Lessons on spiritual education for younger students. Synopsis of an extracurricular lesson on spiritual and moral education for younger students "friendship is a wonderful word." Ukrainian fairy tale “Spikelet”

Introduction

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

1.2 Features of the moral development of younger students

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

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

3 Practical substantiation of the research problem

Conclusion

Appendix

Introduction

moral education schoolboy reading

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Research objectives:

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

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

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

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

Research methods:

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

-study of pedagogical experience;

Conversations.

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

1 Essence and tasks of moral education of younger schoolchildren

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

2 Features of the moral development of younger students

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

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

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

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

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

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

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

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

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

There may be a tension between knowing the right way and putting it into practice (this applies to etiquette, etiquette, communication). So, when discussing the upcoming trip to the museum, we remind you how to behave in transport.

Knowledge of moral norms and rules of behavior does not always correspond to the real actions of the child. This happens especially often in situations where there is a mismatch between ethical standards and the child's personal desires.

Don't be indifferent to evil. Fight against evil, deceit, injustice. Be irreconcilable to those who strive to live at the expense of other people, harm other people, rob society.

This is the ABC of moral culture, mastering which children comprehend the essence of good and evil, honor and dishonor, justice and injustice.

To date, the learning process in primary school is largely aimed at mastering knowledge and techniques, methods of educational work, i.e. the emphasis is on the substantive and partially operational components. At the same time, it is assumed that in the course of this process both mental and moral development takes place. In a certain part, this position is true, but with the purposeful formation of meaningful elements, to some extent, the “spontaneous” development of the operational and motivational aspects inevitably lags behind, which, naturally, begins to slow down the process of assimilation of knowledge, does not allow full use of the learning activities opportunities for mental and moral development of students.

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

First, having come to school, the child moves from the "everyday" assimilation of the surrounding reality, including the moral and moral norms that exist in society, to its scientific and purposeful study. This happens in the lessons of reading, the Russian language, natural history, etc. The value of the same goal-oriented learning is also the evaluation activity of the teacher in the process of lessons, his conversations, extracurricular activities, etc.

Secondly, in the course of educational work, schoolchildren are included in real collective activity, where there is also the assimilation of moral norms that regulate the relationship between students and the relationship between students and teachers.

And the third factor: in the process of discussing the situation in the modern school, this is, first of all, the formation of a moral personality. In this regard, it is proposed to increase the proportion of the humanities in the total volume of the school curriculum. Educational activity has every opportunity to develop the moral qualities of the individual in students in the process of studying any subject.

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

Education develops students, first of all, by its content. However, the content of training is acquired by schoolchildren in different ways and affects their development depending on the teaching method. Teaching methods should provide for the construction at each stage of training and for each subject of a system of increasingly complex learning tasks, the formation of the actions necessary for their solution (thinking, speech, perceptive, etc.), the transformation of these actions into operations of more complex actions, the formation of generalizations and their application to new specific situations.

Education affects the development of younger students and its entire organization. It is a form of their collective life, communication with teachers and with each other. In the class team, certain relationships are formed, public opinion is formed in it, one way or another influencing the development of a younger student. Through the class team, they are included in various types of extracurricular and extracurricular activities.

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

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

The entry of a child to school marks not only the beginning of the transition of cognitive processes to a new level of development, but also the emergence of new conditions for the personal growth of a person. The personal development of the child is influenced by educational, gaming, work activities, as well as communication, because. it is in them that the business qualities of students develop, which manifest themselves in adolescence.

Educational activity is significant at all age stages, but especially at primary school age, since at this school age educational activity begins to take shape, and the level of formation depends on the success of all education, not only in the primary level, but also in high school, since educational activity is leading, in the process of which the main neoplasms are formed, the mental development of the child is intensive.

At primary school age, states M.N. Apletaev, educational activity plays a special role, there is a transition from: “situational” knowledge of the world to its scientific study, the process of not only expanding, but also systematizing and deepening knowledge begins. Educational activity at this age creates conditions for students to master the techniques, ways of solving various mental and moral problems, forms on this basis a system of children's relations to the world around them.

A younger student in the process of studying at school gradually becomes not only an object, but also a subject of pedagogical influence, since far from immediately and not in all cases, teacher influences achieve their goal. A child becomes a real object of learning only when pedagogical influences cause appropriate changes in him. This applies to the knowledge that is acquired by children, in the improvement of skills, assimilation of techniques, methods of activity, restructuring of students' relations. The natural and necessary “stepping stone” is important in the development of a child at primary school age.

Involving in educational activities, younger students learn to act purposefully both in the performance of educational tasks and in determining the ways of their behavior. Their actions become conscious. Increasingly, when solving various mental and moral problems, students use the acquired experience.

A significant feature of the subject of activity is his awareness of his capabilities, and the ability (ability) to correlate them and his aspirations with the conditions of objective reality.

E.P. Kozlov believes that the development of these qualities is facilitated by the motivational component of educational activity, which is based on the need of the individual, which becomes a motive if it is possible to realize it and have an appropriate attitude. The motive determines the possibility and necessity of action.

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

First of all, this is the motivation of action, which, developing in elementary school, becomes a personality trait by the fifth grade. Younger schoolchildren boundlessly trust adults, teachers, obey and imitate them. The authority of an adult, his assessment of the actions of a younger student is unconditional. The child begins to evaluate himself. Self-esteem is reinforced in early childhood. Self-esteem can be adjective, overestimated, underestimated.

The younger student is an emotional being: feelings dominate all aspects of his life, giving them a special coloring. The child is full of expression - his feelings flare up quickly and brightly. He, of course, already knows how to be restrained and can hide fear, aggression and tears. But this happens when it is very, very necessary. The strongest and most important source of a child's experiences is his relationships with other people - adults and children. The need for positive emotions from other people determines the behavior of the child. This need gives rise to complex multifaceted feelings: love, jealousy, sympathy, envy, etc.

When close adults love a child, treat him well, he experiences emotional well-being - a sense of confidence, security. Under these conditions, a cheerful, active physically and mentally child develops. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities in him, a friendly attitude towards other people.

The motives of behavior develop in school childhood in two directions:

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

-motives are combined, their hierarchy is formed, and in connection with this, their new qualities: greater awareness and arbitrariness. If a child at an early and younger preschool age was entirely in the grip of momentary desires, could not report on the causes of his behavior, then a certain line of behavior appears in the older preschooler. Public moral motives become leading. A child may refuse an interesting activity, then a game, in order to fulfill the requirement of an adult and do something that is not attractive to him. An important new formation of personality is the subordination of motives, when some become paramount, while others become subordinate.

The emergence of new activities in a younger student entails the formation of new methods: gaming, labor, educational, for the process of drawing and designing, the motives for communicating with adults change - this is an interest in the world of adults, a desire to act like an adult, receive his approval and sympathy, evaluation and support. In relation to peers, the motives of self-affirmation and pride develop. A special place is occupied by moral motives associated with the attitude towards other people, the assimilation of norms of behavior, understanding of one's own actions and the actions of other people. Not only positive motives develop, but also negative ones associated with stubbornness, whims, and lies.

At primary school age, broad social motives are of great importance - duty, responsibility, etc. Such a social attitude is important for the successful start of learning. However, many of these methods can only be implemented in the future, which reduces their incentive power. Cognitive interest (interest in the content and learning process) in most children, even by the end of this age, is at a low or medium-low level. A large place in the motivation of a younger student is occupied by personal motives. Among these motives, the first place is occupied by the motive "I want to get good grades." At the same time, the mark reduces the activity of children, their desire for mental activity. Negative motivation (avoidance of trouble) does not take the leading place in the motivation of a younger student.

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

The educational process is built in such a way that it provides for situations in which the student is faced with the need for an independent moral choice. Moral situations for schoolchildren of all ages should in no case be presented or look like teaching or controlling, otherwise their educational value may be nullified.

The result of moral education appears in the attitude of schoolchildren to their duties, to the activity itself, to other people.

Reading and analyzing articles, stories, poems, fairy tales from educational books helps children understand and evaluate the moral deeds of people, points out L.I. Matveev. Children read and discuss articles that raise questions about justice, honor, camaraderie, friendship, fidelity to public duty, humanity and patriotism in an accessible form for them.

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

Communication of children is possible at all lessons. Children come up with examples, tasks, exercises, and tasks for a certain rule, ask them to each other. Everyone can choose for himself whom he wants to ask a question or a task on the structure of learning activities. Those sitting at the same desk mutually check the answers obtained in solving problems and exercises. The teacher gives the children and such tasks, performing which it is necessary to turn to a friend.

A lesson in which children experience satisfaction and joy from a successfully completed common work, which awakens independent thought and causes joint experiences of students, contributes to their moral development.

So, at primary school age, broad social motives - duty, responsibility, etc. are of great importance. With such a social attitude, educational activity is especially significant, because. at a given school age, it begins to form, and the success of all education depends on the level of formation, since educational activity is the leading one in the process that forms the main neoplasms, and the mental development of the child is intensive.

Only a deep understanding of the scientific foundations of the content of moral development in general and a creative approach to determining those specific moral properties and qualities that need to be formed in elementary school students increase the correct orientation of the teacher, both in planning educational work and in organizing effective psychological and pedagogical influence on their students. pupils.

Organizing the moral education of younger students, the teacher conducts work to study the real knowledge of children, reveals possible problems and errors in the prevailing ideas.

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

At the present stage of development of our society, the activation of the human factor acts as one of the conditions for further human progress. In this regard, the general education school is faced with the task of preparing a public citizen who is able to independently assess what is happening and build his activities in accordance with the interests of the people around him. The solution to this problem is connected with the formation of stable moral properties of the individual, responsibility, diligence of schoolchildren.

Education at school is based on the principle of the unity of consciousness and activity, on the basis of which the formation and development of stable personality traits is possible with its active participation in activities. Almost any activity has a moral connotation, including training, which, according to psychologists, has great educational potential. For primary school age, this is especially important, since educational activity acts as a leading one. At this age, educational activity has the greatest impact on the development of schoolchildren, determines the appearance of many neoplasms. Moreover, it develops not only mental abilities, but also the moral sphere of the individual. As a result of the regulated nature of the educational process, the mandatory systematic fulfillment of educational tasks, the younger student develops moral knowledge that is characteristic of educational activities, moral attitudes.

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

At the same time, the question of the use of moral qualities formed in the learning process in other types of schoolchildren's activities remains unclear. Therefore, the data obtained on the formation of the moral qualities of the student are, to some extent, conditional. When measuring the result of moral education and development, usually only the final result is included, and all intermediate links are not taken into account. In this regard, the effectiveness of the formation of moral qualities is assessed only by external indicators, without taking into account complex internal changes. When identifying the relationship between the condition and personality development, pedagogical influences are not distinguished. In addition, quantitative indicators relating to regularly recurring factors and phenomena that affect the student's personality are not taken into account. It should be borne in mind that some researchers intend to get a manifestation of a certain level of upbringing in a shorter time. In fact, this effectiveness can be obtained in a tangible form only after the student has “passed through” a certain age stage of development.

The lack of development of indicators for measuring moral qualities, as well as methods for studying and processing diagnostic material characterizing the formation of this personality, does not make it possible to objectively establish the achieved level of formation.

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

It is absolutely impossible to conduct a deep and versatile study of the level of formation of the moral qualities of a student using any one isolated method, therefore the most effective system of study is the one that combines the use of various options for pedagogical observation, conversations with students, parents, special questionnaires, analysis of written works of students performed in the course of educational and extracurricular activities.

