the result will be evil. They do not teach either good or evil - all the same, there will be evil, because it must also be made a man. ”

V.A. Sukhomlinsky believed that "the unshakable foundation of moral conviction is laid in childhood and early adolescence, when good and evil, honor and dishonor, justice and injustice are accessible to the understanding of the child only if the child sees, does, observes the moral meaning" .

The school is the main link in the system of education of the younger generation. At each stage of the child's education, its own side of education dominates. In the education of younger schoolchildren, Yu.K. Babansky, moral education will be such a side: children master simple moral norms, learn to follow them in various situations. The educational process is closely connected with moral education. In the conditions of the modern school, when the content of education has increased in volume and become more complex in its internal structure, the role of the educational process in moral education is increasing. The content side of moral concepts is due to the scientific knowledge that students receive by studying academic subjects. Moral knowledge itself is no less important for the overall development of schoolchildren than knowledge in specific academic subjects. .

N.I. Bondyrev notes that a specific feature of moral education is that it cannot be separated into some special educational process. The formation of moral character takes place in the process of all the multifaceted activities of children (playing, studying), in those various relationships that they enter into in various situations with their peers, with children younger than themselves and with adults. Nevertheless, moral education is a purposeful process that involves a certain system of content, forms, methods and techniques of pedagogical actions.

Considering the system of moral education, N.E. Kovalev, B.F. Raysky, N.A. Sorokin distinguish several aspects:

1.The implementation of the coordinated educational influences of the teacher and the student team in solving certain pedagogical problems, and within the class - the unity of action of all students.

2.The use of methods for the formation of educational activities by moral education.

.The system of moral education is also understood as the interconnection and mutual influence of the moral qualities of children being brought up at the moment.

.The system of moral education should also be seen in the sequence of development of certain personality traits as children grow and mentally mature.

In the formation of the personality of a junior schoolchild, from the point of view of S.L. Rubinshtein, a special place is occupied by the development of moral qualities that form the basis of behavior.

At this age, the child not only learns the essence of moral categories, but also learns to evaluate them.

The process of upbringing at school is based on the principle of the unity of consciousness and activity, on the basis of which the formation and development of stable personality traits is possible with its active participation in activities.

“Practically any activity has a moral connotation,” O.G. Drobnitsky; including training, which, according to L.I. Bozhovich, "has great educational opportunities." The last author presents the educational activity of the junior schoolchild as the leader. At this age, it largely affects the development of the student, determines the appearance of many neoplasms. It develops not only mental capacity, feet moral sphere of personality .

As a result of the regulated nature of the process, the mandatory systematic fulfillment of educational assignments, the younger student develops moral knowledge characteristic of educational activities, moral relations, points out I.F. Kharlamov.

Educational activity, being the leading one at primary school age, ensures the assimilation of knowledge in a certain system, creates opportunities for students to master techniques, ways of solving various mental and moral problems.

The teacher has a priority role in the upbringing and education of schoolchildren, in preparing them for life and social work. The teacher is always an example of morality and a dedicated attitude to work for students. The problems of the morality of schoolchildren at the current stage of the development of society are especially relevant. .

A specific feature of moral education should be considered that it is long and continuous, and its results are delayed in time.

An essential feature of moral education is its concentric construction: the solution of educational problems begins with the elementary level of tasks and ends with a higher one. To achieve the goal, all the more complex activities are used. This principle is implemented taking into account age features students.

All the factors that determine the moral formation and development of the student's personality, I.S. Marenko divides into three groups: natural (biological), social and pedagogical. In interaction with the environment and purposeful influences, the student socializes, acquires the necessary experience of moral behavior.

The moral formation of a personality is influenced by many social conditions and biological factors, but pedagogical factors play a decisive role in this process, as the most manageable, aimed at developing a certain kind of relationship.

One of the tasks of moral development is to properly organize the activities of the child. Moral qualities are formed in the activity, and the emerging relationships can affect the change in the goals and methods of activity, which in turn affects the condition of the moral norms and values ​​of the organization. Human activity also acts as a criterion of his moral development.

The development of the child's moral consciousness occurs through the perception and awareness of the content of the influences that come from parents and teachers, surrounding people through the processing of these influences in connection with the moral experience of the individual, his views and value orientations. In the child's mind, external influence acquires an individual meaning, i.e. forms a subjective attitude towards him. In this regard, the motives of behavior, decision-making and the moral choice of the child's own actions are formed. The orientation of school education and the real actions of children may be inadequate, but the meaning of perception is to achieve a correspondence between the requirements of proper behavior and internal readiness for this.

A necessary link in the process of moral development is moral education, the purpose of which is to inform the child of a body of knowledge about the moral principles and norms of society that he must master. Awareness and experience of moral principles and norms is directly related to the awareness of patterns of moral behavior and contributes to the formation of moral assessments and actions.

So, if moral development is a specific process of pedagogical influence on students in order to form certain qualities in them, then this influence should be directed to the formation of students' needs in a particular area of ​​activity and behavior, to the development and awareness of the rules of behavior, to the development practical skills and strengthening of the volitional sphere. And the impact will be effective if the teacher knows the features of the moral development of younger students.

2 Features of the moral development of younger students

Primary education is currently structured in such a way that it develops students' cognitive abilities; develops the skills of active mastery of educational material, leads to the integration of the acquired knowledge into an integral system aimed at understanding the world around. The development of thinking, the mastery of various ways of working with educational material has a direct impact on the assimilation of moral knowledge by children; the organization of the educational process and its methods contribute to the accumulation of moral experience. All these tasks are solved in a complex, constantly, at all lessons and after hours, only the accents change depending on the main goals.

A child, a teenager, a young man, relates differently to various means perception. Knowledge and consideration of what a person has achieved in a given period of life helps to design his further growth in education. The moral upbringing of a child occupies a leading place in the formation of a comprehensively developed personality.

When working on the problem of the moral development of younger schoolchildren, it is necessary to take into account their age and psychological features:

propensity to play. IN game exercises the child voluntarily exercises, masters normative behavior. In games, more than anywhere else, the ability to follow the rules is required from the child. Violation of their children notice with particular acuteness and uncompromisingly express their condemnation of the violator. If the child does not obey the opinion of the majority, then he will have to listen to a lot of unpleasant words, and maybe even leave the game. So the child learns to reckon with others, receives a lesson in justice, honesty, truthfulness. The game requires the participants to be able to act according to the rules. “What a child is in the game, such is in many respects he will be at work when he grows up,” said A.S. Makarenko.

Inability to engage in monotonous activities for a long time. According to psychologists, children of 6-7 years of age cannot keep their attention on any one object for more than 7-10 minutes. Further, the children begin to be distracted, switch their attention to other objects, so frequent changes in activities during classes are necessary.

Insufficient clarity of moral ideas due to little experience. Given the age of children, the norms of moral behavior can be divided into three levels:

-by the age of 10-11, it is necessary that a teenager be able to take into account the state of the people around him, and his presence not only does not interfere with them, but would also be pleasant;

-it is meaningless to talk about the second level of moral education if the first has not been mastered. But it is precisely this contradiction that is observed in adolescents: they want to please the people around them, but they are not trained in elementary behavior;

-at the third level (by the age of 14-15), the principle is mastered: “Help the people around you!”

There may be a tension between knowing how to do it and putting it into practice (this applies to etiquette, the rules good manners, communication). So, when discussing the upcoming trip to the museum, we remind you how to behave in transport.

Knowledge of moral norms and rules of behavior does not always correspond to the real actions of the child. This happens especially often in situations where there is a mismatch between ethical standards and the child's personal desires.

Be not indifferent to evil. Fight against evil, deceit, injustice. Be irreconcilable to those who strive to live at the expense of other people, harm other people, rob society.

This is the ABC of moral culture, mastering which children comprehend the essence of good and evil, honor and dishonor, justice and injustice.

To date, the learning process in primary school is largely aimed at mastering knowledge and techniques, methods of educational work, i.e. the emphasis is on the substantive and partially operational components. At the same time, it is assumed that in the course of this process both mental and moral development takes place. In a certain part, this provision is true, but with the purposeful formation of meaningful elements, to some extent, the “spontaneous” development of the operational and motivational aspects inevitably lags behind, which, of course, begins to slow down the process of assimilation of knowledge, does not allow to fully use the inherent in learning activities opportunities for mental and moral development of students.

The problem of the moral development of a younger student in the learning process is interconnected with three factors that are determined by T.V. Morozov.

First, having come to school, the child moves from the "everyday" assimilation of the surrounding reality, including the moral and moral norms that exist in society, to its scientific and purposeful study. This happens in the lessons of reading, the Russian language, natural history, etc. The value of the same goal-oriented learning is also the evaluation activity of the teacher in the process of lessons, his conversations, extracurricular activities, etc.

Secondly, in the course of educational work, schoolchildren are included in the real collective activity, where there is also the assimilation of moral norms that regulate the relationship of students among themselves and the relationship of students with teachers.

And the third factor: in the process of discussing the situation in the modern school, this is, first of all, the formation of a moral personality. For this reason, it is proposed to increase specific gravity humanities in the total volume of the school curriculum. Educational activity has every opportunity to develop the moral qualities of the individual in students in the process of studying any subject.

From this point of view, it is necessary to solve the problem of the mental and moral development of students in the process of schooling, in unity, in close interconnection of one and the other. From these positions, educational activity is a factor in the integral development of the child's personality.

Education develops students, first of all, by its content. However, the content of training is acquired by schoolchildren in different ways and affects their development depending on the teaching method. Teaching methods should provide for the construction at each stage of training and for each subject of a system of increasingly complex learning tasks, the formation of the actions necessary for their solution (thinking, speech, perceptive, etc.), the transformation of these actions into operations of more complex actions, the formation of generalizations and their application to new specific situations.

Education affects the development of younger students and its entire organization. It is a form of their collective life, communication with teachers and with each other. In the class team, certain relationships are formed, public opinion is formed in it, one way or another influencing the development of a younger student. Through the class team, they are included in various types of extracurricular and extracurricular activities.

By setting new cognitive and practical tasks for schoolchildren, by equipping them with the means to solve these problems, education goes ahead of development. At the same time, it relies not only on current achievements in development, but also on potential opportunities.

Learning leads development more successfully, the more purposefully it encourages students to analyze their impressions of perceived objects, realize their individual properties and their actions with them, highlight the essential features of objects, master the morality of evaluating their individual parameters, develop methods for classifying objects, education generalizations and their concretization, awareness of the general in their actions when solving various kinds tasks, etc.

The entry of a child to school marks not only the beginning of the transition of cognitive processes to a new level of development, but also the emergence of new conditions for the personal growth of a person. On personal development the child is affected by educational, play, work activities, as well as communication, because it is in them that the business qualities of students are formed, which are manifested in adolescence.

Educational activity is significant at all age stages, but especially at primary school age, since at this school age educational activity begins to take shape, and the level of formation depends on the success of all education, not only in the primary level, but also in high school, since educational activity is leading, in the process of which the main neoplasms are formed, the mental development of the child is intensive.

At primary school age, states M.N. Apletaev, educational activity plays a special role, there is a transition from: “situational” knowledge of the world to its scientific study, the process of not only expanding, but also systematizing and deepening knowledge begins. Educational activity at this age creates conditions for students to master the techniques, ways of solving various mental and moral problems, forms on this basis a system of children's relations to the world around them.

A younger student in the process of studying at school gradually becomes not only an object, but also a subject of pedagogical influence, since far from immediately and not in all cases, teacher influences achieve their goal. A child becomes a real object of learning only when pedagogical influences bring about corresponding changes. This applies to the knowledge that is acquired by children, in the improvement of skills, assimilation of techniques, methods of activity, restructuring of students' relations. The natural and necessary “stepping stone” is important in the development of a child at primary school age.

Involving in educational activities, younger students learn to act purposefully both in the performance of educational tasks and in determining the ways of their behavior. Their actions become conscious. Increasingly, when solving various mental and moral problems, students use the acquired experience.

A significant feature of the subject of activity is his awareness of his capabilities, and the ability (ability) to correlate them and his aspirations with the conditions of objective reality.

E.P. Kozlov believes that the development of these qualities is facilitated by the motivational component of educational activity, which is based on the need of the individual, which becomes a motive if it is possible to realize it and have an appropriate attitude. The motive determines the possibility and necessity of action.

Thus, students become an active participant in the learning process, i.e. the subject of educational activity, only when he owns a certain content, i.e. knows what to do and why. The choice of how to do is determined by his knowledge, and his level of mastery of operational structures, and the motives of this activity.

