Formation of a high patriotic consciousness among citizens. Patriotism: Essence, Structure, Functioning (Socio-Philosophical Analysis)

Tokmakova Svetlana Yurievna

History teacher MBOU Yasninskaya secondary school No. 2

Olovyanninsky district

Trans-Baikal Territory

The development of patriotic consciousness and civic dignity of a teenager

Patriotism does not mean only one love for the motherland. It's much more. This is the consciousness of one's inalienability from the motherland and the inalienable experience with her of her happy and her unhappy days.

A.N. Tolstoy

The idea of ​​patriotism at all times occupied a special place not only in the spiritual life of society, but also in all spheres of its activity.The most important component of the educational process in the modern Russian school is the formation of patriotic consciousness and civic dignity, which are of great importance in the socio-civil and spiritual development of the student's personality.

According to modern scientists and educators, patriotism has three components: deepfeeling of acceptance countries; sense of belonging and sense of belonging(his personal contribution) to the affairs of the country, his small homeland, his native school, class, family.

Love for the Motherland is a feeling in many respects, as the Russian philosopher Ivan Ilyin said, instinctive. Therefore, it is necessary to awaken dormant patriotism in a young man. The feeling of patriotism cannot be instilled by force. It is impossible to love or stop loving the Motherland by order. This is a difficult and lengthy job. The main goal of the activity is the education of a patriotic citizen. In modern conditions of the development of society, it is difficult to instill love for one's fatherland, to help children and adolescents comprehend the history of their native country, to teach them to sincerely worry about the fate of the people and the country, to evoke in a young person those qualities that define him as a person, as a citizen.

At the same time, it must be taken into account that people come to understand patriotism in different ways: one through the nature or art of their native country, the other through its history, the third through religious faith, and someone through military service. Probably, how many people - so many ways. It is difficult, but the teacher must find a patriotic path to every heart. First of all, the teacher must bea sincere and convinced patriot and be able not to preach love for the Motherland, but to confess and prove it in a fascinating way with their deeds full of energy and devotion.

K.D. Ushinsky believed that patriotism is not only an important task of education, but also a powerful pedagogical tool: “Just as there is no person without pride, so there is no person without love for the fatherland, and this love gives education the right key to a person’s heart and powerful support to fight against his bad natural, personal, family and tribal inclinations.

Implementing the state program "Patriotic Education of Citizens of the Russian Federation", the school staff developed the target program "I am a citizen of Russia". The patriotic education of schoolchildren, organized at school as one of the aspects of a holistic educational process, is designed to:

1. to form in children a civil attitude towards themselves, their family, school, Fatherland, planet Earth;
2. to form in the younger generation loyalty to the Motherland, readiness to serve the Fatherland and its armed defense;
3. study the history and culture of the Fatherland and native land;
4. physically develop students, form their needs for a healthy lifestyle;

1. consolidate and coordinate the activities of the school, family, community, residents of the village in the patriotic education of children.

The complex of program activities provides for the coverage of patriotic education for all categories of citizens of our village. However, the priority direction of the program is the patriotic education of the younger generation - children and youth. At the same time, the main emphasis is placed on work at school as an integrating center for joint educational activities of the school, family and public organizations.

The program includes the following areas:

1. "Link of Generations"
2. “Raising a patriot and citizen of Russia”
3. "My native land"

During the implementation of the activities of the program of patriotic education of youth, various forms of work are used, these are meetings with war veterans and home front workers, patriotic song contests, class hours, promotions, competitions, Memorial evenings, rallies, etc.

Education of citizenship and patriotism takes place primarily in the lessons of social disciplines. In teaching history, teachers are guided by the objectivity of interpreting historical events from the standpoint of citizenship, historical continuity, respect for their ancestors, regardless of their worldview and ideology.

Talking about high moral behavior in my lessons, I try to address directly the spiritual world of teenagers. Adolescents are very sensitive to such treatment, they open up, become sensitive, impressionable, closer to the teacher. Telling teenagers about the peaks of human nobility - about the exploits of the heroes of the Great Patriotic War, our countrymen, participants in that war, who, giving their lives in the name of the freedom and independence of the Motherland, expressed contempt for the enemy, in terrible agony retained civic pride and felt their moral, spiritual superiority over the enemy, I try to get teenagers to turn to themselves, to think about the question: "What am I capable of?". Every child is trying to feel and understand that he is the son of a great tribe and at the same time the son of a great people, which has a majestic and tragic history behind it, which has endured great suffering and ruin and has come out of them more than once to rise and flourish ... We must feel words of A.S. Pushkin: “It is not only possible, but also necessary, to be proud of the glory of your ancestors; to disrespect it is shameful cowardice. And one more thing: I swear to you on my honor that I would not agree to change my Motherland for anything in the world, nor to have a different history than the history of our ancestors, which the Lord sent us. After all, only through one's own awareness of the beauty and greatness of a civic feat does understanding and education of patriotism take place. Considering the events of the military history of our state, I try to make sure that every child learns to experience the success of his army as his personal success, so that his heart shrinks from her failure, and her leaders become his heroes. Turning to the images of great ancestors, their deeds and moral examples in history lessons, we comprehend the spirit of Russia. We understand how important and expedient is the activity of teachers in educating students of positive personality traits on the example of the life and work of these people. Conversations with participants in the war, reading letters from the front and memoirs of participants in the battles, along with the story of the teacher, leave a special imprint on adolescents.

Since 1985, students of our school have been caring for the grave of Major S. M. Medvedev, who died from wounds received during the war. For many years, schoolchildren corresponded with his wife and fellow soldiers. On the initiative of the children, on the occasion of the 65th anniversary of the Great Victory, with the support of the administration of our settlement, the monument on the grave of the warrior was replaced by the children themselves. The desire, interest, desire to benefit that the guys show when doing this work is just a small example of how, through contact with the fate of a single person, a feeling of love for their native land, pride in their Fatherland is formed in teenagers. This is the power of a positive example. And when it is combined with love for the Motherland, when noble goals become the motives of a person’s behavior, his actions, it multiplies a hundredfold.

Through the study of the heroic past of our Motherland, I bring students to the understanding that a patriot is one who has a heart for the plight of the country, who seeks to participate in solving its modern problems together with the people.

Why is it necessary to instill love for the Motherland in modern youth? At what age should this be done and is it necessary? These questions should be seriously considered, because the future of our country depends on how young people are trained and brought up today, whether a school graduate will be able to socialize, that is, find their place in life. Only on the basis of uplifting feelings of patriotism and national shrines is love for the Motherland strengthened, a sense of responsibility for its power, honor and independence, the preservation of the material and spiritual values ​​of society, and the dignity of the individual develop.

Bibliographic list

1. Andreeva I.N. Formation of cultural values ​​of youth in the field of leisure
2. Kapustina Z.Ya. Education of citizenship in the conditions of renewing Russia. / Pedagogy. 2003.- №9
3. Lutovinov V.I. Modern understanding of the civil and patriotic education of Russian youth. / Youth and society. - 2007. - No. 3

Ushinsky, K. D. Selected pedagogical works: In 2 volumes - M., 1974. V.2. - p.160. Patriotism is formed in the process of education, socialization and education of schoolchildren. However, the social space for the development of patriotism is not limited to school walls. An important role here is played by the family and other social institutions of society, such as: the media, public organizations, cultural and sports institutions, religious organizations, healthcare institutions, law enforcement agencies, military organizations, social protection institutions, corporate associations, consanguinity, diaspora ties and relationships. All this must be taken into account by teachers in the process of educating students. Thus, the significance of studying the system of patriotic education of students lies in the fact that it is at school that the education of a citizen of the country is considered as one of the main means of national revival.

This is the formation of a patriot in the younger generation and in ourselves, readiness to fulfill civic duty, constitutional obligations, instilling a sense of pride in our small homeland, in the places where we live, study, grow, instill pride in our people, for those people who defended our Fatherland.

Therefore, in our understanding, civil-patriotic education is not only military-patriotic, but also artistic, environmental, tourist-local history, sports and recreational development of creative children's initiatives.

And today it is vitally important to revive in Russian society the feeling of true patriotism as a spiritual, moral and social value, to form in a young man civilly active, socially significant qualities that he can show in the creative process and in those types of activities that are associated with the protection of Russian borders.

The upbringing of schoolchildren in the spirit of the fighting traditions of the older generation, respect for the exploits of heroes forms in adolescents a sense of love for the Motherland, native land, pride in their Fatherland, increases interest in military-applied sports, the development of physical skills and volitional qualities, and readiness to defend the Motherland.