In this regard, a study was undertaken on the formation of the moral qualities of younger students in the lessons of literary reading. We set ourselves the following goals: to determine the level of formation of moral qualities that develop in educational activities, i.e. determine the initial level of moral ideas, emerging from the personal experience of children; determine the degree of effectiveness of pedagogical conditions in the process of forming moral qualities in children.

As the source material, on which the initial ideas of younger schoolchildren were studied, such moral qualities as "responsibility" and "benevolentness" were chosen, which are always important in a person's life and are relevant at the present stage of society. An analysis of the literature made it possible to identify the main meaningful characteristics of these qualities. When determining responsibility, it was pointed out to the voluntary acceptance of obligations when an objective necessity was manifested, strict observance of the obligations assumed, taking into account real conditions, readiness to account for the current and future results of one's activities, correlation of one's conditions and their possible consequences with the interests of other people.

The moral norm "goodwill" was characterized to a greater extent by the relationship between people. Benevolence is defined by our knowledge as the desire to see positive qualities in another, faith in the possibility of changing a person for the better and in his ability, readiness to help with advice and deed.

We were guided by these signs of moral qualities in determining the characteristics of the moral experience of the subjects.

Depending on the completeness of the emerging qualities, the social non-manifestation and moral position shown by the personality, on the ratio of external regulation and internal self-regulation, three levels of the formation of moral qualities can be distinguished (high, medium, low).

An indicator that a student has a relatively low level of knowledge about moral qualities is that children usually do not see a moral problem where it is. We show this fact as an indicator of a low level of knowledge about moral qualities and methods. Moral relations among schoolchildren of this group have their own distinctive features.

When characterizing the act of the hero of the story that violates the moral norm, students usually evaluate it positively or neutrally, not seeing the moral norm. Others, although they feel that the hero of the story is not doing quite right, but try to find an excuse for him.

At the middle level, schoolchildren stand out whose knowledge, attitudes and ways of behavior differ for the better, in comparison with students with a low level of moral qualities. First of all, the moral knowledge of these schoolchildren generally corresponds to the norm. Knowledge about the ways of behavior of the subjects is also quite developed. Their knowledge of moral experiences usually corresponds to the norm, but at the same time, students do not distinguish shades in experiences and are most often limited to statements: “bad” and “good”. Although, in general, the moral knowledge of these students, in terms of the degree of compliance with the norm, is higher than that of the group with a low level of moral qualities. But at the same time, the generalization of their knowledge is quite low. The moral knowledge of these students is at the level of representations, although in its depth and breadth they are much different from the knowledge of students with a low level of moral qualities.

Thus, the remaining will form a group with a high level of moral qualities. All manifestations of moral qualities in these students are characterized by a high degree of compliance with the norm.

They suggest 3-4 essential signs of responsibility and goodwill. This fact indicates the deep content of moral norms. The moral relations of schoolchildren in this group are characterized by the degree of compliance with the norm and stability. Value judgments are quite critical, and when substantiating them, students proceed from the moral content of the norms.

Signs of different levels of formation of the selected set of qualities are summarized in Table 1.1. It presents indicators and signs of the formation of different levels of moral qualities.

Table 1.1. Levels of formation of moral qualities

High levelMedium levelLow levelWillingly carries out orders, responsible, friendly. Exemplary behavior, shows interest in knowledge, studies well, is diligent. Be conscientious about work. Kind, sympathetic, willingly helps others. Truthful with adults and peers. Simple and modest, appreciates these qualities in others. Reluctantly fulfills orders. Follows the rules of conduct subject to exactingness and control. He does not study to the full extent of his strength, requires constant monitoring. Works in the presence of competition. Doesn't always keep promises. Simple and modest in the presence of elders. Avoids public assignments, irresponsible, unfriendly. Often violates discipline. Shows no interest in learning and diligence. Does not like to work, tends to evade. Rude in dealing with friends. Often insincere, arrogant, dismissive of others.

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

However, in the real process of education, such types of moral behavior rarely appear in their pure form. Therefore, singling out students with higher, average and low moral upbringing; the teacher needs to clearly define both the totality of their positive properties and qualities, and those with moral shortcomings, to overcome which they need to work in the future.

The meaning of the study of students lies in the knowledge of the matter to outline (predict) the prospects for educational work and carry it out taking into account the characteristics of schoolchildren. The teacher must know what qualities should be formed in a student who has completed primary school and received an initial upbringing.

Chapter II. Pedagogical conditions for the formation of moral qualities of younger students in the lessons of literary reading

1 Features of moral development in the lessons of literary reading

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

In the standards of the second generation, a new concept of education has been developed. One of the main tasks of teachers becomes: to promote the formation of a spiritual and moral personality, based on the spiritual and cultural traditions of a multinational people.

Russian teachers have come to realize that the only correct education is based on a spiritual understanding of the meaning of life, on the preservation of Christian values ​​and traditions. In order to achieve significant results in the spiritual development of a student, it is necessary to introduce a systematic approach to spiritual and moral education in the main subjects at school and, above all, in the cycle of humanitarian subjects: the Russian language, literature, history, and fine arts.

It is important to start work on the formation of moral values ​​in the primary grades, since the formation of his attitude to the world depends on what the child sees and hears in childhood. Thanks to the study of Orthodox values, children gain a deeper knowledge of the world in which previous generations lived and worked, are proud of their history, their people, and recognize themselves as a part of it. Through this, they learn to love and protect their land, and in the future to protect.

One of the tasks in shaping the personality of a younger student is to enrich him with spiritual and moral ideas and concepts. Moral education develops the consciousness and feelings of children, develops skills and habits of correct behavior. A small child does not yet have moral ideas. Children are brought up by school, family and community. The degree of mastery of them in children is different, which is associated with the general development of the child, his life experience. In this regard, the role of the lessons of literary reading is great. Often we say: "The book is the discovery of the world." Indeed, while reading, the child gets acquainted with the surrounding life, nature, the work of people, with peers, their joys, and sometimes failures. The artistic word affects not only the consciousness, but also the feelings and actions of the child. A word can inspire a child, cause a desire to become better, to do something good, helps to understand human relationships, and introduces the norms of behavior. The formation of spiritual and moral ideas and moral experience is facilitated by the communication to children of knowledge about the moral qualities of a person.

Fairy tales have a huge impact on children, they are well perceived and assimilated by children. Fairy tales carry deep folk wisdom, permeated with Christian morality. A joint analysis of fairy-tale situations and characters of heroes with children contributes to the formation of the skills of correct behavior in certain situations. Lessons in the 3rd grade devoted to the fairy tales "Ivan Tsarevich and the Gray Wolf", "Sivka - Burka", "Sister Alyonushka and brother Ivanushka", etc., become lessons in spirituality and patriotism. Children experience aesthetic pleasure by reading Russian fairy tales, learn to respect their elders, comprehend the foundations of a righteous life. The Christian meaning of Russian folklore finds its continuation in literary tales. Fairy tales teach readers to follow the commandments given to man by God, to live in harmony with themselves and the world. When reading "The Tale of the Fisherman and the Fish", "The Tale of the Dead Princess and the Seven Bogatyrs", "The Tale of Tsar Saltan" by A.S. Pushkin's children draw conclusions that good is rewarded to those who live following the moral laws: "Do not kill", "Honor your father and mother", "Do not lie", "Do not envy", and those who violate the commandments come retribution. The heroic epic of the Russian people gives children an example of true patriotism. Epic heroes are the embodiment of the moral properties of the Russian people: selflessness, courage, justice, self-esteem, hard work. Studying the story "Ilya's three trips" in the 4th grade, children make up a description of Ilya Muromets. The amazing world of the spirituality of the Russian people opens up to schoolchildren when studying the lives of Saints Sergius of Radonezh, Peter and Fevronia of Murom. Students bearing Orthodox names are invited to find out the meaning of the name, the life of their patron saint. Children enjoy doing these tasks. They learn a lot of interesting things about the past from old people, a lot of useful things in life, they learn the first labor skills from grandparents, while the latter help children learn the secrets of nature. Grandmothers introduce children to the origins of folk poetry and teach them their native language. And most importantly - they, these people who have lived a long difficult life, teach children kindness. The kindness and love of elders for children teaches children to be kind, sympathetic, attentive to other people. After reading Shergin's story “Pick a berry - you'll pick a box”, children write essays about their grandmother, imbued with love, kindness, respect. Thus, based on all of the above, we can conclude that the lessons of literary reading contribute to the spiritual and moral development of students.

In Russian society, there has recently been a tendency to move away from the foundations of cultural traditions, the roots of their ancestors, folk thought, including proverbs and sayings as the focus of folk wisdom. Fewer and fewer people delve into the deepest meaning of folk sayings. Proverbs are a brilliant manifestation of the creativity of the people. Many great people were in awe of wisdom and beauty, the picturesque pictorial power of proverbs.

There is no area of ​​human existence that proverbs would not touch.

Firstly, proverbs decorate our speech, make it bright and emotional. Secondly, proverbs in a concentrated form express the centuries-old wisdom of the people, their observations of the world, the surrounding nature and the relationship between people. Ancestors seem to speak to us, defending their point of view on this or that, teaching us, sharing their life experience. Thirdly, the content of proverbs is very diverse. These are advice, wishes, moralizing, philosophical generalizations, judgments. The largest part of proverbs is devoted to the moral essence of a person: good and evil, truth and falsehood, pity and compassion: What is in the cradle, such is in the grave, What is the seed, such is the tribe, Lives in a barn, and coughs like a maid, Who is without a guard in the cradle, that whole century is not in business, It's not that the sheep ate the wolf, but the fact is how she ate it. Therefore, their use in a course devoted to moral education through familiarization with Russian culture seems to be so successful. In many proverbs, the memory of the historical events of bygone days still lives - “Tatar honor is worse than evil”, “An uninvited guest is worse than a Tatar”, “Disappeared like a Swede near Poltava”, and relatively recent ones, during the Great Patriotic War flew around all fronts aphorism of the Panfilov political officer Klochkov - Diev: “Russia is great, but there is nowhere to retreat, Moscow is behind!”

Thus, proverbs are not a frozen layer of Russian speech, but a living one, constantly replenished and changing. Aphorisms come into our speech from literary sources. Suffice it to recall the popular expressions of I.A. Krylova, A.S. Griboedova, A.S. Pushkin (“Summer red sang, I didn’t have time to look back, as winter rolls into my eyes”, “I would be glad to serve - it’s sickening to serve”, “Who are the judges?”, “Your mournful work will not be lost”, etc.), which are firmly included in colloquial use.

Work on moral education at the lessons of literary reading contributes to:

-introducing children to the moral foundations of Orthodox culture;

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

-gives children firm guidelines for good in the patterns of Orthodox life based on faith, hope, love;

-promotes the perception of interest in national history;

-fosters love and respect for the Motherland, its people, culture, language, shrines;

-contributes to a change in the sphere of interests of the child - from empty pastime at the TV screens and computer to reading useful, for the soul;

-creates the basis for the emergence of friendly relations between children (see Appendix 1).

2 Organization of literary reading lessons for the development of moral qualities in younger students

The process of moral education is the social implementation of pedagogically purposeful activities to organize the moral training of the younger generations, the result of which is the assimilation of social moral experience by a growing person and the formation of the moral qualities of his personality.

