Theoretical foundations of the formation of civil identity. Features of the work of the school on the formation of civic identity of younger students Formation of the foundations of civic identity of the individual

24.05.2020

Civic identity is an individual sense of belonging to a community of citizens of a particular state, allowing the civic community to act as a collective subject.

In the Federal State Educational Standard of the IEO, the program of spiritual and moral development, education of students at the stage of primary general education should provide for:

familiarization of students with the cultural values of their ethnic or socio-cultural group, the basic national values of Russian society, universal values in the context of the formation of their civic identity and ensure:
Creation of a system of educational activities that allow the student to master and use the acquired knowledge in practice;
· the formation of a holistic educational environment, including classroom, extracurricular and extracurricular activities and taking into account historical, cultural, ethnic and regional specifics;
Formation of an active active position in the student.

The civil identity structure includes the following components:

-cognitive (knowledge of belonging to a given social community),
-value-semantic (positive or negative attitude to belonging)
- emotional (acceptance or non-acceptance of one's belonging),
- activity-realization of a civil position in communication and activity; civic engagement, participation in social activities of public importance.

The main tasks of educating students' civic identity are:

1. Spiritual and moral value-semantic education of students - the formation of priority values of humanism and morality, self-esteem; social activity, responsibility, the desire to follow the norms of morality in their behavior, intolerance to their violation.
2. Historical education - knowledge of the main events in the history of the Fatherland and its heroic past, an idea of Russia's place in world history; knowledge of the main events in the history of the peoples of Russia, the formation of historical memory and a sense of pride and involvement in the events of the heroic past, knowledge of the main events in the history of the region, republic, region in which the student lives; an idea of the connection of the history of one's family, clan with the history of the Fatherland, the formation of a sense of pride in one's clan, family, city (village).
3. Political and legal education is aimed at shaping students' ideas about the state and political structure of Russia; state symbols, basic rights and duties of a citizen; the rights and obligations of the student; informing about the main socio-political events in the country and in the world; legal competence.
4. Patriotic education - is aimed at forming a feeling of love for the Motherland and pride in belonging to one's people, respect for national symbols and shrines, knowledge of public holidays and participation in them, readiness to participate in public events.

The basic identifying mechanism is patriotism as a sense of commitment to the civic community, recognition of its significant value.

5. Labor (professional-oriented) upbringing - formation of a picture of the world of culture as a product of labor subject-transforming human activity; acquaintance with the world of professions, their social significance and content; the formation of a conscientious and responsible attitude to work, respect for the work of people and careful attitude to the objects of material and spiritual culture created by human labor.
6. Environmental education. Task link environmental education students with the formation of a civic identity of the individual is determined, firstly, by the fact that it is nature that is the emotional and sensual basis for the formation of the image of the Fatherland and love for it. Secondly, the child's interaction with nature acts as an independent activity in which he actively expresses his personal position in relation to the country and its natural heritage. The tasks of environmental education can be defined as the formation of a high value of life, the needs of students to preserve and improve the natural environment, teaching environmentally friendly behavior.

Thus, the structure of civic identity includes the following components: cognitive, value-semantic, emotional, activity. The main tasks of civic identity education are: spiritual and moral value-semantic education, historical, political and legal, patriotic, labor and environmental education.

Close attention to the problem of the formation of civic identity is currently associated with several reasons. These are globalization and expansion of interpersonal and intergroup contacts, uncertainty and variability of the social situation in the development of children and adolescents, changes in the content and nature of intergenerational transmission.

Actualizes the problem of the formation of civic identity and the fact that the successful self-realization of any person requires social acceptance by others of the results of a person's creative activity. The current social situation dictates the need for an active and flexible life position that encourages people to use all their potential abilities for self-realization and personal growth within the framework of those social conditions and the culture in which they grow and develop. In this regard, the question arises of researching one of the central personal characteristics - identity, which combines both its socio-cultural, civil and personal forms.

The problem of civic identity is especially relevant and significant for a generation just entering life, for which the process of identity formation (both civic, social, and personal) coincides with the process of socialization as a whole. If for the older generation the desire to replace lost social ideals with new ones is associated with the desire to restore the disturbed picture of the world, then for adolescents it is with the desire to create a picture of their own world, both similar and unlike the world of adults, which adolescents consider both their own and stranger. In this regard, the search for one's personal uniqueness, its content and structure is directly related to the reflection of life plans, goals and ways of self-determination.

In this regard, there is an urgent need to study the process of appropriation by adolescents, boys and girls of their individual and cultural-historical past and the ability to authentically design their future. At the same time, it is of great importance to analyze the reasons for the rejection or passive rejection by adolescents of that culture, those moral standards and evaluation categories that are significant for their social environment.

Depending on the institutions of socialization and in accordance with them, the process of categorization and, then, self-categorization of adolescents takes place. Based on this, not only the attitude/experience of the norms and rules of behavior broadcast by this institution is developed, but also the choice of a group, a style of behavior, and sometimes a style of life in general.

The ultimate goal of studying the factors influencing the formation of civic identity is to analyze the conditions conducive to internalization, that is, the appropriation of social norms and values. This is due to the development of a new attitude, the experience of new knowledge as one's own, which is achieved by the development of motivation underlying the new behavior. From this point of view, one of the most important is the question of the mechanisms of introjection of external norms, values and standards.

Thus, the relevance of studying the process of formation of civic identity is highest in adolescence and adolescence, as it coincides with the process of their awareness of themselves and their place in the world.

Tasks of the formation of civic identity in primary, incomplete secondary and complete secondary schools.

The value normative characteristics of a person as an ideal representative of civil society, provided by measures for the formation of civic identity, ethnic identity and universal identity, include:

A person's awareness of himself as a citizen of Russian society, respecting the history of his Motherland and bearing responsibility for its fate in the modern world;

Civic patriotism;

Installation on the adoption of the leading values of their national culture, the culture of the "small motherland";

Readiness for dialogue and cooperation with people of different beliefs, national cultures and religions; tolerance for a different opinion, a different position, a different view of the world; generosity;

Awareness of one's involvement in the fate of mankind;

Installation on the possession of universal ways of knowing the world.

The implementation of the task of forming civic identity in the context of general education as the leading social activity of society will lead to the following personal and social effects:

Students' awareness of themselves as citizens of Russia;

Strengthening Russian statehood;

Growth of competitiveness of the Russian society;

Reducing the risk of our country breaking up into separate territories according to ethnic, confessional and/or regional parameters.

Subject Relationships of Civil Identity and General Education Humanitarian Disciplines

When determining the list of general education disciplines that are adequate to the task of forming civic identity, it is necessary to take into account:

1. educational and upbringing potential of the subject content of the academic discipline in terms of the psychological content of the civic identity of the individual in the unity of all its structural components;

2. features of the organization of educational and cognitive activities aimed at the formation of a socially active position of students, personal participation, search and comprehension of the social and spiritual beginning of their homeland and people, setting the zone of proximal development of the civic identity of the individual;

3. age-psychological characteristics of students and developmental tasks at this age stage, which determine their sensitivity to the formation of various aspects of a person's civic identity;

4. a system of inter-subject and intra-subject connections that open up the possibility of implementing an integrative approach to the construction of a subject and methods of organizing students' learning activities;

5. connection of the subject content of academic disciplines with the life experience of the student, the possibility of organizing the processes of meaning generation and meaning formation, adequate to the tasks of forming civic identity at each of the age levels.

6. It is necessary to conduct a psychological and pedagogical examination of humanitarian and educational programs, textbooks and teaching aids in order to identify the features of the formation of civic identity and patriotic feelings in children, adolescents, and youth.

The list of academic disciplines that provide the subject basis for the formation of a person's civic identity includes History, Social Science, Culturology, Literature, Civics, Religious Studies, Geography, Local History, subjects of the artistic and aesthetic cycle.

History. Historical memory is a necessary condition for civic identity and self-awareness of an individual. The civilizational culturological approach considers universal history as the history of peoples with national and cultural characteristics. The study of history ensures the formation of a sense of patriotism and pride in one's country, respect for history, cultural and historical monuments. Historical education is the study of the history of the Fatherland in its unique destiny, the formation of a sense of pride and involvement in the heroic events of the past and the awareness of historical responsibility for events in society and the state. The conditions for the development of the patriotic position of the individual are the study of the history of the Fatherland, its heroic past, the place and role of Russia in the world historical process, understanding the features of the traditions and culture of our peoples.

Social Science (including Civil Science, etc.) - ensures the formation of the value-worldview basis of civic identity; systems of social ideas about the socio-political structure (the idea of the state organization of Russia, knowledge of state symbols - coat of arms, flag, anthem, knowledge of public holidays, knowledge of the basic rights and obligations of a citizen), the structure and dynamics of the development of society and the state, creates the foundations for the formation of legal consciousness students.

The critical model of teaching social science, the main method of which is a critical attitude, reflection of one's own ideas about the world around, involves the development of socially critical thinking, democratic forms of relationships in a modern school and the creation of adequate motivation.

Culturology - is the basis for the formation of the worldview value-semantic attitudes of the individual, openness to the dialogue of cultures, readiness to take into account and respect the specifics and originality of each culture, opens the way to the formation of a civic identity of the individual. Acquaintance with the culture of Russia plays important role in the formation of civil and general cultural identity of students.

Literature. Literature represents the spiritual and moral common cultural heritage of mankind and peoples and acts as a part of the historical, cultural and proper literary tradition. A literary work expresses the worldview and value system of its culture, using the language formed within the framework of the literary tradition. in the nursery and adolescence a literary work sets the standards and samples of the Personality, that “ideal form” (D.B. Elkonin), which determines the tasks of self-development and self-education of the student. Literature creates the conditions for the formation of a person's readiness for dialogue in a multicultural society and the basis for the formation of tolerance.