At all stages of the formation of the civic qualities of a person, pedagogical management is of decisive importance. Therefore, the most important goal of patriotic education is to teach peace. And this means:

To help children see that it is possible to change the world: a family, a school, a neighborhood, a country, a region, our beautiful and rich planet for the better;

Involve children and young people in finding ways and means of solving problems, participating in the work to improve life for all.

in modern conditions there is no task more important than the task of forming patriotism. At the same time, there is no task that is more difficult. But difficult does not mean impossible, therefore, it is advisable for every educator (master, class teacher) who has this problem to think over his own ideology of raising a sense of love for the Motherland. I propose that it be based on the following reflections.

Academician D.S. Likhachev wrote: “Patriotism is the noblest feeling. This is not even a feeling - this is the most important side of both the personal and social culture of the spirit ... ". In other words, there is a dialectical relationship between culture and patriotism: by forming a patriot, we form a cultured person. The higher the cultural level, the richer the feeling of patriotism.

In the dictionary of the Russian language S.I. Ozhegov, the concept of "patriotism" is considered as devotion and love for one's Fatherland, for one's people. Obviously, patriotism in our understanding of the word should underlie educational work, carried out both by class teachers, the deputy director for educational work, senior counselors, and teachers in general.

Patriotism, love for one's Motherland, one's origins should be formed from early childhood, and developed at school through a whole range of activities.

Patriotism is understood as one of the most significant, enduring values ​​inherent in all spheres of the life of society and the state, which is the most important spiritual state of the individual, characterizes the highest level of its development and is manifested in its active self-realization for the benefit of the Fatherland.

Patriotism embodies love for one's Fatherland, involvement with its history, culture, achievements,

The civic-patriotic education of schoolchildren has become especially relevant in recent years, since as a result of the contradictions generated by the social situation that have developed in our society today, the former system of patriotic education has undergone multiple

Changes: gaps appeared in the minds of schoolchildren.

In such a situation, more than ever, relevant for any person

It becomes the task of civil-patriotic education from an early age. Obviously, the school should provide significant assistance in solving this problem.

The successful solution of this problem requires a deep understanding by Russian schoolchildren of everything that is happening, the development of an active life position and their widespread involvement in full-fledged practical activities in the interests of society and the state. This suggests the need to form

The younger generation, behind whom the future of the country, high moral, moral-psychological and activity qualities. Among them, patriotism, civic and military duty, responsibility for the fate of the Fatherland and readiness to defend it are of great importance.

The younger generation is a strategic resource of the state and at the same time one of the important subjects of its socio-economic policy. The future of the country depends on how young people are trained and brought up today, whether a school graduate will be able to socialize, that is, find their place in life. Let us recall the words of Nekrasov: “... And what is a CITIZEN? A worthy son of the Fatherland! ... "

As a result of various manifestations of the socio-economic crisis in the country since the beginning of the 90s, such an important direction as the education of citizenship and patriotism has been missed.

Patriotism is love for the Motherland, devotion to one's Fatherland, the desire to serve its interests and readiness, up to self-sacrifice, to protect it. At the personal level, patriotism acts as the most important, stable characteristic of a person, expressed in his worldview, moral ideals, and norms of behavior.

At the macro level, patriotism is a significant part of public consciousness, manifested in collective moods, feelings, assessments, in relation to one's people, their way of life, history, culture, state, system of fundamental values.

In the modern world, any society needs healthy, disciplined, literate people who would be ready to work, study for its benefit and, if necessary, stand up for its defense.

This requires comprehensive, systematic and constant work on patriotic education.

Patriotic education is a multifaceted, systematic, purposeful and coordinated activity of state bodies and organizations to form a high patriotic consciousness among young people, an increased sense of loyalty to their Fatherland, and readiness to defend it. Today we, working on a system of civil-patriotic education, consider it precisely in the aspect of the socialization of the individual, which is aimed at education:

active life position;

political self-determination;

Literacy;

Communication cultures.

The structure of patriotism

Patriotism is a complex phenomenon. The vast majority of researchers distinguish three elements in the structure of patriotism: patriotic consciousness, patriotic activity and patriotic relationship Krupnik A.A. Patriotism in the system of civil values ​​of society and its formation in the military environment: author. ... cand. philosophy Sciences. - M.: VU, 1995. - S. 14; Kochkalda G.A. Patriotic Consciousness of Warriors: Essence, Trends in Development and Formation (Philosophical and Sociological Analysis): Abstract of the thesis. ... cand. philosophy Sciences. - M.: VPA im. IN AND. Lenin, 1991. - S. 8; Spirituality of the Russian officer: problems of formation, conditions and ways of development / otv. ed. B.I. Kaverin. - M.: VU, 2002. - S. 73; Patriotic education of military personnel on the traditions of the Russian army / Ed. S.L. Rykova - M.: VU, 1997. - S. 27?28. . Y. Trifonov adds a fourth component to them - patriotic organization Trifonov Yu.N. Essence and main manifestations of patriotism in the conditions of modern Russia (social and philosophical analysis): author. ... cand. philosophy Sciences. - M., 1997. - S. 9. .

Patriotic consciousness forms a special form of social consciousness, combining political, social, legal, religious, historical, moral components.

Political the system of society, through the influence of power structures, leaves a special significant imprint on the consciousness of citizens. Unfortunately, not everyone is able to distinguish State, represented by the power elite, and Fatherland, which is much broader than its political component. A true patriot does not blame his homeland for the fact that in an era of change it is not easy to live in his native land. It is during such periods that the strength of patriotic feelings is tested. Just as one cannot blame one's mother for being tormented by illnesses, one cannot blame the Motherland for the fact that corrupt and greedy political elites rule. The disease must be treated, and traitors must be fought.

Social the element in the patriotic consciousness is determined by the class relations existing in society and the corresponding criteria for their evaluation.

Right influences the formation and functioning of patriotic consciousness through legal norms, enshrined primarily in the Constitution of the state.

The role of religions in the formation of patriotic consciousness. Its complexity is due to the presence in society of representatives of various faiths, as well as convinced atheists. Such spiritual heterogeneity, of course, implies a different understanding of patriotism.

Of great importance for the formation of patriotic consciousness is story Fatherland. The factual material reflecting the past of our country contains knowledge that contributes to the formation of patriotism. In this regard, it is appropriate to recall the words of A.S. Pushkin, addressed to P. Chaadaev: "... I swear on my honor that for nothing in the world I would not want to change the Fatherland or have a different history, except for the history of our ancestors, such as God gave it to us" Correspondence of A.S. Pushkin: In 2 volumes / Ed. K.M. Tyunkin. - M., 1982. V.2. - S. 290 ..

An important role in the formation of patriotic consciousness is played by the category morality. Time has shown the inconsistency of political emphasis in the education of patriotism, which was typical of the Soviet era. A real patriot can only be considered one who has managed to turn patriotic duty from a socially significant requirement into a deeply conscious inner spiritual need. patriotism motherland fatherland spiritual

Patriotic consciousness can be represented as a kind of "section" of public consciousness on everyday psychological And theoretical and ideological levels Patriotic consciousness: essence and formation / A.S. Milovidov, P.E. Sapegin, A.L. Simagin and others - Novosibirsk: Nauka, 1985. - S. 16. .

The ordinary psychological level of patriotic consciousness is a system with a fairly static, practically unchanged "core" in the form of traditions, customs, archetypes inherent in a given society. Apparently, the very formation of this core, which began in the primitive era, was a thousand-year process. Ordinary consciousness is also represented by a dynamic, constantly changing “shell”, which includes feelings associated with patriotic experiences, empirical concepts and primary value judgments, as well as the psychological state of the masses when they perceive the nature of the situation, one way or another related to patriotism. It is in this sphere of consciousness that the direct motivational basis is formed, on which the patriotic behavior of people is formed. The ordinary psychological level is the sensual stage of patriotic consciousness.

The theoretical and ideological level of patriotic consciousness includes rationally systematized scientifically organized knowledge and ideas about patriotism, expressed in political programs, statements, legislative acts relating to issues related to patriotism, expressing the fundamental interests of individual social groups, as well as society as a whole. In a concentrated form, this level of consciousness is expressed in ideology, which is a reflection of the social interests and goals of society. However, society is not a homogeneous entity, all members of which would have the same goals and interests. Mismatched or conflicting interests of social groups, of course, leave an imprint on patriotic consciousness, but it is love for the motherland that can be the ideological basis that can unite various social strata around itself.