It is difficult to overestimate the role and importance of literary reading lessons in solving the problems of education and upbringing. Firstly, in these lessons, students get acquainted with the moral and ethical values ​​of the culture of their people and humanity as a whole. Secondly, literature, as a kind of art, contributes to a deep, personal assimilation of these values, since the process of perceiving a literary text involves both mind, feelings, and will, which means that the process of general and moral development of the child’s personality and his upbringing take place in parallel. .

The direct influence on the acquisition of moral values ​​lies with the teacher. The result of this process depends on how the teacher organizes it. The emotional state of a cheerful knowledge of the world is a characteristic sign of the spiritual life of a child's personality.

The teacher's word is a kind of instrument for influencing the upbringing of the child's personality. It is through conversations with the teacher, the spiritual development of the child, self-education, the joy of achieving goals, noble work that opens a person's eyes to himself. Self-knowledge, self-improvement, the ability to remain alone with one's own soul, is devoted to the work of the teacher, his special conversations.

An important part of the teacher's work on the formation of moral development is the definition of the main methods of moral education.

Methods of upbringing must be distinguished in accordance with the formation of what structural and psychological components of the moral quality of the individual they provide. In this regard, all methods of moral development can be divided into the following groups:

Methods of stimulating the activity of younger schoolchildren and the formation of their moral needs and motives for behavior and activity.

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

Methods of organization of activities and communication of students and the formation of the experience of their moral behavior.

Organizing a variety of activities and communication of younger students, the teacher has the opportunity to use specific ways (methods) of educational influence on the personality of a younger student. Only in activity and communication methods of moral development find their practical implementation. From this point of view, the means of moral education should be understood as educational and various types of extracurricular activities of younger students, as well as their communication.

Methods and means of moral education receive their constructive and logical completeness in organizational forms, or forms of organization of education. As organizational forms of educating the moral qualities of younger students, there are forms of organizing educational activities: lessons, excursions, subject circles, homework, as well as forms of organizing extracurricular activities and communication, implemented through various educational activities: class hours, ethical conversations, meetings with outstanding people, conferences, matinees, olympiads, exhibitions, collective and individual assignments, competitions, collective creative activities, etc. .

Fiction is one of the most important means of moral development. The work is built on the basis of the criterion of artistry as a way of mastering reality through images. As a form of cognition of reality, such a work expands the child's life experience, creates for him a spiritual and emotional environment in which the organic fusion of aesthetic and moral experiences enriches and spiritually develops the child's personality.

Getting acquainted with fiction, students get acquainted with such moral concepts as goodness, duty, justice, conscience, honor, courage. Great opportunities are associated with it for the development of the emotional sphere of the child's personality, figurative thinking, expanding the horizons of children, forming the foundations of their worldview and moral ideas.

Art, any, each of its kind creates by special means an artistic picture of the world, which a person perceives as a special reality. The reader, especially the little one, imagines the characters, sympathizes, or, conversely, gets angry and may even identify with him.

Psychologists say that by the first grade a child is ready for quite serious work on a literary text. It is from the age of seven that a child can already form an awareness of his ideas and experiences when reading a literary text and understanding the content and artistic form of a work, and most importantly, at this age he has the ability to enjoy the artistic word (see Appendix 2). After reading and analyzing A. Gaidar's story "Conscience" in the course of a conversation and considering various life situations, the students found the answer to the question "Where does conscience come from?": from our knowledge of the rules of behavior, moral laws - because if a person does not know them, then he does not understand that he is violating some moral principles, which means that he does not worry about it, i.e. he has no conscience. At the end of this lesson, the children write a mini-essay "If there was no conscience."

But it is not just that the spiritual and moral content, and even more so the social and moral experience, “flows” from a work of art into the soul of a child. The main condition for solving the problems of the moral development of students in the lessons of literary reading is the organization of a personally significant reading for the student and a deep analysis of works of art.

Moral values ​​form the basis of true works of art, but the reader must be able to extract them, translate them into their own language, and make them their own. This is not an easy job that requires certain spiritual efforts and skills. This work in the lessons of literary reading can be organized by the teacher. The essence of this work is to organize the full perception of children of works of art that they read in the classroom and at home. And most importantly, it is necessary that the teacher's work be systematically organized on two priority grounds: moral and aesthetic, since moral development is the goal of studying literature at school, and literary education, the content of which is the organization of a full-fledged perception of a literary text by students, is a way, a means solution to this goal. It is necessary to organize the educational process in such a way that children think about serious moral problems, argue, experience and empathize with the heroes, want to live according to their moral rules (see Appendix 3).

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

-thought about what they read;

-sympathized with the heroes;

-evaluated their actions;

-comprehended their problems;

-relate their lives to their lives;

-tried to act in accordance with perceived moral standards.

Reading and analyzing the work, the child should think about the important issues of life: about truth and lies, love and hatred, the origins of evil and good, the possibilities of man and his place in the world.

The study of fables in elementary school is of great educational value. Fables contain rich material for influencing the emotional sphere of the child and educating him of high moral qualities by the power of the artistic word (see Appendix 4). In the introductory conversation, the teacher talks about what kind of works can be attributed to this genre, gives brief information about I. Krylov as a great fabulist, a true patriot of his homeland, who ridiculed human vices in his fables, taught to respect his best qualities in a person. After reading the fable, it is important to find out the characteristic features and actions of the characters, leading students from the plot basis of the fable to the motives of the characters' actions.

In-depth logical and linguistic work on comprehension and comprehension of what is read, as well as transferring the actions of characters into reality, allow students to actively engage in thought processes, evaluate what they read, draw conclusions and generalizations, and contribute to the education of their high moral qualities.

In the 2nd grade, studying the story of L. Panteleev “Honest Word”, the teacher finds out the author’s position on what character traits he appreciates in people, talking about a boy and a military man. From this work, children will learn how important it is to keep the word that you gave, no matter how difficult it may be for you. Children will forever remember the phrase: “It is not yet known who he will be when he grows up, but whoever he is, you can guarantee that he will be a real person.” And how can a person be a patriot without being a real person who will always fulfill the promise he once made. This work allows students to develop a sense of patriotism, love for the Motherland, which is important in the development of moral qualities. Homework is to write an essay on the topic "What I value in people." They should reflect the moral principles that the children were imbued with in the lesson (see Appendix 5).

In addition to empathy, the basis for the formation of moral beliefs is evaluation. Assessing the actions of literary characters, the student correlates his ideas about “what is good, what is bad” with the moral values ​​of his people and humanity and, ultimately, perceives “alien” as “his own”, gets an idea of ​​the norms of behavior and relationships between people that form the basis of his moral ideas and personal qualities. The task of the teacher is to organize a full-fledged, deep perception by children of all the information contained in the text, to help them imagine the pictures drawn by the author, to respond emotionally to the feelings of the author and characters, to understand the author's thought. In other words, to form reading skills and abilities, the main of which are:

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

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

In the process of primary education, information-reproductive methods are reduced to a minimum. They are used only in cases where students do not have a basis for organizing constructive mental activity, or due to the complexity of the material. A conversation is especially fruitful when, in the course of it, not only what is read is reproduced, but also students' thinking, comparison of facts, etc. are stimulated. In the practice of teaching younger students, independent work of students on the instructions of the teacher, analysis of the text of fiction is used.

The dominant methods in the lessons are heuristic methods: solving cognitive problems, completing assignments, problem presentation, heuristic conversation, etc. An effective method of moral education is specially composed cognitive tasks. In the course of their solution, younger students apply the moral concepts known to them when considering the actions of literary characters, expressing their personal attitude towards them.

Teacher O.A. Sharapova believes that in the lessons of literary reading, when introducing children to moral concepts and values, it is necessary to use staging. She identifies the following stages of lessons of this type, which ensure the assimilation of new moral concepts:

.Identification of moral problems in the class. The teacher thinks over what cases and situations from the life of children he can reflect when working with the work.

2.Listening to a literary work. The work is read by theater artists, which gives the work additional brightness and emotional coloring. Then the children are asked questions to understand the content of the work.

3.It is proposed to divide into groups to play a literary work. The class is divided into artists and spectators. Children can be invited to think about what they would do if they were in the place of the heroes of the work, how they would behave in a similar life situation. Gradually we lead the students to compare how they consider it necessary to act correctly and how they themselves act.

.Discussion of characters. It is important to show that when playing a work, it is necessary to confirm the character of the characters, both in words and actions. The result of such work is that schoolchildren themselves begin to look for a correspondence between words and actions, they themselves try to characterize the heroes of the work and their own.

5.The audience chooses the best team, which most successfully showed the character of the heroes of a literary work.

6.To consolidate the knowledge gained about the characters of the characters, students can be asked to draw their favorite character.

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

Thus, the process of moral education at the lessons of literary reading has its own specific features. They consist in the selection of methods, means and forms of moral education. All this must be taken into account by the teacher when organizing literary reading lessons.

2.3 Practical rationale for the research problem

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

To establish the level of moral upbringing of a schoolchild, it is necessary to find out the degree of understanding by him of those moral norms that determine one or another moral quality of a person.

Among the students, 3 methods were carried out:

-Method "What is good and what is bad?"

-Justice method.

-Methodology "What we value in people"

Methodology "What is good and what is bad?".

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

Progress. Students are encouraged to write down well-known examples of:

.A fundamental act committed by you or someone else.

.Evil done to you by others.

.Good deed that you have witnessed.

.A completely dishonorable act.

.A fair act from your friend.

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

.The irresponsibility shown by one of your friends.

Processing of received data. Qualitative analysis of students' answers makes it possible to determine the degree of formation of their concepts of certain moral qualities. Evaluation: 1) misrepresentation; 2) correct, but insufficiently complete and clear; 3) a complete and clear idea of ​​the moral quality.

The results of the study are as follows: in the class, 20% (7 people) of children showed a low level of formation of concepts of moral qualities, 35% (5 people) an average level and 45% (6 people) a high level (see Fig. 2.1. )

Figure 2.1. Diagram of the results of the study of students' moral ideas (method "What is good and what is bad?")

Most students have fuzzy ideas about moral qualities.

Justice method.

Purpose: to find out the correctness of students' understanding of the category "justice".

Progress. The story “The Cup” is read aloud to the children: “There were twenty-five children in the senior group of the kindergarten, and there were twenty-four cups. Brand new cups with blue forget-me-nots, with gold rims around the edges. And the twenty-fifth cup was quite old. The picture on it was badly erased, and the edge in one place was slightly beaten off. No one wanted to drink tea from an old cup, but someone got it anyway.

If only it would break sooner, a nasty cup, - the guys grumbled.

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

No, she didn't break, she didn't get lost. Lena took it to herself. This time they drank tea quietly, without quarrels and tears.

Well done, Lena, guessed to make everyone feel good, the guys thought. And since then, the attendants have been drinking from an old cup. She was called "our duty cup."

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

.How can one word describe Lena's act?

.Choose a card with a word that most accurately describes Lena's action. (The words “polite”, “bold”, “fair”, “modest” are written on the cards).

.What other act of justice can you talk about?

The results of the study are as follows: in the class, 14% (3 people) of children showed a low level, 50% (9 people) an average level and 33% (6 people) a high level (see Fig. 2.2.).

Figure 2.2. Diagram of the results of clarifying the correctness of students' understanding of the category "fairness"

Based on the results obtained, the following conclusion can be drawn: eight students partially formed the concept of "justice". Four students (boys) did not quite accurately answer the questions. And the girls were able to talk about any fair act and justify this act.

Methodology "What we value in people".