First of all, this is the motivation of action, which, developing in elementary school, becomes a personality trait by the fifth grade. Younger schoolchildren boundlessly trust adults, teachers, obey and imitate them. The authority of an adult, his assessment of the actions of a younger student is unconditional. The child begins to evaluate himself. Self-esteem is reinforced in early childhood. Self-esteem can be adjective, overestimated, underestimated.

The younger student is an emotional being: feelings dominate all aspects of his life, giving them a special coloring. The child is full of expression - his feelings flare up quickly and brightly. He, of course, already knows how to be restrained and can hide fear, aggression and tears. But this happens when it is very, very necessary. The strongest and most important source of a child's experiences is his relationships with other people - adults and children. The need for positive emotions from other people determines the behavior of the child. This need gives rise to complex multifaceted feelings: love, jealousy, sympathy, envy, etc.

When close adults love a child, treat him well, he experiences emotional well-being - a sense of confidence, security. Under these conditions, a cheerful, active physically and mentally child develops. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities in him, a friendly attitude towards other people.

The motives of behavior develop in school childhood in two directions:

-their content changes, new methods appear in connection with the expansion of the range of activities and communication of the child;

-motives are combined, their hierarchy is formed, and in connection with this, their new qualities: greater awareness and arbitrariness. If a child in early and younger preschool age was entirely at the mercy of momentary desires, could not make an account of the reasons for his behavior, then the older preschooler has a certain line of behavior. Public moral motives become leading. A child may refuse an interesting activity, then a game, in order to fulfill the requirement of an adult and do something that is not attractive to him. An important new formation of personality is the subordination of motives, when some become paramount, while others become subordinate.

The emergence of new types of activities in a younger student entails the formation of new methods: gaming, labor, educational, for the process of drawing and designing, the motives for communicating with adults change - this is an interest in the world of adults, a desire to act like an adult, receive his approval and sympathy, evaluation and support. In relation to peers, the motives of self-affirmation and pride develop. A special place is occupied by moral motives associated with the attitude towards other people, the assimilation of norms of behavior, understanding of one's own actions and the actions of other people. Not only positive motives develop, but also negative ones associated with stubbornness, whims, and lies.

At primary school age, broad social motives are of great importance - duty, responsibility, etc. Such a social attitude is important for the successful start of learning. However, many of these methods can only be implemented in the future, which reduces their incentive power. Cognitive interest (interest in the content and learning process) in most children, even by the end of this age, is at a low or medium-low level. A large place in the motivation of a younger student is occupied by personal motives. Among these motives, the first place is occupied by the motive "I want to get good grades." At the same time, the mark reduces the activity of children, their desire for mental activity. Negative motivation (avoidance of trouble) does not take the leading place in the motivation of a younger student.

The formation of moral independence is carried out at all levels of education.

The educational process is built in such a way that it provides for situations in which the student is faced with the need for independent moral choice. Moral situations for schoolchildren of all ages should in no case be presented or look like teaching or controlling, otherwise their educational value may be nullified.

The result of moral education appears in the attitude of schoolchildren to their duties, to the activity itself, to other people.

Reading and analyzing articles, stories, poems, fairy tales from educational books helps children understand and evaluate the moral deeds of people, points out L.I. Matveev. Children read and discuss articles that raise questions about justice, honor, camaraderie, friendship, fidelity to public duty, humanity and patriotism in an accessible form for them.

At the lesson, certain business and moral relations constantly arise between students. By jointly solving common cognitive tasks assigned to the class, students communicate with each other, influence each other. The teacher makes a number of requirements regarding the actions of students in the lesson: do not interfere with others, listen carefully to each other, participate in common work - and evaluate the skills of students in this regard. Collaboration schoolchildren in the lesson gives rise to relations between them, characterized by many features that are characteristic of relations in any teamwork. This is the attitude of each participant to his work as a common one, the ability to act in concert with others to achieve a common goal, mutual support and at the same time exactingness towards each other, the ability to be critical of oneself, to evaluate one’s personal success or failure from the standpoint of bringing together the structure educational activity. In order to realize these possibilities of the lesson in practice, the teacher needs to create situations during the lesson in which the students would have the opportunity to communicate with each other.

Communication of children is possible at all lessons. Children come up with examples, tasks, exercises, and tasks for a certain rule, ask them to each other. Everyone can choose for himself whom he wants to ask a question or a task on the structure of learning activities. Those sitting at the same desk mutually check the answers obtained in solving problems and exercises. The teacher gives the children and such tasks, performing which it is necessary to turn to a friend.

A lesson in which children experience satisfaction and joy from successfully completed common work, which awakens independent thought and causes joint experiences of students, contributes to their moral development.

So, at primary school age, broad social motives - duty, responsibility, etc. are of great importance. With such a social attitude, educational activity is especially significant, because. at a given school age, it begins to form, and the success of all education depends on the level of formation, since educational activity is the leading one in the process that forms the main neoplasms, and the mental development of the child is intensive.

Only a deep understanding of the scientific foundations of the content of moral development in general and a creative approach to determining those specific moral properties and qualities that need to be formed in elementary school students increase the correct orientation of the teacher, both in planning educational work and in organizing effective psychological and pedagogical influence on their students. pupils.

Organizing the moral education of younger schoolchildren, the teacher conducts work on studying the real knowledge of children, reveals possible problems and errors in the prevailing ideas.

3 Criteria and levels of formation of moral qualities of children of primary school age

At the present stage of development of our society, the activation human factor acts as one of the conditions for further human progress. In this regard, the general education school is faced with the task of preparing a public citizen who is able to independently assess what is happening and build his activities in accordance with the interests of the people around him. The solution to this problem is connected with the formation of stable moral properties of the individual, responsibility, diligence of schoolchildren.

Education at school is based on the principle of the unity of consciousness and activity, on the basis of which the formation and development of stable personality traits is possible with its active participation in activities. Almost any activity has a moral connotation, including training, which, according to psychologists, has great educational potential. For primary school age, this is especially important, since educational activity acts as a leading one. At this age, educational activity has the greatest impact on the development of schoolchildren, determines the appearance of many neoplasms. Moreover, it develops not only mental abilities, but also the moral sphere of the individual. As a result of the regulated nature of the educational process, the obligatory systematic fulfillment of educational tasks, the younger student develops moral knowledge that is characteristic of educational activities, moral attitudes.

On this basis, the child's assessment of ongoing events, his self-esteem and behavior change. These theoretical propositions, revealed as a result of a number of studies by Soviet psychologists, underlie the principle of the unity of instruction and upbringing. This principle, which is based on the fact that in the process of educational activity it is possible to realize not only the teaching, but also the educational function, is widely used in school practice.

At the same time, the question of the use of moral qualities formed in the learning process in other types of schoolchildren's activities remains unclear. Therefore, the data obtained on the formation of the moral qualities of the student are, to some extent, conditional. When measuring the result of moral education and development, usually only the final result is included, and all intermediate links are not taken into account. In this regard, the effectiveness of the formation of moral qualities is assessed only by external indicators, without taking into account complex internal changes. When identifying the relationship between the condition and personality development, pedagogical influences are not distinguished. In addition, quantitative indicators relating to regularly recurring factors and phenomena that affect the student's personality are not taken into account. It should be borne in mind that some researchers intend to get a manifestation of a certain level of upbringing in a shorter time. In fact, this effectiveness can be obtained in a tangible form only after the student has “passed through” a certain age stage of development.

The lack of development of indicators for measuring moral qualities, as well as methods for studying and processing diagnostic material characterizing the formation of this personality, does not make it possible to objectively establish the achieved level of formation.

Thus, the optimal conditions for the formation of the moral qualities of students and its indicators should be considered from pedagogical positions, involving the use of a system of various accounting tools.

It is absolutely impossible to conduct a deep and versatile study of the level of formation of the moral qualities of a student using any one isolated method, therefore the most effective system of study is the one that from the cumulative application various options pedagogical observation, conversations with students, parents, special questionnaires, analysis of written work of students performed in the course of educational and extracurricular activities.

In this regard, a study was undertaken on the formation of the moral qualities of younger students in the lessons of literary reading. We set ourselves the following goals: to determine the level of formation of moral qualities that develop in educational activities, i.e. determine the initial level of moral ideas, consisting of personal experience children; determine the degree of effectiveness of pedagogical conditions in the process of forming moral qualities in children.

As the source material, on which the initial ideas of younger schoolchildren were studied, such moral qualities as "responsibility" and "benevolentness" were chosen, which are always important in a person's life and are relevant at the present stage of society. An analysis of the literature made it possible to identify the main meaningful characteristics of these qualities. When determining responsibility, it was pointed out to the voluntary acceptance of obligations when an objective necessity was manifested, strict observance of the obligations assumed, taking into account real conditions, readiness to account for the current and future results of one's activities, correlation of one's conditions and their possible consequences with the interests of other people.

The moral norm "goodwill" was characterized to a greater extent by the relationship between people. Benevolence is defined by our knowledge as the desire to see positive qualities in another, faith in the possibility of changing a person for the better and in his ability, readiness to help with advice and deed.

We were guided by these signs of moral qualities in determining the characteristics of the moral experience of the subjects.

Depending on the completeness of the emerging qualities, the social non-manifestation and moral position shown by the personality, on the ratio of external regulation and internal self-regulation, three levels of the formation of moral qualities can be distinguished (high, medium, low).

An indicator that a student has a relatively low level of knowledge about moral qualities is that children usually do not see a moral problem where it is. We show this fact as an indicator of a low level of knowledge about moral qualities and methods. Moral relations among schoolchildren of this group have their own distinctive features.

When characterizing the act of the hero of the story that violates the moral norm, students usually evaluate it positively or neutrally, not seeing the moral norm. Others, although they feel that the hero of the story is not doing quite right, but try to find an excuse for him.

At the middle level, schoolchildren stand out whose knowledge, attitudes and ways of behavior differ for the better, in comparison with students with a low level of moral qualities. First of all, the moral knowledge of these schoolchildren generally corresponds to the norm. Knowledge about the ways of behavior of the subjects is also quite developed. Their knowledge of moral experiences usually corresponds to the norm, but at the same time, students do not distinguish shades in experiences and are most often limited to statements: “bad” and “good”. Although, in general, the moral knowledge of these students, in terms of the degree of compliance with the norm, is higher than that of the group with a low level of moral qualities. But at the same time, the generalization of their knowledge is quite low. The moral knowledge of these students is at the level of representations, although in its depth and breadth it is much different from the knowledge of students with a low level of moral qualities.

Thus, the remaining will form a group with a high level of moral qualities. All manifestations of moral qualities in these students are characterized by a high degree of compliance with the norm.

They suggest 3-4 essential signs of responsibility and goodwill. This fact indicates the deep content of moral norms. The moral relations of schoolchildren in this group are characterized by the degree of compliance with the norm and stability. Value judgments are quite critical, and when substantiating them, students proceed from the moral content of the norms.

signs different levels the formation of the selected set of qualities are summarized in table 1.1. It presents indicators and signs of the formation of different levels of moral qualities.

Table 1.1. Levels of formation of moral qualities

High levelMedium levelLow levelWillingly carries out orders, responsible, friendly. Exemplary behavior, shows interest in knowledge, studies well, is diligent. Be conscientious about work. Kind, sympathetic, willingly helps others. Truthful with adults and peers. Simple and modest, appreciates these qualities in others. Reluctantly fulfills orders. Follows the rules of conduct subject to exactingness and control. He does not study to the full extent of his strength, requires constant monitoring. Works in the presence of competition. Doesn't always keep promises. Simple and modest in the presence of elders. Avoids public assignments, irresponsible, unfriendly. Often violates discipline. Shows no interest in learning and diligence. Does not like to work, tends to evade. Rude in dealing with friends. Often insincere, arrogant, dismissive of others.

Although these levels of formation do not take into account all the qualities of a person, they allow us to see the essence of the phenomenon under study, to understand the motives of students' behavior through their attitude to activities, peers, and themselves.

However, in the real process of education, such types of moral behavior rarely appear in their pure form. Therefore, singling out students with higher, average and low moral upbringing; the teacher needs to clearly define both the totality of their positive properties and qualities, as well as those having moral shortcomings, to overcome which they need to work in the future.

The point of studying students is to plan (predict) the prospects for educational work with knowledge of the matter and carry it out taking into account the characteristics of schoolchildren. The teacher must know what qualities should be formed in a student who has completed primary school and received an initial upbringing.