Religious studies. Citizenship education as a set of personality traits that integrate and preserve historical and cultural continuity in the socio-cultural space of our society requires the development of students' position regarding the essence, place and role of religion and religious culture in our society. In accordance with the Law on Education, according to which religious or atheistic education is not allowed in schools, the attitude towards religion should not be doctrinal, but educational. The selection criteria for religious studies material (Kondratenko, 2001) should include scientific and objective understanding of the role of religion in society and history; persuasiveness and emotionality of factual material; the availability of the introduced educational content of an ideological and theoretical nature; the relationship of educational material with other academic disciplines and the real life experience of students. The use of religious knowledge in school courses of history and social science in their integration and connection with historical sociological, cultural, philosophical, legal and other knowledge in the teaching and educational activities of a school educational institution allows optimizing the process of civic education of students. This makes it possible to more effectively educate the value attitude of students towards Russian society, its historical and cultural heritage. Religion should be studied as a phenomenon of culture, one of the three forms of social consciousness (VV Yudin) and a historical factor in the development of civilizations.

Geography- ensures the formation of the geographical image of Russia, its natural features, an idea of the diversity of peoples and ethnic groups living on the territory of Russia; socio-cultural features of social production, priority areas for the development of production in each of the regions, the relationship and interdependence of the natural and economic development of all regions of Russia; ensures the formation of the emotional component of civic identity - a feeling of love for the Fatherland and the small Motherland.

local history is the basis for the formation of civil and ethnic identity in their interconnection and unity. The wide use of the regional component of school education and the introduction of local history as an academic subject makes it possible to take into account both regional features and features of metacultures that incorporate two or more cultures of civilizations. Features of Russian culture, due to its borderline nature, include multi-ethnicity, multi-confessionalism, integration of elements of different cultures, the ability for a dialogue of cultures, religious tolerance, and tolerance. The use of a culturological model in the process of teaching local history allows students to see the relationship between global world, Russian and local processes based on regional characteristics, avoiding the risks of ethnocentrism or narrow local history.

Items of artistic and aesthetic cycle

These subjects are of particular importance for elementary school. Subjects of the artistic and aesthetic cycle include "Technology", "Fine Arts", "Music", "Physical Culture". Within the framework of the subjects of the artistic and aesthetic cycle, the development of the world general cultural artistic heritage by folk art and folklore creates the possibility of activating the socially useful activities of students and including them in social practice in the form of concerts, class design, school recreations; making toys for preschoolers, gifts for veterans, participating in equipping and decorating playgrounds, etc. The strengthening of the regional component ensures the formation of the ethnic and general cultural identity of the individual and the formation of individual tolerance. In the curricula and programs of the artistic and aesthetic cycle, it is necessary to provide for the acquaintance of children with folk crafts, decorative and applied arts, and the work of national artists and musicians within the framework of extracurricular activities and electives; performance of folk songs and dances; visiting thematic (historical and ethnographic) exhibitions, museums, etc.

So, in the modern school, the range of social and humanitarian disciplines that are adequate to the tasks of forming civic identity is quite wide and includes both traditional (History of the Fatherland) and innovative subjects ("Cultural Studies", "Man and Society", "Modern World", "Sociology" , "Politics and law"). At the same time, each of the subjects of the school curriculum can be used to analyze and comprehend social problems. An example would be a discussion of the possible consequences of scientific and technological progress for society - in physics, the consequences of the use of nuclear weapons, the use of nuclear energy; in biology, the consequences of environmental pollution as a result of human activity.

Elena Boyko
Formation of the foundations of the national-territorial civic identity of preschoolers in project activities

Inclusion preschool educational institutions in the modern socio-cultural space of the country and the region allows building a humanistically oriented educational process, the purpose of which is not only to satisfy the diverse range of needs and abilities of the child and parents, but also to fulfill the state and social order - to educate the younger generation.

In accordance with GEF DO, part of the program, formed participants in the educational process, among other things, must reflect the specifics national cultural conditions in which the educational process is carried out. AT this case we are talking about the regional component of the program. Precisely for formation of this component is responsible for the DOW and it is formation This part of the program is the most difficult.

innovative activity designed to provide formation and implementation in the preschool educational institution of the regional component basic preschool education by educational area and « cognitive development» .

Content educational field "Social and communicative development" aimed at mastering the norms and values accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one's own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation respectful attitude and sense of belonging to one's family and to the community of children and adults.

A certain step in solving this problem was made in the course of the adoption of federal state educational standards of a new generation. Thus, the Federal State Educational Standard of primary general education determines the purposeful formation of civic identity personality as an urgent task of educating a child already at the first steps of his inclusion in the institutions of socialization.

Meanwhile, in the educational environment, there is a huge step forward on the issue of continuity between the system preschool and school education and the need to preserve the unity of the educational space, the continuity of the levels of the educational system, including the issue formation of the child's civic identity. All this is connected with the entry into force of the federal state educational standard preschool education in which there is a clear relationship preschool institutions and schools.

In this regard, a new quality of management is required civil upbringing in preschool basis cultural and historical systemic activity approach, which is provided by the essential characteristics of the managerial activities: analysis, expertise, reflection, communication and designing. At the same time, it is not the sum of learned ideas that is evaluated as a result, but the child's ability to use the available ideas in the course of cognitive-exploratory and productive activities problem solving with an adult.

Cultural-historical system- active management approach formation of the foundations of civic identity child can be effectively implemented in the process project activities of pupils. Development of cognitive-research and productive (constructive) activities lying in design basis, refers to the tasks implemented within the educational field "Cognitive Development" basic general education program preschool education, which is aimed at formation cognitive actions, the formation of consciousness; formation primary ideas about oneself, other people, about the small homeland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays, about the planet Earth as a common home of people, about the features of its nature, the diversity of countries and peoples of the world.

preschool institutions are considered as part of general education, general theoretical positions formation of civic identity junior schoolchildren cannot be transferred to preschool practice due to the specifics of functioning preschool . Therefore, there is a need to develop a multi-level control technology the formation of the civic identity of children preschool age . In this regard, it should be taken into account that the ethnopolitical model of the Russian civil nation(on project Concepts of multicultural education) includes three basic level:

basic ethno-cultural, emerging as a community of all peoples, ethnic and sub-ethnic groups, diasporas, ethno-confessional communities living in Russia;

national-territorial(basic political, consisting of the population of the constituent entities of the Russian Federation;

National(nationwide, unifying citizens of Russia into a single national community.

Education is the participation of adults in the processes of development, maturation and socialization of children.

Civic education - the formation of citizenship as an integrative quality of a person that allows a person to realize himself legally, morally and politically capable. The main goal of civil upbringing - education in a person of the moral ideals of society, feelings of love for the Motherland, the need for activities for the benefit of society, etc.

Patriotic education is the education of love for the Motherland, devotion to it, responsibility and pride for it, the desire to work for its benefit, to protect and increase its wealth.

Identity is a property of a person associated with his sense of belonging to a certain group, people, religious denomination, race, etc.

Civic identity- awareness by the individual of his belonging to the community citizens a certain state on a general cultural basis having a certain personal meaning.

Structure civic identity - cognitive(knowledge of belonging to a given social community, value-semantic (positive, negative or ambivalent attitude towards belonging) emotional (acceptance or non-acceptance of one's belonging, active(behavioral - civic engagement) Components.

AT the basis of the model of formation of the foundations of national-territorial civic identity pupils in the process project activities are the following principles:

"positive centrism" (selection of knowledge most relevant for a child of a given age);

continuity and continuity of the pedagogical process;

a differentiated approach to each child, maximum consideration of his psychological characteristics, capabilities and interests;

rational combination different types activities, age-appropriate balance of intellectual, emotional and motor loads;

activity approach;

developmental nature of education, founded on children's activities.

Central to the model formation of the foundations of national-territorial civil identity pupils is given to the pedagogical potential of the historical and cultural traditions of the Belgorod region, and among its main components, inextricably linked with traditional values, history and culture, can be highlight:

historical and cultural and moral values significant in nationally- territorial self-determination of Belgorod residents - historical events, names, symbols, shrines, including religious ones;

territory, especially revered places, perceived both as a national value and as a spiritual and moral category - in children's ideas about the concepts "small motherland", "native land", "house", "family", "Fatherland", "Holy place";

traditions and holidays of the Belgorod region, including secular, folk, Orthodox.

Accordingly, we distinguish four basic elements of this models:

firstly, formation children's ideas about historical, cultural and moral values;

second, organization project activities children and adults as a way activity upbringing and development of the child;

thirdly, the organization of an effective system of professional development of teachers on the problem formation of the foundations of the national-territorial civic identity of preschoolers;

fourthly, productive interaction with the families of pupils on the implementation of project activities and presenting its results.

Thus, for the comprehensive and harmonious development preschoolers teachers need to organize project activities , including:

1) activities aimed at improving social competence, civic identity through conversations, reading books, viewing plot pictures and films, compiling independent stories by children;

2) measures to consolidate the acquired knowledge on practice: through the organization of a joint activities, testimonies of an example on own experience, etc.;

3) measures to reduce the level of anxiety, aggression, negativism in children, increase self-esteem and self-confidence;

4) teaching the skills of interaction with peers and adults through conversations, modeling situations, playing roles, contributed to the formation of social competence of kindergarten students.

