Vasilyeva Yu.Yu

Student, Ishim State Pedagogical Institute named after P.P. Ershova

PATRIOTIC EDUCATION OF OLDER TEENS IN EXTRA-CLASS WORK

annotation

This article discusses the pedagogical conditions for patriotic education of older teenagers in extracurricular activities.

Keywords: patriotism, patriotic education, extracurricular activities.

In the modern state order for schools, formulated in the Concept of spiritual and moral development and education of a citizen of the Russian Federation, the emphasis is on instilling patriotic values ​​in the younger generation.

According to the concept, patriotism is a feeling and an established position of loyalty to one’s country and solidarity with its people. Patriotism includes a feeling of pride in one’s Fatherland, small homeland, i.e. region, republic, city or rural area where the citizen was born and raised. Patriotism includes an active civic position and readiness to serve the Fatherland.

Patriotism is one of the most striking features of the Russian national character. Russian patriotism has its own characteristics. First of all, this is the high humanistic orientation of the Russian patriotic idea, religious tolerance, conciliarity and obedience to the law, community as a stable inclination and need of Russians for collective life, a special love for their native nature.

By patriotic education we understand the interaction of teachers and students in joint activities and communication aimed at instilling patriotic consciousness in older adolescents. Patriotic education can be most successfully carried out in extracurricular activities, which is a combination of various types of activities and has wide opportunities for educational influence on older adolescents.

Extracurricular work contributes to a more comprehensive development of the individual abilities of older adolescents, which are not always possible to consider in class. The inclusion of older teenagers in various types of extracurricular activities enriches their personal experience and knowledge about the diversity of human activity.

The successful solution of the tasks of patriotic education is facilitated by pedagogical conditions that presuppose the achievement of a certain result. Based on the positions of V.I. Andreev, E.V. Bondarevskaya, we believe that the first pedagogical condition Patriotic education of older teenagers is the implementation of axiological, personal-activity approaches. The choice of these approaches to the education of a patriotically-oriented personality is based on the provisions we have revealed about patriotism as an integrative moral quality of a person, constituted by generosity (intentionally assuming that the world is such that at any moment something can happen in it only with my participation) and expressed in the perception of the Motherland and Fatherland as leading values, an active attitude towards them in the context of humanism and respect for other peoples ; about the content of its structural components: cognitive (knowledge of a patriotic nature, on the basis of which patriotic views and beliefs are developed), value-emotional (patriotic values: love for the Motherland, pride in its heroic past, respect for other peoples) and motivational-activity (social - significant activity for the benefit of one’s Fatherland).

The essence of the axiological approach is that it is aimed at revealing the meanings of values, objects, at developing students’ ability to comprehend based on correlation with the phenomena of the social and moral life of society, building their own behavior of schoolchildren based on their existing patriotic values. According to I.I. Derech, values ​​are “preferences for certain meanings and modes of behavior built on their basis.”

The methodological basis of the personal-activity approach is the principle of the unity of personality and activity.

Our initial premise is that the process of patriotic education of an individual consists not only in the fact that a high school student shows a value-based attitude towards objective reality - the Motherland in activities (in the form of specific actions), acts according to the principle “in any this moment in this world, something can happen only with my participation,” but also improved his self-awareness, which would be inherently inherent in the need to correspond to the image of an ideal patriotic citizen.

The second pedagogical condition for the patriotic education of older adolescents in extracurricular activities is the availability of software and methodological support.

For implementation this condition We have developed a program for patriotic education of older teenagers. It is aimed at developing in older adolescents a high patriotic consciousness, a sense of loyalty to their Fatherland, readiness to fulfill civic duty and constitutional responsibilities to protect the interests of the Motherland, strengthening the unity and friendship of the peoples of the Russian Federation.

The goal of the program: is the formation of patriotic consciousness of high school students as the most important spiritual and moral and social value, raising a teenager with a sense of national pride, civic dignity, social activity, and love for the Motherland.

The main tasks are:

– creating conditions for the formation of a spiritually rich, socially active citizen.

– reduction in the level of crime and bad habits schoolchildren by means of patriotic education;

– development of mechanisms to ensure coordination of the extracurricular system of program activities;

– development and creation of scientific and methodological recommendations on the problems of educating the patriotic consciousness of high school students.

– implementation of a system of patriotic program activities and assessment of their effectiveness.