Purpose: to study the value orientations and moral ideals of students.

Progress. The most favorable time for work is class hour. Its subject matter can vary.

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

Seriousness, concentration and objectivity must be shown. From among the guys you know well, choose two; one is a true friend, and the other is a person with negative traits. Point out those qualities in them. Which you like or dislike, and give three actions of both that characterize these qualities.

Processing of received data. An analysis of the results makes it possible to draw up not only a picture of the declared values ​​of the individual, but also the types of real actions. Their reliability is based on the indication of very specific actions, and not on generalized characteristics.

The results of the study are as follows: in the class, 50% (9 people) of children showed a low level, 30% (5 people) an average level and 20% (4 people) a high level (see Fig. 2.3.).

% of students were able to name positive qualities (helps a friend, kind, never cheats, does not deceive anyone (independence and honesty)); negative: deceives, shifts the blame on others, offends, does not fulfill orders.

Figure 2.3. Diagram of the results of students' value orientations (method "What we value in people")

% of students - name one positive and one negative quality.

% of students - either did not name at all, or one quality (laziness)

Conclusion: the majority of students do not have value orientations.

In this regard, teachers and parents have something to think about.

The moral education of schoolchildren is one of the priority areas in the modern sphere of Russian education. It is based on the development not only of moral and moral values ​​and motives, but also on the development of the basic moral qualities of a person's personality. Who, if not a teacher, who has the opportunity to influence the upbringing of a child, should give the problem of moral education a crucial role in their activities.

However, not all teachers are able to organize correct and fruitful work on the development of moral qualities in the team. Most often, this work consists mainly of a series of ethical conversations, although the teacher in his work must use a variety of forms of work to educate morality.

Literary reading lessons, in which students, under the guidance of a teacher, read a large number of works with great moral potential, provide great opportunities for the development of moral qualities.

In order to perceive aesthetic and moral values, it is necessary that children in the lesson think about what they read, empathize with the characters, evaluate their actions, comprehend their problems, correlate their lives with their lives, and try to act in accordance with perceived moral standards.

It is difficult to overestimate the role and importance of literature lessons in solving the problems of education and upbringing. Firstly, in these lessons, students get acquainted with the moral and ethical values ​​of the culture of their people and humanity as a whole. Secondly, literature, as a kind of art, contributes to a deep, personal assimilation of these values, since the process of perceiving a literary text involves both mind, feelings, and will, which means that the process of general and moral development of the child’s personality and his upbringing take place in parallel.

But it is not just that the spiritual and moral content, and even more so the social and moral experience, “flows” from a work of art into the soul of a child. The main condition for solving the problems of the moral education of students in the lessons of literary reading is the organization of a personally significant reading for the student and a deep analysis of works of art.

Conclusion

The problem of moral education was studied by philosophers, and psychologists, and pedagogues-scientists. Now it is especially relevant, because. in modern conditions, when the socio-political situation in the country has significantly complicated the educational process, when the younger generation, having absorbed all the shortcomings of society in its critical period, is becoming more and more unpredictable, the problems of morality, moral culture, moral education are being promoted to one of the first places , as the basis, first of all, for the humanistic education of young people in an environment of market relations, which requires not only independence, flexibility, efficiency, but also the education of a person focused on universal moral values, so that the market economy also has a human face: for the good of man.

The meaning of studying the moral qualities of students is to outline the prospects for educational work and carry it out taking into account the characteristics of younger students.

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

Literary reading lessons contain great potential for cultivating a culture of feelings in students. The works of A. S. Pushkin, M. Tsvetaeva, L. N. Tolstoy, N. N. Nosov and other writers introduce children to such complex phenomena and feelings as life and death, anger and compassion, soullessness and mercy.

Questions addressed to students in literary reading lessons lead to the discovery of some new dependencies, to mastering a deeper vision of the phenomena of a person's emotional life. The readiness to “feel into” another, to recognize his emotional state is acquired by younger students with the help of such educational tasks that require children to identify themselves with others.

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

Thus, systematic work on moral education in the process of working on a literary work makes it possible to raise the level of moral education of younger students, to educate them in kindness, honesty, a sense of duty, responsibility; to form a sense of patriotism; learn to respect people.

List of used literature

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

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

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

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

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

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

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

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

9.Education of the student's personality in moral activity: Method of recommendation / Om. state ped. in - t named after Gorky - Omsk: OGIPI, 1977

10.Dal V.I. Explanatory dictionary of the living Great Russian language - M .: 1999, vol.

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

.Kovalev N.E., Raisky B.F., Sorokin N.A. Introduction to Pedagogy. Moscow: Enlightenment, 2007 - 386 p.

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

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

.Concise Dictionary of Philosophy: 1982

.Makarenko A.S. Problems of school Soviet education. M.: Enlightenment, 1996.

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

.Matveeva L.I. The development of a younger student as a subject of educational activity and moral behavior. M.: 2001.

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

.Ozhegov S.I. Explanatory dictionary of the Russian language, 2 - edition: 1995.

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

.Organization of pedagogical practice in elementary grades: a manual for teachers of higher education. and avg. ped. textbook institutions / ed. P. E. Reshetnikova. - M.: VLADOS, 2002. - 320 p., p. 188

.Sokolnikova N.M. Visual arts and methods of teaching in elementary school: textbook. allowance for students. higher ped. textbook establishments. - 2nd ed. / N. M. Sokolnikova. - M.: Ed. center "Academy", 2002. - 368 p., p. 338

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

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

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

27.Fridman L.M., Pushkina T.A., Kaplunovich I.Ya. The study of the personality of the student and student groups: Book. for the teacher / L.M. Fridman, T.A. Pushkin, I.Ya. Kaplunovich. - M.: Enlightenment, 2000. - 207 p.

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

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

Attachment 1

"Brothers Cyril and Methodius - the creators of the Slavic alphabet" (Grade 4)

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

Lesson objectives:

Educational: to inform the initial ideas about the holy Equal-to-the-Apostles Cyril and Methodius, the enlighteners of the Slavs and the creators of the Slavic alphabet;

Developing: develop cognitive processes and creative abilities;

Educational: to promote the development of spiritual and moral qualities.

Type of lesson: a lesson in the assimilation of new knowledge.

Methods: explanatory and illustrative.

Forms of organization: individual, frontal.

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

During the classes:

Organizing time.

Introduction to the problem.

Solve the riddle.

Not a bush, but with leaves, not a shirt, but sewn, not a man, but tells.

This is a book.

Since childhood, we get used to the letters of our alphabet and do not think about how we manage to convey any sounds and words. We learn a lot of new and interesting things from books. Our parents read books to us when we were little. When we went to school, we ourselves learned to read and write.

It's hard to believe, but once upon a time we didn't have printed books.

There was a time when our ancestors, the Slavs, did not have a written language. They didn't know the letters. They wrote letters, but not in letters, but in drawings. So they were called ... / picture letters /. Each object of our ancestors meant something, symbolized. For example, one ancient chronicle says: “The Khazars found glades in the forests, and the Khazars said: “Pay tribute to us.” They thought about the clearing and gave each hut a sword. The Khazars carried this tribute to their prince and elders. The Khazar elders said: “This tribute is not good, we found it with one-sided weapons - sabers, and these weapons have double-edged weapons - swords, they will take tribute from us and others.”

In a narrow monastery cell,

In four blank walls

About the land of ancient Russian

The story was written by a monk.

He wrote in winter and summer,

Illuminated by dim light.

He wrote from year to year

About our great people.

What is the name of the record of events by year? (Chronicle)

What is the name of one of the first chronicles in Russia? ("The Tale of Bygone Years")

What was the name of the chronicler who wrote it? (Nestor)

He wrote in letters. When did letters appear?

It is believed that already in the 9th century there were books written in "Russian letters". But they did not reach us. And books of a later period were already written in the letters of the Old Slavonic alphabet "Cyrillic".

Why was she called that? (children's answers)

(Audio bell sounds)

The bell ringing is spreading.

They are glorified for their work.

Remember Cyril and Methodius,

In Belarus, in Macedonia,

In Poland, Czech Republic and Slovakia,

In Ukraine, Croatia, Serbia.

Praise the feat of the first teachers,

At school, they did not always teach literacy the way they teach now. Here is how Natalya Konchalovskaya describes learning in Russia.

In the old days, children learned

They were taught by a church clerk.

Came at dawn

And they repeated the letters like this:

A yes B - like Az and Buki,

V - as Vedi, G - verb.

And a teacher for science

I beat them on Saturdays.

So weird at first

Our letter was!

Here's what pen wrote -

From the goose wing!

This knife is not without a reason.

It was called "pencil":

They sharpened their pen,

If it wasn't spicy.

It was difficult to get a diploma

Our ancestors in the old days,

And the girls were supposed to

Don't learn anything.

Only boys were taught.

Deacon with a pointer in his hand

In a singsong voice I read books to them

In Slavonic.

What did you learn from this poem?

What language were books read at that time?

Where did the Slavic alphabet come from? This is what we're going to talk about today in class.

The main stage of the lesson.

There was a time when the Slavic peoples were illiterate, unable to read and write. They did not even have an alphabet, the letters of which could be used when writing. The alphabet for the Slavs was compiled, helped to learn to read and write - Saints Cyril and Methodius. In general, Slavic writing has an amazing origin. Thanks to the monuments of Slavic writing, we not only know up to a year about the beginning of the appearance of the Slavic alphabet, but also the names of the creators and their biography.

What are these monuments of Slavic writing?

(On the board: "The Life of Constantine-Cyril", "The Life of Methodius", "A Praise to Cyril and Methodius", "The Tale of Bygone Years".)

Across wide Russia - our mother

The bell ringing is spreading.

Now brothers Saints Cyril and Methodius

They are glorified for their work.

Remember Cyril and Methodius,

Brothers glorious, equal to the apostles,

In Belarus, in Macedonia,

In Poland, Czech Republic and Slovakia,

Praise the wise brothers in Bulgaria,

In Ukraine, Croatia, Serbia.

All nations that write in Cyrillic,

What are called from ancient times Slavic,

Praise the feat of the first teachers,

Christian enlighteners.

From the biographies of the creators of Slavic writing, we know that the brothers were from the city of Thessalonica. Now this city is called Thessaloniki. Let's find it on a map. Byzantium ended here, and then came the vast lands of the Slavs, our ancestors.

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

But Konstantin was in poor health, and at the age of 42 he became very ill. Anticipating his near end, he became a monk and changed his worldly name Konstantin to the name Cyril. After that, he lived another 50 days, said goodbye to his brother and students, and quietly died on February 14, 869.

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

And now let's turn to historical sources from which we can learn about the beginning of Slavic writing. Let us turn to the main witness of the initial history of Russia, The Tale of Bygone Years.

(Students read the passage with the teacher's comments)

From this passage we learn that once the Slavic princes Rostislav, Svyatopolk and Kotsel sent ambassadors to the Byzantine king Michael. The tsar called to himself two learned brothers Constantine and Methodius and sent them to the Slavic land.

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

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

(Reading by students with teacher's comments)

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

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

Cyrillic existed almost unchanged until the time of Peter the Great. Under him, changes were made to the styles of some letters, and 11 letters were excluded from the alphabet.

In 1918, the Cyrillic alphabet lost four more letters: yat, i (i), izhitsu and fita.

Research activity.