Bibliography:

1. Alexandrova E. Yu., Gordeeva E. P., Postnikova M. P. The system of patriotic education in DOW: planning, pedagogical projects, development thematic classes and event scenarios - Volgograd: Teacher, 2007 - 203 p.

Antonov Yu. E., Levina L. V., Rozova O. V. How to teach children to love Motherland: A guide for educators and teachers (programs, notes of lessons and classes, methodological recommendations on the subject "Folk Culture") - 2nd ed., corrected. and additional - M.: ARKTI, 2003. - 168 p.

2. Kondrykinskaya L. A. Classes in patriotic education in preschool educational institutions / ed. L. A. Kondrykinskaya - M.: TC Sphere, 2011. - 160 p.

3. Krasheninnikov E. E., Kholodova O. L. Development of cognitive abilities preschoolers. To work with children 4-7 years old. - M.: Mosaic-Synthesis, 2012 - 80 p.

4. Odintsova L. I. Experimental activity in preschool educational institution - M.: SC Sphere. 2012 - 128 p.

Ministry of General and Vocational Education of the Rostov Region

Department of Education of the Administration of the Belokalitvinsky District

MBU DO House children's creativity

Belaya Kalitva

Social and educational project for the status of a regional innovation platform

Formation of Russian civic identity as a moral and legal basis for successful socialization of students in the municipal educational space

Ryabchenko A.M.. scientific director

project, head of the department of methodology

educational work of RIPK and PPRO,

PhD, Associate Professor

Kravchenko T.A.- Director of MBU DO

DDT Belaya Kalitva

Egorova M.V.– Deputy Director of MBU DO

DDT Belaya Kalitva

Belaya Kalitva

Relevance, novelty and practical significance of the project

The strategy for the development of education in the Russian Federation for the period up to 2025, among the priorities of the state policy in the field of education, determined the development and implementation of models for successful positive socialization students, patriotic education and spiritual and moral development of children and adolescents, the formation of the Russian civil identity of young people based on traditional values and familiarization with the cultural heritage of the Russian people

These priorities require consolidation of efforts various institutions of civil society, the formation of a socio-cultural infrastructure that integrates the educational opportunities of educational, cultural, sports, scientific, sightseeing, tourist and other organizations.

MBU DO House of Children's Creativity in Belaya Kalitva, in the status of a regional innovation platform, has been developing and implementing educational projects and sociocultural programs focused specifically on these priority areas for a long time. In particular, from 2015 to 2018, the teaching staff of DDT successfully and effectively worked on the implementation of the project "Creation and testing of innovative models of education and socialization of students based on the provisions of the new Development Concept additional education Russian Federation". The results of the innovative activities of DDT in the implementation of the named project were discussed and analyzed at the interdistrict scientific and practical conference "Social and pedagogical effects of the implementation of the Concept for the development of additional education", held

May 22, 2018 in the city of Belaya Kalitva with the participation of representatives of the cities of Krasny Sulin, Shakhty, Novoshakhtinsk, Morozovsky and Tatsinsky districts.

The participants of the conference, teachers of the House of Children's Creativity solved one of the main questions: on what substantive basis to ensure such integrity and consistency pedagogical activity, which would lead to a new quality and higher efficiency of educational and educational results?

Taking into account the political realities in the country and in the world, it can be argued that the idea of consolidation people, civil society, older and younger generations in ensuring the development of the country, its security and protection, strengthening scientific and intellectual potential. For educational institutions, consolidation is a strategic landmark and a pedagogical mechanism for ensuring the positive socialization of students, one of the goals of innovation. It is for this reason, based on the relevance and practical significance, that the administration and teaching staff of the Belokalitvinsk House of Children's Creativity chose the topic of a new innovative project on the problem: "Formation of Russian civic identity as a moral and legal basis for the successful socialization of students in the municipal educational space."

Novelty and practical significance This project topic is also related to the practice of introducing the Federal State Educational Standard, which showed that the model of extracurricular activities based on additional education in the municipal educational space is the most common. In general scientific terms The problem of formation of the Russian civic identity of students is also very relevant and significant, since in the post-Soviet period the national idea and civic identity are still in the process of formation. The president new Russia Vladimir Putin called the further development of the national idea a key condition for the successful consolidation of Russian society, which should appear as a result of a natural merger of "universal, universal values with primordial Russian values that have stood the test of time."

In our project the all-Russian strategy is supplemented and concretized through the prism of regionalization. Accepting for implementation the main provisions of the state legal documents, we sought to take into account the specific regional conditions and opportunities of educational institutions in terms of the unity of the principles of federalism and regionalization, the combination of general approaches and private, general and special, as well as the harmonious integration of the cultural and moral traditions of the peoples of Russia and the Don region. We also consider it important to emphasize that the proposed project has all the specific features of the social and educational project:

obligatory orientation to the implementation of social actions and real social practice;
focus on solving a specific socially significant problem that has both federal significance, and regional identity;
the need for strict consideration of the social context in the municipal space outside the educational institution, among the many activities and political positions;
the group nature of the socio-educational project, which cannot be carried out by one person or in a small social group;
orientation towards social partnership and interaction of teachers with carriers of other social positions: parents, representatives of authorities, public organizations, and more.

Initial theoretical provisions and conceptual ideas of an innovative project

National-civil identity in the context of multiculturalism

The processes taking place in the modern world make the problem of the formation of national-civil identity one of the most relevant in the context of strengthening statehood and further development of society. If you agree with definition of national-civil identity as an individual sense of belonging to a community of citizens of a particular state, allowing the civil community to act as a collective subject, then it becomes clear the significance of its formation for most countries of the world, which are overwhelmed by uncontrolled migration flows. AT last years The ethnic composition in many countries of the world, especially Western ones, has undergone significant changes. Their population was replenished with migrants, not only ethnically and confessionally, but also (most importantly) mentally alien to the inhabitants of these countries. It should be noted that these are mainly internally displaced persons, who appeared largely due to the unseemly policy of Western countries. The problem of migrants is also acute in Russia. Their main flow comes from the former Soviet republics: Ukraine, Moldova, Kyrgyzstan, Uzbekistan and Tajikistan. As a rule, these are labor migrants, most of whom apply for Russian citizenship. And here are new Russian citizens from the Asian republics do not really fit into Russian realities, despite the common past. And this suggests that the value orientations and confessional affiliation in this case turn out to be stronger than the acquisition of Russian citizenship itself and do not guarantee the formation of a national-civil identity among new Russians.

In Search of Russian Identity

The concept of identity is not static, changing depending on social and economic conditions. If you look in a historical retrospective, how Russian identity has changed since Russian Empire to the present day, it can be seen that, despite the cardinal change in the political system in 1917, the identity in the multinational Russian Empire and the multinational Soviet Union was equally supra-ethnic - the Russian people and the Soviet people. At the same time, out of the 15 union republics in the Russian Republic, statehood and even its attributes were poorly developed. Therefore, when Russia became an independent state, the issues of self-determination arose before her in full measure. The Yeltsin administration to some extent continued the imperial and Soviet tradition by proposing the following interpretation of the civic identity of Russians: a civic (non-ethnic) model of the nation, in which non-Russians are granted significant cultural and political rights, but which are united by a wide range of common values and traditions. But in the turbulent 90s, there was no opportunity to deal in detail with such theoretical issues as the search for a national idea and the formation of civic identity.

Since the 2000s, the situation has begun to change. The new President of Russia Vladimir Putin called further development national idea is a key condition for the successful consolidation of Russian society, which should appear as a result of natural development, through a gradual the merging of "universal, universal human values with primordial Russian values that have stood the test of time." Since then, about 20 years have passed, but the Russian national idea of identity is still in the process of formation. However, the approach to their search began to change. “After 1991, there was an illusion that a new national ideology would be born, as it were, on its own,” Vladimir Putin said at a meeting of the Valdai Club in 2013. However, history has shown that "a new national idea is not born and does not develop according to market rules." Almost at the same time, Russia began to turn towards a new conservative, value-oriented approach. During his election campaign, Vladimir Putin wrote a series of thematic newspaper articles, one of which was devoted to the national question. It sharply criticized both European multiculturalism and Russian ethno-nationalism, but, most importantly, the Russians were called the "state-forming people": "The core that holds together the fabric of this unique civilization is the Russian people, Russian culture." This turn towards “Russianness” was welcomed by the majority of the country's population, since ethnic Russians, although they make up the majority of the country's population (80%), feel that their interests are constantly and consistently ignored. This is confirmed by the results of the NEORUSS poll, during which almost 2/3 of the respondents (59.3%) supported this slogan in part or in full. Interestingly, it was most popular among young people from 18 to 24 years old. However, one should not rush to evaluate such a “Russian” turn as a nationalist one. In the aforementioned survey, when respondents were asked who the "Russians" were in the slogan "Russia for Russians", only 39.0% chose a purely ethnic definition. More than half answered that either all citizens of the country should be considered Russian (thus, equating “Russian” identity with “Russian” (24.9%), or “mostly Russians by nationality, but not only them” (30.0%) Thus, it can be said that the majority of respondents accept the interpretation of national identity, proposed by the President of Russia - Russian-centric, but at the same time non-ethnic. And again, most often the option “ethnic Russians, but not only them” was chosen by representatives of the post-Soviet generation (from 18 to 24 years old). It should be noted that today "becoming Russian" is not a problem. The political liberalization of the 1990s greatly facilitated the process of changing ethnic identity by abolishing the Soviet practice of indicating ethnicity in the internal passport. Now nothing prevents the Russified representatives of various Russian ethnic groups from joining the Russian majority, contributing to its strengthening. Thus, the ethnic concept of "Russian" remains open, so there is absolutely no reason to talk about the heyday of Russian nationalism.

