Moral education of younger schoolchildren in a multinational team. List of used literature. Children in the process of historical development.

Introduction

1. The essence and nature of moral education, the concept of moral education in pedagogy.

2. Features and conditions of moral education of younger students

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

4. Educational work on moral education

5. Local history is one of the forms of education of a spiritual and moral personality

5.1 Working with parents

Conclusion

Bibliography

Introduction

"In the upbringing of a person, it is important to ensure that moral and moral truths are not only understandable, but also become the goal of every person's life, the subject of one's own aspirations and personal happiness." (The ABC of moral education: A guide for the teacher. / Under the editorship of I.A. Kairov, O.S. Bogdanova. - M .: Education, 1997 - 17p.)

Questions of moral development, upbringing, improvement of a person worried society always and at all times. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming more and more urgent. Who, if not a teacher, who has the opportunity to influence the upbringing of a child, should give this problem a crucial role in their activities. moral education- a process aimed at the formation and development of the integral personality of the child, and involves the formation of him to the Motherland, society, team, people, to work, to his duties and to himself. The task of moral education is to turn the socially necessary requirements of society into internal incentives for the personality of each child, such as duty, honor, conscience, and dignity. (Babansky Yu.K. Pedagogy. / Yu.K. Babansky.–M.: Enlightenment, -1998–479s.)

For implementation, a program of moral education of schoolchildren is necessary; it is very extensive and covers a range of various moral relations in which moral qualities are clearly manifested.

The basis of education, which determines moral development, is the formation of humanistic relations of children, regardless of the content, methods, forms of educational work. In the education of any moral quality, various means of education are used. In the general system of moral education, an important place is occupied by a group of means aimed at the formation of moral judgments, assessments, concepts, and the education of moral convictions. This group includes ethical conversations, lectures, debates on ethical issues.

Knowledge of moral standards is a prerequisite for moral behavior, but knowledge alone is not enough. The criterion of moral education can only be the real actions of children, their motives. The desire, willingness and ability to consciously observe the norms of morality can be brought up only in the process of long-term practice of the child himself, only by practicing moral deeds.

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. If the child does not survive this, then the true human sensitivity of perception will be alien to him.

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. Kharlamov and others, which reveal the essence of the basic concepts of the theory 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.)

The research problem is to create pedagogical conditions for the moral education of schoolchildren in the process learning activities. Concerning, goal research is a theoretical substantiation of the possibility of moral education in the process of educational activities, and the development of methods and programs of moral education in the process of educational activities.

An object research - educational activities of schoolchildren.

Subject research - moral education of schoolchildren in educational and educational activities.

Starting the study, the author puts forward the following hypothesis: the moral education of schoolchildren will be carried out in educational activities if:

a) students act purposefully in the performance of educational tasks;

b) their actions acquire a conscious character;

c) use the acquired experience to solve the tasks set by the teacher.

In accordance with the problem, purpose, object and subject of the study, the following tasks:

1. To give an analysis of the state of the problem of the moral education of schoolchildren in the theoretical literature.

2. To identify the conditions for moral education in the educational and educational activities of schoolchildren.

3. Describe the experience of moral education of younger students.

Novelty of the research and practical significance are that the pedagogical conditions ensure the effectiveness of the educational activities of schoolchildren, contribute to the disclosure and development of the spiritual and moral qualities of schoolchildren, namely, responsibility, goodwill, independence. The base of the research is MOUSOSH № 4g. Aleysk, 2 "A" class.

1. Essence and nature of morality

The moral education of the personality of the child is one of the most important tasks of the school. And this is natural, because in the life of our society the role of moral principles is growing more and more, the scope of the moral factor is expanding. Moral education is a process aimed at the holistic formation and development of the child's personality, and involves the formation of his relationship to the Motherland, society, people, work, his duties and himself. In the process of moral education, the school forms in the younger student a sense of patriotism, camaraderie, an active attitude to reality, and deep respect for working people. The task of moral education is to turn the socially necessary requirements of society into internal incentives for the personality of each child, such as duty, honor, conscience, and dignity. (Education of the student's personality in moral activity: Methodological recommendations / Om. State Pedagogical Institute named after Gorky. - Omsk: OGPI, 1991.- 267 p.)