(Group work)

Before you is a fragment of the daily workers' newspaper "Pravda" No. 1 dated April 22, 1912. In it, we see that such letters as - er -, -er-, -yat- were still used. The letter -yat- was called the letter "drenched in tears of countless generations of Russian schoolchildren"; how long did it exist? What did the letters er - and er- stand for and how were they read?

Give an answer by studying fragments of articles by A. Leontiev

“About a thousand years ago, in the era of Kievan Rus, all the syllables of the Russian language ended in a vowel sound. For example, the word sheep had three syllables and it was written like this: sheep. The letter ь (er) in the Old Russian language denoted a short vowel sound similar to (i). Therefore, the word mouse then sounded like a mouse, five - like five. And the letter ъ (ep) was also not always a "silent" solid sign. In ancient Russian times, it denoted a sound intermediate between (y) and (s). And the words were written like this: ram, son (sleep), pulk (regiment). By the way, this sound and letter were preserved in the related Bulgarian language. The name of the country is spelled like this: Bulgaria.

L.V. Uspensky "Word about words" ch. “The letter-scarecrow and its rivals” (Didactic material. L.Yu. Komissarova, R.N. Buneev, E.V. Buneeva, for the textbook “Russian language”, grade 4).

“Everyone has probably heard about the scarecrow letter, the scarecrow letter, about the famous “yat”, drenched in tears by countless generations of Russian schoolchildren. However, not everyone now knows what it was. In our current letter, there are two signs for the sound "e": - e - and-e -, or -e reversed: But until 1928, there was one more letter -e- in the Russian alphabet:

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

Take a look at this short list of examples.

In a shallow pond, write with chalk. The firs are high and we ate soup. This is not my cat, this cat is dumb.

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

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

Introduction

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

1.1. Essence and nature of morality

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

Chapter 2

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

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

2.3. Work on spiritual and moral education in elementary school

2.4. Analysis and discussion of results

Conclusion

Literature

Introduction

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

3. Conduct an experimental study and interpret the results.

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

Research methods:

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

Monitoring the activities of schoolchildren; conversation, questioning;

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

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

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

1.1. Essence and nature of morality

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Methods for stimulating behavior and activity.

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

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

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

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

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

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

An ethical story has several functions:

serve as a source of knowledge

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

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

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

The story should correspond to the social experience of the students. In the lower grades, it is short, emotional, accessible, and corresponds to the experiences of children.

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

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

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

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

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

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

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

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

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

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

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

Ethical conversation is a method of systematic and consistent discussion of knowledge, which involves the participation of both parties - the educator and pupils. The teacher listens and takes into account the opinions and points of view of his interlocutors, builds his relationship with them on the principles of equality and cooperation. An ethical conversation is called because its subject most often becomes moral, moral, ethical problems. The purpose of an ethical conversation is to deepen, strengthen moral concepts, generalize and consolidate knowledge, form a system of moral views and beliefs.

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

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

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

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

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

It is also impossible to allow the conversation to turn into a lecture: the educator speaks, the pupils listen. Only frankly expressed opinions and doubts allow the educator to direct the conversation so that the children themselves come to a correct understanding of the essence of the issue under discussion. Success depends on how warm the nature of the conversation will be, whether the pupils will reveal their soul in it.

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

During the conversation, it is important to identify and compare all points of view. No one's opinion can be ignored, it is important from all points of view - objectivity, fairness, communication culture.

Proper leadership of ethical conversation is to help pupils independently come to the right conclusion. To do this, the educator needs to be able to look at events or actions through the eyes of the pupil, understand his position and the feelings associated with it.

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

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

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

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

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

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

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

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

Chapter 2

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

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

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

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

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

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

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

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

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

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

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

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

Holidays can be held at the school:

September (Knowledge Day);

October (Initiation into first-graders);

November (Days of spirituality and culture);

December (Epiphany readings);

January (Christmas);

February (Week of Patriotic Song);

March (Toddler Week);

April (Easter);

May (Day of Slavic Writing).

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

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

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

What can you say about these boys?

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

How should Olya have acted?

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

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

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

This form of holding diversified the traditional class hours and caused activity even among passive children.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Table #1

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

2.3. Work on spiritual and moral education in elementary school

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

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

1st class

form of communication.

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

2. If you are polite,

3. When you walk down the street.

4. Know yourself.

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

Relationships with the environment.

1. Journey to a fairy tale.

2-I can be a magician.

3. Small business is better than big idleness.

4. Favorite corner of the native land.

5. Every nation has its own heroes.

6. We will gather a big round dance.

7. I love my dear mother.

8. Congratulations to our mothers: a collective holiday.

9. Love all living things.

Relationships in the team.

1. If there is only one joy for all.

2. My class is my friends.

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

4. Let's play and think.

5.0 friendship between boys and girls.

6. Journey to the world of wise thoughts.

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

2nd class.

form of communication.

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

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

3. Do good - make yourself happy.

5. A gift to the team.

6. Business - time, fun - an hour.

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

don't.

Relationships with others.

1. Give joy to another.

2.0t which depends on the mood.

3. Do not be shy about your kindness.

4. My home is my family.

5. In work, a person becomes prettier

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

7. Congratulations to our mothers.

8. With adults and peers.

9. Appreciate the trust of others.

Relationships in the team.

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

3. General and special for boys and girls.

4. Would someone talk to me.

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

6. Making a newspaper (final lesson).

3rd grade.

form of communication.

1. Hello everyone.

2. Let's take care of each other.

3. We are friends with kind words.

4. We love good deeds.

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

6. We know how to communicate.

7. Everyone is interesting.

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

Human relations.

1. The soul is our creation.

2. Open the magic doors of goodness and trust.

3. Good songs lead to good.

4-Look at yourself - compare with others.

5. Help me understand myself.

6.0 real and fake.

7. The warmth of your home.

8. Congratulations to our mothers.

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

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

Relationships in the team.

1. To be a team.

2. The team starts with me.

3. A gift to the team.

4. Secret advice for boys and girls.

5-Tell yourself.

6. So they became kinder and smarter.

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

Folklore workshop as one of the ways of personality development

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

The true source of beauty is the national culture.

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

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

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

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

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

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

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

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

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

In the spotlight

Riddles, nursery rhymes, tongue twisters,

round dances,

folk dolls,

Holidays,

Outdoor games.

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

Jokes and fables,

Dance songs and refrains

ditty,

folk instruments,

Calendar and ritual holidays.

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

Proverbs and sayings,

Chastushki,

Songs lyrical and historical,

Playing noise instruments (ensemble organization),

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

In the spotlight

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

Folk costume;

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

History of the native land;

The work of the ensemble of noise instruments;

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

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

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

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

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

Class hour "The road of goodness"

To instill in children a sense of friendship and camaraderie;

Develop communication skills, speech;

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

Course progress.

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

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

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

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

What do you see here? (Desert.)

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

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

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

And what did you feel about it?

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

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

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

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

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

The children are performing a play.

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

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

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

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

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

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

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

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

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

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

Who does not hesitate to name these qualities?

What do you need to do to become that person?

Attach these flowers to the trees.

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

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

2.4 Analysis and discussion of results

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Table number 2

Concepts	explained				not explained
	girls		boys		girls		boys
	Qty.	%	Qty.	%	Qty.	%	Qty.	%
1. Happiness	13	100	11	97,95	Not	0	0	2,05
2. Freedom	6	88,9	4	89,8	7	11,1	7	10,2
3. Wisdom	6	95,2	6	93,9	6	4,8	6	6,1
4.courage	9	93,7	9	91,8	2	6,3	2	,2
5. Moderation	8	12,7	11	83,7	3	87,3	2	16,3
6. justice	10	76,2	12	73,5	1	23,8	1	26,5
7 Friendship	13	98,4	11	93,9	0	1,6	0	6,1
8. Welcome	13	98,4	11	89,8	0	1,6	0	10,2
9. Evil	13	93,7	11	95,9	0	6,3	0	4,1
10. mercy	8	60,3	9	53,1	3	39,7	2	46,9
11. Debt	7	85,7	6	81,6	4	14,3	7	18,4
12. Wine	7	85,7	5	91,8	6	14,3	6	8,2

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

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

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

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

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

Conclusion

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

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

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

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

The latter suggests:

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

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

3. Development of incentives for further moral development;

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

5. Mercy and love for people.

The means of moral education are:

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

2. Moral coercion as a form of moral condemnation.

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

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

List of used literature

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Fragment of a math lesson

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

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

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

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

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

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

Teacher: "Correct."

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

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

Student 2: “Then determine the goal”

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

Fragment of a math lesson

Using the technique when writing a mathematical dictation.

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

Who will try to name the first action?

Student 1: "Find the sum of numbers."

Student 2: “Divide the result by 3”

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

Pupils: "From two, addition and division."

Teacher: “Well done. Quite right."

Fragment of a math lesson

The teacher offers to solve the problem:

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

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

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

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

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

Teacher: "Well done."

Fragment of a math lesson

Oral arithmetic in class

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

The girl Lyuba does not answer.

Teacher: “Who will help Luba? Assel".

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

Teacher: “How did you know that?”

Asel: “I took 2 out of 6, and it turned out 4.”

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

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

Teacher: “Well done. Thanks".

Fragment of a math lesson

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

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

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

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

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

And what is the answer?

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

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

Vitya - no pen.

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

The students are not. They failed the teacher.

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

Dal Alexey.

Vitya - thank you.

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

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

Students - no, not responsible.

Teacher - what do you think, is it right?

Students are wrong. You have to be responsible.

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

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

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

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

4. Make a plan for the solution.

5. Solve the problem.

6.Check the solution.

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

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

Students will do.

Teacher - so what should you do first?

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

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

Fragment of the lesson on the Russian language.

On the board on the left:

Migratory, pilot, flew.

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

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

Students are the goal.

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

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

Pilot pilot

Flew over years ate

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

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

Teacher - what's different about them?

Students - Various suffixes and endings.

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

Fragment of the lesson on the Russian language.

Teacher - how do we compare parts of speech?

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

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

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

Each student is given a card.

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

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

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

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

Synopsis of an extracurricular lesson on spiritual and moral education for younger students "Friendship is a wonderful word"

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

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

What is friendship, everyone knows?

Maybe it's funny to ask?

Well, what does it mean

This word? So what is it?

1 student:

Friendship is if your friend is sick

And he can't come to school

Visit him willingly

Bring school lessons

Patiently explain tasks

Take on some of his worries.

Give him your attention

Days, weeks, month or year...

2 student:

If your friend is something, sorry.

Badly done or said

We must honestly, directly, without a doubt

Tell the truth to his face.

Maybe he can't understand everything.

Maybe he will be offended all of a sudden.

You still have to tell the truth

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

3 student:

Friendship in joy and friendship in sorrow.

A friend will always give the last.

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

The one who does not deceive will not betray.

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

Politeness. Patience.

Mindfulness Rudeness

Anger Hate Greed

3.4 Role modeling.

Each group acts out the situation.

Story "Friends"

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

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

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

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

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

But then Sasha came up.

And accept me.

No, we will not accept, - said Maxim.

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

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

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

The story "Identical"

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

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

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

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

Yes, you've gotten worse.

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

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

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

The story "Before the first rain"

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

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

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

At school, the teacher said:

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

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

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

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

Output:help a friend in difficult times.

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

Friend is known in trouble.