Problems of formation of the Russian civic identity of students

The upbringing of a future citizen should begin at school, so it is no coincidence that the formation of a civic identity among schoolchildren is one of the priority goals of the federal state educational standards for general education (FSES). According to the components included in the structure of civic identity - cognitive, value-oriented, emotional-evaluative, behavioral - appropriate methods and forms of work have been developed, which are constantly replenished with new ones and improved. The question, however, is how effective they are, that is, how they contribute to the formation of civic consciousness and identity. So recently, a study was conducted of the school identity of children in 22 schools in the cities of Moscow, Perm, Kaliningrad, Tomsk. Moreover, schools with a good reputation were selected for it, both among the local population and among the pedagogical community. As a result of the study, the following results were obtained:

Only 50% of teenagers perceive teachers as positive significant people In my life;

The school constructively uses the educational potential of the family only in 40% of cases;

Only 42% of adolescents feel positively involved in the class team, and only 24% - in the school community;

76% of teenagers come to school to communicate and make friends with each other, and thus save themselves from the final loss of the meaning of school life.

One of the most important results obtained in the course of the study was the identification of the loss by educational institutions and the family of the main role in the process of socialization of children. At the same time, the role of the mass media (especially television and the Internet) has sharply increased. Thus, it must be recognized that the approaches developed and currently practiced in schools and institutions of additional education for the formation of an all-Russian civic identity of students do not work effectively enough. And, therefore, it is necessary to look for new forms and methods of work that take into account modern realities to a greater extent, to make wider use of the possibilities of the modern information and media environment, the features of children's creativity in the system of additional education.

Innovative approaches to designing a model for the formation of an all-Russian civic identity of students

The problem of the formation of civic identity is relatively new in science. It has been proven that identity is the result of the process of relating a person to other people: with their inner world, with values, with a civil community, etc. The structure of such a phenomenon as "identity" reflects not only the individuality of the person himself, but also his focus on the social environment. Despite the fact that the problems of civic education are in the field of attention of many researchers, the issues of formation of civic identity among students have not yet been sufficiently developed. One of the tasks of modern pedagogical education is the formation of the ability of children and adolescents to relate themselves to Russian society, its norms and values. This allows young people to realize themselves as full-fledged citizens of their country, to feel their belonging to the Russian civil community. Education allows students to learn to "live together" with people belonging to other ethnic cultures, having different views and beliefs, to find a fair compromise between these cultures and its adherents. The key stage of identity formation is the period from 11 to 20 years old, coming at the time of study at school, college, in the first years of higher educational institutions. Therefore, the formation and strengthening of civic identity is the task of education at a young age, which means that its solution should be carried out, first of all, in educational organizations. Integration, unity and integrity of the self-consciousness of the personality of a young citizen as a member of a multicultural society is achieved through the formation of a civic identity based on the study and adoption of a system of universal moral values and freedom of expression by taking into account heterogeneous social attitudes, norms and values. To do this, teachers, educators and heads of educational organizations should be formed psychological and pedagogical readiness to implement programs for the formation of a person's civic identity. The legal framework for the development of educational programs for the formation of civic identity among young people in the Russian Federation is the Constitution of the Russian Federation, the Law "On Education in the Russian Federation", the National Doctrine of Education, the Strategy for the Development of Education in the Russian Federation for the period up to 2025, the State Program of Patriotic education of citizens for 2016-2020 and other documents. The following components can be represented in the student's civic identity formation model:

-informative - involving the systematization of knowledge about the history and culture of the Fatherland, its spiritual and moral foundations, about Russian statehood, state symbols, socio-political events, etc.;

-emotional-evaluative - assuming the readiness and ability of the student to reflect their own knowledge and ideas about their native country, the presence of their own attitude to the events of public life, the ability to clearly express and argue their point of view and judgments;

-value-oriented - acceptance and respect for the history, traditions, culture of the peoples that make up the Russian Federation, the pride of the younger generation for Russia, its past and present, the acceptance of all-Russian values, defined as the spiritual and moral bonds of society; recognition of spirituality, mercy, honesty, morality, conscientiousness, peacefulness, responsibility as one's own values;

-behavioral - the desire and readiness to serve the Fatherland in various fields; participation in the public life of an educational organization; independence and responsibility in choosing decisions, the ability to resist asocial and illegal acts and actions; responsibility for decisions made, actions and their consequences (in practice, this can manifest itself, for example, in the participation of schoolchildren in volunteer activities, in socially useful activities, social projects, authorized civil actions, observance and maintenance of public order, and much more). All structural components of civic identity - value, cognitive, behavioral and emotional-evaluative - are inextricably linked.

The main directions in the formation of the civic identity of young people can be recognized as:

Spiritual and moral value-sense education;

Cultural and historical education;

Patriotic education;

Labor education;

Political and legal education;

Ecological education;

A holistic model of training teachers and teachers of additional education for the formation of Russian civic identity should probably include all the above areas of educational activity. We also proceed from the premise that the formation of the Russian civil identity of students serves as the moral and legal basis for the successful socialization of students in the municipal educational space. During the implementation of this innovative project, it is planned to identify the patterns of this interaction, based on previously developed and tested models of positive socialization.

Our scientific and methodological position remains the same: there are two approaches to defining the essence of the concept of "socialization".

First approach: socialization is the process of adapting a person to society.

Second approach proceeds from the fact that a person not only adapts to society in the process of socialization, but also affects his life circumstances and himself. In the process of innovative practice, we were convinced that successful positive socialization in the system of additional education requires a certain balance

adaptation and formation of human individuality. That is why, when forming the Russian civic identity of students, the teaching staff must ensure the harmonious unity of cultural, creative and socio-educational strategies so that our pupil, answering the question “who am I?”, does not break the integrity of two entities:

1) I am a creative, free person;

2) I am a citizen and patriot of my Motherland.

The systemic logic of considering the identified problems that are being solved in this project has led to another relationship: between the process of forming the civic identity of students and the process of preparing teachers and teachers of additional education for the effective implementation of this pedagogical activity.

Pedagogical strategy for solving the main problems and tasks of an innovative project

O the educational system of the MBU DO DDT in Belaya Kalitva, like the entire municipal educational system of the Belokalitvinsky district, actively responds to the emerging challenges of the time associated with the crisis in socialization, civil-patriotic and spiritual-moral education of young students, with the tasks of modernization extracurricular activities arising from the provisions of the Federal State Educational Standard. A noticeable impetus for the intensification of this activity was the Strategy for the Development of Education in the Russian Federation for the period up to 2025. In previous years, the teaching staff of DDT has accumulated significant innovative experience in the development and implementation of priority models for the successful socialization of students, comprehensive social and educational programs based on the interaction of general and additional education. In fact, DDT fulfills the mission of a municipal resource center on the problems of the socio-cultural development of the younger generation. But in the municipal educational space, there remains one direction of educational activity related to the content and organization of the process of forming Russian civil identity, which requires the development of a system of scientific and methodological support at the municipal level in the interaction of institutions of additional and general education, the parent community, administrative structures, etc. .

The purpose of this social and educational project:

Design and creation of a municipal methodological resource center on the basis of the MBU DO DDT in Belaya Kalitva on moral and legal issues of the formation of the Russian civil identity of students as part of a systematic work on the socialization of children and adolescents by means of additional education and extracurricular activities.

Project objectives:

Development of the structure, legal framework, content and organization of the activities of the municipal resource center on the formation of the Russian civic identity of students;

Preparation of an exemplary social and educational program for the formation of the Russian civil identity of children and adolescents in the system of extracurricular activities and additional education;

Carrying out a marketing research to study the influence of the educational potential of various cultural and educational environments (family, work and socially useful activities, creative children's associations, public organizations, Cossack structures, etc.) on the formation of the Russian civil identity of children and adolescents in the system of extracurricular activities and additional education;

Preparation of guidelines for the municipal innovation cluster on the system of formation of the Russian civic identity of students in the context of lifelong education (kindergarten-primary school-secondary school-additional education-secondary vocational education) based on a single matrix of students' social and civic competence, specified through social roles ( student, friend, son/daughter, citizen, professional…);

Creation, together with the methodological service of the district, of a computer bank of the best educational practices in the field of civic, patriotic and moral education;

Providing program-methodical, organizational and practical assistance to educational institutions of the city and the region in the development and implementation of programs for the formation of civic identity based on the traditions of Russia and the Don region, volunteer assistance to those in need, in the organization of psychological and pedagogical education of parents and others;

Development of forms and methods of training teachers, class teachers, teachers of additional education for the implementation of pedagogical activities to form the Russian civic identity of students in cooperation with social partners.

Object of innovation activity:

The process of designing and creating on the basis of DDT a municipal methodological resource center for pedagogical support for the process of forming an all-Russian civic identity of students in the system of extracurricular activities and additional education.

Subject of innovation activity:

Program-methodical and organizational-pedagogical conditions that ensure the effective functioning of the created resource center for socio-cultural development and civic-patriotic education of students.

Hypothesis for the implementation of the target setting of the project:

The developing and socializing cultural and educational environment of the city of Belaya Kalitva and the Belokalitvinsky district will noticeably increase its pedagogical effectiveness if the existing pedagogical potential is supplemented by a system for the formation of the Russian civic identity of students, based on the methodological resource center created on the basis of DDT. The activities of this municipal methodological center should be built on a systematic basis, involving:

Development of the goals of education and upbringing in educational institutions on the basis of the "national educational ideal" and basic moral values ("The concept of spiritual and moral development and education of the personality of a citizen of Russia", authors A.Ya. Danilyuk, A.M. Kondakov, V.A. Tishkov);

Formation in the educational institution of the city of a socio-cultural moral way of life while providing a civic example of the activities of teachers;

Increasing the pedagogical role of the family, labor education, socially useful activities, social activity of students in the educational process.