The core of education, which determines moral development, is the formation of humanistic relations and relationships among children. Regardless of the content, methods and forms of educational work and the corresponding specific goals, the teacher should always face the task of organizing the moral relations of children. Own moral experience creates the conditions for effectively mastering the experience of other people, which is passed on to children in the process of moral education. Accumulating their own moral experience, the child may make a mistake, do the wrong thing. The educator must help him to realize and survive the fallacy, immorality of his act; of course, it is necessary to help him not only to correct his behavior, but also to influence the direction of the motives that caused this or that action. The moral upbringing of the younger schoolchild takes place mainly and above all in the process of learning. The teaching of a child only with a superficial approach may seem to be a purely individual matter. In fact, the lesson is a place of various collective actions and experiences, the accumulation of experience in moral relationships. In the classroom, children learn to work independently, for the successful implementation of which it is necessary to correlate their efforts with the efforts of others, learn to listen and understand their comrades, compare their knowledge with the knowledge of others, defend their opinion, help and accept help. In the classroom, children can experience together a keen sense of joy from the very process of acquiring new knowledge, grief from failures and mistakes. In educational terms, all subjects that are studied at school are equally important. The system of moral education is built concentrically, i.e. In each class, children are introduced to basic moral concepts. But from class to class, the volume of knowledge increases, the awareness of moral concepts and ideas deepens. Already in the 1st grade, the teacher gradually introduces the concepts of benevolence and justice, camaraderie and friendship, collectivism and personal responsibility for the common cause. It goes without saying that work on the education of these qualities in children is carried out in a complex manner during all four years of education. In order to develop the moral consciousness of schoolchildren, the teacher helps them to comprehend how they own experience, and the experience of others (example of comrades, parents and adults, examples from the literature). With younger students, it is necessary to conduct systematic conversations on ethical topics. (Chepikov V.T. Education of moral qualities of junior schoolchildren / Educational and methodological manual / V.T. Chepikov. - Grodno: GrGU, 2001. - 189 p.)

In the moral education of younger schoolchildren, the personal example of the teacher, his attitude towards children, is of decisive importance. Even in small things, in manners, children try to imitate their teacher. If the relationship between the teacher and students is characterized by sincerity, responsiveness, caring, the same will be the relationship of students among themselves. The teacher should avoid general assessments of the personality of each student. A student can be praised or condemned for his act, but one should not transfer the assessment of a specific fact to his personality as a whole and say that he is generally good or, conversely, bad in everything. home furnishings and family relationships big influence on the moral development of the student. That is why it is important to teach parents how to raise children. The moral development of the child must be monitored as carefully as his progress in reading, writing, and mathematics.

moral education- the process of formation of moral qualities, character traits, skills and habits of behavior. The fundamental basic category of moral education is the concept of moral feeling (constant emotional sensation, experience, real moral relations and interactions).

moral consciousness- an active process of reflection by the child of his moral relations, states. The subjective driving force behind the development of moral consciousness is moral thinking- the process of constant accumulation and comprehension of moral facts, relations, situations, their analysis, evaluation, adoption of moral decisions, the implementation of responsible elections. Moral experiences, torments of conscience are generated by the unity of sensual states reflected in consciousness, and their comprehension, evaluation, moral thinking. The morality of a person is made up of subjectively mastered moral principles that guide him in the system of relations and constantly pulsating moral thinking. Moral feelings, consciousness and thinking are the basis and stimulus for manifestation moral will. The morality of a person is manifested in the conscious adherence to moral principles and in habitual forms of moral behavior. Moral education is an active life process of relationships, interactions, activities, communication and overcoming contradictions. This is a process of constant and systematic decisions, choices of volitional actions in favor of moral norms, a process of self-determination and self-government in accordance with them.

result moral education is moral education. It materializes in social valuable properties and personality traits, manifested in relationships, activities, communication. Moral education is effective when its consequence is moral self-education(the purposeful influence of the individual on himself in order to develop the desired character traits) and self improvement(the process of deepening the general moral state of the individual, the elevation of the whole way of life, raising it to a higher quality level) of schoolchildren.

The specifics of the process of moral education:

conditioned by its content - public morality, the need to introduce the norms of public moral consciousness into the individual consciousness and behavior of each student;

The originality of its goals, content, manifestation moral upbringing or bad manners, organization and diagnosis;

· involvement in the process of mental, labor, civil, aesthetic, physical, economic, legal, environmental, anti-alcohol education.

The development of morality (the ability to make moral judgments) is closely related to cognitive development. (Bogdanova O.S., Petrova V.I. Methods of educational work in primary school / O.S. Bogdanova, V.I. Petrova. - M .: Education, 1980. - 207 p.) Levels of morality (according to Kohlberg) have the following gradation:

1. Pre-moral level(up to 10 years old) includes stages: at the first stage, the child evaluates the deed as good or bad in accordance with the rules learned from adults, tends to judge actions by the importance of their consequences, and not by the intentions of the person (“heteronomic morality”), judgments are imposed depending on the reward or punishment that this act may entail.

At the second stage, an action is judged in accordance with the benefit that can be derived from it, and the child begins to judge actions according to the intentions that caused them, realizing that intentions are more important than the results of the completed action (“autonomous morality”). With regard to elementary school, a level should be reached when the child acts morally not only in public, but also alone with himself. It is very important to teach children to rejoice in the joy of others, teaches them to empathize. At this age, the child is able to evaluate his behavior, based on the moral standards that are accepted by him. The task of the teacher is to gradually accustom children to such an analysis of their actions.

2. Conventional level(from 10 to 13 years old) - orientation to the principles of other people and to laws. In the third stage, the judgment is based on whether the act will receive the approval of other people or not. In the fourth stage, the judgment is made in accordance with the established order and the official laws of the society.

3. Post-convection level(from the age of 13) - a person judges behavior based on his own criteria. At the fifth stage, the justification of the act is based on respect for human rights or recognition of the democratic decision taken. At the sixth stage, an act is qualified as right if it is dictated by conscience - regardless of its legality or the opinions of other people. Kohlberg notes that many people never get past stage four, and that less than 10% of people aged 16 and over reach stage six.

2. Features and conditions of moral education of junior schoolchildren

Scientists in the field of pedagogy have revealed that in different age periods there are unequal opportunities for moral education. A child, a teenager and a young man have different attitudes towards different means of education. 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 development of the child occupies a leading place in the formation of a comprehensively developed personality. Working on the problems of moral education of younger students, it is necessary to take into account their age and psychological characteristics:

1) Propensity to play. In the conditions of play relations, 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 lessons in justice, honesty, truthfulness. The game requires its participants to be able to act according to the rules. “What a child is in the game, such in many respects he will be in work when he grows up,” said A.S. Makarenko.

2) The 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.

3) Insufficient clarity of moral ideas due to little experience. Given the age of children, the norms of moral behavior can be divided into 3 levels:

4) There may be a contradiction between knowing how to, and practical application (this applies to etiquette, rules good manners, communication). So, when discussing the upcoming trip to the museum, we remind you how to behave in transport. Suddenly the children say:

And I saw how Seryozha was sitting on the bus, and his grandmother was standing next to him.

Serezha does not know how to walk in pairs: either he pushes, or he steps on his feet, or he lags behind.

Today he almost knocked down a teacher from another class...

This is true? - the teacher is surprised.

Yes, but I won't do it again! - sincerely assures the boy.

Knowledge of moral norms and rules of behavior does not always correspond to the real actions of the child. Especially often this happens in situations where there is a discrepancy between ethical standards and personal desires of the child.

5) The uneven use of polite communication with adults and peers (at home and at home, at school and on the street). Let us turn to the experience of great teachers. V. A. Sukhomlinsky said: “In practical work in moral education, our teaching staff sees, first of all, the formation of universal norms of morality. (Marenko I.S. Moral formation of the student's personality / I.S. Marenko. - M .: Pedagogy, 1985. - 368 p.) younger age When the soul is very malleable to emotional influences, we reveal to children the universal norms of morality, we teach them the ABC of morality:

o You live among people. Do not forget that your every act, your every desire is reflected in the people around you. Know that there is a line between what you want and what you can. Check your actions with a question to yourself: are you doing evil, inconvenience to people? Do everything so that the people around you feel good.

o You enjoy the benefits created by other people. People make you the happiness of childhood. Pay them well for it.

All the blessings and joys of life are created by labor. One cannot live honestly without labor.

o Be kind and considerate to people. Help the weak and defenseless. Help a friend in need. Don't hurt people. Respect and honor your mother and father - they gave you life, they educate you, they want you to become an honest citizen, a person with a good heart and a pure soul.

o Be indifferent to evil. Fight against evil, deceit, injustice. Be irreconcilable to those who seek to live at the expense of other people, harm other people, rob society.

Such is the ABC of moral culture, mastering which children comprehend the essence of good and evil, honor and dishonor, justice and injustice. Among the main tasks that modern society before public education, the actual task of educating an active conscious creative personality is highlighted. 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.

It is necessary to move to the second side of the question put forward in the hypothesis about the structure of educational activity - to the question of the significance of the unity of all three components of educational activity (motivational, meaningful, operational) for the development of students primary school as a subject of educational activity. Moreover, the essence of the significance of this unity can be considered in two aspects. The first is the possibility of developing each of them on the basis of the other two. Thus, the formation of a student's motivational sphere is impossible without sufficient development of both the content and the operational side, since both the consciousness of one's capabilities and the emergence of attitudes (feelings), corresponding "signals" is possible only if the child has a certain content, on the basis of which a need arises. , and a set of techniques - ways to meet these needs. Thus, the student becomes an active participant in the learning process, i.e., the subject of educational activity, only when he owns a certain content, that is, he knows what to do and why. The choice of how to do it will be determined by his knowledge, and his level of mastery of operational structures, and the motives for this activity.

The second aspect, revealing the essence of the significance of the unity of these components, is the following: today, the process of education in elementary school is largely aimed at mastering knowledge and techniques, methods of educational work, i.e. the emphasis is on the content and partially operational components. At the same time, it is assumed that in the course of this process both mental development and moral development take place. In a certain part, this provision is true, but with the purposeful formation of content 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 full use of the 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. (. Ethical education of younger students: A teaching aid for primary school teachers. / Compiled by A.K. Lopatkina. - Omsk: Omsk State University, 2004. - 103 s) First, having come to school, the child moves from the "everyday" assimilation of the surrounding reality, including the 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 between students and the relationship between students and the teacher.

And the third factor: in the process of discussing the situation in the modern school, the thesis that schooling is, first of all, the formation of a moral personality is increasingly heard. In this regard, it is proposed to increase the proportion of the 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. The formation of morality occurs at school in all lessons. And in this respect there are no main and non-main subjects. It educates not only the content, methods and organization of teaching, the teacher, his personality, knowledge, beliefs, but also the atmosphere that develops in the lesson, the style of relations between the teacher and children, children among themselves. The student himself educates himself, turning from an object into a subject of education.

For moral education, it is important to organize teaching as a collective activity, permeated with highly moral relations. Educational activity becomes a collective work, if the cognitive task is set for the children as a common one, a collective search is needed to solve it. In the elementary grades, special techniques are required so that children can become aware of the educational task both as a general one and as relating personally to them. Excursions into nature are a kind of school of moral education. They are held with students of various age groups. Such excursions enable the teacher to instill in schoolchildren a sense of the master of the Motherland, a careful attitude to its heritage-nature. Schoolchildren's knowledge of moral standards obtained in the classroom, their own life observations are often fragmented and incomplete. Therefore, special work is required related to the generalization of the acquired knowledge. The forms of work are different: in primary school it can be a teacher's story, an ethical conversation.

Ethical conversations contribute to the acquisition of moral knowledge by the younger generation, the development of ethical ideas and concepts among schoolchildren, the development of interest in moral problems, and the desire for evaluative moral activity. The main purpose of an ethical conversation is to help schoolchildren understand complex issues of morality, to form a firm moral position among children, to help each student realize their personal moral experience of behavior, to instill in pupils the ability to develop moral views. In the process of ethical conversations, it is necessary that the children actively participate in the discussion of moral problems, come to certain conclusions themselves, learn to defend their personal opinion, and convince their comrades. Ethical conversation is based on the analysis and discussion of specific facts and events from Everyday life guys, examples from fiction, periodicals, movies. The result of the conversation is a bright, convincing word of the teacher, who draws a conclusion on the issue under discussion, gives practical recommendations to the children. In ethical conversations, the main role belongs to the teacher, and he must have a good command of the word

The educational process is built in such a way that it provides for situations in which the student is faced with the need for an 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.

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

The educational process is planned and built in the relationship of 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, the content of educational work, the age of students is taken into account, and a 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. Huge role in the moral formation of the personality of a younger student belongs to the teacher, his methodological skill. The method of working with fairy tales in elementary grades is due to the qualitative heterogeneity of this genre. When guiding the reading of fairy tales, it is necessary for the teacher, based on the specifics of the fairy tale genre, to purposefully form in students the optimal amount of skills that focus children's attention on the main thing in the “fairy tale world”, the ability to highlight episodes similar in ideological content with the same hero and to determine their emotional nature for the development in children of the ability to empathize, emotional and figurative memory. A lot still needs to be done in elementary school in order to educate children in a moral sense, to lead them to true spirituality. Let's turn to practical side research.