The content of the program includes such ideas as the creation of an educational environment and experience of patriotic behavior, independent participation of older adolescents in various types patriotic activities. The program uses project activities, which contributes to the formation of the ideological foundations of the individual for successful entry into society. One of the main means of patriotic education is local history, which is aimed at studying the small Motherland, its nature, history, economy, way of life, beliefs, and traditions.

The third condition for the effectiveness of the formation of patriotism in the personality of older adolescents is the priority of forms of extracurricular work that have a complex pedagogical impact on the cognitive, motivational-need, and activity components of the structure of the individual’s patriotic value orientations. Such forms of extracurricular work with older teenagers can be debates, presentations of collective creative works at patriotic themes, introducing students to the heroic events of national history, the country’s outstanding achievements in the field of politics, economics, science, culture and sports, open panoramas of the Days of Military Glory of Russia, excursions that offer the study of local objects in their natural setting, collective creative activities can be used, in which students and teachers are involved.

We believe that the process of educating patriotic consciousness as an integrative moral quality of older adolescents will be effective when the pedagogical conditions discussed above are implemented in extracurricular activities.

Literature

1. Danilyuk A.Ya., Kondakov A.M., Tishkov V.A. The concept of spiritual and moral development and education of the personality of a Russian citizen. M., 2009.
2. Derecha I.I. Pedagogical support for the moral choice of high school students in the educational process: abstract. ...cand. ped. Sciences. - Tyumen, 2005. -26 p.
3. Zubenko N.Yu. Extracurricular activities as a factor in the formation of citizenship and patriotism of adolescents // Pedagogical Sciences. – 2010. – No. 1. – P.36-38.

Without a doubt, today in Russia increased attention is paid to patriotic and military-patriotic education: a whole network of state and public organizations participates in it, and funds are allocated for these purposes special means, many articles, books, reports and teaching aids have been written about the results and existing problems. In this short article we cannot consider in detail this entire multi-level and multifaceted process. Therefore, I would like to focus on its understanding in the public space: what meanings dominate in the discussion of (military) patriotic education in the public space modern Russia. In this we will rely on official documents, scientific articles and reports of thematic conferences in recent years, as well as the most popular materials on the Internet.

Firstly, it is necessary to pay attention to the fact that in the media, internal Russian events are presented through the opposition of “liberals” and “patriots”. The strangeness of this dichotomy lies in the fact that liberalism is a political ideology (i.e., a system of views about the desired political structure of the state), while patriotism (love of the Fatherland and the willingness to subordinate one’s interests to state ones) is a more fundamental system of views, not related to the discussion of specific political problems. An example is the situation in Russia in August 1914, when at the very beginning of the First World War, representatives of different political views united under patriotic slogans in the name of defending the Fatherland.

The current situational opposition is largely due to a confusion of concepts, when conservative ideas are presented as patriotic, and conservatives call themselves “patriots,” thereby denoting a monopoly on “patriotism” and dooming opponents to the automatic status of “non-patriots.” The influence of the ideology of conservatism can be traced in linking patriotic education with spiritual and moral development and appeal to such concepts as “spirituality”, “conciliarity”, “national home”, etc. As a result, patriotic education begins to be reduced to the promotion of a certain political ideology, the inevitable consequence of which patriotism ceases to be a universal value for the entire society.

Secondly, the vagueness of the definition of patriotism even in official documents is striking. For example, there is no clear definition in the text of the state program “Patriotic education of citizens of the Russian Federation for 2011-2015.” . In the Concept of Patriotic Education of Citizens of the Russian Federation, patriotism is defined as “love for the Motherland, devotion to one’s Fatherland, the desire to serve its interests and readiness, even to the point of self-sacrifice, to defend it.” The definition of patriotism through “love” is typical for most of the materials we studied. Some exception is Rosvoentsentr (provides organizational support for this program), on whose website the emphasis is shifted to the behavioral aspect: “patriotism is considered as a special direction of social behavior of citizens, the highest meaning of an individual’s life and activities, duty and responsibility to society, implying the priority of public interests over individual up to self-sacrifice, disregard for danger to personal life and health while protecting the interests of the Fatherland."

The widespread use of such vague concepts as “love”, “readiness” and others (i.e., referring to the human mental world) creates uncertainty (after all, the ultimate goal of “loving your Fatherland” is vague and broad) when developing specific actions within the framework of (military- )patriotic education and even more so when creating specific assessment systems. Thus, although (military) patriotic education is aimed at the consciousness of people, 7 out of 8 evaluation indicators of the mentioned state program take into account only the intensity of its implementation. The blurriness of concepts and goals with an emphasis on the formal organizational side leads to the fact that almost any event can be tied to the education of love and feelings, avoiding answering the essential question: are the events being carried out really effective. For example, in teaching materials written by teachers, sometimes there is such a great expansion of the concept of “patriotic education” that one gets the feeling that the authors are writing about the entire educational process.

Third, and this is reflected in the title, it is worth noting that patriotic and military-patriotic education are so closely intertwined that often the latter completely absorbs the former. Such a substitution is typical primarily for representatives of government organizations and those who are specifically involved in military-patriotic education (and to a lesser extent, for example, for employees of the secondary education system). Often both concepts are used as synonyms. This is observed both in analytical and in educational and methodological works: in the examples given in the links, one can most clearly observe how the conversation about patriotism smoothly flows into the analysis of the system of military-patriotic education. In the state program for patriotic education, out of six tasks, five relate to organizational and legal ones and only one is related to the final result: “formation of a positive attitude of society towards military service and positive motivation among young people regarding military service under contract and conscription.” Among the tasks of patriotic education solved by Rosmolodezh, in the first place is: “Promoting the inclusion of young people in patriotic education programs, including preparation for service in the Armed Forces, carrying out work to perpetuate the memory of defenders of the Fatherland.”

Fourth The aspect that attracts attention is related to the fact that in all texts the younger generation often acts as a passive object of patriotic education: they are taught to love the Motherland, pass on certain knowledge, instill cultural norms and standards in order to form a duty to the country. If some kind of creative activity is supposed, it is only in the choice of a certain type of activity. As an illustration, let us turn to the words of the “practitioner” - the head of the Hall of Military Glory of the Veliky Novgorod Museum S.M. Orlova: “We see student visitors less often. This shows that voluntary attendance, without coercion, is unusual for the consciousness of today's youth and automatically signals the unimportance of the event.<...>In many ways, this way of thinking is associated with the position of our state, where people are passive. Standing in the crowd at a rally, he is not an active participant and the information heard in this way will not form his self-awareness and active civic position.” Let us clarify that our criticism is aimed at the obsessive deliberateness of this process, within which it is not even assumed that the student can build his own tactics of resistance, which in the most radical case will lead to a complete denial of the “imposed” ideas (since they will be perceived precisely as imposed).

And finally, we note that work on (military) patriotic education is often limited to such semantic spheres as “sports”, “army”, “history”, “spirituality”, “ folk culture" As a rule, patriotic activities include those types of activities that combine certain elements borrowed from these areas. For example, military-patriotic camps, where preparation for the army takes place, include classes in physical training and lectures are given on historical topics. Another example is the publications indicated in the list of events for the implementation of the state program for patriotic education: 7 out of 8 are devoted to historical topics (and it remains unclear how a 6-volume collection of archival documents on the history of the military-industrial complex of Russia and the USSR can directly contribute to the patriotic education of a growing child generations). The Institute of National Strategy (Center for Political Science Consulting) dedicated one report to patriotic education with a characteristic title: “The concept of patriotic education in modern Russia: historical memory and civic consciousness.” The entire text is an exposure of stereotypes associated with Russian history.

It is also significant that the language (“discourse”) in which the problems of (military) patriotic education are discussed is a mixture of bureaucratic language (transforming conversation into “dry” programs and reports), didactics (with an emphasis on the structural-functional approach, which everywhere he sees certain “systems”, “structures”, “elements” and “functions”, thereby creating the illusion of controllability) and patriotic journalism. This combination makes the discourse inward-looking: critical discussion and strategizing are almost impossible in this language, but it is ideal if you need to present certain types of activities as “patriotic.” The latter is of enormous importance from the point of view of obtaining government funding.

At least in form, the process of patriotic education largely reproduces the system of ideological propaganda that existed in the Soviet Union, if from the latter we exclude centralization and a relatively developed elaboration of the internal semantic core, i.e. key ideological messages. This makes patriotic education and propaganda akin, and patriotism begins to be perceived as a state ideology.

It is important to distinguish here between wartime and peacetime patriotism. Of course, during a war (in a situation of emergency - which is fundamental), the key to victory is the willingness of everyone to give their own life, i.e. the ideal of sacrifice comes first, which does not, however, negate a number of personal goals (protection of one’s family, posthumous glory of a hero, etc.). Hence, high morale is a product of the close interaction of high ideals and personal meanings. It is impossible to fully control this with the help of heroic propaganda. As the experience of both world wars shows, it can be effective from the point of view of public mobilization. However, once at the front, a person inspired by patriotic ideals is not faced with the heroic side of the war, which can have negative consequences (the demoralization of the Russian army that began already at the end of 1916 is evidence of this). Without a doubt, in peacetime, from a pragmatic point of view, the state must cultivate those ideals of serving society, which in case of war will become the ideological basis for social mobilization. However, the same examples of military feats of the past prepare society to react in a situation of emergency, military situation, but the proposed “recipes” are usually not applicable for peaceful life itself (artificially creating a “threat of war” is hardly pragmatic from a socio-economic point of view ). Often in the literature on patriotic education the thesis is given that Russia has been at war almost throughout history, but it is forgotten that with the exception of the period of the world wars (when the war became total), battles were fought by professional armies somewhere on the periphery of the state, while the bulk of the population lived an almost peaceful life.

Therefore, patriotism should be more appropriately defined not through abstract love or a special type of activity, but through linking personal interests with the interests of the country, readiness to realize life goals in Russia so that the realization of personal interest leads to the creation of some kind of public good. As the Deputy Director of the Administrative Department of the Government of the Russian Federation A.L. wrote. Balyberdin: “Today, the main problem associated with improving the system of patriotic education is that the modern semantic content of Russian patriotism is not a factor shaping the interest of citizens in it, especially among the younger generation.” In other words, creating meaning and arousing interest are the tasks that should become guiding ones.

It becomes obvious that the first place is not direct information impact, but the creation of a system of institutions aimed at helping young people find their calling, determine and realize their life goals. Accordingly, the young man turns from an object of influence into a subject, and the largely abstract conversation about national pride and values ​​is replaced by a joint search for an answer to a more practical question: “How can I realize myself and thereby serve my country?” Naturally, this is directly related to the creation of social elevators (by the way, their absence was one of the key reasons for the “Arab Spring” in the Middle East) and the general economic situation of the country. Then the efficiency criteria can be the number of young people who want to emigrate or have already emigrated. The problem of “brain drain”, which has become acute again in last years, clearly shows: people for various reasons cannot find their place in the country. Combating this phenomenon through propaganda is at least ineffective (and in fact immoral). In this regard, patriotism could indeed be the answer to the solution social problems youth environment (drug addiction, crime, etc.), as discussed in his above-cited article by A.L. Balyberdin, however, again not directly, but through assistance in personal development.

And military-patriotic education can, as is constantly said, set the ultimate goal of reducing the number of draft dodgers in the Armed Forces. However, such a formulation of the question seems limited. Rather, the system of military-patriotic education should focus on finding and attracting those young people who, due to their physical condition, personal interests and psychological make-up are ready and able to go to military service.

Of course, all of the above does not at all deny the importance of the (military) patriotic education activities that are currently being carried out. Moreover, a number existing forms and methods (for example, military sports camps or search expeditions), in our opinion, can be very effective in solving certain (tactical) problems. The question is that creating meanings, instilling ideals and imparting knowledge is impossible through one-time (even numerous) events and simple information. The main thing is to captivate the person. As an example, we can cite the novels of V.S. Pikul, which, on the one hand, were quite rightly criticized by professional historians for numerous errors, and on the other hand, attracted the attention of millions of citizens Soviet Union to history. For some, this interest then developed into professional activity. If we talk about the practical activities of the Russian Military Historical Society, then often the emphasis is on those events that allow us to draw attention to history, make it closer, i.e. fill with personal meanings. Thus, one of the many projects dedicated to the 100th anniversary of the First World War was the creation of a free computer game"Ilya Muromets" (the world's first strategic bomber, designed by I.I. Sikorsky and adopted into service in the Russian Imperial Army). Another example is the “People's Archive of the First World War” - an electronic database where anyone can place information they have in their personal archive about relatives who took part in that war. Over the course of several years, 1,150 memorial plaques to the heroes of the Soviet Union and Russia were installed at the schools where they studied. Such a board will always be in the field of view of school students (the vast majority of whom are located in rural areas), its very existence testifying to the proximity of the hero, as if saying: “Here he is, a hero who accomplished a feat, once studied within the same walls that and you". Another promising direction is military-historical (re-enactment) festivals. Thus, about 700 thousand spectators were present at 26 festivals held or supported by the Society.

In conclusion, I would like to repeat that (military) patriotic education should not be the answer to the question: “Why should I love the country in which I live?”, but to the question: “What can I do for the society in which I live?” ?. If we focus only on the first question, then patriotic education will inevitably degrade into the propaganda of megalomania. Russian religious philosopher V.S. Soloviev, several decades before the Russian Revolution of 1917, very clearly outlined the disastrousness of such a path: “National self-consciousness is a great thing, but when the self-consciousness of the people turns into complacency, and complacency reaches self-adoration, then the natural end for it is self-destruction.”

Pakhalyuk Konstantin Alexandrovich , leading specialist of the scientific department of the Russian Military Historical Society

First publication: Pakhalyuk K.A. Patriotic education: experience of discourse analysis //Analytical Bulletin No. 33 (586): "Military-patriotic education Russian citizens: state, problems, ways of improvement." Analytical Department of the Federation Council Apparatus. M., 2015. P. 53-60.

Patriotic education of youth // Rosmolodezh. Electronic resource: access mode: http://www.fadm.gov.ru/directions/patrioticheskoe-vospitanie/ ( last date accessed October 7, 2015)

Orlova S.M. Historical memory of generations in the system of patriotic education based on the legacy of the Great Patriotic War // Patriotism of the XXI century: its formation on the traditions of past and modern experience. M., 2013. P. 99.

The problem of patriotism in our time is one of the urgent and serious problems of society. Today, not many people are true patriots.

Any major socio-political changes in the country lead to a change in value orientations, thereby jeopardizing the spiritual and moral development of the younger generation.

In Russian society, there has begun to be a lack of principles and rules of life consciously accepted by the majority of citizens; there is no agreement on issues of correct and constructive social behavior and the choice of life guidelines.

Therefore, the key task of modern Russian general education is to ensure the spiritual and moral development and upbringing of the personality of a Russian citizen.

The new Russian comprehensive school is becoming the most important factor ensuring the sociocultural modernization of Russian society, therefore the spiritual and moral development of the individual is one of the main guidelines modern education. The “Concept for the Modernization of Russian Education” identifies the most important tasks of education, among which are the formation in schoolchildren of spirituality and culture, initiative, independence, tolerance, and the ability for successful socialization in society. “The concept of spiritual and moral development and upbringing of the personality of a citizen of Russia” of the second generation standards gives the following interpretation of this concept: “Spiritual and moral development of the individual” is the consistent expansion and strengthening of the value-semantic sphere of the individual carried out in the process of socialization, the formation of a person’s ability to evaluate and consciously build based on traditional moral norms and moral ideals, attitude towards oneself, other people, society, the state, the Fatherland, and the world as a whole.”

Patriotism is a feeling and an established position of loyalty to one’s country and solidarity with its people. Patriotism includes a feeling of pride in one’s Fatherland, small homeland, that is, the region, republic, city and countryside where the citizen was born and grew up. Patriotism includes an active civic position and readiness to serve the Fatherland.

The main objectives of patriotic education of students are:

Study of the child’s immediate social environment;

Carrying out direct observation of the direction of manifestations of consciousness, behavior, the nature of actions, actions and activities;

Creation of a spiritually filled, patriotically motivated living environment for the class team;

Stimulating the social orientation of the actions and actions of microgroups of the class team;

Involving students in a system of collective creative activities of a patriotic, socially valuable nature;

Organization of an educational environment in extracurricular activities of students, involving them in the system additional education, research activities, cultivation healthy image life;

Stimulating the motivational and value core of the student’s upcoming professional activity.

The vital activity of the collective for most children is a space for the development of their current life, for the development of their social experience and civic consciousness. Fostering patriotism is the basis for the spiritual and moral development of students. Collective creative activity in a secondary school can be one of the ways to solve this problem.

Civic-patriotic education in school is a purposeful, morally conditioned process of preparing students for functioning and interaction in a democratic society, for proactive work, participation in the management of socially valuable affairs, for the implementation of rights and responsibilities, as well as strengthening responsibility for their political and moral and legal choice, for the maximum development of their abilities in order to achieve success in life.

Work on civic-patriotic education is carried out through the organization of training sessions, extracurricular and extracurricular activities. Basic form academic work What remains is the lesson, which in the educational system becomes an educational complex, where educational influences are integrated into the holistic educational process. Therefore, to increase the educational nature of training, it is advisable to:

Strengthen the humanitarian orientation of all educational disciplines: include in traditional subjects material that helps children understand themselves, the motives of their behavior, relationships with others, and design their lives.

Use active forms and methods educational activities, its openness, diversity educational materials, forms and techniques of educational and extracurricular work that develop knowledge and skills that increase the social and cultural competence of the individual.

The educational system covers the entire pedagogical process, integrating educational activities, extracurricular life of children, varied activities and communication, the influence of the social and subject-aesthetic environment.

Main directions of civic-patriotic education

Spiritual - moral. Awareness by students in the process of civic-patriotic education of the highest values, ideals and guidelines, socially significant processes and phenomena real life, the ability to be guided by them as defining principles and positions in practical activities.

Historical and local history. A system of activities aimed at understanding the historical and cultural roots, awareness of the uniqueness of the Fatherland, its destiny, inextricability with it, the formation of pride in participation in the actions of ancestors and contemporaries and historical responsibility for what is happening in society, the formation of knowledge about one’s native village, city, region.

Civil law. Impacts through a system of measures on the formation legal culture and law-abidingness, skills in assessing political and legal events and processes in society and the state, civic position, constant readiness to serve one’s people and fulfill constitutional duty; fosters respect for state symbols.

Socially - patriotic. Aimed at activating the spiritual, moral and cultural-historical continuity of generations, the formation of an active life position, the manifestation of feelings of nobility and compassion, and the manifestation of care for older people.

Military-patriotic. Focused on developing in young people a high patriotic consciousness, ideas of serving the Fatherland, the ability to defend it armed, studying Russian military history, military traditions.

Sports - patriotic. Aimed at developing moral and volitional qualities, nurturing endurance, perseverance, courage, discipline in the process of training physical culture and sports, the formation of experience in serving the Fatherland and readiness to defend the Motherland.

Cultural - patriotic. Aimed at development creativity students through introducing them to musical folklore, oral folk art, to the world national holidays, acquaintance with the customs and traditions of the Russian people.

For the successful implementation of the program for civic and patriotic education of students, the following conditions have been created in our school:

The school has created an educational system based on mutual respect, mutual responsibility of all participants in the educational process and constructive interaction and cooperation of the teaching, student and parent communities;

A system of traditional school-wide events has been developed;

School student self-government is developing;

New approaches to organization are used educational process and are being implemented modern technologies in the process of patriotic education;

Civic-patriotic education at school includes two age levels, each of which has its own methodological characteristics. IN primary school The leading form of activity is play, introducing children to the world of Russian culture, promoting their acceptance of moral values: the unity of man and nature, love for their native land, hard work, mercy, etc. Course "The world around us" sport sections allow them to instill in children the foundations of national identity and dignity, a sense of respect for their history, culture, traditions, and the inner world of a person, and ultimately form a conscious sense of patriotism. After all, it is this age that is most susceptible to the assimilation of the values ​​of society, the development of creative abilities and moral standards. At the first stage, the formation of an individual begins, recognizing himself as a part of society and a citizen of his Fatherland, the child’s communicative abilities develop, which allow him to integrate into the community. And solving one of the main tasks of education at this stage - developing the creative potential of a primary school student - helps to form a personality capable of making a contribution to the life of the country.

The second stage (primary school) continues to form the adolescent’s system of values ​​and behavioral attitudes and helps to acquire the basic key competencies necessary for future independent life in society. Students are involved in socially useful activities. At this stage, the core of civic education is the formation of respect for the law, justice, the rights of other people and responsibility to society. This is facilitated by the Social Studies course. Work in this direction is also carried out through collective creative activities, role playing games, creative projects.

Thematic classroom hours;

Teaching a social studies course from grades 5 to 9;

Studying the history of your family, family traditions;

Study of folk traditions and customs;

Work of associations;

Conducting school-wide events;

Conducting meetings with WWII veterans and combatants in hot spots;

Participation in competitions and shows.

The components of the patriotic education system are:

Formation and development of socially significant values, citizenship and patriotism in the process of education and training at school,

Mass patriotic and military-patriotic work, organized and carried out by municipal, cultural and public organizations and institutions, as well as their employees, etc.

Activities of the media.

Working with children in this direction, my main goal is to develop citizenship and patriotism in schoolchildren, i.e. formation of the most important spiritual, moral and social values, significant qualities, skills and readiness for their active manifestation in various spheres of life. To achieve this goal, it is necessary to solve the following tasks:

Affirmation in the minds and feelings of schoolchildren of patriotic values, views and beliefs, respect for the cultural and historical past of Russia, for traditions, increasing the prestige of state, especially military service;

Formation of leading integrative personality qualities;

Education and development of national principles, respect and interest in all nations;

Fostering citizenship, respect for historical monuments, the culture of the region, and the preservation of tradition.

The goal, first of all, is to cultivate schoolchildren’s love for their historical homeland, and therefore patriotic feelings and, in general, the formation of a value system that ensures the development of citizenship and patriotism. In addition, it is important to comprehensively combine the efforts of teachers, parents and students themselves.

For more effective construction work with children in the direction of patriotic education, a review and analysis was carried out in the following areas:

Studying the accumulated work experience in civic-patriotic education (work experience of teachers, class teachers working in our school, work experience described in scientific and methodological literature, the Internet).

Study of the regulatory framework and software in this area.

In educational activities, not only general tasks are defined, such as instilling love and respect for one’s family, class, school, city, country, but also specific ones: the formation of patriotic feelings and civic consciousness in junior schoolchildren based on historical values, using rich library materials.

In respect of educational work Special attention focused on the forms and methods of civic-patriotic education.

Patriotic education of schoolchildren

In recent years, changes have occurred in our country that have aggravated the social, economic and political situation, which has led to the loss of moral guidelines among the younger generation. Throughout the history of the development of domestic education, the problem of patriotism has been the subject of constant attention. In the modern situation, patriotic education of students is becoming a priority direction of the educational system.

During one of the meetings of the President of the Russian Federation with representatives of the public on issues of the spiritual state of youth and key aspects of patriotic education Vladimir Vladimirovich Putin said: “We must build our future on a strong foundation. And such a foundation is patriotism. This is respect for our history and traditions, the spiritual values ​​of our peoples, our thousand-year-old culture and the unique experience of the coexistence of hundreds of peoples and languages ​​on the territory of Russia. This is responsibility for your country and its future.”

What is patriotism?

In the Pedagogical Encyclopedic Dictionary (2002), the following definition of patriotism is given - love forto the fatherland, to their native land, to their cultural environment.

In the Russian language dictionary S.I. Ozhegova (1978) patriotism isdevotion and love for one's fatherland, for one's people.

In the explanatory dictionary of the living Great Russian language V.I. Dahl (patriotism is defined as “love for the fatherland.”

INThe military encyclopedic dictionary interprets the concept of patriotism more broadly - “love for the homeland, one’s people, the desire to serve their interests through one’s actions.”

We can conclude that “patriotism” is personal quality person. The essence of this phenomenon is (7):

“a) in love for the Fatherland, for the native land, for one’s multinational people, their heroic history, culture, customs and traditions;

b) in the desire to serve their Fatherland, its socio-economic prosperity, political independence and territorial integrity with their specific actions and deeds"

Patriotic traditions in Russia have deep historical roots.According to A.N. Vyrshchikova (Dr. pedagogical sciences, professor, corresponding member of the International Academy of Sciences of Pedagogical Education, Excellence in Public Education of the RSFSR. Excellence in Education of the USSR) and M.B. Kusmartseva (candidate of pedagogical sciences, associate professor)“The idea of ​​patriotism has at all times occupied a special place not only in the spiritual life of society, but also in all the most important spheres of its activity - in ideology, politics, culture, economics, ecology, etc. Patriotism is an integral part of the national idea of ​​Russia, an integral component of national science and culture, developed over centuries. “He has always been regarded as a source of courage, heroism and strength of the Russian people, as a necessary condition for the greatness and power of our state.”

Currently, the need for patriotic education of the younger generation is reflected in many programs, projects, regulatory documents, scientific and popular publications.

In accordance with the state program “Patriotic education of citizens of the Russian Federation for 2011-2015”, the main goal of patriotic education is love for one’s Motherland and devotion to it, readiness to defend its interests, pride and loyalty to the traditions and culture of one’s people, readiness to serve with one’s labor in good of the Fatherland. A logical continuation of the program is the draft state program “Patriotic Education of Citizens of the Russian Federation for 2016-2020”, the main guidelines of which preserve the traditions of patriotic education that have developed over the past decades and ensure the continuity of the educational and sociocultural process of forming the patriotic consciousness of Russian citizens. The novelty of the program is the basis of interaction between government agencies and civil society in solving the problems of implementing the historical mission of modern Russian patriotism in ensuring the future of Russia, strengthening its position in the international arena and ensuring national security, as well as giving the process of patriotic education dynamics corresponding to the innovative processes of development of Russian society .

The Law of the Russian Federation “On Education” includes among the principles of state policy in the field of education the education of citizenship, hard work, respect for human rights and freedoms, love for the environment, the Motherland, and family. This law and other regulatory documents guide teachers toward the patriotic education of students, toward intensifying attention to developing children’s pride in their country, its culture and history.

Patriotic education of schoolchildren is a systematic and purposeful activity to develop in students a high patriotic consciousness, a sense of loyalty to their Fatherland, readiness to fulfill civic duty and constitutional responsibilities to protect the interests of the Motherland.

The goal of patriotic education of schoolchildren is the development of high social activity of civic responsibility, spirituality, the formation of a personality with positive values ​​and qualities, capable of demonstrating them in the creative process, the interests of the Fatherland.

In this regard, the education system represents an opportunity for systematic influence on the process of formation of students’ life values,education in the spirit of interethnic harmony and Russian patriotism, dissemination of knowledge about the history and traditions of different peoples of Russia and about general history and the culture of the country.

Wonderful words belong to D.S. Likhachev: “You need to love your past and be proud of it, but you need to love the past for a reason, but the best in it, something you can really be proud of now and in the future.”The history of Russia, as we know, is rich in significant events. Heroism, courage of Russian soldiers, the power and glory of Russian weapons have always been an integral part of the greatness of the Russian state. In addition to military victories, there are events worthy of being immortalized in people's memory.Federal Law "On Days of Military Glory and Memorable Dates of Russia"establishes the days of glory of Russian weapons - the days of military glory (victorious days) of Russia in commemoration of the glorious victories of the Russian troops, which played a decisive role in the history of Russia, and memorable dates in the history of the Fatherland associated with important historical events in the life of the state and society.

Conducting educational and game programs, dedicated to the Days military glory and memorable dates, will allow schoolchildren to consolidate and deepen their knowledge of the history of Russia and be proud of the exploits of the heroes of our country, thereby contributing to the formation of a sense of patriotism among the younger generation.

Literature

1. Builova L.N. Current directions in the organization of patriotic education in the system of additional education of children / Vneshkolnik information and methodological magazine - 2013. - No. 6 (156).

Vyrshchikov, A. N., Kusmartsev, M. B. . Patriotic education of youth in modern Russian society / Monograph. – Volgograd: NP IPD “Author’s Pen”, 2006.

State program “Patriotic education of citizens of the Russian Federation for 2011-2015” [Electronic resource] - URL: http: //www. archives. ru/ programs/ patriot _2015. stml/

Dal V.I. Explanatory Dictionary of the Living Great Russian Language: In 4 volumes. T. 3: L – R/Ed. prof. I. A. Baudouin de Courtenay. – M.: TERRA-Book Club, 1998.

Ozhegov, S. I. Explanatory dictionary of the Russian language: 80,000 words and phraseological expressions / Russian Academy of Sciences. Institute of Russian Language named after. V.V. Vinogradova. – 4th ed., supplemented. – M.: LLC “ITI Technologies”, 2008.

Project State program“Patriotic education of citizens of the Russian Federation for 2016-2020” [Electronic resource] - URL: .

Tomilina S.N., Manetskaya S.V. Modern patriotism: essence and problems / Scientific journal of KubSAU - 2015.- No. 110 (06). [Electronic resource] - URL: http: // .

/  Raising patriotism in children

How does your child spell the word “homeland”? With a capital or small letter? Of course, this does not indicate true feelings for one’s native country. So is it necessary to instill in a child a love for our region, city, and the Russian Federation? And who should be involved in patriotic education: parents or teachers? Let's talk about everything in detail in our article.

You will learn everything about the patriotic education of your child. We will talk about when, why and who should instill love for the homeland.

What is patriotism?

Patriotism refers to both the homeland for a specific person in general, and a feeling of devotion to one’s fatherland, love for the Motherland, the desire to serve its interests, and protect it from enemies.

Patriotic education can be given a dozen definitions, but we will focus on the one that, it seems to us, best reflects the essence of this process. So, patriotic education is the systematic activity of government bodies and organizations to develop in citizens a high patriotic consciousness, a sense of loyalty to their homeland, readiness to fulfill civic duty and constitutional responsibilities to protect the interests of the country.

But if everything is clear with adults: someone received a portion of patriotism in the army, someone professionally studied history and military affairs - many factors could influence an adult, then how can you tell a child that loving Russia is good. And is it necessary to do this?

Recent statistics show that the younger generation has little sense of patriotism these days: surveys in schools and sections among children different ages show that young people are not particularly interested in their homeland, its fate, or history. And the feeling of love for her practically disappeared from the radar.

How to instill in your child a love for school? Read our article!