In our opinion, the concept of Russian civic identity is closely related to the above national educational ideal. The modern national educational ideal is a scientifically substantiated concept of a person and a citizen, the upbringing and socialization of which, through the joint efforts of many social actors, is capable of ensuring the successful development of the country. The modern educational ideal is "a highly moral, responsible, competent, creative citizen of Russia, who accepts the fate of the Fatherland as his own, responsible for the present and future of his country, rooted in the spiritual and cultural traditions of the multinational people of the Russian Federation." The national educational ideal provides an answer to the question of what potential and by what means should be actualized in a modern citizen in order for the task of modernizing society to be successfully solved. The educational ideal is a nationwide consolidating idea shared by all social actors and the majority of citizens. It reveals itself in system of basic national values that make up the foundation of modern culture - citizenship, social solidarity, patriotism, labor, creativity, science, traditional religions of Russia, art, etc. Therefore, all educational institutions in the municipal educational space should proceed from the above educational ideal when organizing the process of spiritual, moral and civil patriotic education.

To the greatest extent this ideal can be portrait of a young Patriot and Citizen - school graduate, presented in the Federal State Educational Standard:

loving his Don region and his Great Motherland - Russia, respecting his people, their culture and spiritual and moral traditions;
who is aware and understands the traditional values of the family, civil society, the multinational people of Russia, humanity, who is aware of his historical involvement in the fate of Russia;
creative and critically thinking, actively learning about the world, knowing the value of science, labor and creativity for a person and society, motivated for education and self-education throughout life;
owning the basics of scientific methods of cognition of the world and innovation;
ready for educational cooperation, able to conduct research and information activities;
aware of himself as a person, socially active, respecting the law and legal

a row that fulfills its obligations to the family, society, state, Fatherland, humanity;

respecting other people, able to conduct a dialogue, reach mutual understanding in order to achieve socially significant results;
enforcer and promoter of the rules healthy lifestyle life;
prepared for a conscious choice of a profession, understanding the importance of professional activity for a person and society, its moral foundations.

To ensure such a look of the pupil, all teachers, class teachers, teachers of additional education, parents of children, the public of the city and district can and should be included in the work on patriotic and spiritual and moral education. As a result, in each educational institution, the organization of sociocultural development, the formation of the Russian civic identity of students in the perspective of achieving the national educational ideal should be carried out systematically in line with the municipal educational policy in the following areas, ensuring the formation of the value and civic foundations of the child's personality:

Education of citizenship, patriotism, respect for the rights, freedoms and duties of a person. Values: love for Russia, one's people, one's land, service, law and order, multicultural world, personal and national freedom, trust in people, institutions of the state and civil society.
Education of moral feelings, legal and ethical consciousness. Values: moral choice, life and the meaning of life, justice, mercy, honor, dignity. Respect for parents. Respect for human dignity, equality, responsibility and a sense of duty, care and assistance, morality, honesty, generosity, care for elders and younger, freedom of conscience and religion, understanding of faith, spiritual culture and secular ethics.
Education of industriousness, creative attitude to learning, work, life. Values: respect for work, creativity and creation, striving for knowledge of the truth, purposefulness and perseverance, thrift, diligence.
Formation of a value attitude to health and a healthy lifestyle. Values: physical health and the desire for a healthy lifestyle, moral, psychological, moral and mental and socio-mental health.
Education of a value attitude to nature, the environment (ecological education). Values: native land, reserved nature, planet Earth, ecological consciousness.
Education of a value attitude to beauty, the formation of ideas about ethical ideals and values (aesthetic education). Values: beauty, harmony, human spiritual world, aesthetic development, self-expression in creativity and art.

We propose to carry out these areas of pedagogical activity on the following principles of organizing the upbringing and the entire way of life-creation of children in the conditions of the municipal educational space:

the principle of orientation to the ideal;
axiological (value-oriented) principle;
the principle of following the teacher's moral example;
the principle of personification of education;
the principle of dialogic communication;
the principle of polysubjectivity of education.

C content, stages and expected results of the project implementation

The normative, organizational, legal and educational and methodological basis for the process of forming the Russian civic identity of students can be the "Regional model of socialization and education of students on the basis of the historical, cultural and moral values of Russia and the Don region." This model is designed to specify at the regional level the "Strategy for the development of education in the Russian Federation for the period up to 2025". We believe that the Russian civic identity of students is the result of a regional system of controlled positive socialization in the processes of education and training in order to form social and civic competence students.

Our previous innovative experience in developing an integrative model of successful socialization of students convinced us of the need for an organic relationship between personality-oriented, axiological, systemic-activity and competency-based approaches. Formation of social and civic competence of students we will focus not only on the transmission from generation to generation of sociocultural experience, which includes the experience of cognition, the experience of mastering the methods of activity and the experience of forming value relations, but (while maintaining all this) on the formation of an active, active citizen, capable of optimal self-fulfillment and positive social transformation and creative creativity. By the criterion of optimality, we define the achievement of social well-being and a sense of personal happiness, organically combined in the value system of students. Given this understanding of social and civic competencies, we will focus on the following matrix.

Matrix of social and civic competencies of students

Competence of social mobility	Csocio-cognitive competencies (social intelligence)	Social-volitional competencies	Social communication competencies (interpersonal interaction and communication)
Be able to adapt to changing socio-economic circumstances	Own a culture of thinking, be able to comprehend social situations, the behavior of other people	Possess self-control skills, be capable of self-regulation	Possess interpersonal communication skills, speech etiquette
Be ready to fend off emerging threats of a social, environmental nature	Possess basic knowledge in the field humanities and social sciences and apply their methods in various types social and professional activities	Show emotional stability	Be ready for social and cultural dialogue
Be prepared to lead a healthy lifestyle	Know the special rules and norms of behavior	Show social activity (initiative, enterprise)	Have the ability and willingness to work collaboratively in a team
Be ready to choose individual educational trajectories	Have social thinking (determination of mood, feelings, reflection of the behavior of other people)	Show social responsibility	Be able to collaborate
Be ready to perform (change) social		Show social creativity	Be capable of constructive behavior in interpersonal conflicts

We consider it necessary to emphasize the difference between the concepts of "competence" and "competence". The concept of competence, according to the "Strategy for the Modernization of the Content of General Education", includes not only cognitive and operational-technological components, but also motivational, ethical, social-civil and behavioral. Competence is always an active manifestation of competence. The mechanism of successful positive socialization, and consequently the formation of the Russian civic identity of students, requires the openness of an educational institution to society: families of children, culture, and production. Openness allows both to attract the resources of the territory and to make a civic contribution to the well-being of the territory. For this reason, in our project, we declare that, given the objective differences in sociocultural conditions, in the formation of the civic identity of students, each educational institution is called upon to strive to become socially active . We offer the following signs (competencies) of a socially active educational institution (SAOU), including for Belokalitvinsky DDT:

Organization of social partnership to solve urgent problems of education and society;
Ensuring the possibility of building an individual educational trajectory;
Development and implementation of social projects, actions, support of social initiatives;
Development and implementation of programs for the formation of social competence of students and pupils through educational and extracurricular activities;
Implementation of the regional model of career guidance;
Involvement of society in the implementation of the state-public nature of the management of the educational institution.
Organization of educational, cultural and leisure activities for students and the local community (p. 27).

STAGES:

1st stage: analytical and design (2018)

At this stage, the following tasks will be solved:

Designing and building a theoretical model of a municipal methodological resource center based on the DDT in Belaya Kalitva, focused on solving the problem of the formation of Russian civil identity;

Development of a full-scale program and action plan for the implementation of this social and educational innovation project;

Carrying out input research procedures, accumulation and analysis of the initial empirical, statistical, diagnostic material;

Development of normative-administrative and program-methodical and monitoring documents;

Creation of organizational and management structures capable of ensuring the implementation of the project and the coordination of the actions of its participants;

Implementation of information and methodological training of PDO, teachers, classrooms

leaders to the formation of the Russian civic identity of students (seminars, consultations, conferences, etc.).

At this stage, the following tasks are to be solved:

Approbation of the model for the formation of Russian civic identity based on the matrix of social and civic competencies of students;

Implementation innovative forms civic-patriotic education based on the basic values of Russia and the Don;

Introduction of program-methodical and monitoring tools into educational practice across the entire range of goals and objectives of the project, increasing the effectiveness of the process of forming social and civic competencies in the context of additional education and extracurricular activities (based on the sphere of family and labor education);

Organization of research groups and laboratories, socio-psychological and pedagogical service for diagnosing the results of the formation of civic identity in accordance with the objectives of the project;

Development of scientific and methodological documents and technological procedures that stimulate social activity and positive motivation for the participation of students in socially useful civil actions;

Further development of the volunteer movement, innovative social practice within the framework of the Russian movement of schoolchildren, the activities of self-government bodies, etc.

At this stage, it is necessary to solve the following tasks:

Research and critical analysis of the results obtained from the standpoint of their compliance with the goals and objectives of the project;

Summarizing and presenting the results of innovation activities in publications, creative competitions, scientific and practical conferences, in the electronic bank of innovative experience of DDT and the regional methodological service, as well as on the INTERNET in order to popularize and disseminate the creative achievements of the teaching staff in matters of the formation of Russian civil identity;

Predicted results

Brief description of the expected products of the project:

regulations at the level of the municipality, educational institutions, partnership agreements and other organizational and management documents;
innovative models of formation of the Russian civil identity of children of all ages and categories;
innovative programs of additional education, including extracurricular activities, focused on the development of civic qualities, socialization, career guidance of students, as well as projects and programs for the organization of socially useful, socially significant, search and research and meaningful leisure activities for children and adolescents, which have civil orientation;
software and methodological complexes for the formation of social and civic competencies;
methodological recommendations on socio-pedagogical and psychological support for the process of socialization of children and adolescents of various social categories (including those with disabilities) in an educational institution, a single municipal educational space;
analytical, diagnostic and research materials;
electronic products: educational programs, development of classes and public events, master classes, author's methods, diagnostic tools, websites, INTERNET and media - contests, forums, presentations of the work experience of innovative teachers and other printed materials.

Project efficiency:

Expected effects:

the constant involvement of adolescents in real positive socio-civil and cultural-educational practice, their high civic and labor activity and socially significant motivation for creative activity.
disclosure of abilities and development of children's talents, their successful socialization and self-realization;
high level social adaptation to the upcoming schooling of preschool students;
effective use of the existing human resources and available resources for the organization of the municipal socializing space for additional education and extracurricular activities;
increasing the professional competence of teaching staff on the problems of socialization and the formation of the civic identity of students;
creation of a complex of effective models of civic socialization of students, providing systemic support and development of children of all ages and categories, as well as monitoring its effectiveness.

The main approaches to evaluating the effectiveness of the project:

comprehensive monitoring of the level of upbringing and civic maturity, including on the basis of the study public opinion(parents, children, representatives of public organizations, social partners, etc.);
diagnostic map based on the matrix of formation of social and civic competencies of students of MBU DO DDT, Belaya Kalitva.

References:

Federal State Educational Standard for Basic General Education. M.,
Danilyuk A.Ya., Kondakov A.M., Tishkov V.A. The concept of spiritual and moral education and development of the personality of a citizen of Russia. M., 2010.
Strategy for the development of education in the Russian Federation for the period up to 2025. Bulletin of Education, 2015, No. 13.
Tsirulnikov A.M., Ionina N.G., Vorobieva V.A. School modernization. sociocultural alternative. M.,
Organization of activities and management of a socially active educational institution: guidelines / Ed.- comp. ON. Krivolapova, O.A. Kutikov, V.D. Yachmenev. Kurgan, 2011.

Director

MBU DO DDT T.A. Kravchenko

CHOU VPO INSTITUTE OF ECONOMICS, MANAGEMENT AND LAW (Kazan)

Faculty of Psychology

Abstract on the topic "Programs for the formation of the foundations of civic identity among younger students"

discipline: "Educational programs of elementary school"

Performed

2nd year student, gr. D2331u

correspondence department using

remote applications

Kuznetsova Zoya Bronislavovna

Supervisor:

Associate Professor of the Department of Higher Mathematics

Gafiyatova Oksana Viktorovna

Chistopol - 2015

Introduction…………………………………………………………………………..3

1.Theoretical foundations of the formation of civil identity………...5

2. Structural components: cognitive, value-oriented, emotional-evaluative, activity……………………………………………..7

3. The main tasks of civic identity education………………..... 9

4. Organizational forms of formation of civic identity……11

Conclusion………………………………………………………………………….19

References…………………………………………………………………20

Introduction

The formation of a person's civic identity is the main task of socialization in adolescence. In the context of the religious, ethnic, social and cultural diversity of Russian society, the achievement of social harmony is a prerequisite for strengthening statehood, stability, and state security as a priority policy. The requirements for responsibility and personal freedom of choice, the development of a culture of tolerance in situations of interethnic relations and communication are increasing.

In the context of the growth of social diversity in the country, the education system is increasingly faced with the task of ensuring the consolidation of various layers of civil society, reducing social tension between representatives of various faiths and national cultures. Under these conditions, it is necessary to develop the tasks of a strategy for the socio-cultural modernization of education, and one of these tasks is the purposeful formation of civic identity as a component of a general cultural personality.

Federal State Educational Standards (hereinafter referred to as GEF) are aimed at meeting the demand of the state and society for the educational system - the formation of responsible, law-respecting citizens and contribute to the implementation of the priority task of education - the creation of conditions for the optimal social and personal development of students.

The formation of civic identity in a general education school makes it possible to ensure the implementation of the basic requirements of society for the educational system:

Formation of civil and cultural identity of students as citizens of Russia;

Formation of cultural identity and community of all citizens and peoples of Russia;

Spiritual and moral development of the individual on the basis of the assimilation of universal moral norms and values;

Formation in schoolchildren legal culture and socio-political competence;

Education of patriotism;

Education of tolerant consciousness.

The purpose of the study is to design a program for the formation of the civic identity of a younger student.

Based on the analysis of psychological and pedagogical literature, to determine the theoretical meaning of the concept of “civil identity”.

Modification of the course "Civil Education in Primary School" to achieve the goals and objectives aimed at introducing the Federal State Educational Standards of the new generation into the practice of elementary school.

To solve the problems of our study, we used the following methods: literature study, analysis, systematization, generalization.

The methodological and theoretical foundations of the study were:

Concepts social development(G.W.F. Hegel, K. Marx, F. Engels);

Pedagogical theory of systemic and personal-activity approaches to the process of education and upbringing;

General scientific provisions on the interdependence and integrity of the concepts of patriotism and citizenship, on the role of society and the state in shaping the civic identity of younger students.

Documents, literary works, theoretical materials, dissertation research, materials of author's abstracts on various aspects of the problem under consideration, as well as theoretically generalized own research experience were used.

1. Theoretical foundations for the formation of civil identity.

The formation of a person's civic identity is a key task of education in the socio-cultural modernization of Russia.

The Federal State Educational Standard refers to the formation in students of the foundations of Russian civic identity, a sense of pride in their homeland, the Russian people and the history of Russia, awareness of their ethnic and national identity; formation of values of the multinational Russian society; the formation of humanistic and democratic value orientations;

Primary school age is the most suitable period for the formation of civic identity, the education of universal values and personality traits. Compliance, known suggestibility of children, their gullibility, tendency to imitate, respect and great authority of the teacher primary school, his personal position, create favorable conditions for successful education. This is the time when feelings dominate all aspects of a child's life, determine actions, act as motives for behavior, and express attitudes towards the world around them.

A feature of the work of a primary school teacher in the context of the formation of civic identity is the presentation of the material being studied, which cannot and will not affect the attitude of the individual towards himself, his family, his city, his country.

One of the problematic areas of modern reality is the question of the formation of the civic identity of younger students. The relevance of the study is determined by the following contradictions: on the one hand, there is an objective need to familiarize younger students with civic identity, and on the other hand, there is insufficient methodological development of this problem within the framework of an educational institution.

At present, the formation of a civic position and the education of tolerance are of paramount importance. After all, any person lives in society, is part of his team, social group, world community, finally. The formation of civic identity in our time cannot be considered without connection with folk pedagogy. It is embedded in songs, poems, proverbs, sayings, in the traditions of the Russian people. All of them pass on from generation to generation the basic moral values: mutual assistance, diligence, patriotism, courage, loyalty, kindness. This direction contributes to the formation and development of the child. It evokes positive emotions in children, strengthens a bright, cheerful perception of the world. It helps to develop love for one's Motherland, for one's people.

The relevance is due to the need to form a civic identity - as folk pedagogy, since folk pedagogy arose as a practice, as an art of education, it is ancient pedagogical science. The relevance of this topic is confirmed by close attention to the formation of this direction: ethnographers, psychologists, the science of ethnopedagogy, ethnography, historians, and most importantly, teachers.

Much attention is paid to civic identity in legislative acts, educational and cultural programs, numerous round tables and conferences are devoted, the formation of civic identity has become one of the favorite topics of dissertation research. A lot of work on the study of the phenomenon of identity has been done within the framework of the anthropological school (F. Aries, R. Benedict, R. Boss, A. Kardiner, K. Levi-Strauss) and the historical schools associated with it (F. Braudel, J. Le Goff, A. Toynbee, O. Spengler), socio-anthropological and ethnomethodological schools (I. Huizinga, G. Garfinkel, X. Sachs). Increased attention to the theory of identity was paid within the framework of foreign and domestic social phenomenology (E. Husserl, A. Schutz, M. Scheler, N. Luhmann, P. Berger). Another group of sources on the problem of identity is presented modern works on social philosophy and methodology of social sciences, we are talking, first of all, about the works of X. Abels, D. Becker, P. Bourdieu, R. Bhaskar, O.V. Artemyeva, O.G. Drobnitsky, M.D. Martynova, A.B. Prokofiev, A.B. Razina, A.P. Skripnik, E.Yu. Solovyov and others. The problems of the formation of citizenship, civic qualities of a person in various aspects are considered in the works of E.V. Bondarevskaya, H.A. Borytko, O.I. Donetsk, A.A. Kozlova, I.V. Sukolenova and others.

2. Structural components of civic identity.

Civic identity is an individual sense of belonging to a community of citizens of a particular state, allowing the civic community to act as a collective subject.

In the Federal State Educational Standard of the IEO, the program of spiritual and moral development, education of students at the stage of primary general education should include: familiarization of students with the cultural values of their ethnic or sociocultural group, the basic national values of Russian society, universal values in the context of the formation of their civic identity and ensure: the creation of a system educational activities that allow the student to master and use the acquired knowledge in practice; formation of a holistic educational environment, including classroom, extracurricular and extracurricular activities and taking into account historical, cultural, ethnic and regional specifics; the formation of an active activity position in the student.