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

The work program of extracurricular activities in the spiritual and moral direction

moral lessons

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

Planned results of mastering the program of extracurricular activities "Lessons of morality" by students……………………………………….7

Curriculum plan………………………………………………….15

References…………………………………………………………..26

Appendix……………………………………………………………… …27

Explanatory note

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

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

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

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

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

"Lessons in Morality" should be emotional, based on involuntary attention and memory, include game elements. It is necessary to use bright visualization and electronic resources. As homework, children can be encouraged to complete a drawing, read a book or a story with their parents. It is important to acknowledge everyone who completed their homework. In the lessons of morality, the activity of the student, his participation in discussions of life situations is important. These are the lessons of clarification, explanation and teaching. The main task of the teacher is to awaken the child's interest in the inner world of a person, to make them think about themselves and their actions, their moral essence.

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

Target programs : education of moral feelings and ethical consciousness in younger students.

Tasks :

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

To promote the assimilation of the rules of conduct in an educational institution, at home, on the street, in a settlement, in public places, in nature.

To reveal the essence of moral actions, behavior and relationships between people of different ages on the basis of mutual assistance and support.

To teach the techniques and rules of conducting a discussion, to express one's opinion with reason and to listen carefully to the opinion of the interlocutor.

Classes are held in the form of lessons, trainings, extracurricular activities and game programs that allow students to gain experience in moral behavior.

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

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

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

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

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

The principle of dialogical communication. Dialogic communication between a junior schoolchild and peers, parents (legal representatives), a teacher and other significant adults plays an important role in the formation of value relations. The development of a personality's own system of values, the search for the meaning of life is impossible outside the dialogical communication of a person with another person, a child with a significant adult.

The principle of polysubjectivity of education. In modern conditions, the process of development and education of the individual has a poly-subjective, multi-dimensional activity character. The younger student is included in various types of social, informational, communicative activity, the content of which contains different, often conflicting values ​​and worldviews.

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

These principles define the conceptual basis of the way of school life. In itself, this way of life is formal. The teacher gives him vital, social, cultural, moral strength.

Planned learning outcomes for students

extracurricular activities "Lessons of morality"

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

During the implementation of the program "Lessons of morality" students will achieve educational outcomes and effects.

Educational results are divided into three levels.

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

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

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

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

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

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

At the third level, the necessary conditions are created for the participation of students in morally oriented socially significant activities and for them to acquire elements of experience in moral behavior and life.

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

In the first grade, children are especially receptive to new social knowledge, they strive to understand the new school reality for them. The task of the teacher is to support this trend, to promote the child's achievement of the first level of results by the educational forms used by him.

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

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

by the end of grade 1 learners should know:

1. The difference between the concepts of "ethics" and "etiquette".

2. Rules of politeness and beautiful manners.

3. Commandments and related parables.

Be able to:

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

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

3. Adhere to the "golden rule" in dealing with others.

4. Be kind.

5. Keep the commandments.

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

7. Adhere to the daily routine, be able to organize your work at home.

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

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

As a result of the passage of program material by the end of grade 2 learners should know:

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

2. Commandments and rules of etiquette.

3. About kindness and cruelty, respect for elders and arrogance, reflected in fairy tales (“A devoted friend” by O. Wilde, “A bag of apples” by V. Suteev, “The girl who stepped on bread” by G. X. Andersen).

4. Aphorisms.

Be able to:

1. Keep the commandments.

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

3. Perform communication.

4. Write an invitation, meet guests, entertain them, behave properly at a party, give and receive gifts.

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

As a result of the passage of program material by the end of grade 3 learners should know:

1. Previously studied commandments and aphorisms.

2. What should be a well-mannered person.

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

4. A summary of the parables and fairy tales read in the lessons in support of their moral convictions.

5. Proverbs about friendship, fidelity to a given word, kindness, gratitude.

6. Rules of polite refusal, disagreement. How to contact different people.

Be able to:

1. Follow the rules of politeness and beautiful manners.

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

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

4. Respect someone else's opinion, while disagreeing with it.

5. Show tact and goodwill in communication.

6. Be compassionate to the grief of others.

7. Do not offend animals and birds.

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

9. Show positive moral qualities in worthy behavior, deeds.

As a result of the passage of program material by the end of grade 4 learners should know:

1. Rules of ethics and culture of speech.

2. Requirements for manners, what distinguishes correct behavior from gallant.

3. About the sources of our moral knowledge.

4. On conscience as the basis of morality.

5. Testaments of ancestors. "Instruction" by V. Monomakh.

6. Poems about the motherland (optional).

7. Aphorisms.

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

Be able to:

Distinguish between good and bad deeds.

To embody their ethical knowledge in everyday behavior, in habits.

Treat parents, elders, peers and younger with respect.

Fulfill the commandments.

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

Students will develop universal learning activities, namely:

Personal universal learning activities:

The graduate will have:

Orientation in the moral content and meaning of both one's own actions and the actions of people around;

Knowledge of basic moral standards and orientation to their implementation;

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

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

The graduate will have the opportunity to form:

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

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

Regulatory universal learning activities:

The graduate will learn:

Accept and save the learning task;

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

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

Adequately perceive the proposals and assessment of teachers, comrades, parents and other people;

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

Cognitive universal learning activities:

The graduate will learn:

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

Build messages in oral and written form;

To carry out the analysis of objects with the allocation of essential and non-essential features;

Communicative universal learning activities:

The graduate will learn:

Adequately use communicative, primarily speech, means to solve various communicative tasks, build a monologue statement, own a dialogic form of communication;

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

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

Formulate your own opinion and position;

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

To assess the planned results of mastering the program "Lessons of morality" it is recommended to use the diagnostic tools included in the manual "How to design universal educational activities in elementary school: from action to thought".

Criteria

Indicators

Meters

Formation of moral norms and rules of conduct

Knows the basic moral norms and rules of conduct

Diagnostics of moral upbringing:

Diagnosis of moral self-esteem;

Diagnostics of ethics of behavior;

Diagnosis of attitude to life values;

Diagnostics of moral motivation.

Observations of teachers and parents.

Complies with moral standards and rules of conduct

Methodology for studying the level of education.

Observations of teachers and parents

Oriented in the moral content and meaning of their own actions and the actions of those around them

Questionnaire "Evaluate the act"

(differentiation of conventional and moral norms,

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

observation of teachers and parents.

To evaluate the effectiveness of the program "Lessons of morality" in application diagnostic materials and test tasks for each section are given.

Educational and thematic plan

1 class

Tasks:

1. To acquaint children with universal norms of morality.

2. Teach the techniques and rules for conducting a discussion, respect yourself and your friend.

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

p/n

Name of sections and topics.

Qty

hours

theoretical

Practical

Section #1

Rules of conduct at school

6

Rules of conduct in the classroom and during the break.

+

Rules of conduct in public places.

+

Wardrobe rules.

+

Rules of conduct in the dining room.

+

Rules of conduct in the library.

+

Rules of conduct in the school yard.

+

Section #2

About being kind to people

10

What is good and evil.

+

What is good and evil.

+

"If you are polite."

+

"If you are polite."

+

Good and bad deeds.

+

Good and bad deeds.

+

You and your friends.

+

You and your friends.

+

+

Remember others - you are not alone in the world.

+

Section #3

How to be industrious

7

"Learning is light and ignorance is darkness".

+

+

"How to be diligent and diligent."

+

Our work in the classroom

+

Our work in the classroom

+

My work every day at home.

+

My work every day at home.

+

Section 4

Rules of neatness and accuracy.

5

Appearance culture.

+

Appearance culture.

+

Every thing has its place.

+

Every thing has its place.

+

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

+

Section 5

Rules of conduct on the street and at home.

2

+

How to behave on the street and at home.

+

Section 6

School etiquette.

3

+

How to greet people and get to know them.

+

What have moral lessons taught us?

+

Grade 2

Tasks:

1. Introduce the rules of politeness and beautiful manners.

2. To teach the commandments of morality, the fulfillment of promises, etiquette in the theater, cinema, at an exhibition, in a museum.

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

p/n

Name of sections and topics.

Qty

hours

theoretical

Practical

Section #1

Communication culture

9

Etiquette (review).

+

Oral and written birthday invitation.

+

+

Meeting and entertaining guests.

+

Away behavior.

+

Away behavior.

+

How to give gifts.

+

How to give gifts.

+

Section #2

4

Commandments.

+

Commandments.

+

I gave you my word, keep it.

+

I gave you my word, keep it.

+

Section #3

Friendly relations

11

+

“Everyone needs friendship. Friendship is strong with loyalty.

+

Dedicated friend.

+

About kindness and heartlessness.

+

About kindness and heartlessness.

+

About respect for elders.

+

About envy and modesty.

+

About envy and modesty.

+

About kindness and cruelty.

+

In the world of wise thoughts.

+

In the world of wise thoughts.

+

Section 4

understand another

10

golden rules.

+

golden rules.

+

+

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

+

+

About tactful and tactless behavior.

+

+

We learn to find the good in a person, even if we do not like him.

+

In the world of wise thoughts.

+

Review of the ethics course for the year.

+

3rd grade

Tasks:

1. Facilitate the assimilation by younger students of the range of duties and rules of conduct at school and at home.

2. To teach to distinguish between good and evil, to give a correct assessment of various actions, to respect other people's opinions, being in disagreement with them.

3. To reveal the essence of the correct polite refusal, disagreement of communication with different people, compassion for someone else's grief.

p/n

Name of sections and topics.

Qty

hours

theoretical

Practical

Section #1

Communication culture

9

Conversation etiquette.

Reaching out to different people.

+

Reaching out to different people.

+

Polite refusal, disagreement.

+

etiquette situations.

+

etiquette situations.

+

Aphorisms.

+

Talking on the phone.

+

We play the role of an educated person.

+

Section #2

self-education

7

What does it mean to be polite?

+

+

My strengths and weaknesses.

+

The importance of small pleasures.

+

+

About good and bad habits.

+

Aphorisms about self-education.

+

Section #3

Universal norms of morality

10

Commandments: how we fulfill them.

+

+

About compassion and cruelty.

+

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

+

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

+

+

Is wealth always happiness?

+

Hurry to do good.

+

Hurry to do good.

+

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

+

Section #4

How can the heart express itself?

How can someone else understand you?

8

How can the heart express itself?

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

“And sympathy is given to us, just as grace is given to us.”

"Think well - and thoughts ripen into good deeds."

Dialogues about good manners, good and evil.

Aphorisms.

What We Learned in Ethics Classes.

4th grade

Tasks:

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

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

3. To reveal the essence of moral deeds, behavior and relationships between people, positive moral qualities in decent behavior.

p/n

Name of sections and topics.

Qty

hours

theoretical

Practical

Section #1

Communication culture

9

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

+

Culture of communication in the modern family.

+

About tolerance for neighbors.

About tolerance for neighbors.

+

Argument culture.

+

etiquette situations.

+

In the world of wise thoughts.

+

In the world of wise thoughts.

+

Section 2

self-education

7

"Know yourself".

+

Self-education.

+

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

+

How do I work on myself.

+

About patience.

+

Think about the end of each business before you start.

+

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

+

Section 3

Universal norms of morality

10

On the sources of our moral knowledge.

+

Conscience is the basis of morality.

+

"The stronger you are, the better."

+

“I am annoyed that the word honor is forgotten.”

+

Testaments of the ancestors.

+

Russians about love for the Motherland.

Your small home.

+

"My first friend, my priceless friend."

+

Aphorisms about conscience, about the motherland, about friendship.

"Friendliness is the golden key that opens people's hearts."

+

Section 4.

Art and Morality

8

The moral content of ancient myths.

+

For which the people loved Ilya Muromets and honored their epic heroes.

+

Positive heroes in epics and fairy tales.

+

Negative characters in literary works.

+

"Evil, like good, has its heroes."

+

Art and morality.

+

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

+

Overview of the etiquette course.

+

Program content

1st class (33 hours)

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

Rules of conduct in the classroom and during the break. Wardrobe rules. Rules of conduct in the dining room. Rules of conduct in the library. Rules of conduct in the school yard.

Section 2: About a good attitude towards people (10h)

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

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

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

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

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

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

How to behave on the street and at home.

Section 6: School etiquette (3h)

2nd grade (34 hours)

Section 1: Culture of communication (9h)

Etiquette (review). Oral and written birthday invitation. Meeting and entertaining guests. Away behavior. How to give gifts.

Section 2: Universal norms of morality (4h)

Commandments. I gave you my word, keep it.

Section 3: Friendly relations (11h)

“Everyone needs friendship. Friendship is strong with loyalty. Dedicated friend. About kindness and heartlessness. About respect for elders. About envy and modesty. About kindness and cruelty. In the world of wise thoughts.

Section 4: Understand the Other (10h)

golden rules. We learn to understand the mood of another by external signs. About tactful and tactless behavior. We learn to find the good in a person, even if we do not like him. In the world of wise thoughts. Review of the ethics course for the year.

3rd grade (34 hours)

Section 1: Culture of communication (9h)

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

Section 2: Self-education (7h)

What does it mean to be polite? My strengths and weaknesses. The importance of small pleasures. About good and bad habits. Aphorisms about self-education.

Section 3:

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

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

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

4th grade (34 hours)

Section 1: Culture of communication (9h)

Traditions of communication in the Russian family "Domostroy". Culture of communication in the modern family. About tolerance for neighbors. Argument culture. etiquette situations. In the world of wise thoughts.

Section 2: Self-education (7h)

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

Section 3: Universal norms of morality (10h)

On the sources of our moral knowledge. Conscience is the basis of morality. The stronger you are, the better. I am annoyed that the word honor is forgotten. Testaments of the ancestors. Russians about love for the Motherland. Your small home. My first friend, my priceless friend. Aphorisms about conscience, about the motherland, about friendship. Friendliness is the golden key that opens the heart of people.

Section 4: Art and Morality (8h)

The moral content of ancient myths. For which the people loved Ilya Muromets and honored their epic heroes. Positive heroes in epics and fairy tales. Negative characters in literary works. Evil, like good, has its heroes. Art and morality. “Here is a man. What do you say about him? Overview of the etiquette course.

Bibliography

How to design universal educational activities in elementary school: from action to thought: a guide for the teacher / [A.G. Asmolov, G.V. Bumeranskaya, I.A. Volodarskaya and others]: ed. A.G. Asmolova.- M.: Enlightenment, 2008.- 151 p.

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

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

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

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

Suslov V.N. Etiquette learning the rules of conduct. 1-4 classes. Tests and practical tasks / VN Suslov. - M.: Enlightenment, 2010. 68 p.

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

Federal State Educational Standard of Primary General Education [Text] - M .: Education, 2009. 41 p.

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

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

Appendix

Test for knowledge of the rules of behavior in public places (Grade 1)

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

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

1) follows if they are accepted into the wardrobe

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

3) should

Can you touch museum exhibits?

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

2) undesirable

3) under no circumstances

Is a noisy expression of delight permissible in a museum, at an exhibition?

1) acceptable

2) undesirable, in any case, restraint is preferable

3) noisy behavior is acceptable everywhere

Do I need to listen to the guide if his story is not interesting to you?

1) need

2) not needed

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

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

1) not needed

2) need

3) desirable but not required

What clothes do they wear to the movies?

1) dressed up

2) in sports

3) in everyday life

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

1) sweater and jeans

2) light low-cut clothes

3) smart clothes for the season

4) preferably a trouser suit

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

1) yes

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

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

Do you have to take off your hat at the cinema?

1) both the boy and the girl must

2) at the discretion of the boy and girl

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

4) for a girl - necessarily, for a young man only a fur hat and a hat (you can not take off a cap, beret and a knitted hat)

Can a girl wear a headdress in the theater?

1) no

2) as much as you like

3) in any, except for a fur hat

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

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

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

facing the seated

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

Should one apologize to those sitting in the theater, in the cinema, passing through the middle of the row?

1) follows

2) should not

3) desirable

Should you thank those who stood up to let you in to your seat at the cinema?

1) necessarily

2) desirable

3) should not

Is it possible to occupy both armrests of a chair in a cinema?

1) you can, if you have time to do it first

2) desirable

3) undesirable

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

1) you can - there is nothing special about it

2) you can’t - everyone buys the program and binoculars himself

3) at your discretion

Is it possible to applaud when the curtain has not yet risen?

1) can

2) can't

3) undesirable

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

1) can't

2) undesirable

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

Can I comment on the play?

1) you can, if your neighbors are interested

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

3) you can not - wait for the intermission

Is it possible to sing along with artists at a concert, in a theater?

1) you can if you have good hearing and voice

2) preferably - to cheer up the artists

3) can't

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

1) can

2) undesirable

3) can't

How to express your delight from the concert?

1) loud whistling and stamping of feet

2) shouting "bravo" and standing up

How to show your disapproval in connection with the content of the play or the performance of the actors?

1) whistle and stomp your feet

2) get up and leave the room immediately

3) be silent and not applaud

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

1) can

2) can't

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

4) at your discretion

1.Choose and underline the correct answer (or write down your own).

Counts. 1. Greetings.

2. Parting words.

3. Words of apology.

4. Words of gratitude.

5. Words of request.

1

2

3

4

5

Words on cards

Thanks

Please

Thanks to

Hello

good afternoon

Sorry

please

Goodbye

Sorry

good evening

Be kind

It's a pity

Very grateful

Good morning

See you

If it doesn't bother you

Can you help me

I'm happy to see you

I'm sorry

Farewell

You have five beautiful postcards. You need to split them between you and your sister. How will you do:

- give all the cards to your sister;

- give her one postcard;

- you will offer her to choose 1 - 2 postcards herself;

- choose your own postcards, and give the rest to your sister;

- _________________________________________ .

2. write down answers.

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

____________________________________________________________ .

2.2. At home you told about this case. What would your loved ones say?

mum ____________________________________ ;

dad _____________________________________ ;

grandmother __________________________________ ;

granddad __________________________________ .

3. Choose correct answer and underline his.

What do you like most often:

joyful;

evil;

calm;

crying;

laughing;

dissatisfied;

(write down another word for your state).

Assignments for the section "About a good attitude towards people." (1 class)

1. Choose the right answers and underline his.

Kindness is:

good attitude towards others, desire to help them;

desire and desire to help only close relatives or a friend;

desire and desire to help any person;

the ability to do nothing;

unwillingness to be kind.

2. Finish sentence:

A benevolent person is always __ .

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

3. Remember fairy tales where characters (heroes) act, wishing good to others.

Name the story.

Name good heroes.

Name the bad guys

Explain why some can be called good and others unkind.

Let's show how children build their arguments using the example of the fairy tale "Cinderella".

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

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

Make drawings for fairy tales.

4. tell a case from your life: who and how did you good; How did you help someone else?

5. What children's books do you know that tell about good deeds. name and write the names of the heroes.

6. Cross out extra:

wish well

sympathize

empathize

steal

7. Insert missing letters in the cells: d_br_desirable.

8. come up with a short story in which Pinocchio is sad because he does not know how to help Malvina, who is in trouble (she fell and soiled her beautiful dress, scratched her leg). Particular attention should be paid to the good deeds and words of Pinocchio: affectionate treatment with a desire to console, real help, etc.

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

Tasks for the section "Rules of neatness and accuracy." (1 class)

1. Finish suggestions:

Taking care of things is...

We call a thrifty person who...

2. underline correct answer or finish writing his.

You became a magician for one hour and ended up in the school library.

What will you do?

I will “cure” all “sick” books.

I'll look for a comic book.

... (fill in the things you think need to be done).

3.come up with a story about how you and your classmates came to the library to “treat” books. How did you do it? How did the books thank you?

4.1. Name it what is made by a person from the things around you at school, objects.

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

5. Read the text and answer to a question.

Masha bought a new knapsack. Her desk mate was also presented with a satchel. The children really liked their new bags, they were happy to put school things in them and take them out.

By the end of the second term, Masha's bag was just as beautiful as at the beginning of the school year. Kostya looked at her with envy. His bag was wretched, stained with dirt, with broken and ripped zippers.

Kostya asks Masha: “Why is your bag like new, but I don’t?”

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

What word can you call Masha's attitude to her backpack, and what - Bones?

6. Compare the meaning of the words: thrift is greed. How is thrift different from greed?

7. compose tale of greed, think of a name for it, write down it, ending with a conclusion (rule).

8. come up with a short story, showing what sad consequences a person’s inaccuracy in relation to things, books can lead to.

If you can, do to him illustration, i.e. picture.

9. Read the poem and find the basic rule it contains.

Things don't grow on their own.

To do things requires work.

Pencil, notebook, pen,

Desks, boards, table, window,

Book, bag - take care;

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

Mobile phone proficiency test? (4th grade)

Now there is a special, "mobile", cellular etiquette, which children must strictly observe. The test will show how well you know "cellular" etiquette.

Do you answer the phone while studying?

- Yes

- No

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

- Yes

- No

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

- Yes

- No

Do you have headphones for your mobile phone?

- Yes

- No

Can you talk to strangers?

- Yes

- No

Do you tell the caller where you are?

- Yes

- No

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

- Yes

- No

Do you think it's wrong to "not hear" warnings to turn off your phone in a movie theater, airplane, etc.?

- Yes

- No

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

- Yes

- No

You fundamentally do not start a conversation until you leave the elevator, the vestibule of the train?

- Yes

- No

- it depends

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

- Yes

- No

- I do not know

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

- Yes

- No

- it depends

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

- Yes

- No

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

- Yes

- No

- it depends

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

- I won't

- I will

Diagnostics of moral upbringing at the end of grade 4

Method number 1. Diagnostics of moral self-esteem

Instruction. The teacher addresses the pupils with the following words: “Now I will read you 10 statements. Listen carefully to each of them. Think about how much you agree with it (how much it is about you). If you fully agree with the statement, rate the answer 4 points; if you agree more than disagree, rate the answer 3 points; if you agree a little, rate the answer 2 points; If you don't agree at all, rate your answer 1 point. Opposite the question number, put the score by which you rated the statement I read.

Questions:

I am often kind to peers and adults

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

I think it's okay to be intemperate with some adults

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

I find that being polite makes me feel good around people.

I think that you can swear at an unfair remark addressed to me

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

I enjoy making people happy

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

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

Results processing:

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

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

In the remaining answers, the number of units is set in accordance with the score. For example, 4 points is 4 units, 3 points is 3 units, etc.

Interpretation of results:

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

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

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

average.

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

Method number 2. Diagnosis of ethics of conduct

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

Texts:

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

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

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

4. When they constantly interrupt me, I ...

5. When I don't want to communicate with my classmates, I...

Interpretation:

First question. A negative result is manifested if the response contains: indifference, aggression, frivolous attitude. Positive result: help, sympathy.

Second question. Negative result: aggression, various methods of psychological suppression. Positive result: no reaction, withdrawal from the situation; expressing their feelings, opinions without rudeness and aggression.

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

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

rudeness.