Chapter II. Pedagogical conditions for the formation of moral qualities of younger students in the lessons of literary reading

1 Features of moral development in the lessons of literary reading

The moral development and upbringing of students is a paramount task of the modern educational system and is an important component of the social order for education. Education plays a key role in the spiritual and moral consolidation of Russian society.

In the standards of the second generation, a new concept of education has been developed. One of the main tasks of teachers becomes: to promote the formation of a spiritual and moral personality, based on the spiritual and cultural traditions of a multinational people.

Russian teachers have come to realize that the only correct education is based on a spiritual understanding of the meaning of life, on the preservation of Christian values ​​and traditions. In order to achieve significant results in the spiritual development of a student, it is necessary to introduce a systematic approach to spiritual and moral education in the main subjects at school and, above all, in the cycle of humanitarian subjects: the Russian language, literature, history, and fine arts.

It is important to start work on the formation of moral values ​​in the primary grades, since the formation of his attitude to the world depends on what the child sees and hears in childhood. Thanks to the study of Orthodox values, children gain a deeper knowledge of the world in which previous generations lived and worked, are proud of their history, their people, and recognize themselves as a part of it. Through this, they learn to love and protect their land, and in the future to protect.

One of the tasks in shaping the personality of a younger student is to enrich him with spiritual and moral ideas and concepts. Moral education develops the consciousness and feelings of children, develops skills and habits of correct behavior. Small child does not yet have moral ideas. Children are brought up by school, family and community. The degree of mastery of them in children is different, which is associated with common development child, his life experience. In this regard, the role of the lessons of literary reading is great. Often we say: "The book is the discovery of the world." Indeed, while reading, the child gets acquainted with the surrounding life, nature, the work of people, with peers, their joys, and sometimes failures. The artistic word affects not only the consciousness, but also the feelings and actions of the child. A word can inspire a child, cause a desire to become better, to do something good, helps to understand human relationships, and introduces the norms of behavior. The formation of spiritual and moral ideas and moral experience is facilitated by the communication to children of knowledge about the moral qualities of a person.

Fairy tales have a huge impact on children, they are well perceived and assimilated by children. Fairy tales carry deep folk wisdom, permeated with Christian morality. Joint analysis of fairy-tale situations and characters of characters with children contributes to the formation of the skills of correct behavior in certain situations. Lessons in the 3rd grade, dedicated to the fairy tales "Ivan - Tsarevich and the Gray Wolf", "Sivka - Burka", "Sister Alyonushka and Brother Ivanushka", etc., become lessons in spirituality and patriotism. Children experience aesthetic pleasure by reading Russian fairy tales, learn to respect their elders, comprehend the foundations of a righteous life. The Christian meaning of Russian folklore finds its continuation in literary tales. Fairy tales teach readers to follow the commandments given to man by God, to live in harmony with themselves and the world. When reading "The Tale of the Fisherman and the Fish", "The Tale of the Dead Princess and the Seven Bogatyrs", "The Tale of Tsar Saltan" by A.S. Pushkin's children draw conclusions that goodness is rewarded to those who live following the moral laws: "Do not kill", "Honor your father and mother", "Do not lie", "Do not envy", and those who violate the commandments come retribution. The heroic epic of the Russian people gives children an example of true patriotism. Epic heroes are the embodiment of the moral properties of the Russian people: selflessness, courage, justice, self-esteem, hard work. Studying the story "Ilya's three trips" in the 4th grade, children make up a description of Ilya Muromets. The amazing world of the spirituality of the Russian people opens up to schoolchildren when studying the lives of Saints Sergius of Radonezh, Peter and Fevronia of Murom. Students bearing Orthodox names are invited to find out the meaning of the name, the life of their patron saint. Children enjoy doing these tasks. They learn a lot of interesting things about the past from old people, a lot of useful things in life, they learn the first labor skills from grandparents, while the latter help children learn the secrets of nature. Grandmothers introduce children to the origins of folk poetry and teach them their native language. And most importantly - they, these lived a long hard life people teach children kindness. The kindness and love of elders for children teaches children to be kind, sympathetic, attentive to other people. After reading Shergin's story "Pick a berry - you'll pick a box" children write essays about their grandmother, imbued with love, kindness, respect. Thus, based on all of the above, we can conclude that the lessons of literary reading contribute to the spiritual and moral development of students.

In Russian society, there has recently been a tendency to move away from the foundations of cultural traditions, the roots of their ancestors, folk thought, including proverbs and sayings as the focus of folk wisdom. Fewer and fewer people delve into the deepest meaning of folk sayings. Proverbs are a brilliant manifestation of the creativity of the people. Many great people were in awe of wisdom and beauty, the picturesque pictorial power of proverbs.

There is no area of ​​human existence that proverbs would not touch.

Firstly, proverbs decorate our speech, make it bright and emotional. Secondly, proverbs in a concentrated form express the centuries-old wisdom of the people, their observations of the world, the surrounding nature and the relationship between people. Ancestors seem to speak to us, defending their point of view on this or that, teaching us, sharing their life experience. Thirdly, the content of proverbs is very diverse. These are advice, wishes, moralizing, philosophical generalizations, judgments. The largest part of proverbs is devoted to the moral essence of a person: good and evil, truth and falsehood, pity and compassion: What is in the cradle, such is in the grave, What is the seed, such is the tribe, Lives in a barn, and coughs like a maid, Who is without a guard in the cradle, that whole century is not in business, It's not that the sheep ate the wolf, but the fact is how she ate it. Therefore, their use in a course devoted to moral education through familiarization with Russian culture seems to be so successful. In many proverbs, the memory of the historical events of bygone days still lives - “Tatar honor is worse than evil”, “An uninvited guest is worse than a Tatar”, “Disappeared like a Swede near Poltava”, and relatively recent, during the Great Patriotic War flew around all fronts aphorism of the Panfilov political officer Klochkov - Diev: “Russia is great, but there is nowhere to retreat, Moscow is behind!”

Thus, proverbs are not a frozen layer of Russian speech, but a living one, constantly replenished and changing. Aphorisms come into our speech from literary sources. Suffice it to recall the popular expressions of I.A. Krylova, A.S. Griboedova, A.S. Pushkin (“Red summer sang, I didn’t have time to look back, as winter rolls into my eyes”, “I would be glad to serve - it’s sickening to serve”, “Who are the judges?”, “Your mournful work will not be lost”, etc.), which are firmly included in colloquial use.

Work on moral education at the lessons of literary reading contributes to:

-introducing children to the moral foundations of Orthodox culture;

-develops a position of non-acceptance of evil, cruelty, vulgarity;

-gives children firm guidelines for good in the patterns of Orthodox life based on faith, hope, love;

-promotes the perception of interest in national history;

-fosters love and respect for the Motherland, its people, culture, language, shrines;

-contributes to a change in the sphere of interests of the child - from empty pastime at the TV screens and computer to reading useful, for the soul;

-creates the basis for the emergence of friendly relations between children (see Appendix 1).

2 Organization of literary reading lessons for the development of moral qualities in younger students

The process of moral education is the social implementation of pedagogically purposeful activities to organize the moral training of the younger generations, the result of which is the assimilation of social moral experience by a growing person and the formation of the moral qualities of his personality.

It is difficult to overestimate the role and importance of literary reading lessons in solving the problems of education and upbringing. Firstly, in these lessons, students get acquainted with the moral and ethical values ​​of the culture of their people and humanity as a whole. Secondly, literature, as a form of art, contributes to a deep, personal assimilation of these values, since the process of perceiving a literary text involves both mind, feelings, and will, which means that the process of general and moral development of the child’s personality and his upbringing take place in parallel. .

The direct influence on the acquisition of moral values ​​lies with the teacher. The result of this process depends on how the teacher organizes it. The emotional state of a cheerful knowledge of the world is a characteristic sign of the spiritual life of a child's personality.

The teacher's word is a kind of instrument for influencing the upbringing of the child's personality. It is through conversations with the teacher, the spiritual development of the child, self-education, the joy of achieving goals, noble work that opens a person's eyes to himself. Self-knowledge, self-improvement, the ability to remain alone with one's own soul, is devoted to the work of the teacher, his special conversations.

An important part of the teacher's work on the formation of moral development is the definition of the main methods of moral education.

Methods of upbringing must be distinguished in accordance with the formation of what structural and psychological components of the moral quality of the individual they provide. In this regard, all methods of moral development can be divided into the following groups:

Methods of stimulating the activity of younger schoolchildren and the formation of their moral needs and motives for behavior and activity.

Methods of organizing the cognitive activity of younger schoolchildren and the formation of their moral consciousness.

Methods of organization of activities and communication of students and the formation of the experience of their moral behavior.

By organizing a variety of activities and communication of younger students, the teacher has the opportunity to use specific ways (methods) of educational influence on the personality of a younger student. Only in activity and communication methods of moral development find their practical implementation. From this point of view, the means of moral education should be understood as educational and various types of extracurricular activities of younger students, as well as their communication.

Methods and means of moral education receive their constructive and logical completeness in organizational forms, or forms of organization of education. As organizational forms of educating the moral qualities of junior schoolchildren, there are forms of organizing educational activities: lessons, excursions, subject circles, homework, as well as forms of organizing extracurricular activities and communication, implemented through various educational activities: class hours, ethical conversations, meetings with outstanding people, conferences, matinees, olympiads, exhibitions, collective and individual assignments, competitions, collective creative activities, etc. .

Fiction is one of the most important means of moral development. The work is built on the basis of the criterion of artistry as a way of mastering reality through images. As a form of cognition of reality, such a work expands the child's life experience, creates for him a spiritual and emotional environment in which the organic fusion of aesthetic and moral experiences enriches and spiritually develops the child's personality.

Getting acquainted with fiction, students get acquainted with such moral concepts as goodness, duty, justice, conscience, honor, courage. Great opportunities are associated with it for the development of the emotional sphere of the child's personality, figurative thinking, expanding the horizons of children, forming the foundations of their worldview and moral ideas.

Art, any, each of its types creates by special means an artistic picture of the world, which a person perceives as a special reality. The reader, especially the little one, imagines the characters, sympathizes, or, conversely, gets angry and may even identify with him.

Psychologists say that by the first grade a child is ready for quite serious work on a literary text. It is from the age of seven that a child can already form an awareness of his ideas and experiences when reading a literary text and comprehend the content and artistic form of a work, and most importantly, at this age he has the ability to enjoy the artistic word (see Appendix 2). After reading and analyzing A. Gaidar's story "Conscience" in the course of a conversation and considering various life situations, the students found the answer to the question "Where does conscience come from?": from our knowledge of the rules of behavior, moral laws - after all, if a person does not know them, then he does not understand that he is violating some moral principles, which means that he does not worry about it, i.e. he has no conscience. At the end of this lesson, the children write a mini-essay "If there was no conscience."

But it is not just that the spiritual and moral content, and even more so the social and moral experience, “flows” from a work of art into the soul of a child. The main condition for solving the problems of the moral development of students in the lessons of literary reading is the organization of a personally significant reading for the student and a deep analysis of works of art.

Moral values ​​form the basis of true works of art, but the reader must be able to extract them, translate them into their own language, and make them their own. This is not an easy job that requires certain spiritual efforts and skills. This work in the lessons of literary reading can be organized by the teacher. The essence of this work is to organize the full perception of children of works of art that they read in the classroom and at home. And most importantly, it is necessary that the teacher's work be systematically organized according to two priority grounds: moral and aesthetic, since moral development is the goal of studying literature at school, and literary education, the content of which is the organization of a full-fledged perception of a literary text by students, is a way, a means solution to this goal. It is necessary to organize the educational process in such a way that children think about serious moral problems, argue, experience and empathize with the heroes, want to live according to their moral rules (see Appendix 3).

In the lesson of literary reading, children, under the guidance of a teacher, read books with great moral potential. In order to perceive aesthetic and moral values, it is necessary that children in the lesson:

-thought about what they read;

-sympathized with the heroes;

-evaluated their actions;

-comprehended their problems;

-relate their lives to their lives;

-tried to act in accordance with perceived moral standards.

Reading and analyzing the work, the child should think about the important issues of life: about truth and lies, love and hatred, the origins of evil and good, the possibilities of man and his place in the world.

The study of fables in elementary school is of great educational value. Fables contain rich material for influencing the emotional sphere of the child and educating him of high moral qualities by the power of the artistic word (see Appendix 4). In the introductory conversation, the teacher talks about what kind of works can be attributed to this genre, gives brief information about I. Krylov as a great fabulist, a true patriot of his homeland, who ridiculed human vices in his fables, taught to respect his best qualities in a person. After reading the fable, it is important to find out the characteristic features and actions of the characters, leading students from the plot basis of the fable to the motives of the characters' actions.

In-depth logical and linguistic work on comprehension and comprehension of what is read, as well as transferring the actions of characters into reality, allow students to actively engage in thought processes, evaluate what they read, draw conclusions and generalizations, and contribute to the education of high moral qualities in them.

In the 2nd grade, studying the story of L. Panteleev “Honest Word”, the teacher finds out the author’s position on what character traits he appreciates in people, talking about a boy and a military man. From this work, children will learn how important it is to keep the word that you gave, no matter how difficult it may be for you. Children will forever remember the phrase: “It is not yet known who he will be when he grows up, but whoever he is, you can guarantee that he will be a real person.” And how can a person be a patriot without being a real person who will always fulfill the promise he once made. This work allows students to develop a sense of patriotism, love for the Motherland, which is important in the development of moral qualities. Homework is to write an essay on the topic "What I appreciate in people." They should reflect the moral principles that the children were imbued with in the lesson (see Appendix 5).

In addition to empathy, the basis for the formation of moral beliefs is evaluation. Assessing the actions of literary characters, the student correlates his ideas about “what is good, what is bad” with the moral values ​​of his people and humanity and, ultimately, perceives “alien” as “his own”, gets an idea of ​​the norms of behavior and relationships between people that form the basis of his moral ideas and personal qualities. The task of the teacher is to organize a full-fledged, deep perception by children of all the information contained in the text, to help them imagine the pictures drawn by the author, to emotionally respond to the feelings of the author and characters, to understand the author's thought. In other words, to form reading skills and abilities, the main of which are:

-the ability to imagine a picture drawn by the author of the work;

-the ability to understand the main idea of ​​the work, its idea; understand your position and convey it in the form of oral and written speech.

In the process of primary education, information-reproductive methods are reduced to a minimum. They are used only in cases where students do not have a basis for organizing a constructive mental activity, or due to the complexity of the material. A conversation is especially fruitful when, in the course of it, not only what is read is reproduced, but also students' thinking, comparison of facts, etc. are stimulated. In the practice of teaching younger students, independent work of students on the instructions of the teacher, analysis of the text of fiction is used.

The dominant methods in the lessons are heuristic methods: solving cognitive problems, completing assignments, problem presentation, heuristic conversation, etc. Effective reception moral education are specially composed cognitive tasks. In the course of their solution, younger students apply the moral concepts known to them when considering the actions of literary characters, expressing their personal attitude towards them.

Teacher O.A. Sharapova believes that in the lessons of literary reading, when introducing children to moral concepts and values, it is necessary to use staging. She identifies the following stages of lessons of this type, which ensure the assimilation of new moral concepts:

.Identification of moral problems in the class. The teacher thinks over what cases and situations from the life of children he can reflect when working with the work.

2.Listening to a literary work. The work is read by theater artists, which gives the work additional brightness and emotional coloring. Then the children are asked questions to understand the content of the work.

3.It is proposed to divide into groups to play a literary work. The class is divided into artists and spectators. Children can be invited to think about what they would do if they were in the place of the heroes of the work, how they would behave in a similar life situation. We gradually lead the students to compare how they consider it necessary to act correctly and how they themselves act.

.Discussion of characters. It is important to show that when playing a work, it is necessary to confirm the character of the characters, both in words and actions. The result of such work is that schoolchildren themselves begin to look for a correspondence between words and actions, they themselves try to characterize the heroes of the work and their own.

5.The audience chooses the best team, which most successfully showed the character of the heroes of a literary work.

6.To consolidate the knowledge gained about the characters of the characters, students can be asked to draw their favorite character.

In the process of playing various moral situations, the child's imagination is activated. This is of great importance for positive changes in himself due to the appearance in him of an “image of himself”, acting according to moral laws.

Thus, the process of moral education at the lessons of literary reading has its own specific features. They consist in the selection of methods, means and forms of moral education. All this must be taken into account by the teacher when organizing literary reading lessons.

2.3 Practical rationale for the research problem

This study was conducted on the basis of school No. 5, in the 4th grade. There are 18 people in the class.

To establish the level of moral upbringing of a schoolchild, it is necessary to find out the degree of understanding by him of those moral norms that determine one or another moral quality of a person.

Among the students, 3 methods were carried out:

-Method "What is good and what is bad?"

-Justice method.

-Methodology "What we value in people"

Methodology "What is good and what is bad?".

Purpose: using a questionnaire to establish the moral ideas of students (about sensitivity, integrity, honesty, justice).

Progress. Students are encouraged to write down well-known examples of:

.A fundamental act committed by you or someone else.

.Evil done to you by others.

.Good deed that you have witnessed.

.A completely dishonorable act.

.A fair act from your friend.

.A weak-willed act of a person you know.

.The irresponsibility shown by one of your friends.

Processing of received data. Qualitative analysis of students' answers makes it possible to determine the degree of formation of their concepts of certain moral qualities. Evaluation: 1) misrepresentation; 2) correct, but insufficiently complete and clear; 3) a complete and clear idea of ​​the moral quality.

The results of the study are as follows: in the class, 20% (7 people) of children showed a low level of formation of concepts of moral qualities, 35% (5 people) had an average level and 45% (6 people) had a high level (see Fig. 2.1. )

Figure 2.1. Diagram of the results of the study of students' moral ideas (method "What is good and what is bad?")

Most students have fuzzy ideas about moral qualities.

Justice method.

Purpose: to find out the correctness of students' understanding of the category "justice".

Progress. The story “The Cup” is read aloud to the children: “In senior group kindergarten there were twenty-five guys, and there were twenty-four cups. Brand new cups with blue forget-me-nots, with gold rims around the edges. And the twenty-fifth cup was quite old. The picture on it was badly erased, and the edge in one place was slightly beaten off. No one wanted to drink tea from an old cup, but someone got it anyway.

If only it would break sooner, a nasty cup, the guys grumbled.

But here's what happened. The girl Lena was on duty, and she put new cups for everyone. The guys were surprised. Where is the old cup?

No, she didn't break, she didn't get lost. Lena took it to herself. This time they drank tea quietly, without quarrels and tears.

Well done, Lena, guessed to make everyone feel good, the guys thought. And since then, the attendants have been drinking from an old cup. She was called "our duty cup."

After reading this story, students will have a discussion on the following questions:

.How can one word describe Lena's act?

.Choose a card with a word that most accurately describes Lena's action. (The words “polite”, “bold”, “fair”, “modest” are written on the cards).

.What other act of justice can you talk about?

The results of the study are as follows: in the class, 14% (3 people) of children showed a low level, 50% (9 people) an average level and 33% (6 people) a high level (see Fig. 2.2.).

Figure 2.2. Diagram of the results of clarifying the correctness of students' understanding of the category "fairness"

Based on the results obtained, the following conclusion can be drawn: eight students partially formed the concept of "justice". Four students (boys) did not quite accurately answer the questions. And the girls were able to talk about any fair act and justify this act.

Methodology "What we value in people".

Purpose: to study the value orientations and moral ideals of students.

Progress. The most favorable time for work is class hour. Its subject matter can vary.

Appeal-instruction: “The task you are about to complete will help our common work.

Seriousness, concentration and objectivity must be shown. From among the guys you know well, choose two; one is a true friend, and the other is a person with negative traits. Point out those qualities in them. Which you like or dislike, and give three actions of both that characterize these qualities.

Processing of received data. An analysis of the results makes it possible to draw up not only a picture of the declared values ​​of the individual, but also the types of real actions. Their reliability is based on the indication of very specific actions, and not on generalized characteristics.

The results of the study are as follows: in the class, 50% (9 people) of children showed a low level, 30% (5 people) an average level and 20% (4 people) a high level (see Fig. 2.3.).

% of students were able to name positive qualities (helps a friend, kind, never cheats, does not deceive anyone (independence and honesty)); negative: deceives, shifts the blame on others, offends, does not fulfill orders.

Figure 2.3. Diagram of the results of students' value orientations (method "What we value in people")

% of students - name one positive and one negative quality.

% of students - either did not name at all, or one quality (laziness)

Conclusion: the majority of students do not have value orientations.

In this regard, teachers and parents have something to think about.

The moral education of schoolchildren is one of the priority areas in the modern sphere Russian education. It is based on the development of not only moral and moral values and motives, but also on the development of the basic moral qualities of a person's personality. Who, if not a teacher, who has the opportunity to influence the upbringing of a child, should give the problem of moral education a crucial role in their activities.

However, not all teachers are able to organize correct and fruitful work on the development of moral qualities in the team. Most often, this work consists mainly of a series of ethical conversations, although the teacher in his work must use a variety of forms of work to educate morality.

Literary reading lessons, in which students, under the guidance of a teacher, read a large number of works with great moral potential, provide great opportunities for the development of moral qualities.

In order to perceive aesthetic and moral values, it is necessary that children in the lesson think about what they read, empathize with the characters, evaluate their actions, comprehend their problems, correlate their lives with their lives, try to act in accordance with perceived moral standards.

It is difficult to overestimate the role and importance of literature lessons in solving the problems of education and upbringing. Firstly, in these lessons, students get acquainted with the moral and ethical values ​​of the culture of their people and humanity as a whole. Secondly, literature, as a form of art, contributes to a deep, personal assimilation of these values, since the process of perceiving a literary text involves both mind, feelings, and will, which means that the process of general and moral development of the child’s personality and his upbringing take place in parallel.

But it is not just that the spiritual and moral content, and even more so the social and moral experience, “flows” from a work of art into the soul of a child. The main condition for solving the problems of moral education of students in the lessons of literary reading is the organization of a personally significant reading for the student and a deep analysis of works of art.

Conclusion

The problem of moral education was studied by philosophers, and psychologists, and pedagogues-scientists. Now it is especially relevant, because. in modern conditions, when the socio-political situation in the country has significantly complicated the educational process, when the younger generation, having absorbed all the shortcomings of society in its critical period, is becoming more and more unpredictable, the problems of morality, moral culture, moral education are being promoted to one of the first places , as the basis, first of all, for the humanistic education of young people in an environment of market relations, which requires not only independence, flexibility, efficiency, but also the education of a personality focused on universal human moral values, so that the market economy also has a human face: for the good of man.

The meaning of studying the moral qualities of students is to outline the prospects for educational work and carry it out taking into account the characteristics of younger students.

The task of teachers of a modern elementary school is to educate in children the independence of decisions made, purposefulness in actions and deeds, the development in them of the ability for self-education and self-regulation of relations.

Literary reading lessons contain great potential for cultivating a culture of feelings in students. The works of A. S. Pushkin, M. Tsvetaeva, L. N. Tolstoy, N. N. Nosov and other writers introduce children to such complex phenomena and feelings as life and death, anger and compassion, soullessness and mercy.

Questions addressed to students in literary reading lessons lead to the discovery of some new dependencies, to mastering a deeper vision of the phenomena of a person's emotional life. The readiness to "feel into" another, to recognize his emotional state is acquired by younger students with the help of such educational tasks that require children to identify themselves with others.

A lot depends on the teacher. Only his deepest and sincere emotion, empathy and heartache can touch the souls of the students.

Thus, systematic work on moral education in the process of working on a literary work makes it possible to raise the level of moral education of younger students, to educate them in kindness, honesty, a sense of duty, responsibility; to form a sense of patriotism; learn to respect people.

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Annex 1

"Brothers Cyril and Methodius - the creators of the Slavic alphabet" (Grade 4)

Purpose: to form an idea of ​​the history of the creation of the Slavic alphabet.

Lesson objectives:

Educational: to inform the initial ideas about the holy Equal-to-the-Apostles Cyril and Methodius, the enlighteners of the Slavs and the creators of the Slavic alphabet;

Developing: develop cognitive processes and Creative skills;

Educational: to promote the development of spiritual and moral qualities.

Type of lesson: a lesson in the assimilation of new knowledge.

Methods: explanatory and illustrative.

Forms of organization: individual, frontal.

Equipment: the image of the Holy Equal-to-the-Apostles Cyril and Methodius, a geographical map, excerpts from the historical sources "The Tale of Bygone Years" and "The Life of Constantine-Cyril".

During the classes:

Organizing time.

Introduction to the problem.

Solve the riddle.

Not a bush, but with leaves, not a shirt, but sewn, not a man, but tells.

This is a book.

Since childhood, we get used to the letters of our alphabet and do not think about how we manage to convey any sounds and words. We learn a lot of new and interesting things from books. Our parents read books to us when we were little. When we went to school, we ourselves learned to read and write.

It's hard to believe, but once upon a time we didn't have printed books.

There was a time when our ancestors, the Slavs, did not have a written language. They didn't know the letters. They wrote letters, but not in letters, but in drawings. So they were called ... / picture letters /. Each object of our ancestors meant something, symbolized. For example, one ancient chronicle says: “The Khazars found glades in the forests, and the Khazars said: “Pay tribute to us.” They thought about the clearing and gave each hut a sword. The Khazars carried this tribute to their prince and elders. The Khazar elders said: “This tribute is not good, we found it with one-sided weapons - sabers, and these weapons have double-edged weapons - swords, they will take tribute from us and others.”

In a narrow monastery cell,

In four blank walls

About the land of ancient Russian

The story was written by a monk.

He wrote in winter and summer,

Illuminated by dim light.

He wrote from year to year

About our great people.

What is the name of the record of events by year? (Chronicle)

What is the name of one of the first chronicles in Rus'? ("The Tale of Bygone Years")

What was the name of the chronicler who wrote it? (Nestor)

He wrote in letters. When did letters appear?

It is believed that already in the 9th century there were books written in "Russian letters". But they did not reach us. And books of a later period were already written in the letters of the Old Slavonic alphabet "Cyrillic".

Why was she called that? (children's answers)

(Audio bell sounds)

The bell ringing is spreading.

They are glorified for their work.

Remember Cyril and Methodius,

In Belarus, in Macedonia,

In Poland, Czech Republic and Slovakia,

In Ukraine, Croatia, Serbia.

Praise the feat of the first teachers,

At school, they did not always teach literacy the way they teach now. Here is how Natalya Konchalovskaya describes learning in Rus'.

In the old days, children learned

They were taught by a church clerk.

Came at dawn

And they repeated the letters like this:

A yes B - like Az and Buki,

V - as Vedi, G - verb.

And a teacher for science

I beat them on Saturdays.

So weird at first

Our letter was!

Here's what pen wrote -

From the goose wing!

This knife is not without a reason.

It was called "pencil":

They sharpened their pen,

If it wasn't spicy.

It was difficult to get a diploma

Our ancestors in the old days,

And the girls were supposed to

Don't learn anything.

Only boys were taught.

Deacon with a pointer in his hand

In a singsong voice I read books to them

In Slavonic.

What did you learn from this poem?

What language were books read at that time?

Where did the Slavic alphabet come from? This is what we're going to talk about today in class.

The main stage of the lesson.

There was a time when the Slavic peoples did not know how to read and write, could not read and write. They did not even have an alphabet, the letters of which could be used when writing. The alphabet for the Slavs was compiled, helped to learn to read and write - Saints Cyril and Methodius. In general, Slavic writing has an amazing origin. Thanks to the monuments of Slavic writing, we not only know up to a year about the beginning of the appearance of the Slavic alphabet, but also the names of the creators and their biography.

What are these monuments of Slavic writing?

(On the board: "The Life of Constantine-Cyril", "The Life of Methodius", "A Praise to Cyril and Methodius", "The Tale of Bygone Years".)

Across wide Rus' - our mother

The bell ringing is spreading.

Now brothers Saints Cyril and Methodius

They are glorified for their work.

Remember Cyril and Methodius,

Brothers glorious, equal to the apostles,

In Belarus, in Macedonia,

In Poland, Czech Republic and Slovakia,

Praise the wise brothers in Bulgaria,

In Ukraine, Croatia, Serbia.

All nations that write in Cyrillic,

What are called from ancient times Slavic,

Praise the feat of the first teachers,

Christian enlighteners.

From the biographies of the creators of Slavic writing, we know that the brothers were from the city of Thessalonica. Now this city is called Thessaloniki. Let's find it on a map. Byzantium ended here, and then came the vast lands of the Slavs, our ancestors.

Methodius was the eldest of seven brothers, and the youngest was Constantine. Constantine was educated at the court of the Emperor of Constantinople. A brilliant career awaited him, but he chose to retire to a monastery. But Konstantin did not manage to spend much time in solitude. As the best preacher, he was often sent to neighboring countries. These trips were successful. Once, traveling to the Khazars, he visited the Crimea. There he baptized up to two hundred people, and also took with him the captive Greeks released to freedom.

But Konstantin was in poor health, and at the age of 42 he became very ill. Anticipating his near end, he became a monk and changed his worldly name Konstantin to the name Cyril. After that, he lived another 50 days, said goodbye to his brother and students, and quietly died on February 14, 869.

Methodius outlived his brother by 16 years. Enduring hardships, he continued the great work - the translation into Slavic of sacred books and the baptism of the Slavic people.

And now let's turn to historical sources from which we can learn about the beginning of Slavic writing. Let us turn to the main witness of the initial history of Rus', The Tale of Bygone Years.

(Students read the passage with the teacher's comments)

From this passage we learn that once the Slavic princes Rostislav, Svyatopolk and Kotsel sent ambassadors to the Byzantine king Michael. The tsar called to himself two learned brothers Constantine and Methodius and sent them to the Slavic land.

This happened in 863. This is where Slavic writing originates from.

Now let's turn to another source. This is the Life of Constantine-Cyril. Here, too, the request of the Moravian prince Rostislav to send a teacher who can expound the faith in the Slavic language is described.

(Reading by students with teacher's comments)

In the life of Constantine-Cyril, we see that the creation of the Slavic alphabet by him is described as a great miracle and revelation of God.

And the alphabet was called Cyrillic. The oldest book in Rus', written in carillic - the Ostromir Gospel of 1057. This Gospel is stored in St. Petersburg, in the State Russian Library named after M.E. Saltykov-Shchedrin.

Cyrillic existed almost unchanged until the time of Peter the Great. Under him, changes were made to the styles of some letters, and 11 letters were excluded from the alphabet.

In 1918, the Cyrillic alphabet lost four more letters: yat, i (i), izhitsu and fita.

Research activity.

(Group work)

Before you is a fragment of the daily workers' newspaper "Pravda" No. 1 dated April 22, 1912. In it, we see that such letters as - er -, -er-, -yat- were still used. The letter -yat- was called the letter "drenched in tears of countless generations of Russian schoolchildren"; how long did it exist? What did the letters er - and er- stand for and how were they read?

Give an answer by studying fragments of articles by A. Leontiev

“About a thousand years ago, in the era of Kievan Rus, all the syllables of the Russian language ended in a vowel sound. For example, the word sheep had three syllables and it was written like this: sheep. The letter ь (er) in the Old Russian language denoted a short vowel sound similar to (i). Therefore, the word mouse then sounded like a mouse, five - like five. And the letter ъ (ep) was also not always a "silent" solid sign. In ancient Russian times, it denoted a sound intermediate between (y) and (s). And the words were written like this: ram, son (sleep), pulk (regiment). By the way, this sound and letter were preserved in the related Bulgarian language. The name of the country is spelled like this: Bulgaria.

L.V. Uspensky "Word about words" ch. “The letter-scarecrow and its rivals” (Didactic material. L.Yu. Komissarova, R.N. Buneev, E.V. Buneeva, for the textbook “Russian language”, grade 4).

“Everyone has probably heard about the scarecrow letter, the scarecrow letter, about the famous “yat”, drenched in tears by countless generations of Russian schoolchildren. However, not everyone now knows what it was. In our current letter, there are two signs for the sound "e": - e - and-e -, or -e reversed: But until 1928, there was one more letter -e- in the Russian alphabet:

For reasons that will now seem completely unclear to you, the word seven was written exactly like this: seven, and the word smya is completely different, through yat-.

Take a look at this short list of examples.

In a shallow pond, write with chalk. The firs are high and we ate soup. This is not my cat, this cat is dumb.

In the examples of the right column, instead of the letter - e-before, it was always written -yat-.

Try, saying these sentences several times in a row, to hear the difference in the sounds -e- in the left and right columns.

I have developed 14 classes on different topics: "To whom happiness comes", "The miracle of a smile", "My mother is the best in the world", "Industriousness. How to become industrious", "How to learn to be kind", "Wealth of kindness", "Human heart", "Friendship", "Pride", "Love", "Brothers and sisters", "Family education" . These notes can be used for extracurricular activities, class hours, use the material in the lessons of the ORKSE.

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Preview:

Wealth of Kindness

Target: help children understand such qualities as generosity, sincerity, kindness, charity.

Lesson progress

1. There is a proverb on the board:

A good deed is happiness.

Have there been times in your life when, having done a good deed, you felt like a happy person?

Who do you think is a rich person?

Would you like to get rich? If you found a treasure, what would you spend it on?

Who should be more generous: the poor or the rich?

Who finds it harder to be generous?

Do you think that if a person shares his wealth, does it decrease?

What is charity? Do you know people who do charity work? Can you participate in charity events? What can each of you do?

2. Work in groups.

What treasures does our earth consist of? Write a few of the most basic and justify why people could not live without these riches.

Performance of groups and discussion of works.

3. Reading the Japanese fairy tale "The poor and the rich."

A rich man and a poor man lived in the same village. The rich man had a lot of money.

Once a rich man called a poor man to his place. The poor man thinks: “I didn’t decide to give me a present. That's what he's calling for." Came and says:

What a blessing it is to have so much money!

What are you! - the rich man answers, - what happiness it is! I thought that the richest man in the village is you! You have two whole wealth: the first is health, and the second is children. And I have only money. What kind of rich am I?

The poor man listened, listened, and thought: “And it’s true, I’m not so poor.” And he went home - to tell the old woman about everything. The old woman just threw up her hands.

Didn't you, old man, know that the greatest happiness is children and health?

We have lived happily ever after! - decided the old people.

Here you and I are what rich people, we gave gifts to all the kids! - the old man and the old woman rejoiced.

Since then they have been nicknamed the rich poor in the village.

4. A conversation about a fairy tale.

What was the old man's real wealth?

What do you think, if the old man found a treasure or received a large inheritance, how would he dispose of his wealth?

Is the rich man in the story really a rich man? Is it possible to say about him that he is rich poor?

Do you think it's better to be rich poor or poor rich? Why?

What kind of person do you consider yourself?

5. Reading the Mansi fairy tale "Bunny"(you can prepare her dramatization)

Lived - there was a bunny. On the lake shore in the sedge he constantly jumped. Once, while eating sedge, he cut his lip. Went to the fire to complain:

Fire, burn the sedge on the lake shore!

What harm did the sedge do to you? the fire asked.

She cut off my lip, - the hare answered.

You have such an insatiable belly, - said the fire.

The hare went to the water and said:

Water, come, put out the fire!

She cut my lip!

The bunny went to two boys with arrows and bows, and said to them:

Children, shoot the water!

What harm did the water do to you?

Water does not come, fire does not extinguish!

What harm did the fire do to you?

The fire does not ignite the sedge on the lake shore!

What harm did the sedge do to you?

She cut my lip.

You have such an insatiable belly!

The bunny went to the mouse and said:

Mouse, mouse, gnaw the string on the bows of the boys so that they could not shoot.

The mouse took pity on the bunny and went to gnaw the string of the bows. But didn't have time. The boys grabbed their bows, pulled the string and shot arrows into the water. The boys shoot into the water - the water comes, the fire goes out to put out. The fire got scared and jumped to the sedge. The sedge caught fire, and the bunny jumps in the sedge. The bunny was confused, ran out of the fire, set his legs and ears on fire.

6. A conversation about a fairy tale. Outcome.

What proverbs came to your mind when you listened to this story?

Have you met such people?

What would you wish them? Can they change? Have you ever wished well for someone? What about evil?

What kind of people would you like to meet more often in your life? Why?

Preview:

Brothers and sisters

Target: develop the ability to empathize, help and support their brothers and sisters, treat them with respect and love, be kind and sensitive.

Lesson progress

1. Conversation.

Do you have brothers and sisters?

Do you think it is better to be one child in a family, or vice versa, to have brothers and sisters?

2. Work in groups.Children are divided into groups. One will name the advantages of living with one child in the family, and the second will name the advantages of living when a child has brothers and sisters.

After the presentation of the groups - the continuation of the conversation.

Are you friends with your brothers and sisters? What are they teaching you? What are you teaching them?