The civil identity structure includes the following components:

Cognitive - knowledge about state symbols, socio-political events of the country;

Value-oriented - respect for the rights of other people, tolerance, self-respect, recognition of the right to free and responsible choice of each person, the ability to determine the impact of public life on one's own, readiness to accept and analyze the phenomena of public life; acceptance and respect for the legal foundations of the state and society;

Emotional-evaluative - the reflexivity of knowledge, the presence of one's own attitude to the actions of adults and peers, the ability to clearly express and argue one's point of view;

Behavioral - participation in the public life of an educational institution; desire and willingness to participate in the socio-political life of the country; independence in choosing decisions, the ability to resist asocial and illegal acts and actions; responsibility for decisions, actions and their consequences.

The results of formation cognitive component civic identity of primary school students are:

Ideas about the territory and borders of Russia, its geographical features, knowledge of the main historical events in the development of statehood and society; knowledge of the history and geography of the region, its achievements and cultural traditions;

Knowledge of state symbols (coat of arms, flag, anthem), knowledge of public holidays,

Knowledge of the basic rights and obligations of a citizen, initial orientation in the legal space of state-public relations;

Knowledge of one's ethnicity, mastering national values, traditions, culture, knowledge about the peoples and ethnic groups of Russia; - mastering the general cultural heritage of Russia and the global cultural heritage; - orientation in the system of moral norms and values and their hierarchization, understanding the conventional nature of morality;

Ecological awareness, knowledge of the basic principles and rules of attitude to nature, knowledge of the basics of a healthy lifestyle and health-saving technologies; rules of conduct in emergency situations.

Formation Requirements value and emotional components include: - a sense of patriotism and pride in their homeland, respect for history, cultural and historical monuments;

Emotionally positive acceptance of one's ethnic identity; - respect and acceptance of other peoples of Russia and the world, interethnic tolerance, readiness for equal cooperation;

Respect for the individual and her dignity, benevolent attitude towards others, intolerance to any kind of violence and readiness to resist them;

Respect for family values, love for nature, recognition of the value of health, one's own and other people, optimism in the perception of the world; - a sense of pride in following moral standards, experiencing shame and guilt when they are violated.

Formation activity the component of civic identity is manifested in:

Participation in school self-government within the limits of age competencies (duty in the classroom, participation in children's public organizations, school and extracurricular activities of a pro-social nature);

Fulfillment of the norms and requirements of school life, the rights and obligations of the student; - the ability to conduct a dialogue based on equal relations and mutual respect and acceptance; the ability to constructively resolve conflicts; - the implementation of moral standards in relation to adults and peers at school, at home, in extracurricular activities;

Participation in public life (charitable events, orientation in events in the country and the world, visiting cultural events - theaters, museums, libraries, implementation of healthy lifestyle settings); - the ability to build life plans, taking into account specific socio-historical conditions.

The foregoing actualizes the development of pedagogical technology for the formation of civic identity in younger students.

2. The main tasks of civic identity education.

The main tasks of educating students' civic identity are:

Spiritual and moral value-semantic education of students. Formation of the priority values of humanism and morality, self-esteem, social activity, responsibility, the desire to follow the norms of morality in their behavior, intolerance to their violation.

historical education. Knowledge of the main events in the history of the Fatherland and its heroic past, understanding of the place of Russia in world history, knowledge of the main events in the history of the peoples of Russia, the formation of historical memory and a sense of pride and involvement in the events of the heroic past, knowledge of the main events in the history of the region, republic, region in which one lives a student, an idea of the connection between the history of his family, clan and the history of the Fatherland, the formation of a sense of pride in his clan, family, city (village).

Political and legal education is aimed at forming students' ideas about the state and political structure of Russia, state symbols, basic rights and obligations of a citizen, the rights and obligations of a student, informing about the main socio-political events in the country and in the world, legal competence.

Patriotic education is aimed at forming a feeling of love for the Motherland and pride in belonging to one's people, respect for national symbols and shrines, knowledge of public holidays and participation in them, readiness to participate in public events. The basic identifying mechanism is patriotism as a sense of commitment to the civic community, recognition of its significant value.

Labor (professional-oriented) education. Formation of a picture of the world of culture as a product of labor object-transforming human activity, familiarization with the world of professions, their social significance and content, the formation of a conscientious and responsible attitude to work, respect for people's work and careful attitude to objects of material and spiritual culture created by human labor.

Ecological education. The connection between the task of ecological education of students and the formation of a person's civic identity is determined, firstly, by the fact that it is nature that is the emotional and sensual basis for the formation of the image of the Fatherland and love for it; secondly, the interaction of the child with nature acts as an independent activity in which he actively expresses his personal position in relation to the country and its natural heritage. The tasks of environmental education can be defined as the formation of a high value of life, the needs of students to preserve and improve the natural environment, teaching environmentally friendly behavior.

At first, elementary school students study well, guided by their relationships in the family, sometimes a child studies well based on relationships with the team. Personal motive also plays an important role: the desire to get a good grade, the approval of teachers and parents.

The great educational impact of the teacher on younger students is due to the fact that the teacher from the very beginning of the children's stay in school becomes an indisputable authority for them. The authority of the teacher is the most important prerequisite for education and upbringing in lower grades.

At primary school age, the foundation of moral behavior is laid, the assimilation of moral norms and rules of behavior takes place, and the social orientation of the individual begins to form.

Patriotism is love for the Motherland, devotion to one's Fatherland, the desire to serve its interests and readiness, up to self-sacrifice, to protect it. In our time, when profound changes are taking place in the life of the people, one of the main areas of work is the patriotic education of the younger generation.

At present, in a period of instability in society, there is a need to return to the best traditions of our people, to its centuries-old roots, to such eternal concepts as the Fatherland, Motherland. Being a patriot means feeling like an integral part of the Motherland. Love for the Fatherland is manifested in the actions and activities of each individual. Originating from love for one's "small motherland", patriotic feelings, having gone through a number of stages on the way to their maturity, rise to a nationwide patriotic self-consciousness, to a conscious love for one's Fatherland.

4. Organizational forms of formation of civil identity.

When educating patriotism, a teacher must take into account the specifics of the consciousness of the social group to which his students belong, its culture, development, etc. Taking into account these circumstances, the volume and content of conversations and information about their native country, region, about wonderful people who increased the glory of their homeland in peacetime and wartime are determined. In the formation of patriotism, the teacher should rely on fiction, talking about strong, courageous people, their actions, testifying to love for the Motherland and people.

One of the main methods of educating patriotism is the teacher's personal example in relation to labor, civic, international duty. This example is often perceived by younger students as the only true one and is transferred by them to their games, influences the formation of their views and concepts, and is reflected in the performance of their duties in society. Love for the motherland, patriotism, is one of the deepest feelings, fixed for centuries and millennia of isolated fatherlands.

In primary school, political education is varied: reading stories about the life of children in our country and abroad, learning songs and poems about the world, about the friendship of the peoples of all countries, about strong and courageous people, etc. Any region, region, even a small village is unique in its nature, people and their work, wonderful folk art. The selection of the relevant material allows schoolchildren to form an idea of what the native land is famous for. It is necessary to show the child that the hometown is famous for its history, traditions, sights, monuments, the best people. It is important to bring the child to the understanding that we won the Great Patriotic War because we love our Motherland. The motherland honors its heroes who gave their lives for the happiness of people. Their names are immortalized in the names of cities, streets, squares, monuments were erected in their honor.

You can tell children about your loved ones, try to show them not only the whole panorama, but also individual places through illustrations, photographs, postcards. Several conversations can be held, for example, about parks, monuments, etc. The content is selected by the teacher himself, based on local conditions. It is only important that the educational material is understandable to children, arouses interest, desire to visit these places.

The formation of civic identity in our time cannot be considered without connection with folk pedagogy. It is embedded in songs, poems, proverbs, sayings, in the traditions of the Russian people. All of them pass on from generation to generation the basic moral values: mutual assistance, diligence, patriotism, courage, loyalty, kindness. Folk culture carries wise truths that give an example of attitude to nature, family, clan, homeland. These truths have been worked out, polished, tested in the practice of personal life by people for many centuries.

In reading lessons, the teacher should use a variety of material to form civic identity. great educational value in younger age they have fairy tales that form the main moral norms of the future citizen: protection of the weak, respect for the elders, etc.

Fairy tales expressed the character of a person, they are always instructive, developing, informative and kind. Folk tales inspire confidence in the triumph of truth, the victory of good over evil. Folk tales are a unique material that allows the teacher to reveal to children such moral truths as: friendship helps to defeat evil ("Wintering"); the kind and peaceful win ("The Wolf and the Seven Kids"); evil is punishable ("Cat, rooster and fox", "Zayushkina hut").

Positive heroes, as a rule, are endowed with courage, courage, perseverance in achieving the goal, beauty, captivating directness, honesty and other qualities that are of the highest value in the eyes of the people. The ideal for girls is a red girl (clever, needlewoman), and for boys - a good fellow (brave, strong, honest, kind, hardworking, loving Motherland). For a child, characters of this kind are a distant prospect, to which he will strive, comparing his deeds and actions with the actions of his favorite characters. The ideal acquired in childhood can largely determine the personality.

In the process of educating civic identity, sayings and proverbs formed moral qualities: “Disrespect for ancestors is the first sign of immorality”, “Take care of your dress again, and honor from a young age”, “Do not praise yourself, let the people praise you”; love for native nature; love for the native land: “A man without a homeland is like a nightingale without a song”; respect for people and good neighborliness: “Whoever does not respect himself, I will not respect others.”; readiness to defend the Motherland: "Motherland, know how to stand up for her."

Strong influence on emotional sphere works folk art especially folk songs. History songs were the main form of folk poetry. They reflected the events of the peasant, national liberation wars, wars for the reunification of cities and regions torn away from the Russian state and in defense of the outskirts of the state.

Today, patriotism is one of the deepest feelings that requires constant work of the soul and mind. At present, moral guidelines have been lost, the younger generation has completely spent its spirituality. Irreligion, aggressiveness, there is a reassessment of life values, which makes it necessary for the civil development of the individual, the formation of a patriotic citizen, starting from primary school age. Civic education is the formation of a legal culture, a clear civic position, readiness for conscious and voluntary service to one's people. The main goal of civic education is the education in a person of the moral ideals of society, a feeling of love for the Motherland, the formation of a civilized person capable of gaining a civic position.

Very important for the formation of citizenship are the years of a child's education in primary school. At this age, the child realizes and accepts the first social role - the role of the student. It is necessary to begin the formation of citizenship from the first days of a child's education at school. From the first grade, teachers begin to introduce their students to such concepts as "civil rights", "convention", "rights to development", "children's rights", "Charter of the school", "duties of the student", "democracy", "dignity", "Symbols of Russia"

Experience shows that this topic, its terminology is difficult for a seven-year-old child to understand, but it is necessary to start this from the first grade. The work on civic education is now more of a verbal and entertaining nature, that is, students are simply told about the heroes of the past, that it is necessary to preserve and protect nature, they meet with soldiers and veterans, with famous people. This, of course, gives its results, but this is not enough, schoolchildren must be involved in active work.

The ultimate goal of civic education is to achieve such a level of individual consciousness, which can be described approximately as follows: “The fate of my people, my state, my own, my loved ones depends on what and how I do, how I behave and what I vote for; I am responsible for everything, I must do everything according to the law and conscience. The formation of citizenship is one of the most important tasks facing the modern Russian school.

Every year, the school releases young people into a rapidly changing life, and in order to maintain stability in society, these guys must have clear moral guidelines and a clear civic position. It is the general education school that should form in the minds of the younger generation civic-patriotic values, social and ethical norms of behavior based on national and universal ideals. Before teachers modern school As the main link in the education of schoolchildren, there is a socially significant task of creating conditions conducive to the development of citizenship in them, as an important social property of the individual.

Necessary condition the formation of citizenship in younger students are psychological and pedagogical prerequisites: the presence of knowledge about the world, society, oneself; mastering the forms of social relations in the process of socially useful activity; accumulation of experience of human communication.

The priority conditions for the formation of citizenship in younger students are the personal qualities of the teacher. We need a positive, highly moral image of a person who, for a long time, could form the worldview positions of younger schoolchildren with his work, attitude towards the world and his state. Thus, when educating patriotism, a teacher must take into account the specifics of the consciousness of the social group to which his students belong, its culture, development, etc.

The main goal of civic education is the education of the moral ideals of society, feelings of love for the Motherland, the formation of a civilized person who is able to acquire a civic position.

Childhood is the most optimal for the system of civic-patriotic education, as this is a period of self-affirmation, active development of social interests and life ideals.

Currently, there is a search for ways to form a civil identity, therefore, in order to implement the cognitive and creative activity of a student in the educational process, I use modern educational technologies that make it possible to improve the quality of education.

Pedagogical technologies	Achieved results
Design technologies	Work according to this technique makes it possible to develop individual Creative skills students, more conscious approach to professional and social self-determination.
Research Methods in Teaching	It gives students the opportunity to independently replenish their knowledge, delve deeply into the problem under study and suggest ways to solve it, which is important in the formation of a worldview.
Collaborative learning (team, group work)	Cooperation is interpreted as the idea of joint developmental activities of adults and children.
Information and Communication Technologies	Changing and unlimited enrichment of the content of education, the use of integrated courses, access to the INTERNET.

My use of project technology at the stage of generalization allows students not only to collect material on given topic and present it in a creative form (wall newspaper, photo essay, computer presentation), but also develop their own attitude and express their personal point of view on the task.

The study of topics such as “Your relatives and your Motherland in the stream of time”, “Peoples of Russia”, “Our common home”, “What is society?”, “How to live in the world of people?” not only gives knowledge of the main events in the history of the state, region, republic, region in which the student lives, an idea of the connection between the history of his family, clan and the history of the Fatherland, but also forms a sense of pride in his people, family, city.

Work with home reading texts about the history of World War II, anniversaries expands the horizons of students, forms historical memory and a sense of pride and involvement in the events of the heroic past of the peoples of Russia.

The topics “I am a citizen of Russia”, “Power of the people”, “Who is the most important in the state?” form students' ideas about the state-political structure of Russia; state symbols, basic rights and duties of a citizen; the rights and obligations of the student; legal competence; informs about the main socio-political events in the country and in the world.

The study of the geographical and economic position of Russia, its sights, biographies of famous writers, scientists is aimed at forming a feeling of love for the Motherland and pride in belonging to one's people, respect for national symbols and shrines, knowledge of public holidays and participation in them, readiness to participate in public events .

A special place in the education of civic identity of younger students is the school museum. On the basis of the work of the museum of military glory, the program of patriotic education "This memory is our conscience" is being implemented, developed in accordance with state program"Patriotic education of citizens of the Russian Federation", a military patriotic club operates.
And although the program is aimed at middle school and high school students, for students elementary school many

excursions, promotions, meetings, competitions.

On the occasion of the 70th anniversary of the victory in the Great Patriotic War, elementary school students take an active part in the creation of the projects “My attitude to the world”, “My attitude to people”, “My attitude to Russia”, “Where does the Motherland begin”, “Heroes of Russia ”, “My grandfather is the defender of the Motherland.” Primary school students use material about their relatives - war veterans, home front workers, prepare albums about their grandparents, a photo album about the parade on Victory Day.

Methods and forms of organization of civil-patriotic education used in extracurricular work can be represented by the following table

Method group	Methods and forms	Method Properties
formation consciousness personalities	Persuasion, talks, lectures, discussions, example method	Putting a teenager in the position of a full participant in the process, i.e. he is not an object for applying these methods, but he himself takes an active part in their use.
Methods of organizing activities and forming the experience of civic behavior	Method of projects, collective creative work, method-requirement, assignment, creation of educational situations	Creating situations in which a teenager would practice civic activities, was aware of his duties towards the collective, society, showed responsibility for his actions. With the help of regulatory requirements, traditions of behavior are formed, and the importance of civic activity of adolescents for society is demonstrated.
Methods for stimulating activity and behavior	Competition, encouragement, mutual assistance, creating a situation of success	Deserved stimulation encourages a teenager to analyze his own activities, programs and corrects his future behavior.

Monitoring the effectiveness of the system of work is built taking into account the model of the formed civic identity and provides for the diagnosis of motivation for the following components of civic identity:

Civic activism

Civic Knowledge

civil position

1. Confidence to participate in public life

2. Participation in public life

3. Ability to assume the roles, rights and responsibilities usually associated with citizenship in democratic systems

4. Ability to show openness, tolerance and responsibility when

exercising their rights context

1. Understanding the political and social context

2. Knowledge and understanding of their political and civil rights and obligations

3. Knowledge of the foundations of a democratic society

1. The ability to explain, analyze, evaluate and defend one's position.

2. Using knowledge for informed participation in social and political processes.

The proposed system of work requires the teacher to take into account individual features, ensuring appropriate compensatory measures, risks and restrictions on the following items:

The multidirectional influence of social institutions and the environment where students are located;

Purposeful training of parents on the basis of educational institutions in order to determine parental education;

Increasing the educational potential of the family and developing its socializing resource;

Accounting for the individual needs of the student;

Possession by the teacher of important positions of developmental psychology, such as temperament, inclinations of the student.

Conclusion.

Work on the formation of civic identity in younger students helps to educate a student who corresponds to the model of a primary school graduate:

he is a citizen, a patriot who feels responsible for the past, present and future of the Fatherland;

· he owns the culture of communication, communicative, carefully treats universal values;

he knows how to defend his views and beliefs, is honest, persistent in overcoming difficulties;

he is capable of conscious control of his behavior;

He has self-confidence, a sense of dignity, positive self-esteem.

The formation of civic identity is a noble, significant and serious matter. The child's soul sensitively touches the magical source that we offer them, and from which they will then draw life-giving moisture all their lives - love for their Fatherland.

Bibliography.

Approximate main educational program educational institution. Elementary School. M.: Enlightenment, 2010.- 204 p.

Federal State Educational Standard of Primary General Education. M.: Enlightenment, 2010.- 31 p.

Danilyuk A.Ya., Kondakov A.M., Tishkov V.A. The concept of spiritual and moral development and education of the personality of a citizen of Russia. M., 2010.

Evaluation of the achievement of planned results in primary school. Task system / Ed. G.S. Kovaleva, O.B. Loginova. M., 2009.

Exemplary programs of extracurricular activities. Primary and basic education / Ed. V.A. Gorsky. M., 2010.

Vilkova I.V. On the question of defining the essence of the concept of civil identity // Humanitarian scientific research. - June 2012. - No. 6

7. Loginova A.A. Formation of civic identity of schoolchildren by means of Internet projects: Abstract of the thesis. dis. …cand. ped. Sciences. – Samara, 2010.

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