General lesson in 2nd grade on the free theme "The Ten Commandments". The children remembered everything that they had read about this for three years: from the half-forgotten stories of the educational book and extracurricular reading, they again had images of childhood friends. The students had been preparing for it for a week, and the general conversation convinced them that the ten commandments could be divided into three conditional groups. Why can it be said about the ten commandments that they constitute the "backbone" of a Christian's morality, his constitution? ().

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 people who have lived a long difficult life, teach children kindness. The kindness and love of elders for children teaches children to be kind, sympathetic, attentive to other people. Any society is interested in preserving and transferring the accumulated experience, otherwise not only its development, but also its very existence is impossible. The preservation of this experience largely depends on the system of upbringing and education, which, in turn, is formed taking into account the peculiarities of the worldview and socio-cultural development of a given society.

4. Educational work on moral education

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 events are held at school with children: conversations on ethical topics, reading fiction, discussion of the positive and negative actions of children. However, for this whole system educational activities was 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. Necessary condition The formation of the moral sphere of the child becomes the organization of joint activities of children, contributing 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 relationship of 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, the content of educational work, the age of students is taken into account, and a 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. This school has developed an author's program on moral education.

5. Local history is one of the forms of education of a spiritual and moral personality

It is no coincidence that teachers turned to the problem of using local history in the classroom and in extracurricular activities. 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, they 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. To increase cognitive interest in the history of the region, its past, present and future, in nature native land, school teachers turned 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. Great importance has a 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”), the meaning Altai Territory in the history and culture of Russia (“I am my city, my land, 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 analyze 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 areas are the geological structure, climatic conditions, vegetation and animal world... Realizing that it is only on the basis of knowledge that one can convince students of the need to take care of nature, I choose various forms and methods of acquaintance: excursions, conversations, creative work, meetings with people of different professions, etc.

5.1 Working with parents

Modern parents have become accustomed to the personal irresponsibility that has been brought up in us over the years. recent decades. But you can not give consent to this destructive work. At the end of each school 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.

Throughout the year, the teacher observes how children behave during common activities, any events in the classroom, during breaks and after school. 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. The children's team lives according to the lessons of good manners (Appendix 2). 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, God, nature, culture, civilization.

Conclusion

The problem of moral education was studied by philosophers, psychologists, and teachers - scientists. But even now it is relevant. Based on the results of the study, we made the following conclusions. The effectiveness of the moral education of schoolchildren is possible when creating pedagogical conditions: motivational, meaningful, operational.

Experimental work in the MOU secondary school No. 4 in Aleysk showed the need to conduct classes on moral education with younger students. Although theoretical knowledge prevails over practical skills in the experimental 2 "A" class, work on the formation of morality must be continued so that theoretical knowledge enters the zone of "actual development" (according to Vygodsky's theory of development). The program "Moral education of schoolchildren in educational activities" can help to increase the level of educational preparation of students at school, ensuring the development of the moral qualities of the individual in educational activities. 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 the personality in the younger school age, is the formation of a humanistic attitude and the relationship of 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 the student depends on the literacy of the teacher, the variety of methods used by him and the emotional response of children. 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.

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moral education

Definition

The term "morality" originates from the word character. In Latin, morals sound like /moralis/ - morality. “Morals” are those standards and norms that guide people in their behavior, in their daily actions.

moral education - this is a purposeful process of formation of a high consciousness, moral feelings and behavior in the younger generation in accordance with the ideals and principles of morality.

The process of moral education - this is a set of consistent interactions between the educator and the team, aimed at achieving the effectiveness and quality of pedagogical activity and the proper level of moral education of the child's personality.

The highest level of formation of moral consciousness is beliefs.

Target

The purpose of moral education is determined by the prevailing social relations and spiritual values. At present it isthe formation of a morally stable whole personality . This thesis determines the direction and organization of the entire process of moral education.

Tasks:

formation of consciousness of connection with society, dependence on it, the need to coordinate one's behavior with the interests of society;

familiarization with moral ideals, the requirements of society, proof of their legitimacy and reasonableness;

the transformation of moral knowledge into moral convictions, the creation of a system of these convictions;

the formation of stable moral feelings, a high culture of behavior as one of the main manifestations of a person's respect for people;

the formation of moral habits.

From the history

Already in the Middle Ages, the theory of authoritarian education was formed, which in various forms continues to exist at the present time. One of the brightest representatives of this theory was a German teacherI.F. Herbart who reduced education to managing children. The purpose of this control is to suppress the wild playfulness of the child, "which throws him from side to side", the control of the child determines his behavior in this moment, maintains the outer order. Herbart considered threats, supervision of children, orders and prohibitions as methods of management.

As an expression of protest against authoritarian education, the theory of free education arises, put forward byJ.J. Rousseau . He and his followers urged to respect the growing person in the child, not to constrain, but to stimulate in every possible way the natural development of the child in the course of education. This theory also found its followers in various countries of the world as a theory of spontaneity and gravity in education. She rendered certain influence and national pedagogy.

V. Sukhomlinsky spoke about the need to engage in the moral education of the child, to teach "the ability to feel a person." In his works, he wrote: “No one teaches a small person: “Be indifferent to people, break trees, trample on beauty, put your personal above all else.” It's all about one very important pattern of moral education. If a person is taught good - they teach 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.

The teachers of the first post-revolutionary years, based on the requirements of the new, socialist school, tried to reveal the concept of the process of education in a new way. So,P.P. Blonsky believed that education is a deliberate, organized, long-term influence on the development of a given organism, that any object of such influence can be creature- man, animal, plant.

A.P. Pinkevich interpreted education as a deliberate, planned impact of one person (some people) on another (others) in order to develop biologically or socially useful natural personality traits.

Methods of moral education

parenting method - this is a way of mutual cooperation between educators and pupils to achieve the most effective results of education and development.

Traditional methods of moral education are focused on instilling norms and rules in schoolchildren. public 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.

You can implement moral education programs using the following methods (training): conversation,clarification, requirement, example, punishment, encouragement, exercise, methods of control and self-control, game.

Ethical Conversations contribute to the acquisition of moral knowledge by the younger generation, the development of ethical ideas and concepts among schoolchildren, and the development of interest in moral problems. The main purpose of an ethical conversation is to help schoolchildren understand complex issues of morality, to form a firm moral position among children, to help each student realize his personal moral experience of behavior, to instill in pupils the ability to develop moral views.

An integral part of educational activities in primary school isreading and analysis of stories, poems, fairy tales from educational books which help children understand and appreciate the moral deeds of people.

Methods of moral education must be supported by activities, that is, children must constantly use their knowledge in practice.

Forms of moral education

A child, as a personality, is formed under the influence of parents, and under the influence of a teacher, and in a society of peers, and individually. Therefore, to implement the program of moral education, individual, frontal, group forms are chosen, whether it is classroom or extracurricular activities.

These can be various activities aimed at developing certain moral qualities:history lessons, world artistic culture, literature and the Russian language, the world around .

Educational activities includeexcursion , for example, literary, on which, in addition to academic knowledge, the morality of younger students is also formed. You can also organize extra-curricular trips of students to the theater and museums.

The effectiveness of moral education increases if the following forms of interaction are observed:

participation of all representatives in holding events within the framework of the program;

holding joint events in the areas of spiritual and moral development and education in an educational institution.

As part of the implementation of the program of moral education of schoolchildren, it is also necessary to work with their parents. For this, variousforms of work with parents: meeting, family lounge, round table meeting, question and answer evening, pedagogical workshop, training for parents, etc.

Extracurricular forms of moral education include watching cartoons and films.

Means of moral education

The means of moral education include all those objects with the help of which this education is realized: books, cartoons, films, magazines (special editions for children), etc.

Evaluation of results

It is necessary to evaluate the results of upbringing carefully, without intruding into inner world schoolboy. According to the Federal State Educational Standard, only the upbringing of the class as a whole, but not individual students, can be assessed. Acceptance of spiritual valuesin words verifiable written diagnostic papers (anonymous). They are invited to evaluate certain life situations, to say how they would act. Acceptance of valuesin practice can only be assessed through observation and self-assessment.

To diagnose the level of spiritual and moral development and education of students, you can use the book"How to design universal learning activities" edited by A.G. Asmolov (in accordance with the Federal State Educational Standard). The author proposes to diagnose on the basis of the method of independent characteristics "Moral - value orientations". Using this method, teachers evaluate each respondent according to the following criteria:

patriotism,

tolerance,

bashfulness,

honesty,

justice,

a responsibility,

benevolence,

empathy,

installation on a healthy lifestyle and safety.

The result of moral education is manifested in the attitude of schoolchildren to their duties, to the activity itself, to other people. To identify the level of formation of the moral qualities of schoolchildren, it is necessary to use works different types art, and as the main form of work, conduct conversations with students on moral topics, thereby expanding the moral ideas and knowledge of students from class to class.