Were there moments when they came to your aid, supported and reassured you?

How did you help them?

Who would you like to have - a brother or a sister? Why?

Who do you think lives easier in the family - older or younger children? Why do you think so?

3. Reading a fairy tale.

A. Stoyanov "Pumpkin"

There were five brothers. Four brothers were tall and stately, and the fifth was small, the size of a pumpkin. That's why they called him Pumpkin. And so the nickname came up to him that no one remembered what his name was. One day the older brothers said:

We have a long way to go. We will meet many people along the way. Why do we need Pumpkin, because of him we will be ridiculed. Let's leave him at home and the four of us will go - we are a match for each other. And they did not take the younger brother.

They walked and walked, and came to a deep river. The elder brother smiled and said:

You see, if Tykovka were with us, we would have to carry him in our arms.

The next evening they entered a dense forest. The second brother said:

If Pumpkin were with us now, he would get lost in the thicket. The long road is for the tall and the strong.

The forest ended, they began to climb the mountain along large boulders. The third brother could not stand it and says:

It's good that Pumpkin stayed at home. We didn't have to drag him on our backs over the boulders.

They walked and walked and lost their way. Around - a wide field. Everywhere, as far as the eye can see, only the grass sways, and the bushes rustle. No mound, no skyscrapers from which you can look around the surroundings. There is a thin tree in the middle of the field, but none of the brothers could climb it. Then the fourth brother said:

This tree cannot withstand tall and strong. Only Pumpkin could have climbed to the top and found his way. I should have taken it with me. We did wrong!

We did wrong! the older brothers answered and lowered their heads guiltily.

4. Conversation.

And what do you think?

How did the elders treat the younger brother? Was it difficult for them to carry him across the river, boulders, help in the dense forest?

Can elders treat younger ones with disdain? Should you consider yourself taller and smarter because you are older?

Can small children be better than older ones in some way? Give an example.

Do you think Pumpkin could make this journey with his brothers?

4. Creative work in groups (4-5 people each)

Come up with your own version of the fairy tale about how Pumpkin helped the brothers during a difficult journey.

5. Summing up the creative work. If the children have not finished the task, you can invite them to complete the work at home and illustrate it.

Preview:

Family upbringing

Target: continue to cultivate attention, respect for parents, understanding and desire to see them as a friend, cultivate kindness, gratitude and the ability to listen to the advice and demands of adults.

Lesson progress

1. Conversation.

Do you think being a mother or father is difficult? When do parents have the hardest time with their children, and when are they happy?

2. Work with proverbs.

Children are good - father-mother's crown;

Hoods - the end of the father-mother.

What do you think, what should be the children to be the "crown" for parents?

What quality of children will make this crown “sparkle and shimmer”? Who does it depend on the most?

3. There are 4 columns on the board :

edification remarks requirements living example of parents

Each child is invited to go to the blackboard and put a “+” in the column that, in your opinion, brings up the best.

Summing up.

In what case, in your opinion, parents can demand? Is it really worth asking anything from your children?

And can they good parents grow up bad kids? What is it coming from?

4. Reading the Kurdish fairy tale "Father and Son".

The father, returning with a ten-year-old son from the field, saw an old horseshoe on the road and said to his son:

Pick up this horseshoe.

Why do I need an old broken horseshoe? the son replied.

The father did not say anything to him and, picking up the horseshoe, went on.

When they reached the outskirts of the city, where the blacksmiths worked, the father sold this horseshoe for three kopecks.

After walking a little more, they saw merchants who were selling cherries. The father bought a lot of cherries from them for the three kopecks that he got for the horseshoe, wrapped them in a scarf, and then, without looking back at his son, continued on his way, occasionally eating one cherry at a time. The son walked behind and looked greedily at the cherries. When they had gone a little way, one cherry fell out of the father's hands. The son quickly bent down, picked it up and ate it.

(You can give the children the opportunity to guess what happened next)

After some time, the father dropped another cherry, and then another, and began to drop one cherry at a time, continuing on his way.

The son bent down at least 10 times, picked up and ate dropped cherries. Finally, the father stopped and, giving his son a handkerchief with cherries, said:

(you can ask the children what the father said)

You see, you were too lazy to bend down once to pick up an old horseshoe, and after that you bent down ten times to pick up the very cherries that were bought for this horseshoe. From now on, remember and do not forget: if you consider easy work hard, then you will meet harder work; if you are not satisfied with the little, you will lose the big.

5. A conversation about a fairy tale.

Did you like your father's educational method?

How do you think he influenced his son? Did the son understand that he was wrong to be too lazy to pick up the old horseshoe?

What would you do if you were in your father's place?

Tell about your parents. What qualities have you acquired thanks to them?

What should children be like so that the hearts of their parents hurt less for them?

6. Creative work.

Draw the heart of your parents.

Final exhibition. Children's comments are welcome.

Preview:

Pride

Target : to develop and improve in children mercy, kindness, modesty, the ability to empathize and sympathize.

Course progress.

1. Proverbs on the board:

Do not be proud of the title, but be proud of the knowledge.

The proud is looking for a bright place, while the wise is visible from a dark corner.

Read the first proverb.

What can you be proud of?

What kind of person can be called proud?

Does a person need pride?

Do you think parents should be proud of their children? And children for parents?

What are you most proud of in your parents? What about your parents?

Does pride make you a better person? Give examples from your own life.

Can a humble person be proud?

2. Reading a fairy tale.

V. Sukhomlinsky

"Petal and Flower"

blossomed White flower dahlia. Bees and bumblebees flew over it, took nectar. The flower has 42 petals. And now one Petal was proud!

I am the most beautiful. Without me, the flower does not bloom. I am the most important. So I'll take it and leave, what to me?

Petal pulled himself up, climbed out of the Flower, jumped to the ground. He sat down in a rose bush and watched what the Flower would do.

And the Flower, as if nothing had happened, smiles at the sun, calls bees and bumblebees to her.

Petal went and met Ant.

Who are you? Ant asks.

I am Petal. Foremost. The most beautiful. Without me, even the Flower does not bloom.

Petal? I know a petal in a flower, but on two thin legs, like you, I don’t know.

Petal walked, walked, dried up until evening. And the flower blooms. A flower without one Petal is a flower. A Petal without a flower is nothing.

3. A conversation about a fairy tale.

Why did Petal become proud?

Have you ever felt like you are the most important person in the company? Did you like this feeling?

Name your favorite trees, flowers, animals. Imagine what they can be proud of.

Do you think being proud is good or bad?

4. Creative task.Group work - children are invited to come up with a continuation of this fairy tale.

When the work is finished, each group must read out their own version of the continuation of the tale.

Discussion.

5. Continued work with proverbs. Outcome.

How do you understand the meaning of the second proverb?

What qualities do you think make a person noticeable in any place?

What kind of person can be said that the world around him glows?

If a man is proud of something, should he boast of it?

Preview:

Friendship

Target: educate children in friendly relations, learn to cherish friends, cherish them, develop a sense of responsibility, the ability to selflessly help others.

Course progress.

1. The lesson begins with reading a fairy tale.

I. Radchikov "If you want to have friends"

One tree stood by the road and was sad because it had no friends. Of course, people walked along the road, but everyone had their own business, and no one stopped at the tree. Sometimes it thought to leave wherever its eyes looked. But the trees cannot walk, they cannot run away even when they see people with axes coming towards them. This was until spring. As soon as spring came, the tree was covered with leaves, put on a beautiful green hat. But still it remained lonely.

One day the tree saw a hawk chasing a sparrow. The sparrow screamed in fear. Not knowing where to go, he darted into the green leaves of the tree.

The tree was pretty. All night it whispered with a sparrow, and in the morning the bird built a nest on it and sat down to breed chicks.

One day a cart stopped near a tree. The driver unharnessed his horses, tossed hay to them, and lay down to take a nap. Other people were driving by, saw a thick shadow and also decided to rest. Passers-by sat in the shade and began to talk different stories, and the tree listened and rejoiced that it was no longer lonely. It tried to put a thicker shadow, otherwise people would decide that the shadow was bad and leave.

Since then, everyone who walked along the road stopped to rest under a tree. True, a tree cannot keep pace with a person on the road, but it can cover him with its shadow along the way!

So the tree made friends. It realized that if you want to have friends, you need to cover them with your shadow.

2. A conversation about a fairy tale.

How has the tree changed when it began to help people? How many friends did he have? What is the happiness of the tree?

What advice would you give to someone who wants to have friends?

How many friends do you have? Tell about them.

What do you think friendship is? What is selfless friendship?

Have there been times in your life when someone completely unselfishly helped you? What did you feel? Have you ever done something similar for people?

3. Children are invited to listen to another fairy tale.

V. Sukhomlinsky "Girl and Chamomile"

On a clear sunny morning, a little girl went out to play in a green meadow. Suddenly he hears: someone is crying. The girl listened and understood: crying comes from under a stone that lies on the edge of the clearing. The stone is small, like a rabbit's head, but very hard. The girl came up to the stone and asked:

Who is crying under the stone?

It's me, Chamomile, - a quiet, weak voice was heard, - Release me, girl. The stone crushes me...

The girl threw back the stone and saw a delicate pale stalk of Chamomile.

Thank you, girl, - said Chamomile, straightening her shoulders and taking a deep breath. “You freed me from stone oppression.

How did you get under the rock? the girl asked.

The stone deceived me, - Chamomile answered. - I was a small chamomile seed. In the autumn I was looking for a warm corner. The stone gave me shelter and promised to protect me from cold and heat. And when I wanted to see the sun, he almost crushed me. I want to be your girl!

The girl came to Chamomile, and together they met the sun.

It's good to be yours! Chamomile often said.

What if you grew up in the woods or by the side of the road? If you were a draw? the girl asked.

I would have died of grief, - Chamomile said quietly. But I know that nobody's colors exist. They are always somebody. There is that fiery dome - she is friends with the sun. The sun whispers to her: "You are mine, fiery poppy." I hear that whisper as the sun rises and the poppy opens its petals. But that cornflower is a friend of the spring wind. He is the first to fly to the cornflower, wakes him up and whispers: “Wake up!”

A flower cannot live if it is nobody's.

4. Conversation.

Do you agree with Chamomile's opinion that "no one's flowers exist"?

Do you have flower friends?

What was the girl like? Can you call her a true friend?

Is it hard to be a true friend? Why?

Who do you think is friends with whom in nature? Is there someone in the natural world with whom everyone is friends, with whom no one wants to be friends, with whom it is very easy or very difficult to be friends?

5. Work with proverbs.

A true friend is better than a hundred servants.

Tell me about a time when a friend helped you a lot.

Friend is known in trouble.

Is a friend known only in trouble?

Have friends helped you in trouble? And you?

There is no friend, so look for it, but you found it, so take care.

Do you take good care of your friends?

How did you meet your friends?

6. The game "Secret friend"

Write down the first and last name of each child on separate pieces of paper. Roll them up, put them in a box and offer to pull out one leaflet. After reading it, the child should not tell anyone the name written on the leaf. The child whose name they pulled out becomes their "Secret Friend" from now on. For three days, everyone should, without betraying themselves, show as much attention as possible to "secret friends" so that they feel like the most needed people in the world. Do at least one every day a pleasant surprise to my friend.

After three days, the children can try to guess who their secret friend was. In the next lesson, you can ask what was the most important and most difficult thing for them in this task.

Preview:

To whom does happiness come?

Target: to bring to the understanding of children that such qualities as kindness, diligence, mercy form the basis of a full-fledged happy life of any person.

Lesson progress

1 .Introductory conversation.

Do you think that all people want to be happy?

On the board - proverbs:

"Happiness is better than wealth"

"Every man is the blacksmith of his own happiness"

"Happy talent is given from God"

Do you agree with these statements? How do you understand the meaning of these proverbs?

2. Children are asked to write down 10 wishes that they think will bring them happiness. Another option is also possible: choose 5 main values ​​\u200b\u200bthat are needed for happiness:

*good family

*big house

*a good education

* perseverance

*money

*respect for people

*Friends

*beautiful appearance

*kindness

Why did you choose these particular values?

3. Reading a fairy tale.

D. Bisset. "Yak".

Yak lived far in the mountains. More than anything else, Yak loved to sit in a secluded place among the rocks and listen to the sea. Somewhere he found a sea shell - very beautiful, with a steep curl - and when he put it to his ear, he listened to the sound of the sea waves.

Yak listened to the sound of the shell and dreamed of getting to the seashore ...

And then one day, taking his favorite shell with him and saying goodbye to the rest of the yaks, he set off.

Yak did not know the way, but decided: "I will go until I reach the sea." And he walked like this all day, and in the evening he nibbled grass, listened to the sound of the sea and fell asleep.

He walked another day and another, but he still did not reach the sea. There were mountains and mountains all around.

Once Yak stopped to drink from a mountain stream. His mood was unhappy. He put his shell to his ear and, sitting down on the shore, began to listen. And the stream ran its way, jumping over the stones. Suddenly the stream asked:

What are you doing here?

Listen, - answered Yak.

Let me listen, - asked the stream.

The yak brought the shell to the water, and the stream listened.

It's the sound of the sea! the stream rejoiced. - Well, yes, the sound of the sea!

Do you know the way there - asked Yak.

Do I know the way! - the stream was indignant. - Yes, I'm just running there. Follow me and you will go straight to the sea.

Thank you, - said Yak and followed the stream.

Gradually, the stream became wider and wider and, finally, turned into a full-flowing river, along which boats sailed. Yak hired a boat and sailed further in the boat. She was with a big red sail, and when the wind blew, Yak sat and rested.

Finally he reached the sea. What a miracle it was! The yak sat down on the sand and watched the waves. They were as noisy as the surf in his shell. Yak was happy.

The sea was hot, and Yak went to the hairdresser to cut his long hair. And then he came back and rolled on the back of the kids - 2 pennies per circle. And soon he had enough money for ice cream, which he had long wanted to try.

Life was going well. Yak liked it here, by the sea. But most of all, Yak loved the long evenings, when it was already dark and everyone went home, and he sat alone in front of his cave, listening to the sound of the sea and watching the ships leaving the horizon.

When it got completely dark, the stars lit up one after another, and the sea splashed and splashed against the shore.

4. Conversation on the content of the tale.

What do you think, if Yak only dreamed of the sea, but remained in the cold mountains, would he be truly happy?

How is the Yak different from other yaks?

Should a person seek his happiness or will it come by itself? How do you understand the proverb “Water does not flow under a lying stone”?

Imagine that you are listening to the shell from this fairy tale. She talks about the happiest day of her life. What story will it be?

5. Bottom line. The teacher offers to listen to the parable.

God molded a man out of clay and left him with an unused piece. "What else to blind you?" God asked. “Blind me happiness,” the man asked. God did not answer, and only put the remaining piece of clay in the man's palm.

Who do you think your happiness depends on? Can someone "blind" your happiness?

What is the greatest happiness in your life?

Do you think there is any one common happiness for all people on earth?

Draw the Fairy of happiness.

Exhibition of drawings.

At home, you can offer to draw a flower of happiness and come up with a fairy tale about it.

Preview:

How to learn to be kind

Target: to develop and improve in children a kind, attentive and sensitive attitude towards others.

Lesson progress

1. Introductory conversation.

Do you think a good person is born or does this quality need to be developed?

Imagine that the sun and kindness are one and the same. What would happen to the world if there was no kindness?

2. Game: "How to get infected with kindness"

One child says something kind to another. Then both join hands and together come up with and say something nice to another child. Then the three of them say something kind to the fourth, and so on until all the children are covered. Then all the children stand in a circle, holding hands.

Conclusion: kindness spreads very quickly, unless, of course, you try to be kind yourself. Standing in a circle, you can sing a song.

3. Reading a parable.

There are seven donations in the world that even a poor person can make.

First, it is service by one's own work.

Secondly, spiritual sacrifice is a sensitive and attentive attitude towards others.

Thirdly, the sacrifice of the eyes is a kind look.

Fourth, face sacrifice is a constant warm smile on the lips.

Fifth, word sacrifices are words of attention and participation.

Sixth, sacrificing one's place is giving one's place to others.

And seventh, sacrificing one's home is giving shelter for the night to others.

All these donations can be made by anyone.

(On the board, you can briefly indicate all these donations and first invite the children to explain their meaning, and then read the explanation from the parable)

Do you agree with the thoughts in the parable?

Have you ever made similar donations? Was it difficult to do it?

Do you know such people? What did they sacrifice?

Who would you compare a good person to? And the evil one?

They say there are three types of people: some are like a drought, others are like a little rain, and others are like a rain that captures everything around.

Who are these people? (Children can make their guesses)

Drought people - they give nothing to anyone, no food, no drink, no clothes.

People are like a little rain - they give something to some and not to others.

People are like heavy rain - they give everyone who needs shelter, food, drink ...

4. Bottom line. What kind of people have you met? Which ones do you like best? Is it hard to be kind? Draw at home how you feel about three types of people.

Preview:

Love

Target: continue to acquaint children with human virtues, develop an understanding that love is the source of all the brightest things on earth.

Lesson progress

1. Conversation.

Today at the lesson we will think about love. Let's start with the box. It contains the most precious thing in the world. What do you think it is? (children's guesses)

Look into it and you will see what is most valuable.

(IN beautiful box there is a mirror. Each child takes turns looking at it.

This moment is very important. The fact is that values ​​in a person are not only accumulated, but also transformed, and this transformation largely depends on the nature of a person’s assessment of his qualities as ideal values, or as values ​​that require their development, or as non-values ​​that need to be overcome, etc. .d.

A simple technique helps to reveal the child's attitude towards himself. Many depend on it life situations with which he will face, and even more - his fate. Until now, no one has told him that the main value is himself. Therefore, a person begins to look for values ​​everywhere, but not in himself.)

Who do you think loves you the most?

What would a world without love look like?

2. Reading a fairy tale.

G. Grebenshchikov "The Tale of Ruff"

The sun smiled at the earth. Spring came. Everyone swam to the sources of the rivers. In the youngest, in the cleanest, in the fastest waters to spawn. Big and small fish swim, sturgeon and perch, tench and burbot…

A small, prickly ruff swims. He gets angry at everyone, gets scared of everyone, interferes with everyone, pricks all the neighbors with needles - the most harmful fish is the ruff ...

Decent fish shout to him:

Where are you going, ruff?.. Where are you in a hurry?

Ruff bristled:

And what do you care? .. I'm swimming, where everyone is swimming.

Then the fish shout to him with mockery:

Do you really think to put your caviar into all the seas? But who needs your prickly and unpleasant offspring?

And the ruff seemed to spring his needles - once one neighbor, once - another, soiled beautiful fish with mucus, they parted in front of him. Do not fight with a ruff ... Away from his mucus ...

The ruff slipped forward, and suddenly the fish saw how a ray of the sun played like a rainbow on the back of the ruff. Here are those on! This means that the sun sent its blessing to the ruff first, and then to the rest of the decent fish ... Well, what can we do? The fish screamed:

Rejoice, ruff! And the sun loves you...

And they set off with a ruff in a merry fish dance. Oh what was there! How the fish danced and played! How their scales shone, and with what emeralds the water shimmered in the sun!

3. A conversation about a fairy tale.

Why did the fish not want the prickly ruff to swim with them?

Why was Ruff in such a hurry?

How did the sun meet the ruff? Why didn't they turn away from him?

Do you think the ruff stopped being angry?

How did the sun love? Can this be learned?

Do you know people whose love is like the sun? Do you like such people?

With whom can you compare the sun from a fairy tale?

4. Creative work.

Draw the sun, and by its rays write everyone you already love or would like to love?

5. Summing up the creative task. Exhibition "Sunny Love".

Preview:

My mom is the best in the world.

Target: cultivate a gentle, careful, caring attitude towards mother.

Lesson progress

1. Conversation with children.

Who do you love the most in the world?

And who can say whose mother is the best?

Of course, each of you has the right to say that it is his mother who is the best in the world. Today we will talk about your best mothers in the world. But first listen to the story.

2. Reading a fairy tale (with musical accompaniment)

A. Kalaliychev "Mother's Tear"

In the summer, a fire broke out in the house, under whose roof the swallow built a nest. The mother managed to take out the chicks, but one of them burned the wing of a red-hot ember. The little swallow could not fly.

The summer has passed. Autumn has come. The swallows began to gather on a long journey. One morning, an old swallow carried her crippled daughter into the garden and said:

My child, we are flying south today. You will have to stay here. In this jar I have prepared for you a soft bed of fluff. There you will lie. When you're hungry, go outside and eat something. In the spring we will return to you.

Thank you mother! - said the little swallow, hid her head under the wing of her mother so that she would not see the tears, and became quiet ...

The birds have flown away. The swallow was left alone. The bad days dragged on. The rain froze. A raindrop has rolled onto the edge of the aster and is about to fall.

Oh, how tired I am! Drop sighed.

Where are you from? From afar? asked the swallow.

And don't ask! I made a long journey from the great ocean where I was born. To tell you the truth, I'm not a raindrop - I'm a tear.

A tear? Whose tear? - the swallow was alarmed.

Mother's tear. One day, a tired and sad swallow sat on the mast of an ocean steamer. I hid in the right eye of the poor bird. The swallow began to ask:

Brother wind, you will fly over my house, look to my lonely chick and tell him to beware of the black cat, which often spins in the garden. When I left, I forgot to warn her. Tell me that my heart is torn with grief ...

And where was your swallow? the wind asked.

In an old earthenware jug lying around in the garden.

Then I rolled out of the eye of an old swallow. The wind picked me up and blew me away. For nine days I flew, and then, finally, I fell near the jug. Oh, how tired I am! I would like to sleep...

The heart of the sick swallow began to beat violently. She raised herself, opened her beak and carefully picked up her mother's tired tear.

Thank you, mother! she whispered, burying herself in the down and falling asleep, warmed up, as if her mother had covered her with her wing.

3. Conversation after reading.

Do you think the little swallow will be able to overwinter? What will help her? Why is it difficult for her without her mother?

How do you feel when you don't see your mom for a long time?

4. A story about mom.

Tell me about your mom. What is your mom doing? What does she love the most?

Did your mother tell you about her childhood and her youth? What did you find interesting?

Do you like looking at pictures of your mother in childhood and adolescence?

(you can prepare in advancephoto exhibition "Our mothers come from childhood")

How do you feel when other people praise your mother in front of you? Are you proud of her?

Can you comfort your mom when she is worried or worried about something? What are you doing for this?

Do you like how your mom cooks? Are there any dishes that she cooks especially for you?

Do you find it difficult to be a mother? What is the most important thing in a mother's life?

We are accustomed to the constant care of mom. Can you take care of your mother yourself?

5. Listening to the tale of V. Sukhomlinsky "Seven daughters".(possible staging of a fairy tale).

"Seven Daughters"

The mother had seven daughters. One day a mother went to visit her son, who lived far away. She returned home only a week later. When the mother entered the hut, the daughters, one after the other, began to say how much they missed their mother.

I missed you like a dome in a sunny meadow, - said the first daughter.

I was waiting for you, like dry land waiting for a drop of water, - said the second.

I cried for you, like a little bird crying for a bird, - said the third.

It was hard for me without you, like a bee without a flower, - said the fourth.

I dreamed of you, like a rose dreaming of a dew drop, - said the fifth.

I looked out for you like a cherry orchard looks out for a nightingale, - the sixth chirped.

Here the student can pause. The teacher asks the children:

What do you think the seventh daughter said? (Children make their guesses)

Listen to the end of the story.

And the seventh daughter said nothing. She took off her mother's shoes and brought her water in a basin to wash her feet.

Who was the seventh daughter? What are you doing for your mom?

6. Creative work. Group work.Each group writes the qualities for which children love their mothers. Creation of a "collective" portrait of mother. Children complete the phrases: “My mother knows how ...”, “Mom’s heart ...”, “I love my mother for ...”, “My mother is the most ...”

7. Bottom line. Discussion of works.

8. In conclusion, a group of children performs song about mom from the movie "The Wolf and the Seven Kids". The performance is accompanied by a slide show showing mothers with their children.

Preview:

My family. Family tree.

Target: develop and improve qualities and virtues in children, be able to communicate, respect each other, treat family members carefully and carefully.

Lesson progress

1. The lesson starts withreading A. Isahakyan's fairy tale "At the Sun".

Questions after reading:

What do you think a family should be like to be compared to the sun?

Have you ever met a "sun family"? What are the most important qualities of the "solar family".

You can invite children to start a notebook "happy family". In this notebook, write down and sketch your thoughts about the family raising children. This notebook is interesting to see how the idea of ​​a family changes over time.

2. "I'll introduce you to my family"- children are invited to draw their family on a small piece of paper. Then they take turns showing their drawings.