Analyzing patriotic consciousness, I would like to focus on the fact that patriotism is not ordinary feelings, and even more so it is not a rationalization of sensory perception. Here there is an exit of human consciousness to the level of unity of emotional, intellectual and volitional perceptions and manifestations, which just creates patriotic heroes who are ready to sacrifice their lives for the sake of the Motherland.

Patriotic consciousness acquires value only when it is implemented in practice in the form of specific actions and deeds, representing in the aggregate patriotic activity. Human behavior can only be considered patriotic when it has a positive meaning for the Fatherland and does not harm other ethnic groups and states. For the Motherland, it is important to work to preserve its potential in all areas, but primarily in the spiritual. As in any kind of activity, static and dynamic aspects can be distinguished in the structure of patriotic activity.

From point of view static aspect in patriotic activity, one can single out the subject, object and means. Subject patriotic activities are people who are members of a particular society. An object Patriotic activity represents the Fatherland (Motherland). Facilities Patriotic activity can be represented by the whole spectrum of means of human activity. But it makes sense to divide them into two groups: the first group is the means of peaceful labor or creative activity, the second - the means of armed struggle or destructive activity. A feature of the second group is that, despite their destructive nature, the means of armed struggle play a leading role in the defense of their Fatherland.

From point of view dynamic aspect in the structure of patriotic activity, one can single out the goal, process and result. aim patriotic activity is the achievement (upholding) of the interests of one's Fatherland, both with the help of peaceful labor and armed violence. Process patriotic activity is the activity of the subject of patriotic activity in the interests of achieving the goal. This activity can take place both in peacetime and in wartime. result patriotic activity is one or another degree of achievement of the goal. The results achieved in peacetime are seriously different from the results of the war. The main difference parameter is concentrated in the price paid for the result. If in peacetime this is, as a rule, selfless labor, then in conditions of armed struggle, the cost of achieving the result of patriotic activity can be not only the loss of health, but also the loss of the life of the subject.

Thus, within the framework of patriotic activity, the subject not only seeks to change or preserve the objective reality, personified for him in the concept of the Motherland (Fatherland), but also significantly changes his inner world, bringing it into line with the main patriotic interests and goals.

The third structural element of patriotism is patriotic relationship. They represent a system of connections and dependencies of human activity and the life of social individuals and groups in society regarding the defense of their needs, interests, desires and attitudes related to their homeland. The subjects of patriotic relations can be both individuals and various communities of people who enter into active interaction with each other, on the basis of which a certain way of their joint activity is formed. Patriotic relations are the relationships of people with each other, capable of taking on the character of a friendly cooperation or conflict(based on match or collision interests these groups). Such relationships may take the form of direct contacts or an indirect form, for example, through relations with the state.

A certain place in the system of patriotism is occupied by patriotic organizations. These include institutions directly involved in patriotic education - patriotic clubs and circles. Great work on patriotic propaganda and patriotic education is carried out by veteran, creative, sports, and scientific organizations.

Introduction

Chapter 1. Pedagogical foundations of patriotic education

1.1. Tasks and principles of patriotic education

1.2. Local history work as a form of patriotic education

Chapter 2

Conclusion

Literature

Introduction

The patriotic education of the younger generation has always been one of the most important tasks of the modern school, because childhood and youth are the most fertile time for instilling a sacred sense of love for the Motherland. Patriotic education is understood as the gradual and steady formation of students' love for their homeland. Patriotism is one of the most important features of a comprehensively developed personality. Schoolchildren should develop a sense of pride in their homeland and their people, respect for its great achievements and worthy pages of the past. Much is required of the school: its role in this regard cannot be overestimated.

Unfortunately, at present, school patriotic education has practically come to naught, as they say. Many factors have contributed to this in recent years: the intensified instillation of opinions in the media about the erroneous path of Russia's development, the absence of a common state, so to speak, basic ideology. In addition, the education of patriotism is hampered by the lack of methodological literature in which teachers could find recommendations and advice on this issue.

Their meaning lies in explaining the real concepts of good and evil, turning the consciousness of schoolchildren to the high ideals of national history and thereby creating in them independent ideas about the worthy global significance and self-worth of Russia. If the teacher in his daily work begins to regularly refer to the materials of the collection, then their use will allow raising a generation of people who are convinced, noble, ready for a feat, those who are usually called the short and capacious word "patriot". As schoolchildren grow older, as researchers note, the so-called “spring of heroism” (A. Ya. Brushtein) begins to form, requiring implementation, but, no matter how insulting it is to state, it most often remains unclaimed. On the other hand, the awakening forces of the growing organism can find their application in adhering to anti-social organizations, the flow of which is growing year by year.

Therefore, the topic is relevant.

The purpose of this work is to identify the methods and techniques used in educational work to form the patriotic consciousness of younger students.

Substantiate the tasks and principles of patriotic education;

To identify methods and techniques of patriotic education of younger students;

Show effective forms of patriot education in elementary school.

The object of research is the process of patriotic education of schoolchildren.

The subject of the research is the pedagogical conditions of work on the patriotic education of younger schoolchildren.

Research hypothesis: if you approach the work of patriotism education of younger students, then the process of education can be made more natural, effective. It can be assumed that if, on the basis of the basic program, a set of classes is developed aimed at improving the work on the patriotic education of schoolchildren, then the following results can be obtained:

- to increase the level of development of schoolchildren;

— provide an integrated approach to the harmonious development of schoolchildren;

- to increase the effectiveness of educating children's cognitive interest in their native land, in their country

Research methods:

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

Monitoring the activities of schoolchildren; conversation

The work consists of an introduction, two chapters, a conclusion, a list of references.

Chapter 1. Pedagogical foundations of patriotic education

1.1. Tasks and principles of patriotic education

The historical experience of the formation and development of our Fatherland indicates that the most important means of forming a civil society, strengthening the unity and integrity of the multinational Russian Federation is the patriotic education of citizens. However, the collapse of the Soviet Union, the changes that took place in Russia and other CIS countries, caused by the transition from one economic formation to another, led to the degradation of the previously established system of patriotic and international education. Lack of ideas, egocentrism, cynicism, aggressiveness, moral relativism began to penetrate into the consciousness of people. It is a matter of concern that this is happening in Russia against the backdrop of increased patriotic education in the leading countries of the world, where loyalty to the motherland and respect for the state flag and emblem are cultivated.

In conditions of social instability and the absence of effective ideological attitudes, it turned out to be very difficult to develop a concept that would allow teachers to determine what kind of citizen should be educated, what personal qualities should be formed. As a result, various views of a nationalist, chauvinistic and even fascist persuasion have spread with an inadequate interpretation of the concepts of "Fatherland", "citizenship", "patriotism", "internationalism", "nationalism", "chauvinism", "fascism", "Zionism", " anti-Semitism", "cosmopolitanism", etc. In such a dangerous situation, there is a departure of Russian citizens from the former Soviet patriotism and the gradual formation of a new one - Russian patriotism, in which the traditions of the heroic past and today's realities of life should be harmoniously combined, taking into account the prospects for the development of society in the foreseeable future.

Describing the situation that has developed in the country, Vladimir Putin says that even the word "patriotism" itself is "sometimes used in an ironic or even abusive sense. However, for most Russians it has retained its original, completely positive meaning. This is a feeling of pride in one's Fatherland ", its history, accomplishments. This is the desire to make their country more beautiful, richer, stronger, happier. When these feelings are free from national arrogance and imperial ambitions, there is nothing reprehensible, inert in them. This is a source of courage, stamina, strength of the people. Having lost patriotism, national pride and dignity associated with it, we will lose ourselves as a people capable of great achievements" (Russia at the turn of the millennium // Nezavisimaya gazeta. 12/30/1999).

In recent times, society has become more and more aware of the detrimental nature of moral degradation for the future of Russia, and the word "patriotism" is regaining its lofty meaning. The difficult situation in the country aroused the concern of employees of educational and cultural institutions, scientists, government, public and religious figures. In their opinion, patriotic education is an important means of forming a civil society, strengthening the unity and integrity of the Russian Federation. An important step in increasing the attention of the country's leadership and the population to the problems of patriotic education was the development of the state program "Patriotic education of citizens of the Russian Federation for 2001-2005" (approved by Decree of the Government of the Russian Federation of February 16, 2001, No. 122).

In the implementation of this program, disclosure of the essence of the goal, tasks and principles of educating citizens in the spirit of patriotism and friendship of peoples is of great importance. Let's look at the key concepts.

As they say in textbooks on political science, Russian patriotism is the attitude of citizens towards their homeland - the Russian Federation, expressed in their readiness to serve and defend it. This is an attitude to the vast expanses of the country, its natural resources, the heroic historical past and today's contradictory realities, the peoples inhabiting it, their national merits); cultures, traditions, compatriots.

Friendship of the peoples of the Russian Federation is the relationship of nations, nationalities, based on the ideas of humanism, democracy and good neighborliness. It also represents the processes of implementing these ideas in the sphere of interethnic relations, which find their practical expression in the form of joint coordinated creative actions aimed at achieving common goals.

The friendship of the peoples of Russia and Russian patriotism are interconnected and complement each other. This is explained by the fact that in a multinational state, the national (inherent in individual peoples) and civil-patriotic (inherent in the entire federation) are combined as general and special. Patriotism under these conditions does not divide and separate the nations of the country, but brings them together, unites them.

Russian patriotism does not oppose the peoples of the country, but unites them within the framework of a single Federation, strengthens their ties with the peoples of the CIS and other foreign countries. In Russian patriotism, the all-Russian feeling of a citizen is combined with his feeling of a small homeland. native republic, region or national district.

In Russian patriotism, they must find a combination of the idea of ​​the peoples of Russia with a national, all-Russian idea, which is perceived by citizens of a multinational, multi-confessional country as a value core, as the meaning of life. Russian patriotism must also combine the personal, inherent in every citizen (regardless of national and religious affiliation) and public, connected with the development of the power of the country, its progress, the strengthening of the Federation.

Political scientists note that the goals of education and upbringing in a multinational state are formed in accordance with the interests of the ethno-confessional composition of the population, the nature of the relationship between peoples and national-territorial formations that are part of the federation. These goals, of course, reflect the level of development of society. At the same time, it is important to note that a society free from dictate is able to put forward realistically achievable goals if it has come to understand that only well-conscious perspectives of what has been planned give teachers the right direction and help them achieve success.

For Russia, one of the largest multinational and multi-confessional countries in the world, the most important goal of upbringing and education is the formation of Russian patriotism, a sense of friendship between peoples and religious tolerance among its citizens. The general goal defined by the state - the upbringing of a culture of interethnic communication - is differentiated in a system of actually feasible (family, educational institutions, cultural institutions, media, public organizations) specific tasks. The tasks determined by the common goal are designed to take into account the needs of the development of a multinational, multi-confessional society and social ideals that could become attractive to the peoples that make up the federation.

The tasks of education stem not only from the general goal determined by the essence of the social system of a multinational state, its ideology and politics, but also from the nature of the relations of the peoples inhabiting the state. Guided by this starting position, which is typical for multinational states, based on an analysis of the relationship between the peoples of Russia, taking into account their desire to live together and strengthen the common federal Fatherland, we have identified the following system of tasks for the patriotic education of citizens, namely, educating them: love for the Fatherland - the Russian Federation and its multinational people; Russian patriotism, in which the all-Russian feeling of a citizen (readiness to serve the Motherland, to defend it) is combined with his love for his small motherland (native republic, region or national district); respect for all the peoples of the Russian Federation, for their history, traditions, languages, cultures, national honor and dignity; love for the native language, culture and history of their people; respect for the Russian people and understanding of their role in the formation and development of Russian statehood; respect for the Russian language as the most important means of interethnic communication and mutual rapprochement between the peoples of Russia and the CIS; friendly attitude towards the peoples of the CIS, the formation of a sense of belonging to the Commonwealth of Independent States;

respect for international norms of human and peoples' rights, which involves the formation of legal consciousness and legal culture;

deep respect for the Constitution and other laws of the Russian Federation;

respect for the rights and freedoms of man and citizen, regardless of gender, race, nationality, language, origin, property and official status, place of residence and attitude to religion;

deep respect for universal human values, universal civilization (peace, security, freedom, the opportunity for each people to determine their own destiny, the triumph of reason and humanism, ensuring the rights and freedoms of the individual);

respect for world languages ​​and languages ​​of interethnic communication, accompanying this work with an explanation of the unconditional right of all peoples to the free use of their native language;

respect for the national dignity and feelings of people, for their ethnic views and beliefs;

respectful attitude to the national and confessional affiliation of a person, to the ethno-cultural and religious needs of people;

irreconcilable attitude to all forms of manifestation of nationalism, chauvinism, racism; instilling hatred for genocide, apartheid, preaching fascism and other racial, national or religious exclusiveness;

religious tolerance and respect for the religious feelings of people;

respect for the provisions of the Constitution that Russia is a secular state, where religious associations are separated from the state and equal before the law, all citizens are guaranteed freedom of conscience and religion, education is secular.

So, we have considered the purpose and tasks of the patriotic education of citizens. Let us turn to the consideration of the relevant principles, which, as is known, in pedagogy are considered to be the fundamental, fundamental ideas, initial provisions and systems of requirements arising from the goal of education and the theoretical provisions established by science, the observance of which ensures the effective functioning of the educational process. The principles of education express the basic requirements for the content, methods and means of educational work.

When solving educational problems, the teacher is guided by the principles of education. It is designed to take into account both the nature of education itself and the various circumstances and conditions under the influence of which the process of socialization of the young generation takes place.

The authorities and the public are called upon, guided by the principles of state national policy, to regulate the relations of the peoples of the country, to establish their joint peaceful life, to strengthen the common multinational homeland. Such regulation is carried out at the level of ethnic communities and national-territorial formations.

Teachers, guided by the principles of patriotic education, are called upon to help strengthen friendly relations between the peoples of Russia (at the psychological, interpersonal levels) through the education of citizens of feelings of Russian patriotism, friendship of peoples and religious tolerance.

The principles of patriotic education constitute an interconnected, integral system, guided by which teachers ensure the effective fulfillment of the goals and objectives of education, embody the content of education and upbringing in pedagogical practice, subject to the obligatory condition of public and state regulation of the activities of educational and cultural institutions, public organizations, the media and the family for patriotic education . The principles of patriotic education include the focus of education on:

strengthening the unity and integrity of the Russian Federation;

taking into account in the upbringing of the characteristics of various categories of the population (preschoolers, younger schoolchildren, adolescents, senior schoolchildren, students, employees of state institutions, military personnel, residents of cities and villages);

preservation and development of historically established friendly relations between the peoples of Russia, their consolidation in a single federal state;

promoting the development of national cultures and languages ​​of the peoples of the Russian Federation;

assistance to the peaceful resolution of inter-ethnic contradictions and conflicts;

debunking propaganda of racism, nationalism and religious hatred;

ensuring equality of peoples and national minorities of the country;

ensuring equality of rights and freedoms of man and citizen, regardless of his race, nationality, language, attitude to religion;

strengthening the positive in the relations between the peoples and religious confessions of the country;

humane, respectful attitude to people of different nationalities and races, to their historical heritage, cultures and traditions;

a combination in the education of the national, civil-patriotic and universal;

ensuring mutual understanding and cooperation between people, peoples, racial, ethnic and religious groups;

the formation in each new generation of national self-consciousness, open to the perception of the values ​​of other peoples;

prevention of interethnic conflicts;

taking into account in the education of the religious and confessional characteristics of various peoples, the observance of the equal status of religions; cooperation with traditional religions in fostering a sense of respect and trust between peoples, religious tolerance;

dissemination of objective information about the joint life and problems of the peoples of Russia, the ideas of their spiritual unity, international peace, cooperation and mutual assistance;

taking into account the national and cultural needs of the scattered peoples and national minorities of the country for the preservation and development of their identity, traditions, languages, culture, education;

preservation of the original culture, languages, traditions and habitat of the indigenous peoples of the North, Siberia and the Far East;

taking into account in education the ethno-political situation of the North Caucasus, its historical and cultural specifics, special geopolitical position and consequences of armed conflicts;

protection of the rights of refugees and internally displaced persons, taking into account their national and cultural characteristics;

mastery of the Russian language - a means of interethnic communication and mutual rapprochement of the peoples of Russia and the CIS;

ensuring cultural interaction between the Russian Federation and the CIS countries within the framework of the common Eurasian ethno-cultural space.

1.2. Local history work as a form of patriotic education

Until quite recently, one could only say “military-patriotic education”, since patriotism was associated only next to the image of the enemy. The demilitarization of the school, which is somewhat more successful than democratization, removed from the curricula the course of initial military training, the obligatory "Zarnitsa" and "Eagles", although it retained "arming with knowledge" in the vocabulary of teachers and administration.

Patriotic education, like moral education, cannot be carried out according to instructions and voluntary-compulsory games that are appropriate in a military school and alien in a general education school. In order for a person to stand up for his Motherland without hesitation in case of danger, he must feel love for this Motherland that pierces to the point of pain in his heart. The love that we not only feel, but also, as it were, hear both in the words of M. Sholokhov and in the prose poem “Dear Land” by Fyodor Kryukov: Dear Land ... Like a caress of a mother, like her gentle call over the cradle, warmth and joy the magic sound of familiar words trembles in the heart.

The quiet light of dawn is melting a little, a cricket is ringing under a bench in the corner, a young month is minted from silver in the window ... It smells of dill from the garden ... Dear land ...

The crosses of my native graves, and the smoke of kizek over the levada, and the spots of white kurens in the green frame of willow groves, grain with brown straw and a crane frozen in thought - excites my heart more than all the wondrous countries beyond the distant seas, where the beauty of nature and art have created the world of charms. I love you, dear land.

Singing the drawn-out songs of antiquity, melancholy and daring, the beauty of parting and boundless sadness - ache my heart with the sweet pain of sadness, inexpressibly close and dear.

The wise silence of gray-haired mounds and the cry of a gray eagle in the sky, in the pearly haze of visions of the zipun knights of the past, poured with the blood of the brave, strewn with Cossack bones the expanse of green and dear ... Isn't it you, dear land?

In the days of stagnation, in a troubled time of collapse and downfall of spirit, I, hating and loving, mourned You with bitter tears, my Native Land ... "

This work, created in 1918 (given in abridged form), has not lost its freshness and relevance even today.

Much connects a person with the place where he was born and raised. The native land, its people, nature, having passed through consciousness, become part of human destiny. Wherever we live, no matter what language we speak, Russia is our common, great, and only Fatherland. However, each of us also has his own, sweet corner of the earth, where he saw the light of the sun, took his first steps, got a start in life. This place - a city or a farm - is incomparable with anything else. This is our threshold of life, the Little Motherland.

Many methodologists believe that the main methodological principle of the patriotic education of students should be the knowledge and awareness of their Little Motherland. The patriotic education of students begins with the knowledge of the Little Motherland, with the knowledge of the smells of spicy steppe herbs, the mysterious breath of the sea depths, the singing of the lark in the sky. It is no coincidence that in pre-revolutionary Russia, the school curriculum included the subject "Motherland Studies", which was later renamed "Local Studies". In the explanatory dictionary of V.I. Dahl we read: “Local history is a body of knowledge (historical, geographical, etc.) about individual localities or the country as a whole, it is a comprehensive study of one’s locality — nature, economy, history, life of people — mainly by local schools” ...

“Local history is, first of all, local love,” recalled Professor S.O. Schmidt. “The most massive type of science,” Academician D.S. Likhachev. High science merges here with the masses. Not only figuratively, but also literally. After all, the local history club is perhaps the only place where a gray-haired professor can discuss a common problem with a young teacher or a schoolboy from a distant farm.

The contribution of local historians to many sciences can hardly be overestimated.

After all, without a comprehensive, comprehensive study of the native land (which is what local history does), it is impossible to form a person of culture.

And how not to recall here the words of Vitaly Zakrutkin:

"Love to motherland. Inescapable love for the place where you first saw the sun and your mother's head bowed over you, and heard the words of your father, and repeated them, knowing the beauty of your native language! Whose soul was not disturbed by this bright, pure, incorruptible love?

The motherland can do without us, but we are nothing without it. This great truth, to which V.A. Sukhomlinsky, every child should understand and feel. Any student interested in local history can choose an occupation to their liking. There are the following areas of local history work: geographical, artistic, historical, literary, ecological.

Geographic local history studies the climatic features of the area and their dynamics, forest and steppe tracts, hills, ravines, individual trees, mounds, fragments of landscape and sea areas, steppe mounds, individual mountains and dunes, soils, wildlife, streams and springs. Sculpture, architecture, art crafts, oral folk art, musical folklore, wood carving, dance art, etc. can become the object of artistic local history research.

The subject of attention of local historians is the history of cities, towns, individual buildings, prominent personalities, enterprises, schools, social processes and phenomena, population

In pedagogical science, the purpose of literary local history is to identify two dependencies: how this or that city (village) shaped the personality of the writer (poet) and how this writer reflected this or that locality in his work.

The main sources of local history information are:

Periodical press (newspapers, magazines, almanacs);

Fiction (but it must be remembered that n (every writer-artist reliably reflects reality);

archival funds;

museum funds;

all kinds of plans and maps;

material traces of culture (works of sculpture, painting, architecture);

Materials of statistics;

Oral testimonies of the elders. Basic principles of local history work:

Systems approach;

The ultimate reliability of the facts;

The synchronism of individual areas of search (for example, art or nature of the region cannot be considered in the historical context).

Forms of local history work - classroom and extracurricular, both active (search itself, tourism, field work) and passive (working out field materials, excursion services in school museums).

Extracurricular local history work is search expeditions, tourism, local history theoretical circles, theme evenings, competitions, olympiads, plein air (painting sketches from nature).

The end result of serious local history work is the school museum.

It is good when school research work on local lore is consistent with the work of local state museums or is carried out under their patronage. In this case, success is guaranteed. For example, the search expeditions of schoolchildren from the city of Taganrog gave a lot to the literary museum of A.P. Chekhov; schoolchildren in Rostov, under the guidance of a history teacher, who excavated the wreckage of more than 10 dead aircraft, handed over a lot of materials to the regional museum of local lore; State Museum "Post Station" in Aksai began with a modest museum of one of the schools in the city.

The quality and volume of local history work, the enthusiasm of children and the scope of their activities largely determine the personality of the teacher. You cannot count on success if you treat your work formally, without much personal interest. After all, children will immediately feel the official taste in communication.

Only after a good methodological preparation can one approach the practical implementation of one's ideas, because intuition alone is not enough in local history work. The content, topics and forms of work with children, the depth of elaboration of individual tasks, of course, depend on the age group.

In order for younger students to be able to fully feel the features of the school, imbued with its traditions, and then continue them, adults must know the kids well, their features.

In Sh. A. Amonashvili's book "At school - from the age of six" the author names a number of properties that are of particular importance for the effective organization of educational work with them in school conditions. These properties include: lack of social and moral experience; the predominance of urgent needs and impulsive activity; desire for gaming.

Let's try to follow the examples of the work of many schools, how the tasks of military-patriotic education of younger schoolchildren are solved, taking into account the characteristics of this age, what can be done in order to become a defender of the Motherland in the process of educational work.

Many teachers from the first school days form in children such important concepts as "Motherland", "patriot", "feat", "soldier-liberator". Students are brought to the realization that patriotism is love for the Motherland, active, effective love, the desire to strengthen its power on its own.

Awakening children's interest in history, exploits, teachers make lists of books on military-patriotic topics for extracurricular reading. Some of them are discussed in extracurricular activities, for example: “Volodka is a partisan son” by A. Perventsev, “Captain Gastello” by A. Belyaev, “Storm of the Reichstag” by B. Gorbatov, “Kortik” by A. Rybakov, “What did you do good” L . Tatyanicheva, and others.

In a number of schools, the reading of works of art dedicated to young heroes is skillfully used. It seems to us that third-graders will read with great interest "The Tale of the Military Secret, Malchish-Kibalchish and His Firm Word" by A. Gaidar, and others, unfortunately now forgotten books. War veterans must be invited to a meeting with the guys. They will acquaint schoolchildren with concrete, vivid facts of the heroism of Soviet soldiers, with the heroic deeds of children - pioneers and schoolchildren. Then you can hold military-patriotic games, which are also forgotten, you can revive Timurov's work, providing constant assistance to war veterans and not only on holidays.

Of interest are the lessons of courage held in the primary grades. Veterans of the Great Patriotic War arrive at the school to participate in them. Then you can conduct a review of the troops. Each class has its own uniform: pilots, tankers, border guards, sailors .. Judging is organized by high school students. The honorary jury is veterans. Thus, the review of the troops actually opens the lessons of courage, refracting the continuity of generations in the military-patriotic activities of schoolchildren.

Every year, together with their parents, teachers, veterans, schoolchildren can participate in the laying of wreaths at the grave of soldiers. On the eve of this day, primary school students, under the guidance of teachers, make artificial flowers and weave them into the frame of wreaths. The kids are well aware that they have been given a great honor - to prepare an important school-wide business and directly participate in it.

In schools, it is advisable to conduct cycles of conversations devoted to the symbols of the country: the creation of the State Emblem, the flag, the text and music of the anthem of the Russian Federation (such work in an accessible form can be started in the lower grades); specifically for younger students, one could advise the following topics: “Why is the flag of our Motherland a tricolor?”, “The coat of arms of the Russian Federation”, “How the coat of arms of the Russian Federation was created”.

Thus, the military-patriotic education of younger schoolchildren is characterized by the emergence of a number of new forms, and those that involve the inclusion of students in direct military-patriotic activities: "Zarnichka", parades of formation and songs, the search for materials about the exploits of relatives and friends, heroes-compatriots, assistance in equipping the exposition of the school museum of military glory, participation in military-patriotic ceremonies. An important prerequisite for the effectiveness of the military-patriotic education of younger schoolchildren is their timely familiarization with the traditions that were born at school and aimed at training patriots.

But non-patriotic education can also be carried out in the classroom. The lesson was and remains the most important link in the system of educational work with students. It is at the lessons that the foundation of patriotic consciousness, patriotic feelings and behavior of a citizen - a builder and defender of the Fatherland - should be laid. Practice shows that no interesting extracurricular and out-of-school educational work can ever compensate for the gaps made in the matter of upbringing in the classroom.

So everyone is in favor of going to the lessons in the beginning - given their importance and the paradoxical circumstance that the most important link in the system of military-patriotic education - the lesson - has not received proper disclosure in the works of specialists.

Discipline as one of the most important qualities necessary for the successful fulfillment of military duty is formed in the classroom.

When and where is high discipline formed at school - in the classroom or in the process of extracurricular activities, in primary, middle or high school? The answer can be unequivocal: both in the classroom and outside of them, from the first minute of schooling to the last. But, calling a spade a spade, we recognize that the formation of discipline in such a range of time and space is possible only in those schools where there is a team of like-minded teachers-educators. And what is an indicator, a litmus test of the presence of such a team (that is, a real one, and not just in the state) at school? The unity of the requirements of teachers to students - in big and small, in the classroom and outside the classroom, etc.

Therefore, if the unity of the requirements of teachers-educators in big and small is not achieved, neither the content of the educational process, nor the high individual skill of individual teachers will help out. It teaches, educates, disciplines, instills a high culture of work, first of all, the very organization of the educational process, in which there can be no trifles, everything is “close-up”: and how the teacher entered the class, how the mutual greeting passed, whether it was heard report of the duty officer in the class, what is the state of the workplace of each student, are everyone ready for the lesson, etc.

Is the school clean? Is the design style of the lobby, assembly hall, stairs, etc., the same? Do all lessons start and end strictly on call? Does every teacher know how to listen to the student to the end, will not allow himself to shout at his pupil, make comments in an insulting, degrading form of the child? All these and many other questions are components of one big question: is there a real school?

The unity of the requirements of teachers in the field of military-patriotic education of students finds its concrete expression in a productive school regime, without which it is impossible to successfully solve the problems of education, or education in general. A clear regime of school life, academic work and extracurricular activities is an important, effective factor in instilling discipline in students.

The correct mode determines the efficiency of the team, the clarity of its working rhythm, educates the culture of mental and physical labor. Increasing the level of exactingness to the pupils, it has a positive effect on their emotional sphere, disciplines externally and internally, educates the will and tempers the character.

The importance of discipline is great for carriers of any profession. Another thing is also obvious: without high discipline there is not and cannot be a warrior, just as there cannot be an army without discipline of the highest order. It is discipline that is not only an indispensable prerequisite, a tool for solving problems, but also a stable fusion of moral, political, intellectual, emotional and volitional characteristics of a person. That is why there is a need to use in the practice of secondary school, and in particular in the organization of a clear regime of schoolwork.

If a proper working atmosphere is not created in the school, if firm discipline is not established in the lessons, breaks and extracurricular activities, teachers will never be able to solve general educational and educational tasks, including military-patriotic education.

Apparently, there is a need to draw the attention of secondary school teachers to the importance of a strict and clear regime of educational and extracurricular activities. In conclusion of the conversation about the routine of school life, we note that the attention paid to this issue in our work is objectively justified. Firstly, the address of the conversation is quite wide: the whole school, all the teachers, the organization of work in the classroom and after school hours. And secondly, we agree that the routine of school life is an integral part of the educational atmosphere created by the efforts of all teachers and students.

Chapter 2

Patriotism, according to Methodists, is a deep awareness of one's inseparability with the Fatherland, not only in its historical, cultural and territorial aspect, but also in inseparable involvement with its nature.

Teachers, unjustifiably relegated to the background the problem of the formation in children of true love and respect for the Motherland, for its historical past, for Russian original culture, for folk art and art

So, for the education of patriotism in the work, you can use folk themes: folklore, folk poetry, fairy tales, epic, phraseology and vocabulary of the native language, a variety of types of arts and crafts, folk rituals and traditions, i.e. all those spiritual values ​​with which our great Motherland is rich, which is the core of the national character. At first, this work was carried out in the classroom, then through a folklore circle, through elective courses in aesthetics.

The author's program of the teacher of Russian language and literature from the city of Kirov N.V. Chernykh "Russian traditional culture" was developed. Where necessarily several lessons are devoted to the small Motherland. Their goal is to reveal to children the meaning of the concept of "small Motherland". Understand why the Motherland is the most precious thing?

At the lessons, the works of M.I. Glinka, P.I. Tchaikovsky, bell chimes, fragments of sacred music, Russian folk songs, poems about Russia, about the Vyatka region are heard. Then the work on Russian subjects deepens and expands. Students meet folk craftsmen. Lessons are conducted in an entertaining way. More historical material is included in the content of the lessons. Be sure that students get acquainted with the traditions, rituals, traditions of their people (after all, each nation is rich in its own national characteristics), they talk about ancient Russian cities, about their hometown. Outside school hours, various holidays and excursions are held. For example, "Russian Matryoshka Festival" or "Russian Forest" Children went on city tours, museums, workshops of cities

Interesting and informative meetings with famous people of their region. So, writers, museum workers can be invited to the school. Together with the craftsmen, conduct classes where schoolchildren will get to know and learn how to make, make all kinds of national clay products.

Based on the program of N.V. Chernykh, it is possible to conduct a lesson that is unusual at first glance. "Native Side" The lesson is always preceded by a walk through the streets, where there are old buildings. The disciples were surprised to rediscover the beauty of these houses. After the tour, they enthusiastically work on creating an image of the house. Someone made it out of paper, someone drew it, and it turned out to be a beautiful street that will remain in children's memory for a long time.

In the work it is necessary to use the interaction of three types of art - words, painting, music, which shows how the same phenomenon is depicted by different craftsmen.

Working in this direction, we can say with confidence that: students will study material related to folk culture with interest, especially when they themselves are participants in the creative process. Their cultural level is rising, there is a need to obtain new knowledge about the Motherland, about folk traditions. All this is very important for the formation of patriots, worthy citizens of their Fatherland.

A concrete understanding of the role and place of native nature in the life of society and the fate of the Fatherland is manifested in each of us in a personal interested, indifferent attitude towards it. Recently, the undeservedly pejorative, for any reason, wording "the revival of Russia" has firmly taken root in the media. However, let's think about it: Russia still remains a unique natural complex, the only country in the world, in the bowels of which the entire periodic table is present, so statements about the "dying of Russia" look, to put it mildly, premature.

Another thing is taking care of the natural treasures that we have inherited. Development of teaching and educational tools used in communication with schoolchildren to form their views and beliefs on the conservation and reproduction of natural resources.

It is possible that, thanks to the activities implemented in the school environment, schoolchildren who have become adults, depending on their field of activity and social status, will try to do everything in their own power to preserve Russia's natural resources.

But the symbols of Russia are not only the white birch tree and the mighty oak. Many more wonderful features are considered characteristic of our country - from Russian heroes and beauties to national cuisine and art crafts.

Of course, in one event it is impossible to fully cover the entire history and traditions of, say, such art as Vologda lace. But it is possible and necessary to talk about the most valuable, striking and noticeable phenomena and events all over the world, recognized as typical only for Russia.

And if a child takes care of his national symbols from childhood, then with more confidence we can say that he will become a patriot of his country. In elementary school, patriotic education can start with extracurricular activities. For example:

Russian forest

Participants: Presenter, children in costumes depicting plants of the Russian forest - Rosehip, Dandelion, Pine, Cowberry, Blueberry, Ivan-tea, as well as the Doctor, vocal and dance ensembles.

Preliminary preparation: musical screensavers are being prepared, montages, songs and dances are being learned. To decorate the audience, you can use reproductions from paintings by famous artists, images of forest plants, reproduced posters with recipes for healthy preparations and forest gifts.

On stage, a vocal ensemble performing the song "Russian Forest" (music and lyrics by M. A. Davydova).

Ensemble (sings).

Forest, Russian forest, pines, spruces, aspens, birches,

Forest, Russian forest, winter evening and summer thunderstorms,

The forest, the Russian forest, is full of mystery and full of beautiful

Forest, Russian forest, once stood as a wall for Russia

The forest, the Russian forest, was terrible for foreign soldiers.

Forest, Russian forest, always make people happy and grow to heaven.

Forest, Russian forest, Russian forest.

The ensemble leaves. The leader appears.

Leading. The Russian forest is, without a doubt, worthy of admiration. Forests generally play an important role in maintaining moisture on the ground, regulating the flow of water into rivers. Merciless deforestation entails an increase in moisture in the soil, an increase in the water level in local rivers during floods and a greater likelihood of floods. Imagine rainwater flowing unhindered into the rivers, falling into their river valleys and devastating everything that comes across the path. Of all the countries of Europe, Russia is the richest in forests. In Western Europe, as a result of mismanaged deforestation, by the beginning of the 21st century, alas, negligible forests remained. Residents of Germany, Italy, France, Belgium have forgotten what ordinary forest mushrooms are. Now they feast on only champignon mushrooms grown in greenhouses. But forest mushrooms are much tastier.

No wonder Russian people most often like to go during their holidays not to country resorts, but, guess where? That's right, in the nearby forests and groves. After all, here you can spend the whole day with health benefits. And besides, you can make useful supplies for the winter and take away not only mushrooms, flowers and berries, but also unforgettable impressions, which will later become the basis of long pleasant memories.

The Doctor appears.

Doctor. Good afternoon. I hear you talk about the benefits of forests? May I also join your conversation?

Leading. Hello. Of course you can, just introduce yourself, please. Although I guess from your white coat that you are a doctor.

Doctor. Quite right. May I join your conversation? After all, the forest is indeed a great blessing for all of us. The forest air is healing. It has few microbes and many useful trace elements. Therefore, sanatoriums for sick people and rest houses are always built near forests. Let's remember what useful medicinal plants that grow in forests do you know.

The children answer.

Look, there are recipes on our walls, which indicate how to use this or that plant correctly and what can be prepared from it.

Leading. Let medicinal plants themselves take part in our conversation about the forest today, and let each of them tell a little about himself.

Children appear in costumes of forest medicinal plants. Each of them talks about himself.

Host. And here are our guests. Dear Doctor, will you introduce them?

Doctor: I think the guys will now name each of them themselves. Guys, listen to the riddle that each of the guests will ask you and answer it.

Rose hip.

vitamin jam

Let's surprise everyone.

My name is rose hips, I have smart bright pink flowers and sharp thorns for protection. My berries are champions among plants in terms of the amount of vitamin C. But few people know that you can use not only my berries, the decoction of which is drunk for stomach pain or a lack of vitamins, but also my flowers. When they begin to bloom in the spring, their rose petals are brewed and taken for colds, and if boiled in sugar syrup, you get a delicious rose petal jam.

Dandelion.

I am a well-known plant.

In summer, I am yellow, like the sun.

I will fade - I will change color.

And you will see in the window

What else am I wearing.

White as a bunny in winter

Your cheerful...

(Dandelion).

My flowers are among the first to appear in the spring, and when they ripen, they scatter in cheerful parachutes. Dandelion leaves are also used for colds. And if you pick up a few handfuls of my mature, bright yellow flowers, add lemon sliced ​​\u200b\u200bwith the skin to them and boil with sugar, you will also get delicious jam. Pine.

evergreen tree,

It is hardened by the sun.

And in the winter there is no time for sleep.

Growing up on the mountain...

Decoctions of pine needles soothe the nervous system, help with flu and sore throats. You can cook an excellent delicacy from young pine cones. First, they must be cleaned, pour boiling water for a minute to soften, and then boiled in thick syrup. Cowberry.

Good beauty!

Everyone loves berries.

Only under the snow is very wild

See a berry...

Yes, even in winter you can dig up bright red cranberries from under the snow. Oh, and my berry soaked in sugar syrup is delicious. A decoction of a lingonberry leaf is used if a person has kidney problems, as well as nosebleeds.

Blueberry.

I am a humble forest berry. In the clearing together in a row My berries look. From under the leaves, look, It appeared ... (Blueberry).

Yes, I am blueberry. A decoction of my leaves helps with heart disease. Blooming Sally.

Bees curl back and forth - Collect sweet honey. In front of us, by chance Appeared ... (Ivan-tea).

Yes, my name is Ivan Chai. People have learned to use everything that grows in the spring on my root. Ivan-tea leaves are eaten as a salad, soup is cooked from the stems, the roots are boiled, and they can replace meat in terms of satiety and number of calories. And you can also dry the whole Ivan-tea plant, grind it into flour and bake bread from it. I’m not talking about the flowers of my plant: they gave me the name - Ivan-tea, which means they can be brewed and drunk as a tasty and healthy drink.

Leading. Great, we are very glad to see you, dear medicinal plants. And what do you guys think, which tree is most often remembered if they want to talk about Russia? Hear a riddle about him:

And not a girl, but a beauty, Everyone will love it, everyone will like it, Black and white dress on her, Her fame rolls about curls.

Children answer: "Birch".

That's right, these are riddles about birch. Even one of the most popular Russian folk songs sings of the birch, remember, "There was a birch in the field."

The round dance song "There was a birch in the field" is performed.

The Russian forest is not only a doctor and comforter. He is a protector. After all, only in the forest can a person find everything necessary for life - trees to build a dwelling, plants and game - for food, and a person can sew warm fur coats from the fur of forest dwellers. And a completely unusual role was taken by the Russian forest during the years of difficult trials of our Motherland. Remember, at music lessons you listened to a song about the Russian forest, which became protection and protection for partisan fighters who liberated their homeland - Russia - from Nazi invaders. This song is called "Severely Noisy Bryansk Forest". Here is its beginning:

Noise severely Bryansk forest.

Gray mists descended

And the pines heard around how they walked,

How did the partisans go to battle? Let's listen to this song again. Pay attention to how the song will sound: it starts quietly, as if we see a dense forest in the predawn fog and partisans going to battle with the enemy. And in the middle, the song sounds loud - the music here paints a picture of the battle itself. The end of the song is again quiet, the battle ended in victory, and again we see only the Russian forest, sheltering its defenders in its heart.

The beginning of the song “The Bryansk Forest Sternly Noisy” by S. Katz sounds.

In the difficult years of military trials, the Russian forest became a home for those who did not surrender to the enemy, but fearlessly fought for their homeland, their loved ones, for the future of their country. And now let's remember one more tree, it is often called the symbol of Russia when they want to emphasize its inflexibility, heroic strength. What is my riddle about?

By the valley, above the steep

The hero stands mighty,

Thunder and winds are not terrible,

Acorns are visible on it.

Children answer: "Oak".

That's right, it's oak. This tree is sung in the Russian folk song "Among the Flat Valley", where the oak is compared to the hero standing on the clock. In the Russian forest there are many trees, remembering which you want to sing songs. Let's remember the names of songs about forest plants ("Oh, viburnum blooms", "What are you standing, swaying, thin mountain ash", "Curly maple, carved leaf", etc.). And one of the most popular Russian plants was, of course, viburnum. All over the world they know the tune of the folk song "Kalinka".

A dance is performed to the melody of "Kalinka".

With this well-known melody, we will end today our conversation about the Russian forest - its beauty, usefulness and musicality.

Educational work in the classroom will yield noticeable results if it is part of the entire work of the school in the patriotic education of children, and if it becomes more complicated in content and methods of implementation from class to class.

Conclusion

So, from all of the above, we can conclude that the core of all civic education is patriotism and internationalism.

The school has always developed in the children of all the peoples of Russia a sense of freedom, unity, equality and brotherhood. The essence of the concept of "patriotism" includes love for the Motherland, for the land where he was born and raised, pride in the historical achievements of the people. Patriotism is inextricably combined with internationalism, a sense of universal solidarity with the peoples of all countries. A special place in international education is occupied by the formation of feelings of unity, friendship, equality and brotherhood, uniting the peoples of Russia, the culture of interethnic communication; intolerance towards manifestations of national narrow-mindedness and chauvinistic swagger. In this process, the role of a truly folk multinational culture, true to the truth of life, is great.

The content of education occupies the leading place in the process of formation of the patriotic and international consciousness of schoolchildren. For example, the study of history introduces the rich patriotic and international traditions of the peoples of Russia, reveals to children the essence of the reform of the political system, which opens up space for the self-government of society, creating conditions for the full development of citizens' initiative; smoothing the mechanism of democratic identification and formation of interests and will of all classes and social groups; providing conditions for the further free development of each nation and nationality, strengthening their friendship and cooperation on the principles of internationalism; radically strengthening law and order; creating an effective mechanism that ensures the timely self-renewal of the political system, the development and implementation of the principles of democracy and self-government in all spheres of life.

Literature

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2. Adamenko S. Raising Patriots of Russia // Public Education - 2005 - No. 4 - P. 23
3. Gasanov Z.T. Patriotic education of citizens // - 2005 - No. 6 - P. 59
4. Efremova G. Patriotic education of schoolchildren // Education of schoolchildren - 2005 No. 8 - P. 17
5. Historical local history / Ed. Mr. Matyushin. - M., 1980.
6. Local History: A Teacher's Guide / Ed. A.V. Darinsky. - M., 1987.219
7. Kobylyansky V. A. National idea and education of patriotism // Pedagogy - 1998 - No. 5 - P. 52
8. Kuznetsov S.S. Geological excursions. - L., 1987.
9. Kukushin V.S. History of the architecture of the Lower Don and the Sea of ​​Azov. - Rostov n / a: GinGo, 1996.
10. Kukushin V.S. Literary local history. - Rostov n / D: GinGo, 1997.
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13. Milonov N.A. Literary local history. - M., 1985.
14. Prokhodchik A.F. Workshop on local history. - Minsk, 1981.
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16. Smirnov V.G. Artistic local history at school. - M., 1987.

Vera Grigorieva
Formation of civic-patriotic consciousness of students with disabilities through history and social science

Grigorieva Vera Nikolaevna

Graduated: GOUVPO Birobidzhan.

Diploma specialty: Teacher and speech therapist of schools for children with intellectual disabilities, specialty "Oligofrenopedagogy"

Place of work: GKGO SHI 14

Pedagogical experience work: 30 years

Passed certification: 2015

Assigned: First qualifying category

Subject: "The formation of civic-patriotic consciousness of students with disabilities through the lessons of history and social science"

Target: formation of civic-patriotic consciousness in children with disabilities, loyalty to the Fatherland, readiness to fulfill constitutional duties.

To achieve the goal, the following tasks:

To improve the quality of spiritual, moral and patriotic education, to attach to history of the Fatherland, teach approved behavior.

Introduction.

In recent years, the Russian educational system has undergone significant changes. Changes have affected various areas of educational activity. Economic instability in the country, the erosion of moral and ethical values, a sharp decline in the social activity of young people, the crisis of the family and relations between parents and children make us take a fresh look at the educational system and educational opportunities. There is no more important idea for Russia today than patriotism. In order to become a patriot, it is not necessary to be a hero, it is enough to love your Motherland as it is, because there will be no other. Patriotism is, first of all, a state of mind, soul. Life shows that children grow up, and the time comes when they ask about the family traditions of their parents, grandparents, reflecting on the past of their homeland. These are good lessons of courage for the rising generation.

In Article No. 2 of the Law of the Russian Federation "On Education" the requirements for educational activities in state and municipal educational institutions are determined. Among the most important is the task of patriotic focus: "Upbringing citizenship, industriousness, respect for human rights and freedoms, love for the environment, Motherland, family. Decree of the Government of the Russian Federation

"On the state program"Patriotic Education" citizens Russia for 2011-2016, the federal state educational standard emphasize the importance and relevance of patriotic education, determine the place and role of patriotism education among Russian citizens.

Man and citizen It is important for Russia to know her history, spiritual origins and traditions in order to understand the events taking place in it today. The education system plays a leading role in the patriotic development of the younger generation. The main question currently facing the teacher is the revival of the spiritual traditions of Russia, with a very clear fixation in consciousness child of such concepts as Motherland, Fatherland, Motherland, Native land, Citizen, Patriot, Hero, Veteran of war and labor.

Patriotic education in is a systematic and purposeful activity for formation among the youth of the patriotic consciousness, feelings of loyalty to their Fatherland, readiness to fulfill civic duty. The process of patriotic education in special (correctional) classes is difficult and its result is not so noticeable, it is complicated by a number of psychophysiological features inherent in children with (HIA). Such a teenager with much greater difficulty learns the norms and rules of behavior and communication, he needs more time to learn what love for home, family, homeland is. Indeed, at present this problem is very relevant.

Leading pedagogical idea experience: consists in creating the necessary conditions conducive to the education of patriots of Russia, citizens legal democratic state, with a sense of national pride, civil dignity, love for the Fatherland, his people. Creation of a system for building a civil competencies of students with disabilities, which includes civil- legal norms and values. The ability to adequately listen, put yourself in the place of another person. Tolerant attitude to a different opinion, a different position and way of life. Search for new knowledge through the lessons of history and social studies, the desire for self-development.

Conditions for the emergence, formation of pedagogical experience: to date, the study of the problem civil-patriotic education of students with disabilities is necessary. The modern school is called upon to solve the vital tasks of implementing the value foundations of education, one of which is civil- patriotic education. In children with disabilities, there is insufficient formed civil-legal consciousness, patriotic feelings. Recovery and development civic-patriotic consciousness students are encouraged by active, well-organized work in the classroom history and social studies. The work to identify students began with an analysis of the actual state of the levels general student awareness in this area.

The leading pedagogical idea of ​​experience.

The leading pedagogical idea of ​​the experience is to create conditions for the formation of civic-patriotic consciousness of students with disabilities through the lessons of history and social science, which will create conditions for self-development, self-realization, and creative activity of schoolchildren.

Length of experience. Work on experience lasted for 3 years.

Stage 1 - Theoretical. The area of ​​study was defined. The state of the research problem in the scientific and methodological literature is analyzed, the purpose, tasks of the activity are determined, formed leading pedagogical idea.

Stage 2 - Diagnostic.

At the second stage, diagnostics were carried out in order to identify the initial state civic-patriotic consciousness of students with disabilities. Based on the results obtained in the process of conducting this diagnostic, a calendar-thematic planning was compiled, during which the conditions for effectiveness were substantiated civic-patriotic consciousness of schoolchildren through the lessons of history and social science.

Stage 3 - Control. At the third stage the main conclusions are formulated, worked out and systematized the results, summed up. The range of experience covers the system of lesson activities of students in stories, social science, in 7,8,9 classes aimed at improving the efficiency civil and patriotic consciousness of children with disabilities

Theoretical interpretation of experience

Getting Started summarizing your work experience, I want to note a number of contradictions and difficulties that I have to solve in my teaching activities. One of the main contradictions in the modern educational space, in my opinion, is the contradiction between the existing level civic consciousness our students and the requirements of morality and ethics.

Relevance of experience civil-patriotic education is dictated by life itself, the state of the younger generation. Formed new attitudes and values, unusual criteria for evaluating certain facts, processes, and phenomena appeared. This led to a change in the value orientations of young people, deformation pre-existing beliefs and attitudes. Blurring of concepts "duty", "honor", "spirituality, "patriotism", makes a negative contribution to the moral and mental state of schoolchildren. This topic is also relevant for students with disabilities. They don't have a culture of communication has been formed between children and adults, formed knowledge of traditional norms of behavior, insufficient knowledge history of their fatherland, outstanding compatriots.

Theoretical base of experience: advanced domestic experience in patriotic education is reflected in the works of K. D. Ushinsky, L. S. Vygotsky, V. A. Sukhomlinsky, V. A. Bukhvalov, N. E. Shchurkova, E. N. Stepanov, V. A. Karakovsky, P. V. