Coursework: Spiritual and moral education of junior schoolchildren. Moral lessons in elementary school Moral education classes in elementary school

03.05.2020

Working programm extracurricular activities in the spiritual and moral direction

Moral Lessons

Explanatory note……………………………………………………….3

Planned results of students mastering the extracurricular activity program “Moral Lessons”…………………………………….7

Educational and thematic plan………………………………………………….15

References………………………………………………………..26

Appendix……………………………………………………………… …27

Explanatory note

The problem of spiritual and moral education in modern society has become special meaning. The loss of moral guidelines, the depreciation of such concepts as conscience, honor, duty, led to negative consequences in society: social orphanhood, increased crime and drug addiction among adolescents, loss of positive motivation to study.The Concept of Spiritual and Moral Development and Education of a Russian Citizen defines the modern national educational ideal. Thisa highly moral, creative, competent citizen of Russia, who accepts the fate of the Fatherland as his own, aware of responsibility for the present and future of his country, rooted in the spiritual and cultural traditions of the multinational people of the Russian Federation .

Work on spiritual and moral education should begin at primary school age by introducing children to moral norms and rules of behavior and the formation of moral habits. In a children's group, a child has the opportunity to test his knowledge, ideas and moral inclinations through his own experience, which ensures the transition of external moral requirements into internal ones.

Relevance The program is determined by the fact that one of the most important tasks of education at present is the development by children of the spiritual values accumulated by humanity. The level of a person’s morality is reflected in his behavior, which is controlled by his internal motivations, his own views and beliefs. The development of such views, beliefs and habits is the essence of moral education.

Novelty program is that it is aimed at supporting the formation and development of a highly moral, creative, competent citizen of Russia. The program ensures the implementation of one of the areas of spiritual and moral education and development: the education of moral feelings and ethical consciousness of primary schoolchildren.

The “Moral Lessons” program is based on the “ABC of Morality” program by E. Kozlov, V. Petrova, and I. Khomyakova, and can be implemented by an elementary school teacher in collaboration with parents. It is possible to attract interested students and teachers additional education. The teacher conducts classes outside of school hours once a week. The whole class or a group of 8-10 students attend the classes.

"Moral Lessons" must be emotional, built on involuntary attention and memory, and include game elements. Vivid visuals and electronic resources must be used. As homework, you can recommend that children complete a drawing, read a book or story with their parents. It is important to acknowledge everyone who has completed their homework. In moral lessons, the student’s activity and participation in discussions of life situations are important. These are lessons of clarification, explanation and teaching. The main task of the teacher is to awaken a child’s interest in the inner world of a person, to make him think about himself and his actions, their moral essence.

The program includes 135 lessons of 35 - 45 minutes and is designed for four years of study.

Target programs : education of moral feelings and ethical consciousness in junior schoolchildren.

Tasks :

To form initial ideas about moral norms and rules of moral behavior, about ethical standards of relationships in the family, between generations, ethnic groups, bearers of different beliefs, representatives of social groups.

To promote the assimilation of rules of behavior in an educational institution, at home, on the street, in a populated area, in in public places, Outdoors.

Reveal the essence of moral actions, behavior and relationships between people of different ages based on mutual assistance and support.

Teach the techniques and rules of discussion, express your opinion in a reasoned manner and listen carefully to the opinion of your interlocutor.

Classes are conducted in the form of lessons, trainings, extracurricular activities and game programs allowing schoolchildren to gain experience in moral behavior.

The implementation of the program involves the formation of an initial understanding of the basic values of national culture in the process of conducting conversations, excursions, correspondence travel, participation in creative activities, such as theatrical performances, literary and musical compositions, art exhibitions, watching videos.

The program is compiled on the basis of the following principles of spiritual and moral development and education:

The principle of ideal orientation. An ideal is the highest value, the perfect state of a person, a family, a school group, a social group, a society, the highest norm of moral relations, an excellent degree of moral understanding of what is proper. Ideals determine the meaning of education, what it is organized for. Ideals are preserved in traditions and serve as the main guidelines for human life, spiritual, moral and social development of the individual.

Axiological principle . Values determine the main content of the spiritual and moral development and personality education of a primary school student.The principle of following a moral example . Following example is the leading method of moral education. The content of extracurricular and extracurricular activities should be filled with examples of moral behavior. An example as a method of education allows you to expand the moral experience of a child, encourage him to internal dialogue, awaken moral reflection in him, provide the opportunity to choose when building his own system of value relations, and demonstrate to the child the real possibility of following an ideal in life.

The principle of identification (personification). Identification is a stable identification of oneself with a significant other, the desire to be like him. At primary school age, figurative and emotional perception of reality predominates, mechanisms of imitation, empathy, and the ability to identify are developed.

The principle of dialogic communication. In the formation of value relations, a major role is played by the dialogical communication of a primary school student with peers and parents ( legal representatives), teacher and other significant adults. The development by an individual of his own value system and the search for the meaning of life are impossible without the dialogical communication of a person with another person, a child with a significant adult.

The principle of polysubjective education. IN modern conditions the process of development and education of the individual has a multi-subject, multi-dimensional, activity-based character. Junior schoolchild is included in different kinds social, informational, communication activity, the content of which contains different, often contradictory values and worldviews.

The principle of system-activity organization of education. Education, aimed at the spiritual and moral development of students and supported by the entire structure of school life, includes the organization of educational, extracurricular, and socially significant activities for younger schoolchildren. Integration of the content of various types of activities of students within the framework of the program of their spiritual and moral development and education is carried out on the basis of educational ideals and values.

The listed principles determine the conceptual basis of the way of school life. This way of life in itself is formal. The teacher gives him vital, social, cultural, and moral strength.

Planned results of mastering by students

extracurricular activity programs “Moral Lessons”

The education of moral feelings and ethical consciousness in younger schoolchildren as a direction of spiritual and moral development and education of students should ensure their appropriation of appropriate values, the formation of knowledge, initial ideas, experience of emotional and value comprehension of reality and social action in the context of the formation of the identity of a citizen of Russia.

During the implementation of the “Moral Lessons” program, students will achieve educational results and effects.

Educational results are distributed across three levels.

First level of results - acquisition by students of social knowledge (about moral norms, socially approved and disapproved forms of behavior in society, etc.), a primary understanding of social reality and Everyday life. To achieve this level of results, the student’s interaction with his teachers as significant bearers of positive social knowledge and everyday experience is of particular importance.

Second level of results - students gain experience and a positive attitude towards the basic values of society, a value-based attitude towards social reality as a whole. To achieve this level of results, the interaction of students with each other at the level of the class, educational institution, i.e. in a protected, friendly environment in which the child receives the first practical confirmation of acquired social knowledge and begins to appreciate it, is of particular importance.

Third level of results - students gain initial experience of independent social action, forming socially acceptable models of behavior in younger students. Only in independent social action does a person truly become a citizen, a social activist, a free person. To achieve this level of results, the interaction of the student with representatives of various social actors outside the educational institution, in an open public environment, is of particular importance.

With the transition from one level of results to another, educational effects increase significantly:

·at the first level, upbringing is close to teaching, while the subject of upbringing as a teaching is not so much scientific knowledge as knowledge about values;

·at the second level, education is carried out in the context of the life activities of schoolchildren and values can be acquired by them in the form of individual morally oriented actions;

·at the third level they are created the necessary conditions for the participation of students in morally oriented socially significant activities and their acquisition of elements of experience of moral behavior and life.

The transition from one level of educational results to another must be consistent and gradual; this must be taken into account when organizing the education of socialization of younger schoolchildren.

In the first grade, children are especially receptive to new social knowledge and strive to understand the school reality that is new to them. The teacher’s task is to support this trend, to promote the child’s achievement of the first level of results through the educational forms he uses.

In the second and third grades, as a rule, the process of development of the children's team gains strength, the interpersonal interaction of younger schoolchildren with each other sharply intensifies, which creates a favorable situation for achieving the second level of educational results. By the fourth grade, a primary school student has a real opportunity to enter the space of social action, that is, to achieve the third level of educational results.

Achieving three levels of educational results ensures the emergence of significant effects spiritual and moral development and education of students - formation of the foundations of Russian identity, appropriation of basic national values, development of moral self-awareness, strengthening of spiritual and socio-psychological health, positive attitude to life, trust in people and society, etc.

by the end of 1st grade students should know:

1. The difference between the concepts of “ethics” and “etiquette”.

2. Rules of politeness and beautiful manners.

3. Commandments and corresponding parables.

Be able to:

1. Respect yourself, believe in your strengths and creative capabilities, recognizing this right for others.

2. Observe table etiquette and behave with dignity in public places.

3. Adhere to the “golden rule” in communicating with others.

4. Be friendly.

5. Keep the commandments.

6. Have compassion for animals, do not offend them.

7. Stick to a daily routine, be able to organize your work at home.

8. Be neat, keep your workplace in order, keep your books and notebooks clean.

9. Do not forget at home school supplies, books, notebooks necessary for scheduled lessons.

As a result of passing the program material by the end of 2nd grade students should know:

1. Etiquette requirements for oral and written invitations and communication with guests.

2. Commandments and rules of etiquette.

3. About kindness and cruelty, respect for elders and arrogance reflected in fairy tales (“The Devoted Friend” by O. Wilde, “The Bag of Apples” by V. Suteev, “The Girl Who Stepped on Bread” by H. H. Andersen).

4. Aphorisms.

Be able to:

1. Keep the commandments.

2. Observe etiquette in the theater, cinema, at an exhibition, in a museum, on the street.

3. Perform communication.

4. Write an invitation, greet guests, entertain them, behave correctly when visiting, give and receive gifts.

5. Perform mental exercises as one of the methods of self-control in self-education.

As a result of passing the program material by the end of 3rd grade students should know:

1. Previously studied commandments and aphorisms.

2. What a well-mannered person should be.

3. Etiquette requirements for conversation, including talking on the phone.

4. Summary parables and fairy tales read in class to confirm their moral beliefs.

5. Proverbs about friendship, loyalty to your word, kindness, gratitude.

6. Rules for polite refusal and disagreement. How to contact different people.

Be able to:

1. Observe the rules of politeness and beautiful manners.

2. In practice, apply methods of self-education and self-control.

3. Be able to talk on the phone, following the rules of etiquette.

4. Respect other people's opinions, even if you disagree with them.

5. Show tact and kindness in communication.

6. Be compassionate towards the grief of others.

7. Do not offend animals and birds.

8. Distinguish between good and evil, give a correct assessment of the actions of literary heroes, and be able to mentally put yourself in a similar situation.

9. Show positive moral qualities in worthy behavior and actions.

As a result of passing the program material by the end of 4th grade students should know:

1. Rules of ethics and culture of speech.

2. Requirements for manners, how correct behavior differs from gallant behavior.

3. About the sources of our moral knowledge.

4. About conscience as the basis of morality.

5. Testaments of ancestors. “Teaching” by V. Monomakh.

6. Poems about the homeland (optional).

7. Aphorisms.

8. About the benefits of patience, endurance, and the ability to foresee the consequences of one’s actions.

Be able to:

Distinguish between good and bad deeds.

Embody your ethical knowledge in everyday behavior and habits.

Treat parents, elders, peers and juniors with respect.

Fulfill the commandments.

Give a correct assessment of the actions of literary heroes and peers, and be able to mentally put yourself in a similar situation.

Students will develop universal learning actions, namely:

Personal universal learning activities:

The graduate will have the following skills:

Orientation in the moral content and meaning of both one’s own actions and the actions of those around them;

Knowledge of basic moral standards and orientation towards their implementation;

Development of ethical feelings - shame, guilt, conscience as regulators of moral behavior;

Empathy as understanding the feelings of other people and empathizing with them;

The graduate will have the opportunity to form:

- moral consciousness at the conventional level, the ability to solve moral dilemmas based on taking into account the positions of partners in communication, focusing on their motives and feelings, sustainable adherence to moral standards and ethical requirements in behavior;

- empathy as a conscious understanding of the feelings of other people and empathy for them, expressed in actions aimed at helping and ensuring well-being.

Regulatory universal educational activities:

The graduate will learn:

Accept and save the learning task;

Take into account the action guidelines identified by the teacher in the new educational material in collaboration with the teacher;

Plan your actions in accordance with the task and the conditions for its implementation, including in the internal plan;

Adequately perceive suggestions and assessments of teachers, comrades, parents and other people;

Make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the mistakes made, use suggestions and assessments to create a new, more perfect result, use digital recording (fixation) of the progress and results of solving the problem, own speech in Russian, family and foreign languages;

Cognitive universal educational activities:

The graduate will learn:

Search for the necessary information to complete educational tasks using educational literature, encyclopedias, reference books (including electronic, digital), in the open information space, including the controlled space of the Internet;

Construct messages in oral and written form;

Carry out an analysis of objects highlighting essential and non-essential features;

Communicative universal educational activities:

The graduate will learn:

Adequately use communicative, primarily speech, means to solve various communicative problems, construct a monologue statement, master the dialogical form of communication;

Allow for the possibility of people having different points of view, including those that do not coincide with his own, and focus on the partner’s position in communication and interaction;

Take into account different opinions and strive to coordinate different positions in cooperation;

Formulate your own opinion and position;

Negotiate and come to a common decision in joint activities, including in situations of conflict of interests;

To assess the planned results of mastering the “Moral Lessons” program It is recommended to use the diagnostic tools contained in the manual “How to design universal educational activities in primary school: from action to thought."

Criteria

Indicators

Meters

Formation of moral norms and rules of behavior

Knows basic moral norms and rules of behavior

Diagnostics of moral education:

Diagnosis of moral self-esteem;

Diagnostics of ethics of behavior;

Diagnosis of attitude to life values;

Diagnosis of moral motivation.

Observations from teachers and parents.

Complies with moral standards and rules of behavior

Methodology for studying the level of education.

Observations from teachers and parents

Focuses on the moral content and meaning of his own actions and the actions of those around him

Questionnaire “Evaluate the action”

(differentiation of conventional and moral norms,

according to E. Turiel, modified by E.A. Kurganova and O.A. Karabanova, 2004).

observations of teachers and parents.

To assess the effectiveness of the “Moral Lessons” program in Application Diagnostic materials and test tasks for each section are provided.

Educational and thematic plan

1 class

Tasks:

1. Introduce children to universal human moral standards.

2. Teach the techniques and rules of discussion, respect yourself and your friend.

3. To instill in students the desire to be a cultured person in society, to be neat, organized, and polite.

p/p

Name of sections and topics.

Qty

hours

Theoretical

Practical

Section No. 1

Rules of behavior at school

Rules of conduct in class and during recess.

Rules of behavior in public places.

Wardrobe rules.

Rules of behavior in the dining room.

Rules of conduct in the library.

Rules of conduct in the school yard.

Section No. 2

About being kind to people

What is “good and evil”.

"If you are polite."

Good and bad deeds.

You and your friends.

Remember about others - you are not alone in the world.

Section No. 3

How to become a hard worker

"Learning is light and ignorance is darkness".

“How to be diligent and diligent.”

Our work in the classroom.

My work is at home every day.

Section No. 4

Rules of neatness and accuracy.

Culture appearance.

Appearance culture.

Every thing has its place.

Know how to value your own and other people’s time.

Section No. 5

Rules of behavior on the street and at home.

How to behave on the street and at home.

Section No. 6

School etiquette.

How to greet people and get to know them.

What have moral lessons taught us?

2nd grade

Tasks:

1. Introduce the rules of politeness and beautiful manners.

2. Teach the commandments of morality, keeping promises, etiquette in the theater, cinema, at an exhibition, in a museum.

3. Teach the rules of behavior at a birthday party.

p/p

Name of sections and topics.

Qty

hours

Theoretical

Practical

Section No. 1

Communication culture

Etiquette (repetition).

Oral and written birthday invitation.

Meeting and entertaining guests.

Behavior at a party.

How to give gifts.

Section No. 2

Commandments.

Keep your word.

Section No. 3

Friendly relations

“Everyone needs friendship. Friendship is loyal and strong."

Devoted friend.

About kindness and heartlessness.

About respectful attitude towards elders.

About envy and modesty.

About kindness and hardness of heart.

In the world of wise thoughts.

Section No. 4

Understand the other

Golden rules.

We learn to understand the mood of another by external signs.

About tactful and tactless behavior.

We learn to find the good in a person, even if we don’t like him.

In the world of wise thoughts.

Ethics course review for the year.

3rd grade

Tasks:

1. To help younger schoolchildren understand the range of responsibilities and rules of behavior at school and at home.

2. Teach to distinguish between good and evil, give a correct assessment of various actions, respect other people's opinions, even if you disagree with them.

3. Reveal the essence of correct polite refusal, disagreement in communication with different people, compassion for the grief of others.

p/p

Name of sections and topics.

Qty

hours

Theoretical

Practical

Section No. 1

Communication culture

Conversation etiquette.

Appeal to different people.

Polite refusal, disagreement.

Etiquette situations.

Aphorisms.

Talking on the phone.

We play the role of an educated person.

Section No. 2

Self-education

What does it mean to be polite?

My strengths and weaknesses.

Small joys matter greatly.

About good and bad habits.

Aphorisms about self-education.

Section No. 3

Universal moral standards

Commandments: how we fulfill them.

About compassion and hardness of heart.

You can't lie, but what if...?

Is wealth always happiness?

Hurry to do good.

You can’t even pull a fish out of a pond without difficulty.

Section No. 4

How the heart can express itself.

How can someone else understand you?

“How can the heart express itself?”

In a difficult situation, we will try to figure it out.

“And we are given compassion, just as we are given grace.”

“Think well - and your thoughts mature into good deeds.”

Dialogues about good manners, good and evil.

Aphorisms.

What we learned in ethics lessons.

4th grade

Tasks:

1. To acquaint children with the concept of a correct and gallant person, with the moral content of ancient myths and aphorisms.

2. Teach techniques of self-control and self-education.

3. Reveal the essence of moral actions, behavior and relationships between people, positive moral qualities in worthy behavior.

p/p

Name of sections and topics.

Qty

hours

Theoretical

Practical

Section No. 1

Communication culture

Traditions of communication in the Russian family. "Domostroy".

Communication culture in modern family.

About tolerance towards neighbors.

Culture of controversy.

Etiquette situations.

In the world of wise thoughts.

Section No. 2

Self-education

"Know yourself".

Self-education.

Defining a goal and drawing up a self-education plan for the week.

How I work on myself.

About patience.

Think about the end of every task before you start.

“Illuminate your mind with memory. And review the whole past day.”

Section No. 3

Universal moral standards

On the sources of our moral knowledge.

Conscience is the basis of morality.

“The stronger you are, the kinder you are.”

“It annoys me that the word honor has been forgotten.”

Testaments of the ancestors.

Russians talk about love for the Motherland.

Your small homeland.

"My first friend, my priceless friend."

Aphorisms about conscience, about the homeland, about friendship.

“Friendliness is the golden key that opens people’s hearts.”

Section No. 4.

Art and Morality

Moral content of ancient myths.

Why people loved Ilya Muromets and honored their epic heroes.

Positive heroes in epics and fairy tales.

Negative characters in literary works.

“Evil, like good, has its heroes.”

Art and morality.

“Here is a man. What can you say about him?

Etiquette course review.

Program content

1st class (33 hours)

Section 1: Rules of behavior at school (6h)

Rules of conduct in class and during recess. Wardrobe rules. Rules of behavior in the dining room. Rules of conduct in the library. Rules of conduct in the school yard.

Section 2: About treating people kindly (10h)

What is “good and evil”. "If you are polite." Good and bad deeds. You and your friends. Remember about others - you are not alone in the world.

Section 3: How to become a hard worker (7h)

"Learning is light and ignorance is darkness". How to be diligent and diligent. Our work in the classroom. My work is at home every day.

Topic 4: Rules of neatness and orderliness (5h)

Appearance culture. Every thing has its place. Know how to value your own and other people’s time.

Section 5: Rules of behavior on the street and at home (2 hours)

How to behave on the street and at home.

Section 6: School etiquette (3h)

2nd grade (34 hours)

Section 1: Culture of communication (9h)

Etiquette (repetition). Oral and written birthday invitation. Meeting and entertaining guests. Behavior at a party. How to give gifts.

Section 2: Universal moral standards (4 hours)

Commandments. Keep your word.

Section 3: Friendships (11h)

“Everyone needs friendship. Friendship is loyal and strong." Devoted friend. About kindness and heartlessness. About respectful attitude towards elders. About envy and modesty. About kindness and hardness of heart. In the world of wise thoughts.

Section 4: Understand another (10h)

Golden rules. We learn to understand the mood of another by external signs. About tactful and tactless behavior. We learn to find the good in a person, even if we don’t like him. In the world of wise thoughts. Ethics course review for the year.

3rd grade (34 hours)

Section 1: Culture of communication (9h)

Conversation etiquette. Communication with different people. Polite refusal, disagreement. Etiquette situations. Aphorisms. Talking on the phone. We play the role of an educated person.

Section 2: Self-education (7h)

What does it mean to be polite? My strengths and weaknesses. Small joys matter greatly. About good and bad habits. Aphorisms about self-education.

Section 3:

Commandments: how we fulfill them. About compassion and hardness of heart. You can't lie, but what if...? Is wealth always happiness? Hurry to do good. You can’t even pull a fish out of a pond without difficulty.

Section 4: How the heart can express itself. How can someone else understand you? (8h)

How can the heart express itself? In a difficult situation, we will try to figure it out. And we are given sympathy, just as we are given grace. Think well - and your thoughts mature into good deeds. Dialogues about good manners, good and evil. Aphorisms. What did you learn in ethics lessons?

4th grade (34 hours)

Section 1: Culture of communication (9h)

Traditions of communication in the Russian family “Domostroy”. Culture of communication in a modern family. About tolerance towards neighbors. Culture of controversy. Etiquette situations. In the world of wise thoughts.

Section 2: Self-education (7h)

Know yourself. Self-education. Defining a goal and drawing up a self-education plan for the week. How I work on myself. About patience. Think about the end of every task before you start. “Illuminate your mind with memory. And review the whole past day.”

Section 3: Universal moral standards (10h)

On the sources of our moral knowledge. Conscience is the basis of morality. The stronger you are, the kinder you are. It annoys me that the word honor has been forgotten. Testaments of the ancestors. Russians talk about love for the Motherland. Your small homeland. My first friend, my priceless friend. Aphorisms about conscience, about the homeland, about friendship. Friendliness is the golden key that opens people’s hearts.

Section 4: Art and Morality (8h)

Moral content of ancient myths. Why people loved Ilya Muromets and honored their epic heroes. Positive heroes in epics and fairy tales. Negative characters in literary works. Evil, like good, has its heroes. Art and morality. “Here is a man. What can you say about him? Etiquette course review.

Bibliography

How to design universal educational activities in elementary school: from action to thought: a manual for teachers / [A.G. Asmolov, G.V. Bumeranskaya, I.A. Volodarskaya et al.]: ed. A.G. Asmolova.- M.: Education, 2008.- 151 p.

The concept of spiritual and moral development and education of the personality of a citizen of Russia [Text] - M.: Education, 2011. 25 p.

Kozlov E., Petrova V., Khomyakova I. The ABC of Morality. / E. Kozlov, V. Petrova, I. Khomyakova // Education of schoolchildren. - 2004-2007. - No. 1-9.

Approximate basic educational program primary general education [Text] / compiled by E.S. Savinov. - M.: Education, 2010. 204 p.

Approximate program of education and socialization of students 9 primary general education) [Text] - M.: Education, 2009. 50 p.

Suslov V.N. Etiquette I learn the rules of behavior. 1-4 grades. Tests and practical tasks / V.N. Suslov. - M.: Education, 2010. 68 p.

Tislenkova I.A. Moral education: for organizers educational work and class teachers / I.A. Tislenkova. - M.: Education, 2008. 108 p.

Federal state educational standard for primary general education [Text] - M.: Education, 2009. 41 p.

Cheremisina, V.G. Spiritual and moral education of younger children school age[Text] / comp. V.G.Cheremisina. - Kemerovo: KRIPKiPRO, 2010. - 14-36.

Shemshurina, A.I. Ethical grammar [Text] /A.I. Shemshurina. – M.: Research Institute of Theory and Methods of Education, 1994. – 140 p.

Application

Test on knowledge of the rules of behavior in public places (grade 1)

This test will show you how much you know the rules of behavior in public places, and whether you behave civilly.

Should umbrellas, briefcases, large bags, etc. be deposited in the cloakroom (in a museum, at an exhibition)?

1) should if they are accepted into the wardrobe

2) you shouldn’t if they don’t bother you

3) should

Is it possible to touch museum exhibits with your hands?

1) you can, if you are confident in the strength of the material from which they are made

2) undesirable

3) under no circumstances

Is a noisy expression of delight acceptable in a museum or exhibition?

1) acceptable

2) undesirable, in any case restraint is preferable

3) noisy behavior is acceptable everywhere

Should you listen to the guide if his story is not interesting to you?

1) need

2) not necessary

3) you should try to make it clear to the guide that his story is not exciting enough

Do I need to come to the theater or concert in advance?

1) not necessary

2) need

3) desirable, but not required

What clothes do they wear to the movies?

1) dressed up

2) in sports

3) in everyday life

What is the best thing to wear when going to the theater?

1) sweater and jeans

2) light low-necked clothing

3) smart clothes for the season

4) preferably a pantsuit

Is it possible to appear in the theater in a dress with an open back?

1) yes

2) no, the dress can only have a neckline in the front

3) for the theater, a dress without a neckline is preferable

Is it necessary to take off your headgear in the cinema?

1) both boys and girls must

2) at the discretion of the boy and girl

3) for a boy - mandatory, for a girl - if she has a high hairstyle or a big hat (cap)

4) for a girl - obligatory, for a boy only a fur hat and hat (cap, beret and knitted hat you don't have to take it off)

Can a girl wear a headdress in the theater?

1) no

2) as much as you like

3) in any, except fur hat

4) only in a small one, which is part of an evening suit

How do they walk down the row in front of seated spectators?

1) with your back to those sitting, leaning forward so as not to block the stage

facing the seated

2) sideways to those sitting, leaning forward so as not to block the stage

Should you apologize to those sitting in the theater or cinema when passing through the middle of the row?

1) should

2) should not

3) desirable

Should you thank those who stood up to let you into your seat in the movie theater?

1) required

2) desirable

3) should not

Is it possible to occupy both armrests of a movie theater chair?

1) you can, if you manage to do it first

2) desirable

3) undesirable

Is it possible to ask a neighbor in a row for binoculars and a program?

1) it’s possible - there’s nothing special about it

2) you can’t - everyone purchases the program and binoculars themselves

3) at your discretion

Is it possible to applaud when the curtain is not yet raised?

1) you can

2) it is impossible

3) undesirable

Is it possible to applaud when the curtain is up and the performance is about to begin?

1) it is impossible

2) undesirable

3) you can - as a sign of approval of the scenery

Is it possible to comment on the performance out loud?

1) you can, if your neighbors are interested in it

2) undesirable if you are not sure of the reaction of your neighbors

3) you can’t - wait until intermission

Is it possible to sing along with the artists at a concert or theater?

1) you can if you have good hearing and voice

2) preferably - to encourage the artists

3) it is impossible

Is it possible to eat in the lobby (besides the buffet)?

1) you can

2) undesirable

3) it is impossible

How to express your delight at a concert?

1) loud whistling and stamping of feet

2) shouting “bravo” and standing up

How can you show your disapproval of the content of the play or the performance of the actors?

1) whistle and stomp your feet

2) immediately get up and leave the room

3) be silent and not applaud

Is it possible to go to the wardrobe if the curtain has not fallen?

1) you can

2) it is impossible

3) allowed in extreme cases if you are in a hurry to catch a train or the last bus

4) at your discretion

1.Select and underline the desired answer (or write down your own option).

Graphs. 1. Words of greeting.

2. Farewell words.

3. Words of apology.

4. Words of gratitude.

5. Words of request.

Words on cards

Thank you

Please

Thank you

Hello

Good afternoon

Sorry

please

Goodbye

Sorry

Good evening

Please be kind

It's a pity

Very grateful

Good morning

See you

If you don't mind

Can you help me

I'm glad to see you

I'm really sorry

Farewell

You have five beautiful cards. You need to split it between you and your sister. What will you do:

- give all the cards to your sister;

- give her one postcard;

- invite her to choose 1 - 2 cards herself;

- choose cards for yourself and give the rest to your sister;

- _________________________________________ .

2. Write it down answers.

2.1.You found the money that your friend lost. What would you do?

____________________________________________________________ .

2.2. At home you told about this incident. What would your loved ones say:

Mother ____________________________________ ;

dad _____________________________________ ;

grandmother __________________________________ ;

grandfather __________________________________ .

3. Choose the right answer and underline his.

How are you most often:

joyful;

angry;

calm;

crying;

laughing;

dissatisfied;

(write down another word for your condition).

Assignments for the section “On treating people kindly.” (1 class)

1. Choose necessary answers and underline his.

Goodwill is:

a kind attitude towards others, a desire to help them;

desire and desire to provide assistance only to close relatives or a friend;

desire and desire to help any person;

the ability to do nothing;

unwillingness to be kind.

2. Finish offer:

A friendly person is always __.

How can you call such a person who strives to do good and wishes good to others? _________________ .

3. Remember fairy tales where there are characters (heroes) who wish good to others.

Name a fairy tale.

Name good heroes.

Name the unkind ones

Explain why some can be called good and others unkind.

We will show how children build their argument using the example of the fairy tale “Cinderella”.

The fairy is kind. She pleased Cinderella with a trip to the ball.

The stepmother and her two daughters are unkind. They (fill in the sentence) _______________

Make drawings for fairy tales.

4. Tell an incident from your life: who did you good and how; how you helped someone else.

5. What children's books do you know that talk about good deeds? Name and write down names of heroes.

6. Cross it out extra:

wish well

sympathize

empathize

steal

7. Paste missing letters in the boxes: d_br_desirable.

8. Come up with it a short story in which Pinocchio is sad because he doesn’t know how to help Malvina, who is in trouble (she fell and stained her beautiful dress and scratched her leg). Special attention one should pay attention to Pinocchio’s good deeds and words: affectionate treatment with a desire to console, real help, etc.

9. Draw your favorite toy. Try to make her cheerful and kind.

Tasks for the section “Rules of neatness and orderliness.” (1 class)

1. Finish offers:

Taking care of things is...

We call a person thrifty who...

2. Emphasize required answer or write it down his.

You became a wizard for one hour and found yourself in the school library.

What will you do?

I will “cure” all “sick” books.

I'll look for a comic magazine.

... (write down the things that you consider necessary to do).

3.Come up with it a story about how you and your classmates came to the library to “treat” books. How did you do it? In what ways have books thanked you?

4.1. Name it what a person has made from the things and objects around you at school.

4.2. List professions of people who made these things and objects.

5. Read the text and answer to the question.

They bought Masha a new backpack. Her deskmate was also given a backpack. The children really liked their new bags and enjoyed putting their school things in and taking them out.

By the end of the second quarter, Masha’s bag was as beautiful as at the beginning school year. Kostya looked at her with envy. His bag had a pitiful appearance: dirty stains, with broken and torn zippers.

Kostya asks Masha: “Why is your bag like new, but mine is not?”

Masha answers: “For me, a satchel is a bag for school books and things, but for you it’s also a ball and a sled, you also use it during a fight.”

What word can be used to describe Masha’s attitude towards her backpack, and what word can be used to describe Kostya’s attitude?

6. Compare the meaning of the words: thrift is greed. How does frugality differ from greed?

7. Compose a fairy tale about greed, come up with a name for it, write it down it, ending with a conclusion (rule).

8. Come up with it a short story showing what sad consequences a person’s carelessness with things and books can lead to.

If you can, do it to him illustration, i.e. drawing.

9. Read the poem and find the basic rule contained in it.

Things themselves do not grow.

Getting things done requires work.

Pencil, notebook, pen,

Desks, boards, table, window,

Take care of your book and bag;

Don't break, don't crumple, don't tear.

Mobile phone skills test? (4th grade)

Now there is a special, “mobile” cell etiquette that children must strictly observe. The test will show how good you are at cell phone etiquette.

Do you answer the phone while studying?

- Yes

- No

Is the sound on your device set to a low volume?

- Yes

- No

Do you think it is inappropriate and harmful to talk on the phone while shopping?

- Yes

- No

Do you have headphones for your mobile phone?

- Yes

- No

Is it possible to talk to strangers?

- Yes

- No

Do you tell the caller where you are?

- Yes

- No

In anticipation of an important call, do you head in advance to a place that is calm for you?

- Yes

- No

Do you think it’s wrong to “not hear” warnings about the need to turn off your phone in a movie theater, on an airplane, etc.?

- Yes

- No

When you talk on the phone, do you look not only at your feet, but also around?

- Yes

- No

As a matter of principle, you don’t start a conversation until you leave the elevator or train vestibule?

- Yes

- No

- it depends

Do you think that a mobile phone is a completely unnecessary thing on a date?

- Yes

- No

- Don't know

If you are not alone and there are people nearby strangers, do you apologize and go into another room to continue the conversation or ask the caller to call back later?

- Yes

- No

- it depends

Is a mobile phone for you: an adornment, a piece of jewelry and an element of clothing style?

- Yes

- No

After you said you can't talk right now, do you make sure to turn off your phone?

- Yes

- No

- it depends

If your mobile interlocutor did not turn off the device, but upon hearing your voice, interrupted the conversation, will you not call him back immediately?

- I won't

- will

Diagnosis of moral education at the end of 4th grade

Method No. 1. Diagnosis of moral self-esteem

Instructions. The teacher addresses the students with the following words: “Now I will read you 10 statements. Listen carefully to each of them. Think about how much you agree with it (how much it is about you). If you completely agree with the statement, rate the answer 4 points; if you agree more than you disagree, rate the answer 3 points; if you agree a little, rate the answer 2 points; If you do not agree at all, rate the answer 1 point. Opposite the question number, put the point at which you rated the statement I read.”

Questions:

I am often kind to peers and adults

It is important for me to help a classmate when he is in trouble

I believe that it is possible to be intemperate with some adults

There’s probably nothing wrong with being rude to someone I don’t like.

I believe that politeness helps me feel good around people

I think it's okay to swear at an unfair remark addressed to me

If someone is being teased in class, then I tease him too.

I enjoy making people happy

It seems to me that you need to be able to forgive people for their negative actions

I think it's important to understand other people, even if they are wrong

Processing the results:

Numbers 3, 4, 6, 7 (negative questions) are processed as follows:

An answer rated 4 points is assigned 1 unit, 3 points - 2 units, 2 points - 3 units, 1 point - 4 units.

In other answers, the number of units is set according to the score. For example, 4 points is 4 units, 3 points is 3 units, etc.

Interpretation of results:

From 34 to 40 units - high level moral self-esteem.

From 24 to 33 units is the average level of moral self-esteem.

From 16 to 23 units - moral self-esteem is at a lower level

average

From 10 to 15 units - a low level of moral self-esteem.

Method No. 2. Diagnostics of ethics of behavior

Instructions. The teacher announces to the children: “I will read you five unfinished sentences. You must think and complete each of these sentences yourself. There is no need to rewrite the first part of the sentences.”

Lyrics:

1. When I see one of the guys in a ridiculous situation, then I...

2. If someone laughs at me, then I...

3. If I want to be accepted into the game, then I...

4. When I am constantly interrupted, I...

5. When I don’t feel like communicating with my classmates, I...

Interpretation:

First question. Negative result manifests itself if the answer contains: indifference, aggression, frivolous attitude. Positive result: help, sympathy.

Second question. Negative result: aggression, different ways psychological suppression. Positive result: lack of reaction, withdrawal from the situation; expressing your feelings and opinions without rudeness or aggression.

Third question. Negative result: pressure, aggression, cunning. Positive result: self-affirming behavior built on equal relationships, open position.

Fourth question. Negative result: absence of any reaction, aggression, irritation, threat, pressure. Positive result: expressing your wishes, opinions, feelings, attitudes without aggression and

rudeness.

Fifth question. Negative result: rudeness, aggression, tactlessness. Positive result: tactful, soft, clear expression of your wishes.

Method No. 3. Diagnosis of attitude to life values

Instructions. Imagine that you have a magic wand and a list of 10 wishes, from which you can only choose 5. The teacher writes out the list on the board in advance.

A wish list

answers

To be a person who is loved.

Have a lot of money.

Have the most modern computer.

Have true friend.

The health of my parents is important to me.

Have the opportunity to command many.

Have many servants and manage them.

Have a good heart.

Be able to sympathize and help other people.

To have something that others will never have.

Interpretation:

Numbers of negative answers: 2, 3, 6, 7, 10.

Five positive answers is a high level.

4, 3 – average level.

2 – below average level.

1, 0 – low level.

Method No. 4. Diagnosis of moral motivation

Instructions. I will read you the 4th question. You need to choose one of the answers given to them.

Questions:

1. If someone is crying, then I:

a) trying to help him;

b) I think about what could happen;
c) I don’t pay attention.

2. I’m playing badminton with a friend, a boy about 6-7 years old comes up to us and says that he doesn’t have such a game:

a) I will tell him not to pester;

b) I will answer that I cannot help him;

c) I’ll tell him to ask his parents to buy him such a game;

d) I promise that he can come with a friend and play.

3. If someone in the company is upset because they lost
in Game:

a) I won’t pay attention;

b) I will say that he is a weakling;

c) I will explain that there is nothing to worry about;
d) I will say that we need to learn this game better.

4. Your classmate was offended by you, you:

a) think about his feelings and what you can do about it
situations;

b) be offended in return;

c) prove to him that he is wrong.

Processing the results:

Positive answer key: 1-a, 2-d, 3-c, 4-a.

4 points - high level;

2, 3 points - average level;

0.1 point - low level.

Summary of an extracurricular lesson on moral education for primary schoolchildren “Friendship and what prevents us from being friends?”

Target: developing an understanding of the value of friendship, consolidating children’s knowledge about the positive and negative qualities of a person’s character.
Tasks:
Educational: define the essence of the concept of “friendship”, the qualities of a true friend; Help children realize what qualities are important in friendship.
Developmental: develop communication skills necessary for the formation of friendship and collectivism in a children's environment;
Educational: to form moral qualities (the ability to make friends, cherish friendship) and friendly relationships in a group of peers, to cultivate collectivism and mutual assistance.
Equipment: power point presentation, pedagogical situations, musical accompaniment, cards with proverbs about friendship, cards with fairy-tale characters, illustration of a clearing, circles, flower patterns.
Lesson plan
1.1. Students' mood for classes
2. Introductory part of the lesson
3. Main part of the lesson
3.1. Conversation about friendship
3.2. Game “Who is friends with whom?”
3.3. Game "Dark and light bags"
3.4. Game "Traffic Lights"
3.5. Game "What would I do?"
3.6. Physical education session “Friendship”
3.7. Quiz " Fairy-tale heroes»
3.8. Game “Collect a proverb”
3.9. Game “This is me, this is me, these are all my friends”
4. Final part of the lesson
4.1. Surprise moment
4.2. Reflection “Glade of Mood”
4.3. Parting
Progress of the lesson
1. Organized start of the lesson
1.1. Students' mood for classes
Good afternoon, dear guests! We are glad to see you.(slide 1)
Guys, today we have an unusual activity. Guests have come to us, let's greet them.
(Children greet 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 students
We will succeed.
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 solve the 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 hands correctly.
1. Little girl
As tall as a fingernail.
Born from a seed
Her home is her flower.
Who is this? (Thumbelina)
2.He is cheerful, lively,
And the propeller behind my back,
Lifts the mood
Loves sweet jam
Always makes the kid laugh.
Who is this? Tell me!
(Carlson)
3.She is beautiful and sweet.
And her name comes from the word “ash.” (Cinderella)
4.She was a friend of the dwarves
And, of course, you are familiar with it.
(Snow White)
5. My father has a strange boy,

Unusual, wooden,
On land and under water
Looking for a golden key
He pokes his long nose everywhere...
Who is this?..
(Pinocchio)
6.C blue hair
And with huge eyes.
"Brush your teeth! Wash your hands!"
Loves to lead! (Malvina)

Guys, what was the keyword? It’s true, today our conversation is dedicated to friendship and friends, but we will also discuss what prevents us from being friends. (slide 4)
3. Main part of the lesson
3.1. Conversation about friendship
What do you think friendship is?
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, and common interests (slide 5)
Who do we consider friends? The children's answers are listened to.
I also offer you a definition from Ozhegov’s dictionary:
A friend is a person who has a friendship with someone. (slide 6)
What a wonderful word - “friendship”!
You say the word “friendship” and you immediately remember funny cartoon characters: this is the funny Cheburashka and Gena the Crocodile, (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 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 a torn off ear who will listen to you when you feel bad.
3.2. 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 person has a white piece of paper on their desk that depicts fairy-tale characters. Let's remember which of these fairy-tale characters is friends with whom.
Winnie the Pooh Piglet,
Baby Carlson,
Cat Leopold - mice,
Baba Yaga
Lion cub - turtle,
Cinderella - mice,
Malvina - Pinocchio,
Cinderella - mice
Cheburashka - crocodile Gena
Malvina – Pinocchio
Let's see what we got. Who's the odd one out here? Why isn't anyone friends with him?
Guys, what do you think helps and what hinders friendship? Children. Kindness, mutual understanding, cooperation, politeness, and a sense of humor help. Rudeness, name-calling, fights, insults, stubbornness, and selfishness interfere.
3.3. Game "Dark and light bags"(slide 11)
I have two bags on my board, what color are the bags. We will fill these bags today. We will put the “dark” qualities of a person in one bag, and the “light” ones in the other. But first, each of you will pull out a piece of paper with a written quality from the bag. You will name the qualities and attach signs to the bag.
"Light qualities" "Dark qualities"
Honesty Laziness
Accuracy Cunning
Kindness Disobedience
Caring Deceitfulness
Friendliness Envy

What qualities do you think prevent us from living together? Which ones help us?
3.4. Exercise "Traffic Lights"
Guys, you have green and red “traffic lights” on your desk - green and red circles, “Yes” - green color, “no” - red. I will show you the qualities placed in bags. You need to think about whether you have this quality and respond with a traffic light. Guys, has anyone had qualities from this bag? As a rule, every person has both “dark” and “light” qualities.
3.5. Game "What would I do?"(slide 12)
We will play the game “What would I do?” You have yellow cards on your desk with situations written on them. You must read the situation and discuss in pairs what you would do in this situation.
1. Your friend didn't homework and asks for your notebook to copy it off. (slide 13)
2. Your friend uses bad words and expressions. (slide 14)
3. Your friend gets bad grades for the quarter, and you are forbidden to be friends with him. (slide 15)
4. Your friend does a bad thing, and everyone will know about it, including you. (slide 16)
5. Your friend suggests that you do something bad. (slide 17)
3.6. Physical education session “Friendship”(slide 18)
And now it’s time for us to relax a little, a cheerful mouse invites us to dance. Everyone stood up straight and repeat after our mouse.
Well done, you and I had a rest, and now we quietly sit down in our places.
Now let’s see how complete your knowledge is on the topic “About friendship and friends.”
3.7. Quiz “Fairy-tale characters”(slide 19)
1. One day four musicians got together and became friends. We gave concerts together, drove away robbers together, lived together without grieving... 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 helped out her friend Kai.) (slide 21)
3. This hero fell onto the bed and, clutching his head, said: “I am the sickest person in the world!” He demanded medicine. They gave it to him, and he responded: “A friend saved a friend’s life!” 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 lay on the sand and sang 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 form 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 composing them, I accidentally dropped and mixed up all the words in the proverbs...
Can you help me collect them?
There are pink cards on your desks, move them closer to you. I suggest you work in pairs.
If you don’t have a friend, look for it, …………… (and if you find it, take care of it)
Don’t have a hundred rubles, ………..(but have a hundred friends)
One for all and all for one)
An old friend is better than two new ones)
Friend is known in trouble)
Friendship is like glass:…………(if you break it, you won’t be able to put it back together)
3.9. Game “This is me, this is me, these are all my friends”(slide 26)
Let's play the game "This is me, this is me, these are all my friends." I will ask you, and you will answer in unison: “This is me, this is me, these are all my friends!” Be careful, there may be a trap.
To which of you can I safely entrust any task?
How many of you come to class an hour late?
-Who knows that in order to be happy, you need to always be truthful?
This is me, this is me, these are all my friends.
- Which of you, tell me out loud, catches flies in class?
-Who knows how to not get angry and immediately make peace with a friend?
This is me, this is me, these are all my friends.
- Who, when playing volleyball, scores a goal through the windows?
-Which of you knows how to make friends and doesn’t spare toys?
This is me, this is me, these are all my friends.
-Who always goes forward and offers a hand of friendship?
This is me, this is me, these are all my friends.
Well done guys, I see you know how to be friends.
4. Final part of the lesson
Our lesson is coming to an end. And in conclusion, I want to offer you the laws of friendship, which you promise to fulfill and observe.
Laws of Friendship: (slide 27)
Help a friend in need.
Know how to share your joy with a friend.
Don't laugh at your friend's shortcomings.
Stop your friend if he is doing something bad.
Know how to accept help, advice, and don’t be offended by criticism.
Don't deceive your friend.
Learn to admit your mistakes and make peace with your friend.
Don't betray your friend.
Treat your friend the way you would like to be treated.
“It’s easy to lose a friend, but it’s much harder to find one.” If you have a friend, take care of your friendship with him, value it.
4.1. Surprise moment(slide 28)
I suggest you watch a video about our class “We are friendly guys”
4.2. Reflection “Glade of Mood”
Guys, look, this is my clearing of mood. You have pink and red flowers on your desks; if you were interested, stick pink flowers on them in a fun way; if you were in a bad mood and weren’t interested at all, stick red flowers on them.
(children come to the drawn clearing and stick flowers according to their mood).
4.3. Parting
With this our lesson has come to an end and finally I want to quote you a poem.
“Who believes fervently in friendship, who feels a shoulder next to you,
He will never fall, he will not be lost in any trouble,
And if he suddenly stumbles, a friend will help him get up,
A reliable friend will always lend a hand to him in trouble.”
Guys, let's thank our guests for attending our lesson.

In the conditions of a modern elementary school, the process of spiritual and moral development and personality education of a junior schoolchild is focused on:

Formation of a life position corresponding to the democratic transformations of society;

Education of spiritual and moral qualities based on universal human values;

Organization of personal and socially valuable, diverse activities.

Considering the state of theory and practice on the problem under study, positive experience was gained in organizing the process of spiritual and moral education of junior schoolchildren, which was the starting point for compiling a series of classes:

Conduct spiritual and moral education within the framework of the federal state educational standard of primary general education, which provides for the spiritual and moral orientation of general education subjects;

Use the method of personal example;

Introduce active and interactive teaching methods into the educational process more widely;

Use information and communication technologies for learning;

To form key competencies of schoolchildren in the intellectual, communication, spiritual and moral spheres;

Develop a patriotic attitude towards your Country;

To familiarize schoolchildren with the system of norms and rules of moral behavior;

To form in a primary school student a spiritual and moral attitude towards the world around him, to master the fundamentals of moral, spiritual and patriotic behavior.

The spiritual and moral development of a schoolchild’s personality, as a priority goal of primary school, involves the organization of spiritual and moral education, both in the process of studying academic subjects and in extracurricular activities of schoolchildren.

The principle of humanism underlies the selection of the content of spiritual and moral education, methods of its implementation in the educational and cognitive process. It is aimed, first of all, at the development of moral consciousness as the basis of moral behavior, its motivation, emotional responsiveness; to the formation of patriotism.

For this purpose, various methods of working with schoolchildren are used:

Personally-oriented, when the content becomes relevant for every student;

Stimulating, when freedom of expression is supported through dialogue, which contributes to relaxedness, awakening among schoolchildren interest in spiritual and moral problems and the creation of public opinion;

Methods that develop moral consciousness;

Activating, awakening Creative skills personality, his emotional sphere.

Among children's ideas about the spiritual and moral attitude of man to man, special importance was attached to knowledge about people's emotional reactions to attention, care, and mercy. This was facilitated by ethical stories and conversations; examples, imitation; reading biblical parables, war stories.

The literary approach to the perception of the problem is of great importance in the spiritual and moral education of schoolchildren.

Getting acquainted with the moral content of proverbs about goodness, work, learning, junior schoolchildren begin to understand basic humanistic values, the nature of relationships between people, the need for careful treatment of people and the objects of their labor.

In the process of targeted activities on spiritual and moral education, the following active and interactive methods were carried out:

Video viewing and discussion of films about war and labor;

Discussion of military works fiction, which contributed to the education of students’ initial ethical ideas (the concepts of good and evil, the meaning of “words of politeness”, rules of polite behavior and their motivation), the development of their emotional perception, and the education of patriotism;

The system of ethical standards and tasks, which is diagnostic and training in nature, allows you to solve problems of self-assessment and self-test, repeat, clarify and form initial moral and patriotic ideas, introduce moral concepts;

Comparison, analysis, synthesis, generalization, which helps to establish compliance of actions with moral rules, comparison of heroes, their behavior.

As part of the educational research, a series of classes was developed to form the foundations of spiritual and moral education for primary schoolchildren as part of the implementation of the federal state educational standard.

The cycle of classes on forming the foundations of spiritual and moral education for younger schoolchildren included:

extracurricular activities;

cool watch.

Below, in fragments, are some technological maps of lessons and class hours from a series of classes on the formation of the foundations of spiritual and moral education for primary schoolchildren.

Fragment technological map art lesson.

	art
Lesson topic	"Eternal flame"
	1. Tell students what “eternal flame” and “unknown soldier” mean. 2. To cultivate respect for soldiers, one’s state, a sense of patriotism, pride for one’s Motherland...
Lesson type	combined
Planned results	Personal	Metasubject	Subject
	Asking questions; The ability to analyze, compare, construct a speech utterance in accordance with the delivery lenient tasks.
Lesson steps		Note
1) Introductory conversation.	The theme of our lesson is “Eternal Flame”. What do you think "Eternal Flame" means? What does it show? Is this necessary? 45 years ago, on May 8, 1967, the Eternal Flame was lit at the Kremlin wall at the Tomb of the Unknown Soldier in memory of the heroes who fell during the Great Patriotic War. In many Russian cities, the eternal flame is lit irregularly - on days of remembrance and military holidays - May 9, June 22, days of remembrance of significant military operations. The Eternal Fire is a constantly burning fire, symbolizing the eternal memory of something or someone. Who is the “unknown soldier”? What does the inscription on the memorial mean: “Your name is unknown. Is your feat immortal?...
III. Practical work.	1. First, draw a semblance of the sun as a basis for the drawing. A circle, and there are 5 rays from it...

Fragment of a class hour.

Topic: “Be worthy of the memory of your ancestors.”

Goals and objectives:

introduce the feat of participants in the Great Patriotic War of 1941 - 1945, and the heroic destinies of close relatives;

increase interest in the history of the family, city, country,

involve children and parents in research activities and in performing creative tasks on a historical theme;

to form patriotic personality qualities: duty, honor, courage...

Progress of the event:

On the board are the words “Be worthy of the memory of your ancestors.”

Reader 1. - Victory! Glorious forty-fifth! But we will look back: From those war years, the soldiers are speaking to us today.

Reader 2. - The Book of Memory is in front of me, List of names in posthumous lists. How many of them are gone? My God! My valiant Russian sons...

Teacher. ...The first page of the album is dedicated to M.P. Sobolev, who did not return from the war. Soboleva Sasha and her dad talk about him. “In June 1945, my great-grandfather was called up for military service. His wife and children remained at home. In three years, my great-grandfather walked hundreds of front-line roads under the rain and scorching sun. He sent many letters from the war. Now Grandma Marusya is rereading them to me. I remember many lines well: “Marusya, I inform you that I am alive and well, I do everything that is required of me, I do not consider any difficulties, and I devote all my strength to serving our Motherland. This is my task - to liberate the Russian land from enemies..."...

Fragment of a technology lesson map.

	technology
Lesson topic	"Dove of peace"
	dove made from palms
	1. Teach how to do work together and help each other. 2. Develop thinking, memory, fine motor skills hands, terminological speech, attention, imagination, creativity. 3. Foster respect for nature and respect for the work of other people.
Lesson type	combined
Planned results	Personal	Metasubject	Subject
Be respectful of other people's opinions and the results of their work.	Listen to the teacher and classmates, express your opinion, determine the success of your task; Working according to a plan drawn up together with the teacher, use the necessary means, monitor the accuracy of the work; plan practical activities in the lesson; The ability to analyze, compare, construct a speech statement in accordance with the assigned tasks.	Ability to prepare a workplace in accordance with the type of activity; Ability to maintain order while working, independently perform available tasks based on a sample; Ability to independently select materials and tools for work; Ability to clean your work area.
Lesson steps		Note
	Hello guys! You should have white paper, a pencil, paints, a pen and scissors on the edge of your table.	Everything is laid out before class.
II. Presentation of new material. 1) Introductory conversation.	Guys, do you remember what I talked about May 1 in the Kuban studies lesson? What day is this? Why is it considered a holiday? How is it celebrated? Who is the symbol of the holiday? What is the motto of this holiday?...
III. Practical work.	We take a white sheet of paper, place our left palm on it, take a pencil in the other and carefully trace it. Then we cut out our “paper palm” and color it. Having colored it, let’s wait a little... we approach our Dove of Peace and stick it on...

Lessons on the formation of the foundations of spiritual and moral education for younger schoolchildren within the framework of the implementation of the federal state educational standard are presented in more detail and in full in Appendix B.

Thus, the use of active and interactive methods and techniques in the study of the spiritual and moral education of younger schoolchildren has shown that there are great opportunities for the development of the spiritual and moral education of younger schoolchildren.

The study allows us to conclude that a sufficiently high level of spiritual and moral education can be formed if, in the process of becoming familiar with the surrounding world and society, the central place is given to the spiritual and moral aspect of the content.

Introduction

1The essence and tasks of moral education of junior schoolchildren

1.2 Features of the moral development of younger schoolchildren

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

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

3 Practical justification of the research problem

Conclusion

Application

Introduction

moral education schoolboy reading

They say that if a person has kindness, sensitivity, goodwill, he has succeeded as a person.

V.A. Sukhomlinsky wrote: “If good feelings are not cultivated in childhood, you will never cultivate them. 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; decline physical training youth.

We all leave the land of childhood for a greater life, filled with joy and suffering, moments of happiness and sorrow. The ability to enjoy life and the ability to courageously endure difficulties is laid down 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, you need to learn to understand others, show empathy, honestly admit your mistakes, be hardworking, be amazed at the beauty of the surrounding nature, and treat it with care.

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

Only 14% of children have images of them future life in connection with mastering a certain profession includes the meaning of disinterestedly bringing benefit to others and serving society. The mercantilization of life orientations is clearly visible: “I want to be a banker because he is rich and good job" In children's ideas about the main human values, spiritual values are replaced by material ones.

In all centuries, people highly valued moral education. The profound socio-economic transformations taking place in modern society force us to think about the future of Russia and its youth. Currently, moral guidelines have been crushed; the younger generation can be accused of lack of spirituality, lack of faith, and aggressiveness. Therefore, the relevance of the problem of developing the moral qualities of younger schoolchildren is associated with at least four provisions:

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

2.IN modern world a small person lives and develops, surrounded by many different sources of strong influence on him, both positive and negative, which (sources) daily fall on the child’s fragile intellect and feelings, 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 on the basis of 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 primary schoolchildren about the norms of behavior established in modern society, but also gives ideas about the consequences of violating norms or the consequences of this act for the people around them.

The comprehensive school is tasked with preparing a responsible citizen who is able to independently assess what is happening and organize his activities in accordance with the interests of the people around him. The solution to this problem is associated with the formation of stable moral qualities of the student’s personality.

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

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

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

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

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

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

In the process of educational activities, children develop various moral qualities. 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 literary reading lessons.

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

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

Research objectives:

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

.Consider the essence and tasks of moral education of junior schoolchildren.

.To test research methods for studying the moral education of junior schoolchildren.

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

Research methods:

-theoretical analysis of psychological, pedagogical and scientific-methodological literature;

-studying teaching experience;

Conversations.

Chapter I. Theoretical basis formation of moral qualities of junior schoolchildren

1 The essence and tasks of moral education of junior schoolchildren

In a brief dictionary of philosophy, the concept of morality is equated to the concept of morality “Morality (lat. tochez - mores) - norms, principles, rules of behavior of people, as well as human behavior itself (motives of actions, results of activities), feelings, judgments in which normative regulation of people’s relationships with each other and the social whole (team, class, people, society).”

IN AND. Dahl interpreted the word morality as “moral teaching, rules for the will, conscience of a person.” He believed: “Moral is the opposite of the bodily, carnal, spiritual, spiritual. The moral life of a person is more important than the material life.” “Related to one half of spiritual life, opposite to the mental, but comparing the spiritual principle common to it, truth and falsehood belong to the mental, good and evil belong 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 moral, pure, impeccable person. Any selfless act is a moral act, of good morality, 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 standards, rules of behavior determined by these qualities.”

Thinkers of different centuries interpreted the concepts of morality in different ways. Even in ancient Greece, in the works 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 in relation to virtue: a person who is just, courageous, prudent and generally possesses all the virtues is called morally beautiful.”

V.A. Sukhomlinsky said that it is necessary to engage in the moral education of a child, to teach “the ability to feel a person”

Vasily Aleksandrovich said: “Nobody teaches a little person: “Be indifferent to people, break trees, trample on beauty, put your personal things above.” It’s all about one, very important pattern of moral education. If a person is taught goodness - taught skillfully, intelligently, persistently, demandingly, the result will be goodness. They teach evil (very rarely, but it happens), and the result will be evil. They don’t teach either good or evil - there will still be evil, because he must 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 child’s understanding only under the condition of clear clarity, obviousness of the moral meaning of what he sees, does, observes” .

School is the main link in the system of educating the younger generation. At each stage of a child’s education, its own side of upbringing dominates. In the education of younger schoolchildren, Yu.K. believes. Babansky, this side will be moral education: children master simple moral norms and learn to follow them in various situations. The educational process is closely related to moral education. In the conditions of a 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 of moral concepts is determined by 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 isolated into some special educational process. The formation of moral character takes place in the process of children's multifaceted activities (games, studies), in the various relationships they enter into in various situations with their peers, with children younger than themselves and with adults. However, moral education is a purposeful process that presupposes a certain system of content, forms, methods and techniques of pedagogical actions.

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

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

2.Using techniques for shaping learning activities through moral education.

.The system of moral education also means the relationship and mutual influence of those brought up in this moment moral qualities of children.

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

In the formation of the personality of a junior schoolchild, from the point of view of S.L. Rubinstein, a special place is occupied by the issue of 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 education at school is built 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 activity.

“Almost any activity has a moral connotation,” says O.G. Drobnitsky; including educational, which, according to L.I. Bozovic, “has great educational potential.” The last author presents the educational activities of a primary school student as a leader. At this age, it has a greater influence on the development of the student and 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 primary school 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 and ways of solving various mental and moral problems.

The teacher has a priority role in the education and training of schoolchildren, in preparing them for life and social work. The teacher is always an example of morality and dedication to work for students. Problems of morality among schoolchildren at the present stage of social development are especially relevant. .

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

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

All factors that determine the moral formation and development of a student’s personality, I.S. Maryenko divides into three groups: natural (biological), social and pedagogical. In interaction with the environment and targeted influences, the student is socialized and acquires the necessary experience of moral behavior.

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

One of the tasks of moral development is to properly organize the child’s activities. Moral qualities are formed in activities, and emerging relationships can influence changes 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 for his moral development.

The development of a child’s moral consciousness occurs through the perception and awareness of the content of 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 guidelines. In the child’s mind, external influence acquires individual meaning, i.e. forms a subjective attitude towards it. In this regard, motives for behavior, decision-making and the child’s moral choice of his own actions are formed. Focus school education and the actual actions of children may be inadequate, but the point of perception is to achieve 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 impart to the child a body of knowledge about the moral principles and norms of society, which he must master. Awareness and experience of moral principles and norms is directly related to 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 develop certain qualities in them, then this influence should be directed at the formation of students’ needs in a particular area of activity and behavior, at the development and awareness of rules of behavior, at the development practical skills and strengthening of the volitional sphere. And the impact will be effective if the teacher knows the peculiarities of the moral development of younger schoolchildren.

2 Features of the moral development of younger schoolchildren

Primary education is currently structured in such a way that it develops cognitive abilities in schoolchildren; develops active mastery skills educational material, leads to the integration of acquired knowledge into a holistic system aimed at understanding the world around us. The development of thinking, mastery of various ways of working with educational material has a direct impact on children’s acquisition of moral knowledge; The organization of the educational process and its methods contribute to the accumulation of moral experience. All these tasks are solved comprehensively, constantly, in all lessons and outside of class time, only the emphasis changes depending on the main goals.

A child, a teenager, a young man, has different attitudes towards different means of perception. Knowledge and taking into account what a person has achieved in a given period of life helps to design his further growth in education. The moral education of a child occupies a leading place in the formation of a comprehensively developed personality.

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

Tendency to play. In play exercises, the child voluntarily exercises and masters normative behavior. In games, more than anywhere else, the child is required to be able to follow the rules. Their children notice violations with particular acuteness and uncompromisingly express their condemnation of the offender. If a 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. This is how the child learns to take others into account, receives a lesson in justice, honesty, and truthfulness. The game requires participants to be able to act according to the rules. “What a child is like at play, so in many ways 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 6-7 years of age cannot maintain their attention on one object for more than 7-10 minutes. Then children begin to get distracted and switch their attention to other objects, so frequent changes of activities during classes are necessary.

Lack of clarity of moral ideas due to little experience. Taking into account the age of children, standards of moral behavior can be divided into three levels:

-by the age of 10-11, it is necessary that the 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 makes no sense to talk about the second level of moral education if the first has not been mastered. But this is precisely the contradiction that is observed among teenagers: they want to please the people around them, but are not trained in basic behavior;

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

There may be a contradiction between knowing how to do it and practical application (this concerns etiquette, rules good manners, communication). So, when discussing an 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 child’s actual actions. 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, deception, injustice. Be irreconcilable with those who strive to live at the expense of other people, harm other people, and 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.

Today, the learning process in primary school is largely aimed at mastering knowledge and techniques, methods of educational work, i.e. the emphasis is on substantive and partially operational components. It is assumed that during this process both mental and moral development occurs. To a certain extent, this position 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, naturally, begins to slow down the process of assimilation of knowledge, does not allow the full use of the inherent educational activities opportunities for the mental and moral development of students.

The problem of the moral development of a primary school student in the learning process is interconnected with three factors that are determined by T.V. Morozova.

Firstly, upon arriving at school, the child moves from the “everyday” assimilation of the surrounding reality, including the moral norms existing in society, to its scientific and purposeful study. This happens in reading, Russian, natural history, etc. lessons. The same purposeful teaching is also important for the teacher’s evaluative activities during lessons, his conversations, extracurricular activities etc.

Secondly, in the course of educational work, schoolchildren are included in real collective activities, where they also learn moral norms that regulate the relationships between students and the relationships between students and teachers.

And the third factor: in the process of discussing the situation in a modern school, this is, first of all, the formation of a moral personality. In this regard, it is proposed to increase the share of the humanities in the total volume of the school curriculum. Educational activities have all the opportunities to develop students’ moral qualities in the process of studying any subject.

From this point of view, it is necessary to solve the problem of mental and moral development of students in the process of schooling, in unity, in the close relationship of one and the other. From these positions, educational activity is a factor in the holistic development of the child’s personality.

Education develops students, primarily through its content. However, the content of learning is absorbed differently by schoolchildren 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 educational tasks, the formation of actions necessary to solve them (mental, verbal, 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. Certain relationships develop in the classroom community; public opinion is formed within it, which in one way or another influences the development of the primary school student. Through the cool team they are included in different types extracurricular and extracurricular activities.

By setting new cognitive and practical tasks for schoolchildren and equipping them with the means to solve these problems, learning goes ahead of development. At the same time, it is based not only on current achievements in development, but also on potential opportunities.

Education leads to development the more successfully, the more purposefully it encourages students to analyze their impressions of perceived objects, understand their individual properties and their actions with them, highlight the essential features of objects, master the morality of assessing their individual parameters, develop methods for classifying objects, education generalizations and their specification, awareness of the commonality in one’s actions when solving various types of problems, etc.

A child’s entry into school marks not only the beginning of the transition of cognitive processes to new level development, but also the emergence of new conditions for personal growth. The personal development of a child is influenced by educational, gaming, work activity, as well as communication, because It is in them that the business qualities of students develop, which manifest themselves 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 form, and the success of all education depends on the level of formation, not only in the elementary level, but also in high school, since educational activity is leading, during which the main neoplasms are formed, mental development the child is walking intensely.

At primary school age, states M.N. Apletaev, educational activities play a special role, a transition occurs 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 techniques, ways of solving various mental and moral problems, and on this basis forms a system of children’s relationships to the world around them.

In the process of studying at school, a younger student gradually becomes not only an object, but also a subject of pedagogical influence, since teachers do not achieve their goal immediately and not in all cases of influence. A child becomes a real object of learning only when pedagogical influences cause corresponding changes in it. This applies to the knowledge that children acquire in improving skills, mastering techniques, methods of activity, and restructuring the relationships of students. A natural and necessary “step” is important in the development of a child at primary school age.

By getting involved in educational activities, primary schoolchildren learn to act purposefully both when completing educational tasks and when determining the methods of their behavior. Their actions become conscious. Increasingly, students use their acquired experience to solve various mental and moral problems.

A significant feature of the subject of activity is his awareness of his capabilities, and the ability (opportunity) 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. Motive determines the possibility and necessity of action.

Thus, students become active participants in the learning process, i.e. subject of educational activity, only when he owns certain content, i.e. knows what to do and why. The choice of how to do it is determined by his knowledge, his level of mastery of operational structures, and the motives for this activity.

First of all, this is the motivation for action, which, developing in elementary school, becomes a personal trait by the fifth grade. Younger schoolchildren have unlimited trust in adults and teachers, obey and imitate them. The authority of an adult and his assessment of the actions of a younger student is unconditional. The child begins to evaluate himself. At primary school age, self-esteem is strengthened. Self-esteem can be adjective, overestimated, underestimated.

The junior schoolchild 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 child’s behavior. This need gives rise to complex multifaceted feelings: love, jealousy, sympathy, envy, etc.

When close adults love a child and treat him well, he experiences emotional well-being - a feeling of confidence and security. In these conditions, a cheerful, physically and mentally active child develops. Emotional well-being is promoted normal development the child’s personality, the development of positive qualities, and a friendly attitude towards other people.

Motives of behavior develop in school childhood in two directions:

-their content changes, new methods appear in connection with the expansion of the child’s range of activities and communication;

-motives are united, their hierarchy is formed, and in connection with this, their new qualities: greater awareness and arbitrariness. If a child in early and junior preschool age was entirely at the mercy of momentary desires and could not make an account of the reasons for his behavior, then the older preschooler develops a certain line of behavior. Social moral motives become leading. The child may refuse interesting activity, then games to fulfill the adult’s request and do something that is not attractive to him. An important new development of personality is the subordination of motives, when some become paramount and others become subordinate.

The emergence of new types of activities in a primary school student entails the formation of new methods: gaming, work, learning, the process of drawing and design, the child’s motives for communicating with adults change - this is an interest in the adult world, the desire to act like an adult, to receive his approval and sympathy, assessment and support. In relation to peers, 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 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 - duty, responsibility, etc. - are of great importance. 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 process of learning) in most children, even by the end of this age, is at a low or medium-low level. Personal motives occupy a large place in the motivation of a primary school student. 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 and their desire for mental activity. Negative motivation (avoiding troubles) does not occupy a leading place in the motivation of a primary school student.

The formation of moral independence is carried out at all levels of education.

The educational process is structured 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 appear to be educational or controlling, otherwise their educational value may be negated.

The result of moral education appears in the attitudes of schoolchildren to their responsibilities, to the activity itself, and to other people.

Reading and analyzing articles, stories, poems, and fairy tales from educational books helps children understand and evaluate the moral actions of people, points out L.I. Matveeva. Children read and discuss articles that pose questions about justice, honor, comradeship, friendship, loyalty to public duty, humanity and patriotism in a form accessible to them.

In the classroom, certain business and moral relationships constantly arise between students. By jointly solving general cognitive tasks assigned to the class, students communicate with each other and influence each other. The teacher makes a number of demands regarding the actions of students in the lesson: do not disturb others, listen carefully to each other, participate in general work- and evaluate students’ skills in this regard. The joint work of schoolchildren in the classroom gives rise to relationships between them, characterized by many features that are characteristic of relationships in any collective work. This is the attitude of each participant to their work as a common one, the ability to coordinately act together with others to achieve a common goal, mutual support and at the same time demanding of each other, the ability to be critical of oneself, to evaluate one’s personal success or failure from the perspective of bringing together the structure educational activities. In order to implement these lesson opportunities practically, the teacher needs to create situations during the lesson in which students would have the opportunity to communicate with each other.

Communication between children is possible in all lessons. Children come up with examples, problems, exercises, and assignments for a certain rule, and ask them to each other. Everyone can choose for themselves who they want to ask a question or task regarding the structure of educational activities. Those sitting at the same desk mutually check the answers obtained when solving problems and exercises. The teacher also gives the children tasks, when completing them they must 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 among 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 activities are especially significant, because at a given school age, it begins to form, and the success of the entire education depends on the level of formation, since educational activity is the leading one, in the process that forms the main new formations, and the child’s mental development proceeds intensively.

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 primary school students will give the teacher the correct orientation both in planning educational work and in organizing effective psychological and pedagogical influence on their pupils.

By organizing the moral education of younger schoolchildren, the teacher works to study the real knowledge of children, identifies possible problems and errors in existing 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 of the human factor acts as one of the conditions for further human progress. In this regard, the comprehensive school is faced with the task of preparing a public citizen who is capable of independently assessing what is happening and building his activities in accordance with the interests of the people around him. The solution to this problem is associated with the formation of stable moral characteristics of the individual, responsibility, and hard work 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 activity. Almost any activity has a moral connotation, including educational activities, which, according to psychologists, have great educational potential. For primary school age, this is especially important, since educational activity acts as a leading one. At this age, educational activities have the greatest impact on the development of schoolchildren and determine 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 mandatory systematic implementation of educational tasks, the primary school student develops moral knowledge characteristic of educational activities and moral attitudes.

On this basis, the child’s assessment of current events, his self-esteem and behavior change. These theoretical principles, identified as a result of a number of studies by Soviet psychologists, underlie the principle of the unity of teaching and upbringing. This principle, based on the fact that in the process of educational activity it is possible to implement not only a teaching, but also an educational function, is widely used in school practice.

At the same time, the issue of using moral qualities formed during the learning process in other types of student activities remains unclear. Therefore, the data obtained on the development of a student’s moral qualities are, to some extent, conditional. When measuring the result of moral education and development, only the final result is usually 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 a condition and personality development, pedagogical influences are not highlighted. In addition, quantitative indicators concerning naturally recurring factors and phenomena influencing the student’s personality are not taken into account. It should be borne in mind that some researchers intend to obtain the manifestation of a certain level of good manners in a shorter period of time. In reality, this effectiveness can be obtained in tangible form only after the student “passes” a certain age stage 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 fully objectively establish the achieved level of formation.

Thus, the optimal conditions for the formation of students’ moral qualities and their indicators should be considered from a pedagogical position, which involves the use of a system of various accounting tools.

It is absolutely impossible to conduct a deep and comprehensive study of the level of formation of a student’s moral qualities 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 students’ written work performed during educational and extracurricular activities.

In this regard, a study was undertaken to develop the moral qualities of primary schoolchildren during literary reading lessons. 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 developing moral qualities in children.

As the source material on which the initial ideas of junior schoolchildren were studied, such moral qualities as “responsibility” and “goodwill” were chosen, which are always important in a person’s life and are relevant at the present stage of society. Analysis of the literature made it possible to identify the main substantive characteristics of these qualities. When determining responsibility, it was indicated the voluntary acceptance of obligations when an objective necessity is manifested, strict compliance with accepted obligations taking into account real conditions, readiness to account for the current and future results of their activities, correlation of their conditions and their possible consequences with the interests of other people.

The moral norm of “benevolence” was characterized to a greater extent by relationships between people. Goodwill is defined by our knowledge as the desire to see positive qualities in others, faith in the possibility of changing a person for the better and in his abilities, readiness to help with advice and deeds.

We were guided by these signs of moral qualities when 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 demonstrated by the individual, on the relationship between external regulation and internal self-regulation, three levels of 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 exists. We show this fact as an indicator of a low level of knowledge about moral qualities and methods. The moral relations of schoolchildren in this group have their own distinctive features.

When characterizing the action of the hero of a story that violates a moral norm, students usually evaluate it positively or neutrally, without seeing the moral norm. Others, although they feel that the hero of the story is not doing exactly the right thing, try to find an excuse for him.

At the average level, schoolchildren are distinguished whose knowledge, attitudes and behavior differ for the better, in comparison with students with a low level of moral qualities. First of all, these schoolchildren's moral knowledge basically corresponds to the norm. The subjects' knowledge of behavior patterns is also quite developed. Their knowledge about 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 ideas, although in its depth and breadth it is much different from the knowledge of students with a low level of moral qualities.

Thus, those remaining will form a group with a high level of moral character. All manifestations of moral qualities in these schoolchildren 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 attitudes of schoolchildren in this group are characterized by a degree of compliance with the norm and stability. Value judgments are quite critical, and when justifying them, students proceed from the moral content of the norms.

Signs different levels The formation of the identified set of qualities is 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 level Average level Low level Willingly carries out assignments, is responsible, friendly. Exemplary behavior, shows interest in knowledge, studies well, is diligent. Conscientious about work. Kind, sympathetic, willing to help others. Truthful with adults and peers. Simple and modest, appreciates these qualities in others. Reluctant to carry out assignments. Follows the rules of behavior subject to strictness and control. Doesn't study to the fullest extent of his ability and requires constant supervision. Works when there is competition. Doesn't always keep his promise. Simple and modest in the presence of elders. Avoids public assignments, is irresponsible, unkind. Often violates discipline. Shows no interest in learning or diligence. Doesn't like to work, tends to shirk. Rude in dealing with comrades. Often insincere, arrogant, and dismissive of others.

Although these levels of formation do not take into account all personality traits, they allow us to see the essence of the phenomenon being studied, to understand the motives of students’ behavior through their attitude to activities, peers, and themselves.

However, in the actual process of education, such types of moral behavior rarely appear in their pure form. Therefore, distinguishing students with higher, average and low moral education; the teacher needs to clearly define both the totality of their positive properties and qualities, and those that have moral shortcomings, which need to be worked on in the future to overcome.

The point of studying students is to competently outline (predict) the prospects of educational work and carry it out taking into account the characteristics of schoolchildren. The teacher is obliged to know what qualities should be formed in a student who has completed primary school and received initial education.

Chapter II. Pedagogical conditions formation of moral qualities of junior schoolchildren in literary reading lessons

1 Features of moral development in literary reading lessons

The moral development and education of students is the primary task of the modern educational system and represents an important component of the social order for education. Education plays a key role in the spiritual and moral consolidation of Russian society.

A new concept of education has been developed in the second generation standards. 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 came to the realization that the only proper upbringing 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 schoolchild, 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: Russian language, literature, history, fine arts.

It is important to begin work on the formation of moral values in the elementary grades, since the formation of his attitude to the world depends on what a child sees and hears in childhood. Thanks to the study of Orthodox values, children gain a deeper understanding of the world in which previous generations lived and worked, are proud of their history, their people, and realize that they are a part of it. Through this they learn to love and take care of their land, and in the future to protect it.

One of the tasks in the formation of the personality of a junior schoolchild is to enrich him with spiritual and moral ideas and concepts. Moral education develops the consciousness and feelings of children, develops skills and habits correct behavior. Small child does not yet have moral ideas. Children are raised by school, family and community. The degree of mastery of them in children is different, which is associated with general development child, his life experience. In this regard, the role of literary reading lessons is great. We often say: “A book is the discovery of the world.” Indeed, by reading, a 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, make him want to become better, do something good, help him understand human relationships, and introduce him to norms of behavior. The formation of spiritual and moral ideas and moral experience is facilitated by imparting to children 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, imbued with Christian morality. Analysis of fairy-tale situations and characters' characters together with children contributes to the formation of skills of correct behavior in certain situations. Lessons in the 3rd grade, dedicated to the fairy tales “Ivan the 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 elders, and comprehend the basics of a righteous life. The Christian meaning of Russian folklore is continued in literary fairy 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 “Tales of the Fisherman and the Fish”, “Tales of the Dead Princess and the Seven Knights”, “Tales of Tsar Saltan” by A.S. Pushkin’s children draw conclusions that good is rewarded to those who live following the moral laws: “Thou shalt not kill,” “Honor father and mother,” “Do not lie,” “Do not envy,” and comes to those who break the commandments retribution. The heroic epic of the Russian people gives children an example of true patriotism. The epic heroes are the embodiment of the moral qualities of the Russian people: selflessness, courage, justice, self-esteem, hard work. While studying the story “Ilya’s Three Trips” in 4th grade, children write a profile of Ilya Muromets. The amazing world of 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 encouraged to learn the meaning of the name and the life of their patron saint. Children enjoy completing such tasks. They learn a lot of interesting things about the past from old people, many useful things in life, they learn their first work skills from their grandparents, and 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, and attentive to other people. After reading Shergin’s story “Pick one berry at a time, you’ll get a box,” children write essays about their grandmother, imbued with love, kindness, and respect. Thus, based on all of the above, we can conclude that literary reading lessons 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 one’s 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 the wisdom and beauty, the pictorial power of proverbs.

There is no area of human existence that is not touched by proverbs.

Firstly, proverbs decorate our speech, making 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 relationships between people. It’s as if our ancestors are talking to us, defending their point of view on this or that, teaching us, sharing their life experiences. Thirdly, proverbs are very diverse in their content. These are advice, wishes, moral teachings, philosophical generalizations, judgments. The largest part of proverbs is devoted to the moral essence of man: good and evil, right and wrong, pity and compassion: Like the cradle, like the grave, Like the seed, like the tribe, Lives in a stable, but coughs like a maid, Who is without a watcher in the cradle, he has been out of business all his life. The point is not that the sheep ate the wolf, but the point is how she ate him. That is why their use in a course devoted to moral education through familiarization with Russian culture seems so successful. Many proverbs still contain the memory of historical events long ago. days gone by- “Tatar honor is more evil than evil”, “An uninvited guest is worse than a Tatar”, “Disappeared like a Swede near Poltava”, and relatively recently, during the Great Patriotic War, the aphorism of the Panfilov political instructor Klochkov-Diev spread across all fronts: “Russia is great, but retreat nowhere, Moscow is behind!

Thus, proverbs are not a frozen layer of Russian speech, but living, constantly replenished and changing. Aphorisms come into our speech from literary sources. Suffice it to recall the catchphrases of I.A. Krylova, A.S. Griboyedova, A.S. Pushkin (“Red summer sang, and before you knew it, winter was rolling into your eyes,” “I’d be glad to serve, but it’s sickening to serve,” “Who are the judges?”, “Your sorrowful work will not be wasted,” etc.), which are firmly included in colloquial use.

Work on moral education in literary reading lessons contributes to:

-introducing children to moral principles Orthodox culture;

-develops a position of non-acceptance of evil, cruelty, vulgarity;

-gives children firm guidelines for goodness 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 child’s sphere of interests - from empty time spent in front of TV and computer screens to reading that is 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 primary schoolchildren

The process of moral education is the social implementation of pedagogically targeted activities to organize the moral training of younger generations, the result of which is the assimilation by a growing person of social moral experience 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, these lessons introduce students to 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 the deep, personal assimilation of these values, since the process of perceiving a literary text involves the mind, feelings, and will, which means that the process of general and moral development of the child’s personality and his upbringing takes 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 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 of influence on the development of the child’s personality. It is through conversations with a teacher, the spiritual development of a child, self-education, the joy of achieving goals, and noble work that open a person’s eyes to himself. The work of the teacher and his special conversations are devoted to self-knowledge, self-improvement, and the ability to remain alone with one’s own soul.

An important part in the teacher’s work on the formation of moral development is the determination of the basic methods of moral education.

Methods of education must be distinguished in accordance with the formation of which 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 shaping their moral needs and motives for behavior and activity.

Methods for organizing the cognitive activity of younger schoolchildren and forming their moral consciousness.

Methods for organizing the activities and communication of students and developing the experience of their moral behavior.

By organizing various types of activities and communication of younger schoolchildren, the teacher has the opportunity to use specific ways (methods) of educational influence on the personality of the younger schoolchild. Only in activity and communication do 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 junior schoolchildren, as well as their communication.

Methods and means of moral education receive their structural and logical completeness in organizational forms, or forms of organizing education. The organizational forms for educating the moral qualities of younger schoolchildren are the forms of organizing educational activities: lessons, excursions, subject clubs, homework academic work, 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 knowledge of reality, such a work expands life experience child, creates for him a spiritual and emotional environment in which the organic unity of aesthetic and moral experiences enriches and spiritually develops the child’s personality.

By getting acquainted with fiction, students become familiar with such moral concepts as goodness, duty, justice, conscience, honor, and courage. It is associated with great opportunities for the development of the emotional sphere of the child’s personality, imaginative thinking, broadening the horizons of children, and forming the foundations of their worldview and moral ideas.

Art, any kind, each of its types is created by special means. artistic painting world, which a person perceives as a special reality. The reader, especially the little one, imagines the heroes, sympathizes, or, conversely, gets angry and may even identify himself with him.

Psychologists say that by first grade a child is ready for fairly serious work on a literary text. It is from the age of seven that a child can already develop an awareness of his ideas and experiences when reading a literary text and an understanding of the content and artistic form of the work, and most importantly, at this age he has the ability to enjoy the literary word (see Appendix 2). After reading and analyzing A. Gaidar’s story “Conscience” during 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 he does not worry about it, i.e. he is not tormented by his conscience. At the end of this lesson, children write a mini-essay “If there was no conscience.”

But it is not for nothing that spiritual and moral content, and even more so 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 development of students in literary reading lessons is the organization of a full reading and in-depth analysis of literary works that is personally significant for the student.

Moral values form the basis of true works of art, but the reader must be able to extract them, translate them into his own language and make them his own. This is not an easy job, requiring certain spiritual efforts and skills. This work can be organized by the teacher during literary reading lessons. The essence of this work is to organize children’s full perception of works of art that they read in class and at home. And most importantly, it is necessary that the teacher’s work be systematically organized on 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 students’ full perception of a literary text, is a way, a means solutions to this goal. It is necessary to organize the educational process in such a way that children think about serious moral problems, argue, worry and empathize with the heroes, and want to live by their moral rules (see Appendix 3).

In a literary reading lesson, children, under the guidance of a teacher, read books with enormous moral potential. In order to perceive aesthetic and moral values, it is necessary that children in the lesson:

-thought about what they read;

-empathized with the heroes;

-assessed their actions;

-comprehended their problems;

-correlated their lives with their lives;

-tried to act in accordance with perceived moral standards.

While reading and analyzing a work, a child should think about important questions of existence: about truth and lies, love and hatred, the sources of evil and good, human capabilities and his place in the world.

Studying fables in elementary school has great educational value. Fables contain rich material for influencing the emotional sphere of a child and instilling in him high moral qualities through the power of artistic words (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 Motherland, who ridiculed human vices in his fables, taught to respect the best qualities in a person. After reading the fable, it is important to find out characteristics and the actions of the heroes, leading students from the plot basis of the fable to the motives for the actions of the heroes.

Advanced logic and language work over comprehension and awareness of what they read, as well as the transfer of the characters’ actions into reality, allow students to actively engage in thought processes, evaluate what they read, draw conclusions and generalizations, and contribute to the development of high moral qualities in them.

In grade 2, while studying L. Panteleev’s story “Honest Word,” the teacher finds out the author’s position on what character traits he values in people, talking about a boy and a military man. From this work, children will learn how important it is to keep the word you give, 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.” 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 and love for the Motherland, which is important in the development of moral qualities. Homework is to write an essay on the topic “What I value in people.” They should reflect the moral principles with which the children were imbued in the lesson (see Appendix 5).

In addition to empathy, the basis for the formation of moral beliefs is assessment. Evaluating the actions of literary heroes, the student correlates his ideas about “what is good and what is bad” with the moral values of his people and humanity and, ultimately, perceives “someone else’s” 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 teacher’s task is to organize a full, deep perception by children of all the information embedded in the text, to help them imagine the pictures drawn by the author, respond emotionally to the feelings of the author and characters, and understand the author’s thought. In other words, to develop reading skills, the main ones of which are:

-the ability to imagine a picture drawn by the author of the work;

-the ability to understand the main idea of a work, its idea; realize your position and convey it in the form of oral and written speech.

In the process of initial training, information and reproductive methods are reduced to a minimum. They are used only in cases where students do not have the basis for organizing constructive mental activity, or due to the complexity of the material. A conversation is especially fruitful when it not only reproduces what has been read, but also stimulates students’ thinking, comparison of facts, etc. In the practice of teaching primary schoolchildren, independent work of students according to the teacher’s assignments and analysis of the text of fiction are used.

Dominant methods in the lessons there are heuristic methods: solving cognitive problems, completing assignments, problem presentation, heuristic conversation, etc. Effective technique moral education are specially designed cognitive tasks. In the course of solving them, primary schoolchildren 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 literary reading lessons, when introducing children to moral concepts and values, it is necessary to use dramatization. She identifies the following stages of lessons of this type, ensuring the assimilation of new moral concepts:

.Identifying moral problems in the classroom. The teacher thinks through what incidents and situations from the children’s lives he can reflect while 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 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 performers and spectators. Children can be asked 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 students to compare how they consider it necessary to act correctly and how they themselves act.

.Discussion of the characters' 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 correspondence between words and actions, and 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 characters in the literary work.

6.To consolidate the knowledge gained about the characters of the characters, students can be asked to draw a character they like.

In the process of playing out various moral situations, the child’s imagination is activated. This is of great importance for positive changes in himself due to the emergence of an “image of himself”, acting according to moral laws.

Thus, the process of moral education in literary reading lessons has its own specific characteristics. 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 justification of the research problem

This study was conducted at school No. 5, in the 4th grade. There are 18 people in the class.

To establish the level of moral education of a schoolchild, it is necessary to find out the degree of his understanding of those moral norms that determine this or that moral quality of an individual.

Three methods were carried out among students:

-Methodology “What is good and what is bad?”

-Methodology "Fairness".

-Methodology “What we value in people”

Methodology “What is good and what is bad?”

Goal: using a questionnaire, to establish the moral ideas of students (about sensitivity, integrity, honesty, justice).

Progress. Students are asked to give examples in writing that are well known to them:

.A fundamental act done by you or someone else.

.Evil done to you by others.

.The good deed you witnessed.

.A completely dishonest act by someone.

.A fair act by your friend.

.A weak-willed act of a person you know.

.Irresponsibility shown by one of your friends.

Processing of received data. Qualitative analysis of students’ responses allows us to determine the degree to which their concepts of certain moral qualities are formed. Rating: 1) misconception; 2) correct, but not complete and clear enough; 3) a complete and clear idea of 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 about moral qualities, 35% (5 people) an average level and 45% (6 people) a high level (see Fig. 2.1. )

Figure 2.1. Diagram of the results of a study of students’ moral ideas (method “What is good and what is bad?”)

Most students have unclear ideas about moral qualities.

Methodology "Fairness".

Purpose: to find out the correct understanding of the category “justice” by students.

Progress. The story “The Cup” is read aloud to the children: “In senior group There were twenty-five children in the kindergarten, and there were twenty-four cups. Brand new cups with blue forget-me-nots, with gold borders around the edges. And the twenty-fifth cup was very old. The picture on it was very worn out, and the edge was slightly chipped in one place. Nobody wanted to drink tea from an old cup, but someone still got it.

I wish it would break soon, that disgusting cup,” the guys grumbled.

But here's what happened. The girl on duty was Lena, and she supplied new cups for everyone. The guys were surprised. Where's the old cup?

No, it didn’t split, it didn’t get lost. Lena took it for herself. This time they drank tea quietly, without quarrels or tears.

Well done, Lena, she figured out how to make everyone feel good, the guys thought. And from then on, those on duty drank from the old cup. It was called “our duty cup.”

After reading this story, students have a conversation on the following questions:

.How can you describe Lena’s action in one word?

.Choose a card with the word that most accurately describes Lena’s action. (The words “politely”, “bravely”, “fairly”, “modestly” are written on the cards).

.What other righteous act can you tell us 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 determining students’ correct understanding of the category “fairness”

Based on the results obtained, we can draw the following conclusion: eight students have partially formed the concept of “justice.” Four students (boys) did not answer the questions accurately. And the girls were able to talk about some just action and justify this action.

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 time. Its subject matter can be varied.

Appeal-instruction: “The task you are about to begin will help our common work.

It is necessary to show seriousness, concentration and objectivity. From among the guys you know well, choose two; one - a true friend, and the other - a person with negative traits. Point out those qualities in them. Which ones you like or don’t like, and give three actions of both that characterize these qualities.”

Processing of received data. Analysis of the results allows us 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, is kind, never cheats, does not deceive anyone (independence and honesty)); negative: deceives, blames others, offends, does not carry out instructions.

Figure 2.3. Diagram of the results of students’ value orientations (method “What we value in people”)

% of students are named by one positive and negative quality.

% of students - either didn’t name it at all, or just one quality (laziness)

Conclusion: the majority of students have not formed 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 of Russian education. It is based on the development of not only moral values and motives, but also on the development of the basic moral qualities of a person’s personality. Who else but a teacher, who has the opportunity to influence the upbringing of a child, should give the problem of moral education the most important role in his activities.

However, not all teachers are able to organize proper and fruitful work to develop moral qualities in the team. Most often, this work consists mainly of a series of ethical conversations, although the teacher in his activities must use various 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 enormous moral potential, provide great opportunities for the development of moral qualities.

In order to perceive aesthetic and moral values, it is necessary for children in class to think about what they read, empathize with the characters, evaluate their actions, comprehend their problems, relate their lives to their own lives, and 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, these lessons introduce students to 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 the deep, personal assimilation of these values, since the process of perceiving a literary text involves the mind, feelings, and will, which means that the process of general and moral development of the child’s personality and his upbringing takes place in parallel.

But it is not for nothing that spiritual and moral content, and even more so 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 literary reading lessons is the organization of a full reading and in-depth analysis of literary works that is personally significant for the student.

Conclusion

The problem of moral education has been studied by philosophers, psychologists, and educational 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 turning point, is becoming more and more unpredictable, problems of morality, moral culture, moral education are moving 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 an individual focused on universal moral values, so that the market economy has a human face: for the good of man.

The point 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 schoolchildren.

The task of modern primary school teachers is to foster independence in children decisions made, purposefulness in actions and deeds, development in them of the ability for self-education and self-regulation of relationships.

Literary reading lessons contain enormous 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, callousness and mercy.

Questions addressed to students during 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 primary schoolchildren with the help of educational tasks that require children to identify themselves with others.

A lot depends on the teacher. Only his deepest and sincere emotion, empathy and mental pain can touch the souls of his students.

Thus, systematic work on moral education in the process of working on literary work allows you to increase the level of moral education of younger schoolchildren, instill in them kindness, honesty, a sense of duty, responsibility; to form a sense of patriotism; teach respect for people.

List of used literature

1.Apletaev M.N. System of personality education in the learning process: Monograph/Omsk.gos. Pedagogical University: Omsk State Pedagogical University Publishing House, 1998.

.Arkhangelsky N.V. Moral education - M.: Education, 1999.

.Babansky Yu.K. Pedagogy: Course of lectures - M.: Education. 2000.

4.Babayan A.V. About moral education / A.V. Babayan, N.G. Debolsky // Pedagogy. - 2005. - No. 2. - P.67-78.

5.Bozhovich L.I. On the moral development and education of children // issues of psychology - M.: Education, 2005.

.Bondyrev N.I. Moral education of schoolchildren - M: Education, 2001.

7.Vinogradova N. A. Preschool education: Dictionary of terms / N. A. Vinogradova. - M.: Airms-press, 2005. - 400 p.

8.Volkogonova O.D. Fundamentals of Philosophy: Textbook / O.D. Volkogonov, N. M. Sidorova. - M.: Forum, 2006. - 480 p.

9.Education of a schoolchild's personality in moral activity: Recommendation method/Om. state ped. Gorky Institute - Omsk: OGIPI, 1977

10.Dal V.I. Explanatory Dictionary of the Living Great Russian Language - M.: 1999, vol.

.Kaprova I.A. Moral development of junior schoolchildren in the process of education. - M: Education, 2002.

.Kovalev N.E., Raisky B.F., Sorokin N.A. Introduction to pedagogy. M.: Education, 2007 - 386 p.

.Kozlov E.P. Education of moral consciousness of schoolchildren. M.: Enlightenment. 2003.

.Korotkova L.D. Family reading as a means of spiritual and moral development of personality. // L.D. Korotkova // Primary school. - 2007. - No. 11. - P.15-17.

.Concise Dictionary of Philosophy: 1982

.Makarenko A.S. School problems Soviet education. M.: Education, 1996.

.Martyanova A.I. Moral education: content and forms. // A.I. Martyanova // Primary school. - 2007. - No. 7. - pp. 21-29.

.Matveeva L.I. Development of a primary school student as a subject of educational activity and moral behavior. M.: 2001.

.Mukhina V.S. " Six year old child At school". M.: Education, 2006.

.Ozhegov S.I. Explanatory Dictionary of the Russian Language, 2nd edition: 1995.

.Peculiarities of psychological development of children 6-7 years of age.” Edited by Elkonin D.B.: 1997

.Organization of teaching practice in primary school: a manual for higher education teachers. and Wednesday ped. textbook institutions / ed. P. E. Reshetnikova. - M.: VLADOS, 2002. - 320 p., p. 188

.Sokolnikova N.M. Fine art and methods of teaching it in elementary school: textbook. aid for students higher ped. textbook establishments. - 2nd ed. / N. M. Sokolnikova. - M.: Publishing house. Center "Academy", 2002. - 368 p., p. 338

.Sukhomlinsky V.A. Selected pedagogical works: 1980, vol. 2

.Ushinsky K.D. Collected works - M: 1985, vol. 2

26.Fomenko N.E. From morality to moral actions or small stories from the life of my class / N.E. Fomenko // Class teacher. - 2003. - No. 3. - P. 78-91.

27.Fridman L.M., Pushkina T.A., Kaplunovich I.Ya. Studying the personality of the student and student groups: Book. for the teacher / L.M. Friedman, T.A. Pushkina, I.Ya. Kaplunovich. - M.: Education, 2000. - 207 p.

.Kharlamov I.F. Pedagogy: Course of lectures - M: Education, 2000.

29.Sharapova, O. V. Features of moral education in reading lessons / O. V. Sharapova // Primary school. - 2008. - No. 1 - P. 42-45.

Annex 1

“Brothers Cyril and Methodius - creators of the Slavic alphabet” (4th grade)

Goal: to form an idea of the history of the creation of the Slavic alphabet.

Lesson objectives:

Educational: convey initial ideas about Saints Equal-to-the-Apostles Cyril and Methodius, educators of the Slavs and creators of the Slavic alphabet;

Developmental: develop cognitive processes and creative abilities;

Educational: promote the development of spiritual and moral qualities.

Lesson type: lesson on learning new knowledge.

Methods: explanatory and illustrative.

Forms of organization: individual, frontal.

Equipment: image of Saints Cyril and Methodius, Equal to the Apostles, geographical map, excerpts from historical sources “The Tale of Bygone Years” and “The Life of Constantine-Cyril”.

During the classes:

Organizing time.

Introduction to the problem.

Guess the riddle.

Not a bush, but with leaves, not a shirt, but sewn, not a person, but a story.

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 taught ourselves 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 Slavic ancestors did not have a written language. They didn't know the letters. They wrote letters, but not in letters, but in drawings. That's what they were called... /pictorial letters/. Every object of our ancestors meant something, symbolized something. For example, one ancient chronicle says: “The Khazars found clearings in the forests, and the Khazars said: “Pay us tribute.” The clearing thought and gave each hut a sword. The Khazars brought this tribute to their prince and elders. The Khazar elders said: “This tribute is not good, we sought it with one-edged weapons - sabers, but these 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 about ancient Russian

The story was written down by a monk.

He wrote in winter and summer,

Illuminated by dim light.

He wrote year after year

About our great people.

What is the name of recording 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 was already writing in letters. When did letters appear?

It is believed that already in the 9th century there were books written in “Russian letters”. But they didn’t reach us. And books of a later period were written in letters of the Old Church Slavonic alphabet “Cyrillic”.

Why was it called that? (Children's answers)

(Bell sounds in audio recording)

The bells ring out.

They are glorified for their efforts.

Remember Cyril and Methodius,

In Belarus, in Macedonia,

In Poland, the Czech Republic and Slovakia,

In Ukraine, Croatia, Serbia.

They glorify the feat of the first teachers,

At school they didn’t always teach literacy the way they teach it now. This is how Natalya Konchalovskaya describes studying in Rus'.

In the old days, children studied -

They were taught by the church clerk.

They came at dawn

And the letters repeated like this:

A and B - like Az and Buki,

V - as Vedi, G - verb.

And a teacher for science

On Saturdays I flogged them.

So weird at first

Our diploma was there!

This is the pen they wrote with -

From a goose wing!

This knife is for a reason

Called “pen-shaped”:

They sharpened their pen,

If it wasn't spicy.

It was difficult to read and write

To our ancestors in the old days,

And the girls were supposed to

Don't learn anything.

Only boys were trained.

Deacon with a pointer in his hand

I read books to them in a sing-song manner

In Slavic language.

What interesting things did you learn from this poem?

What language were books read in at that time?

Where did the Slavic alphabet come from? Today in class our conversation will focus on exactly this.

The main stage of the lesson.

There was a time when the Slavic peoples did not know how to read and write. They didn't even have an alphabet whose letters could be used when writing. Saints Cyril and Methodius compiled the alphabet for the Slavs and helped them learn to read and write. In general, Slavic writing has an amazing origin. Thanks to the monuments of Slavic writing, we not only know with an accuracy of a year about the beginning of the appearance of the Slavic alphabet, but also the names of the creators and their biographies.

What are these monuments of Slavic writing?

(On the board: “The Life of Constantine-Cyril”, “The Life of Methodius”, “A word of praise to Cyril and Methodius”, “The Tale of Bygone Years”.)

Across broad Rus' - our mother

The bells ring out.

Now the brothers Saints Cyril and Methodius

They are glorified for their efforts.

Remember Cyril and Methodius,

Glorious brothers, equal to the apostles,

In Belarus, in Macedonia,

In Poland, the Czech Republic and Slovakia,

The wise brothers are praised in Bulgaria,

In Ukraine, Croatia, Serbia.

All the peoples who write in Cyrillic,

What have been called Slavic since ancient times,

They glorify 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 Thessaloniki. Now this city is called Thessaloniki. Let's find it on a geographical map. Here Byzantium ended, and beyond came the vast lands of the Slavs, our ancestors.

Methodius was the eldest of seven brothers, and the youngest was Constantine. Constantine received his education at the court of the Emperor of Constantinople. A brilliant career awaited him, but he chose to retire to a monastery. But Konstantin was not able to spend much time in solitude. As the best religious preacher, he was often sent to neighboring countries. These trips were successful. Once, traveling to the Khazars, he visited Crimea. There he baptized up to two hundred people, and also took with him the captive Greeks who were released.

But Konstantin was in poor health, and at the age of 42 he became very ill. Anticipating his approaching 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 died quietly on February 14, 869.

Methodius outlived his brother by 16 years. While enduring hardships, he continued his great work - the translation of sacred books into Slavic and the baptism of the Slavic people.

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 to the initial history of Rus', “The Tale of Bygone Years.”

(Reading a passage by students with comments from the teacher)

From this passage we learn that one day the Slavic princes Rostislav, Svyatopolk and Kocel sent ambassadors to the Byzantine Tsar Michael. The king summoned two learned brothers Constantine and Methodius and sent them to Slavic land.

This happened in 863. This is where Slavic writing originates.

Now let's turn to another source. This is “The Life of Constantine-Cyril”. Here, too, the request of the Moravian prince Rostislav is described to send a teacher who can expound the faith in the Slavic language.

(Reading by students with teacher comments)

In the life of Constantine-Cyril we see that his creation of the Slavic alphabet is described as a great miracle and revelation of God.

And the alphabet was called the Cyrillic alphabet. The oldest book in Rus' written in Carillian is the Ostromir Gospel of 1057. This Gospel is kept in St. Petersburg, in the State Russian Library named after M.E. Saltykov-Shchedrin.

The Cyrillic alphabet existed virtually 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), izhitsa and fita.

Research activities.

(Work in groups)

Here is a fragment of the daily workers' newspaper "Pravda" No. 1 dated April 22, 1912. In it we also see the use of such letters as - er -, -er-, -yat-. The letter -yat- was called the letter “drenched in the tears of countless generations of Russian schoolchildren”; Until when did it exist? What did the letters er- and er- mean and how were they read?

Give an answer by studying fragments of articles by A. Leontyev (study Russian, language 4th grade, R.N. Buneev, E.V. Buneeva, O.V. Pronina)

“About a thousand years ago, during the era of Kievan Rus, all 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 mice, five - like five. And the letter ъ (er) was also not always a “silent” solid sign. In ancient Russian times, it denoted a sound intermediate between (u) and (s). And the words were written like this: ram, сън (sleep), пълкъ (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 “A Word about Words” ch. “The Scarecrow Letter 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 scary letter, the scarecrow letter, about the famous “yat”, drenched in the tears of countless generations of Russian schoolchildren. However, not everyone now knows what it was. In our current writing, there are two signs for the sound “e”: - e - i-e -, or -e reverse: But until 1928, there was another letter in the Russian alphabet - e-:

For reasons that will now seem completely unclear to you, the word seven was written exactly like this: seven, and the word samya was written completely differently, through yat-.

Take a look at this short list of examples.

In a shallow pond, write with chalk. They were high and we ate soup. This is not my cat, this cat is mute.

In the examples in the right column, instead of the letter -e-before, it was always written -yat-.

Try, pronouncing these sentences several times in a row, to hear the difference in the sounds -e- in the left and right columns.”

Formation of spiritual and moral values among younger schoolchildren

Ivanova Antonina Viktorovna ,

primary school teacher

Municipal educational institution "Gymnasium No. 19"
city of Saransk

Currently, it has become obvious that the moral aspect has become a priority in the process of education and upbringing. The moral formation of a child begins long before school. But only at school does he encounter such a clear and detailed system of moral requirements, compliance with which is constantly and purposefully monitored. It is the school today, by necessity, that is one of the main centers of spiritual and moral development and education of children.

“Education at school should only take place through joint activities adults and children, children with each other, in which the only possible appropriation (and not just recognition) of values by children. At the same time, education fundamentally cannot be localized or reduced to any one type. educational activities, but should cover and permeate all types: academic (within the boundaries of different educational disciplines) and extracurricular (artistic, communicative, sports, etc.) activities. This is exactly how the question is posed in the new Federal State Educational Standard for General Education.” The president’s message says: “The spiritual unity of the people and moral values are as important a factor as political and economic stability...”

Spiritual and moral development of the individual is the formation of a person’s ability to evaluate and use moral norms in practice.

How to help your child find the right path at school? We must not forget that a child at school not only reads, writes and counts, but feels, worries, reflects, evaluates himself, friends, and adults. And he must be helped, first of all, in understanding himself and his place in school life, and then the child will learn not only the outside world, but also himself. L.N. Tolstoy believed that of all the sciences that a person should know, the most important is the science of how to live, doing as little evil as possible and as much good as possible. One of the tasks of the spiritual and moral education of the school is to properly organize the child’s activities. Therefore, it is important to study the ways of organizing moral education (forms, methods and techniques).

A huge role in the education of morality belongs to the teacher in the lessons of the Russian language and literary reading. After all, we have a very powerful weapon - this is the word, artistic speech, the book. And “A book,” according to A. Herzen, “is a spiritual testament from one generation to another...” (slide)
Faced with a book every day, we have the richest material for educating young hearts. If we turn to literary reading programs, every work of any historical period raises, first of all, moral problems. In order not to interrupt this spiritual and moral educational line, to maintain continuity in the study of various works, it is important to build a unique program for instilling high moral and patriotic qualities through the study of recommended works, including in extracurricular reading lessons.

Praise best qualities person in the fairy tale “The Frog Princess”. The spiritual beauty of the princess, the cruelty and betrayal of the queen in “The Tale of the Dead Princess and the Seven Knights”, the denunciation of treachery and betrayal, the condemnation of envy and greed in S. T. Aksakov’s fairy tale “The Scarlet Flower”. The warmth and responsiveness of Varyusha in the fairy tale “The Steel Ring” by K. G. Paustovsky. The theme of all-conquering kindness in the fairy tales of C. Perrault, condemnation of callousness, soullessness and selfishness in the image Snow Queen in the fairy tale “The Snow Queen” by H. C. Andersen.

In the primary grades, special techniques are required so that children can understand the learning task both as a general one and as relevant to them personally.

The organization of the educational process, forms of knowledge assessment, value judgments characterizing the attitude of schoolchildren to learning and their friends, the teacher is aimed at ensuring that the strengths of each student are recognized by himself and his friends. This creates a favorable emotional state of the student in the team, which is one of the conditions for his successful spiritual and moral development. In the process of spiritual and moral education I use various types and forms of work: (slides)

— excursions, trips, hikes related to moral issues;

— thematic classes on moral topics;

— organization of cycles of conversations “Lessons of Morality”;

— theatrical performances on moral topics;

— holidays, surprises, competitions;

— reading conferences;

- studying the moral heritage of your Republic;

As part of the study of the heritage of the Mordovian people, we have developed an elective course program “History of the Native Land”, the purpose of which is – deepening and expanding students’ knowledge about the nature, history and culture of their native land.The program includes:

— content component – children’s mastery of a range of ideas and concepts about the world around them that is accessible to their age: the social structure of society, the life of the people, the history of the country, culture, the development of correct views on the facts of the country’s social life;

— emotionally stimulating component – the individual experiences a positive emotional attitude towards the acquired knowledge, pride in his people, in his native land; respect for the historical past of the native country, for the heroes of the war years, showing interest in information about one’s small Motherland, the need to broaden one’s horizons, the desire to participate in socially useful work;

— active component - implementation of emotionally felt and conscious knowledge in activities (providing assistance to adults, showing concern for the older generation, the desire to reflect the acquired knowledge in creative, search activities).

I also use forms such as:

quiz games;

matinees;

participation in the International Forum “Gifted Children”;

design and research activities;

publication of stories and poems in the newspapers “Kolokolchik” and “Diagonal”;

creating little books on various topics: “Motherland”, “Family”, “Good Deeds”, etc.

game forms in lessons with elements of artistic storytelling;

theatrical lessons;

travel lessons;

work with proverbs and poems.

Conduct ethical conversations, oral reflections on moral topics, and role-play life situations.

One of the most important ways of moral education, along with traditional ones, is training.

Training is a practical game situation in which students can try to realize themselves in different roles and evaluate what is happening. Jean-Jacques Rousseau said: “True education consists not so much in rules as in exercises,” therefore training is an exercise that allows you to train spiritual qualities: kindness, responsiveness.

So, using the “Situation” exercise, children analyze and solve problems using literary sources (for example: What should the heroes of fairy tales - Masha and the three bears; Little Red Riding Hood and the Gray Wolf; The Wolf and the Three Little Pigs - do to always live together?).

The Russian language, as an academic subject, has an extremely high educational value: instilling a sense of love for the native language, understanding universal human values, and nurturing an individual with a high sense of patriotism. To achieve these goals in the content of the Russian language, you can use material such as “General information about the language”, “How our language works”, didactic material: exercises, dictations, presentations, essays, etc.

In order to help students comprehend and realize the essence of any moral concept, it is necessary to consider it in all shades, in connection with others close and opposite to it. When going through the topics “Synonyms”, “Antonyms”, a technique is suitable that allows you to reveal the essence of a moral concept based on comparison, comparing it with others, close and opposite to it. Of course, the teacher must do this work himself, building for himself a unique series of synonyms. For example: compassion, respect, care, obedience, sensitivity, empathy, love, tenderness, cordiality, empathy, peacefulness or conscience, nobility, shame, commitment, decency, remorse, etc. However, it is hardly possible to find a person who has only positive qualities, therefore, when explaining to students the personal values that are the most significant and make a person human, the negative sides should also be revealed and explained how to overcome them.

In practice, the student must not only learn moral standards, but also realize their value through his practical experience.

One of the effective types of lessons is a practical lesson using reproductions of world paintings, which allow you to touch on the feelings, experiences and form value judgments of students.

Creative activities help to break down the wall of indifference, evoking positive emotions in students and stimulating the student’s passion.

As a result of comprehensive work on the formation of moral behavior, good results were obtained. The most important thing is that the work of moral education resonates in the hearts of children, as evidenced by the work of students. The result of specially organized, purposeful work with gifted children is, as a rule, the child’s participation and victory in one or another competition, Olympiad, etc. However, it is obvious that the very process of preparing a student for any event is a kind of victory, since the child acquires additional opportunities to discover and develop his individuality, moral judgments, and his abilities.

An example is excerpts from mini-resume texts created for participation in the International Forum “Gifted Children” in the Literary Salon “To burn people’s hearts with a verb” and “Union of Young Environmentalists” categories.

Text No. 1. « My name Michael comes from the Hebrew name Michael - “equal, like God”). I am sure that in my personality there is a lot of divine, that is, bright, kind, responsible for the destinies of the people around me, parents, children, friends.

Text No. 2. “Where are you doctor for nature?”

There are so many sick people, so many who need help!

But just recently I realized that not only people need to be treated, our entire planet is sick. Planet Earth urgently needs help today!!! Who, what kind of doctor, can cure the most important organism of humanity - all of nature? What medicine is needed for our planet today?

These are difficult questions... Even my parents don't know the answers to them. And I know!!!

I know for sure that there is only one doctor, he is a doctor, he is a healer, he is a Savior - this is a Man!!!(Yes, yes, it’s you and me!!!)

And I came up with a universal medicine - for everything. Here is the way to use it: heal yourself inside, your soul - learn to enjoy what surrounds you (still surrounds you), don’t get angry, don’t do bad things, don’t say terrible words. Respect what surrounds you (still surrounds you). And you will see that nature can come to life. I'm sure!!! Each of us is a doctor for nature!”

Experience pedagogical activity shows the need to continue work on moral education with schoolchildren. It can help improve the level of educational training of students at school, ensuring the development of moral qualities of the individual.

B. Pasternak has this line: “Oh childhood! A ladle of spiritual depth...” And the fate of entire generations often depends on what this bucket is filled with.

All teachers should not forget that our student will be far from the image in accordance with which we raised him; his formation will depend on the environment that we create for him, and on the extent to which we can provide him with the opportunity to make his own decisions and act on them.

“If a person is taught goodness, the result will be goodness” (V.A. Sukhomlinsky).

BIBLIOGRAPHY

Apletaev, M. N. System of personality education in the learning process: monograph / M. N. Apletaev. – Omsk: Publishing House Om GPU, 1998.

Aristotle. Works in 4 volumes – M: 1984, vol.4.

Arkhangelsky, N.V. Moral education / N.V. Arkhangelsky. - M.: Education, 1979.

Vasilyeva, Z.N. Moral education of students in educational activities. – M.: Education, 1978.

Dal, V.I. Explanatory Dictionary of the Living Great Russian Language - M: 1979, vol. 11.

Zhinkin, N. I. About code transitions in internal speech / N. I. Zhinkin // Questions of linguistics. – 1964. – No. 6.

Zhinkin, N. I. Psychological foundations of the development of thinking and speech / N. I. Zhinkin // Russian language at school, 1985. No. 1.

Ivanova, A.V., Ovchinnikova, L.V. Program for extracurricular activities “Amateur theater, holidays”, Saransk, 2010.

Ivenina, O.V., Ivanova, A.V., Program for extracurricular activities “History of the native land”, Saransk, 2011.

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