Looking at the picture, each child should ask the author at least one question about his family. Then an exhibition of drawings is made, and later an album is glued together - “Our Families”

3. Acquaintance with the life of different families(you can use 2-3 examples of modern movie stars, athletes, etc.)

Conclusion:

All families are different.

Not all families have the same number of people

Not all families have a father and mother

A friendly, happy family is one of the greatest joys in a person's life.

4. Family tree.

Invite the children to collect information about their family for two weeks in advance to build a family tree. Invite the children to try to learn as much as they can about the people who started their family. On the tree you need to indicate the dates of birth and death. You can indicate the professions and places of birth of your relatives. The tree must be built starting from the root. Then ask the children to explore their family tree and answer the questions:

Are there more men or women in your family?

What professions are most common?

Are there traditions in the family that are passed down from generation to generation?

Do your family members live in the same city or in different cities?

Is it important to keep in touch with all relatives?

5.Result.

Show the children a seed and ask what it takes to grow a good plant out of it. And if you deprive him of care, can a good plant grow?

Does a family need to take care of each other? Do you teach this in your family?

Preview:

Search for beauty

Target: to develop the moral qualities of children, the ability to see the beautiful and strive for it.

Lesson progress

1. Children are invited to consider beautiful pictures, paintings, etc.

What is the most beautiful thing in the world for you? And what is the most beautiful thing in a person?

Try to find the most beautiful in your friends.

2. Reading a fairy tale. While reading, you can show slides depicting flowers, turn on light classical music.

V. Sukhomlinsky "Boy and bells of lilies of the valley"

Spring has come. A green arrow appeared from the ground. It quickly split into two pieces. The leaves are wide. And between them appeared a small, thin sprout. He got up, leaned over one leaf, and one morning blossomed with white bells. These were lily of the valley bells.

The little boy saw the white bells. He was struck by the beauty of the flowers. He couldn't take his eyes off the lilies of the valley. The boy reached out his hand to pluck the lilies of the valley. Flowers whispered:

Boy, what do you want to rip us off for?

I like you. You are very beautiful.

Okay, tear it down. But before you break, tell me how beautiful we are.

The boy looked at the lily of the valley bells. They were wonderful. They looked like a white cloud, and the wing of a dove, and something else amazingly beautiful. The boy felt it all, but he could not say. He stood near the lily-of-the-valley bells, enchanted by the beauty of the flowers. He stood and was silent.

Grow up, bells, - the boy said quietly.

3. A conversation about a fairy tale.

Why do you think the boy didn't pick the flowers?

What changed in the boy's soul when he looked at the lilies of the valley?

Have you ever wanted to pick beautiful flowers, but were you able to restrain yourself? What stopped you?

Why do people often have such desires?

Conclusion. If you carefully consider different flowers, you don't want to cut them off.

View slides of flowers (or photographs).

What do they look like?

Do you think if a boy picked a lily of the valley, would he be able to notice the amazing beauty? Why?

4. Work with proverbs.

The bee flies to the flower, and the human soul looks at the beauty.

Close your eyes and try to remember how many times in a week you noticed something beautiful.

He is not good who is handsome in face, but he is good who is good for business.

Have you met people who act beautifully?

What deeds and deeds can be called beautiful? Can a person become more beautiful because of this?

5. Creative work.

Will the world become more beautiful if all people learn to see beauty? Draw this world.

6. Exhibition of children's works.

Preview:

Diligence. How to be industrious.

Target: to develop and educate love and respect for work, the desire to bring joy to loved ones, to learn to occupy oneself with interesting work.

Lesson progress

1. Work on proverbs.Proverbs are gradually posted on the board (or appear on the interactive board, on slides). Children explain their meaning.

Whoever loves to work cannot sit idle.

Do you often sit at home doing nothing or always find something to do?

What do you think, what kind of person is more interesting to live: the one who always finds something to do or the one who likes to mess around? Why?

A bird is recognized in flight, and a person is recognized at work..

What should be a person to work well and with joy?

Were there cases when you could tell by the work done what kind of person did it?

What comes without difficulty never brings happiness.

Tell us about something you have repaired or made yourself.

What do your parents do with their hands? What have you learned from them?

When did you first make something with your own hands?

2. Consideration of the exhibition "Our hands are not for boredom"(the exhibition must be booked in advance)

Do you consider yourself a hardworking person? What is the most important thing for you?

What qualities does a person need to learn to do something well?

(You can write them on the board)

Think about who has such qualities, and what needs to be developed further.

3. Joint activity.

Try to make rules or advice for a person who wants to become industrious.

Discussion of work.

4. Conversation about professions.

Show the children pictures of different types of professions or uniforms and ask them to guess the profession.

Do you know people who have several professions at once?

And who do you want to become?

Why do you think some people suddenly change careers?

(You can tell children about outstanding people, about their achievements and attitude to work)

5. Reading a fairy tale.

B. Sergunenkov "Carpenter"

There lived a carpenter. He built many houses in his life. He loved his work very much, tried to make everyone live in warmth and comfort.

Once he cut down the house of a neighbor. Day cuts, night. The neighbor sees: the carpenter is working tirelessly, he was afraid that he would not work hard, would not get sick. The neighbor says to the carpenter:

You could eat a little.

And the carpenter replied:

I like work better than bread.

You would drink a little.

To me, work is sweeter than water.

You could get some sleep.

I enjoy work more than sleep.

The neighbor took pity on the carpenter and locked him in the shed by force. Thought he'd make the carpenter rest. And he found boards in the barn - he is making a door.

The carpenter's neighbor put him to sleep, like he lulled a little one. The carpenter sleeps, but even in his sleep he cannot sleep. He holds a small block of wood in his hands and cuts out a ridge on the roof in a dream. The neighbor tied the hands of the carpenter. Now he can't do anything! And, true. The carpenter lies bound, and his hands cannot be moved. Then a neighbor at a construction site heard the sound of a carpenter's ax. I ran to look: who works there instead of a carpenter? He looks and does not believe his eyes: the ax itself amuses itself without a master, the saw saws, the logs are placed in a row crown after crown. He understood: not to tear the master away from his work. And left in peace. So the carpenter still works in hunting.

Target: to affirm in the hearts of children universal values: kindness, love, beauty, mercy.

Lesson progress

1. Introductory conversation.

The word "HEART" is written on the board in large letters.

Children are invited to pick up epithets, write them on the board.

Have you ever wondered what kind of heart you have?

What does it mean when they say, "This man is heartless"?

2. The teacher draws a big heart on the board.

This is the heart of the family. List all the treasures that are stored in this heart.

The teacher writes all the treasures in the heart drawn on the blackboard.

Children are divided into 3-4 groups, and each of them composes a small fairy tale about how the heart keeps this treasure.

3. Reading a fairy tale.

A. Karaliychev "The Winged Prisoner"

There was light snow outside. Near the house, three sparrows were sorting through straws with their beaks, looking for grains dropped into the threshing machine. Ivancho stood at the window, wiping the misted glass with his palm, and watched with curiosity as the ruffled birds approached his trap. And he made a trap from two blackened tile tiles: on one he poured a handful of yellow millet, and placed the other at an angle over it, lightly supporting the upper edge with two horns. One of the sparrows, seeing the millet, chirped happily and rushed to peck at it. Inadvertently, he touched one horn. The top tile of the tile fell, covering the sparrow. He was trapped. Ivancho cried out with joy, as he was, in his socks, he ran out into the yard and rushed to the trap. Grabbing the trap with the winged prisoner, he ran back into the warm room, closed the door tightly behind him, and lifted the top tile. Sparrow fluttered out of the trap with a noise. He decided that he was free, quickly soared up and hit his wings on the ceiling. The prisoner dangled towards the window, began to beat against the glass. Exhausted, the poor bird fell, and Ivancho grabbed her.

Yep, got it! - he said, - now I'll take scissors and cut your wings, then we'll see how you will fly!

The huge scissors with which my mother cut the fabric hung on a nail.

Just wait, - Ivancho threatened the sparrow, - mother will return and get the scissors. He put the bird in his bosom, sat down by the window and thought.

Knock-Knock! Ivancho's heart was beating.

Who is it knocking? asked the sparrow.

I knock, answered the heart.

And who are you?

I am Ivancho's heart.

You know, the bird complained, Ivancho wants to cut my wings with scissors.

Oh, this Ivancho for me! The heart took a deep breath. - He would only be naughty.

Can you help me?

No, I can't, my heart answered. - Ivancho's ears seem to be stuffed with cotton, no matter how much you shout, he won't hear. I'll call for help dream.

Evening was approaching. Sleep Ivancho became invisible before him and touched his eyelashes. His heart told him what Ivancho was up to.

Can you help Ivancho? it asked.

Okay, - the dream whispered softly and closed Ivancho's eyelids.

(Children can be asked how they think sleep can help a little sparrow. After the assumptions, you can continue reading)

The little boy fell asleep, and it seemed to him that he was walking barefoot along a crooked snow-covered path in a dense forest. He wants to eat, refresh himself, he wants to warm his cold hands, but in the white forest covered with snow there is neither bread nor fire. He walked and walked, and suddenly, out of nowhere, between the old trees, white with snow, a small red house appeared. Ivancho looks, and in front of the house lies a large wooden trough. One edge of it is raised and supported by a perch. There is a plate under the trough, and on it is a good piece of cheese, white as snow, and a slice of bread. Ivancho's stomach failed from hunger. He crept up to the trough and looked around: there was not a soul around. Without thinking twice, the poor fellow darted under the trough and held out his hand to the plate. Before he could touch the bread, the trough fell and covered him. Ivancho needs to fight, he wants to scream at the top of his voice, but he cannot make a sound. Then the door of the red house slammed. The gray-haired old woman lifted the trough, grabbed Ivancho by the legs, looked into his eyes and howled:

So you are the same boy who catches the poor sparrows? Well, wait, I'll teach you a lesson!

(Children can again make suggestions about how the old woman can punish Ivancho)

She dragged him across the snow to her little house. She pulled a huge pair of scissors from the wall, made from two crossed sabers.

What are you going to do? Ivancho asked, trembling like an aspen leaf.

I will cut off your hands with which you grab defenseless birds and clip their wings!

And the gray-haired old woman snapped her terrible scissors. Ivancho broke free and was about to run, but the old woman grabbed him with her bony hand.

Stop! she called.

He looked around. There is no one in the room. Ivancho remembered about the sparrow. And he shrank in his bosom and squeaks plaintively. Ivancho rubbed his sleepy eyes for a long time. Then he got up, put his hand into his bosom, took out the hushed bird, affectionately pressed his cheek against it, opened the window and released it. Sparrow fluttered and melted in the cold winter twilight.

Target: to develop human virtues, to teach to give a good mood, to support in difficult times, to be attentive and responsive.

Lesson progress

1. Introductory conversationbegins with viewing reproductions of paintings depicting smiling people: a portrait of L. Tolstoy, a painting "Wheat" by T. Yablonskaya, "La Gioconda" by Leonardo da Vinci (or others)

What do the smiles of the people in these pictures say?

What role do you think a smile plays in people's lives?

What would life be like if people didn't smile?

2. Listening to V. Shainsky's song "Smile".Children can sing along.

What do you think it takes to learn to smile?

How often do you smile? What makes you smile?

Can a smile heal a person?

In what professions is a smile necessary? Why do you think so?

Examination of illustrations, which depict people of different professions.

Can a smile be called a miracle? Why?

Is it possible to speak with smiles? Try it. (Children can demonstrate this "talk with smiles")

Have you noticed how the smiles of old and young people differ? How?

Why do people use the expression "give someone a smile"?

Did you give your smile? Who would you give it to now? Donate.

Have you received a smile as a gift? Is it nice to receive such gifts?

Do you find it difficult to give such gifts?

3. Reading a treatise on smilingunknown author.

A smile costs nothing but gives so much.

It enriches those to whom we give it without making us poorer.

A smile brings happiness to the house, gives rise to friendship between people.

It gives inspiration to the weak, courage to the hopeless, sunshine to the sad.

It cannot be bought, begged, borrowed or stolen, for it has no value unless it is freely given.

Some people are too tired to give you a smile. Give them yours. For no one needs a smile as much as those who have nothing to give but it.

4. Bottom line.

Give your definition of a smile.

Is it only humans who can smile? Have you ever seen how animals, plants, clouds smile?

Do you like when people smile?

Draw your parents (or friends) smiling.

Can organize the exhibition "The Light of a Smile".