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

Method number 3. Diagnosis of attitude to life values

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

A wish list

answers

Be the person you love.

Have a lot of money.

Have the most modern computer.

Have a true friend.

The health of my parents is important to me.

Have the ability to command many.

Have many servants and dispose of them.

Have a good heart.

Learn to empathize and help other people.

Have what others will never have.

Interpretation:

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

Five positive answers is a high level.

4, 3 - average level.

2 - below average.

1, 0 - low level.

Method number 4. Diagnostics of moral motivation

Instruction. I will read you the 4th questions. You need to choose one of the given answers.

Questions:

1. If someone cries, then I:

a) trying to help him;

b) think about what could have happened;
c) I don't care.

2. I play badminton with a friend, a boy of 6-7 years old comes up to us and says that he does not have such a game:

a) I will tell him not to bother;

b) I will answer that I cannot help him;

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

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

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

a) I will not pay attention;

b) I will say that he is a weakling;

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

4. Your classmate was offended by you, you:

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

b) be offended in response;

c) prove to him that he is wrong.

Results processing:

Key of positive answers: 1-a, 2-d, 3-c, 4-a.

4 points - high level;

2, 3 points - average level;

0, 1 point - low level.

Synopsis of an extracurricular lesson on moral education for younger students "Friendship and what prevents us from making friends?"

Target: the formation of an understanding of the value of friendship, the consolidation of children's knowledge about the positive and negative qualities of a person's character.
Tasks:
Tutorial: determine the essence of the concept of "friendship", the qualities of a true friend; help children realize what qualities are important in friendship.
Developing: develop communication skills necessary for the formation of friendship and collectivism in the children's environment;
Educational: to form moral qualities (the ability to be friends, to cherish friendship) and friendly relations in a team of peers, to cultivate collectivism, mutual assistance.
Equipment: power point presentation, pedagogical situations, musical accompaniment, cards with proverbs about friendship, cards with fairy-tale characters, an illustration depicting a meadow, circles, flower patterns.
Lesson Plan
1.1. Get students ready for class
2. Introductory part of the lesson
3. The main part of the lesson
3.1. Conversation about friendship
3.2. The game "Who is friends with whom?"
3.3. The game "Dark and light bags"
3.4. Game "Traffic Lights"
3.5. Game "What would I do?"
3.6. Physical education "Friendship
3.7. Quiz "Fairy-tale heroes"
3.8. Game "Collect a proverb"
3.9. Game "It's me, it's me, it's all my friends"
4. The final part of the lesson
4.1. surprise moment
4.2. Reflection "Glade of Mood"
4.3. Parting
Lesson progress
1. Organized class start
1.1. Get students ready for class
Good afternoon dear guests! We are glad to see you. (slide 1)
Guys, today we have an unusual lesson. We've got guests, let's greet them.
(Children welcome guests)
Our guests want to see what kind of guys you are. Let's say together: (slide 2)
We are friendly!
We are attentive!
We are diligent!
We are excellent students
Everything will work out for us.
Well done boys. Now you can sit quietly in your seats.
2. Introductory part of the lesson
Today we have an unusual lesson and a very interesting, serious topic, and in order to find out, you need to guess a crossword puzzle. (slide 3) I will read riddles to you, and you will answer by raising your hands, but I will ask those who raise their hand correctly.
1. Little girl
Nail growth.
Born from a grain
Her home is a flower.
Who is it? (Thumbelina)
2. He is cheerful, groovy,
And a propeller in the back
lifts the mood,
Likes sweet jam
The kid always laughs.
Who is this? Tell me!
(Carlson)
3. She is beautiful and sweet.
And her name is from the word "ash". (Cinderella)
4. She was a dwarf's girlfriend
And, of course, you know.
(Snow White)
5. The father has a strange boy,

Unusual, wooden,
On land and underwater
Looking for a golden key
Everywhere the nose sticks its long ...
Who is this?..
(Pinocchio)
6. With blue hair
And with big eyes.
"Brush your teeth! Wash your hands!"
Loves to lead! (Malvina)

Guys, what is the keyword? True, today our conversation is devoted to friendship and friends, but we will also discuss what prevents us from being friends. (slide 4)
3. The main part of the lesson
3.1. Conversation about friendship
What do you think friendship is?
Well done guys, and now I'll give you the definition of friendship from Ozhegov's dictionary:
Friendship is a close relationship based on mutual trust, affection, common interests (slide 5)
Who do we consider friends? Children's responses are heard.
I also offer you a definition from Ozhegov's dictionary:
A friend is a person who has a friendship with someone. (slide 6)
What a beautiful word - "friendship"!
You pronounce the word "friendship" - and immediately remember the funny cartoon characters: this is the funny Cheburashka and Crocodile Gena, (slide 8) this is the musical Lion cub and the wise Turtle. The world of cinema, the world of books, our world in which we live, gives us wonderful communication - communication with a friend.
A friend is a favorite book that you read and you are interested in with it, a friend is a mother who will definitely help you in difficult times, a friend is a school teacher, an educator who will help you look into the secrets of knowledge, a friend is (slide 9) an old teddy bear with an ear torn off who will listen to you when you feel bad.
3.2. The game "Who is friends with whom?" (slide 10)
We read a lot of different fairy tales and I suggest you play the game "Who is friends with whom?" Each on the desk is a white piece of paper on which fairy-tale characters are depicted. Let's remember which of these fairy-tale heroes is friends with whom.
Winnie the Pooh Piglet,
Baby Carlson,
Cat Leopold - mice,
Baba Yaga
Lion cub - turtle
Cinderella-mice,
Malvina - Pinocchio,
Cinderella - mice
Cheburashka - crocodile Gena
Malvina-Pinocchio
Let's see what we got. Who is out of place here? Why is no one friends with him?
Guys, what do you think helps and what hinders friendship? Children. Kindness, mutual understanding, cooperation, politeness, sense of humor help. Rudeness, name-calling, fights, resentment, stubbornness, selfishness interfere.
3.3. The game "Dark and light bags"(slide 11)
I have two bags on the board, what color are the bags. We will fill these bags with you today. In one bag we will put the "dark" qualities of a person, and in the other - "light". But first, each of you will draw a piece of paper with a written quality out of the bag. You will name the qualities and attach signs to the bag.
"Light qualities" "Dark qualities"
Honesty Sloth
Neatness Cunning
Kindness Disobedience
caring deceitfulness
Friendliness Envy

What qualities do you think prevent us from living together? And which ones help us?
3.4. Exercise "Traffic Lights"
Guys, you have green-red “traffic lights” on your desk - green and red circles, “Yes” - green, “no” - red. I will show you the qualities placed in bags. You need to think about whether you have this quality, and answer with the help of a "traffic light". Guys, and someone had qualities from this bag, in every person, as a rule, there are both “dark” and “light” qualities.
3.5. Game "What would I do?"(slide 12)
We will play the game "What would I do?" You have yellow cards on your desk on which situations are written, you must read the situation and discuss in pairs what you would do in this situation.
1. Your friend did not do his homework and asks for your notebook to write it off. (slide 13)
2. Your friend uses bad words and expressions. (slide 14)
3. Your friend gets bad grades in a quarter and you are not allowed to be friends with him. (slide 15)
4. Your friend does a bad deed, and everyone will know about it, including you. (slide 16)
5. Your friend suggests that you do something bad. (slide 17)
3.6. Physical education "Friendship"(slide 18)
And now it's time for us to relax a little, a cheerful mouse invites us to dance. Everyone stood up straight and repeat after our mouse.
Well done, we rested, and now we quietly sit down in our seats.
And now let's see how full the baggage of your knowledge on the topic "About friendship and friends."
3.7. Quiz "Fairy-tale heroes"(slide 19)
1. Once four musicians got together and became friends. They gave concerts together, chased out robbers together, lived together - they didn’t grieve ... Name these musician friends. (Bremen Town Musicians: Rooster, Cat, Dog, Donkey.) (slide 20)
2. Which girl rescued her friend from ice captivity? Do you respect her actions and why? (Gerda rescued her friend Kai.) (slide 21)
3. This hero fell on the bed and, clutching his head, said: “I am the sickest person in the world!” He demanded medicine. They gave him, and he answered: “A friend saved the life of a friend!” Who are we talking about? And what medicine was given to the patient? (Carlson. The medicine is raspberry jam.) (slide 22)
4. Which two friends were lying on the sand and singing a song about the sun? Name them? (Lion cub and turtle.) (slide 23)
5. The girl with blue hair had many friends, but one was always there. Who is he? (Poodle Artemon.) (slide 24)
Well done boys! There are a lot of books about friendship and friends. By reading them, you make friends in the person of literary heroes.
3.8. Game "Collect a proverb"(slide 25)
There are many proverbs about friendship. Game "Collect proverbs". You guys have heard and know that proverbs contain folk wisdom. I wanted to introduce you to them, but last night, when I was compiling them, I accidentally dropped and mixed up all the words in proverbs ...
Can you help me collect them?
You have pink cards on your desks, move them closer to you. I suggest you work in pairs.
There is no friend - look for, …………… (but found - take care)
Don't have a hundred rubles, ……….. (but have a hundred friends)
One for all and all for one)
An old friend is better than two new ones)
Friend is known in trouble)
Friendship is like glass:………… (you break it - you can’t put it together)
3.9. Game "It's me, it's me, it's all my friends"(slide 26)
Let's play the game "This is me, this is me, these are all my friends." I will ask you, and you will answer in unison: "It's me, it's me, these are all my friends!" Be careful, there may be a trap.
To which of you can I boldly entrust any task?
How many of you come to class an hour late?
- Who knows, in order to be happy, you must always be truthful.?
It's me, it's me, it's all my friends.
- Which of you, tell me aloud, catches flies in class?
-Who knows how not to get angry, to immediately make peace with a friend?
It's me, it's me, it's all my friends.
- Who, playing volleyball, scores a goal through the windows?
-Which of you knows how to make friends, and does not spare toys?
It's me, it's me, it's all my friends.
-Who always goes forward, gives a hand of friendship?
It's me, it's me, it's all my friends.
Well done guys, I see you know how to be friends.
4. The final part of the lesson
Our lesson is coming to an end. And in conclusion, I want to offer you the laws of friendship, which you promise to fulfill and observe.
Laws of Friendship: (slide 27)
Help a friend in need.
Be able to share the joy with a friend.
Don't laugh at your friend's shortcomings.
Stop a friend if he does something bad.
Know how to accept help, advice, do not be offended by criticism.
Don't fool your friend.
Know how to admit your mistakes, make peace with a friend.
Don't betray your friend.
Treat your friend the way you would like to be treated.
- A friend is easy to lose, much harder to find. If you have a friend, take care of your friendship with him, appreciate it.
4.1. surprise moment(slide 28)
I suggest you watch a video about our class "We are friendly guys"
4.2. Reflection "Glade of Mood"
Guys, look, this is my glade of mood. You have pink and red flowers on your desks, whoever was interested, stick pink flowers cheerfully, who has a bad mood and was not at all interested, stick red flowers.
(children come to the painted clearing and stick flowers according to their mood).
4.3. Parting
On this our lesson came to an end and finally I want to quote you a poem.
“Who believes in friendship fervently, who feels a shoulder next to him,
He will never fall, in any trouble he will not be lost,
And if he suddenly stumbles, then a friend will help him get up,
Always in trouble, a reliable friend will lend a hand to him.
Guys, let's thank our guests for attending our lesson.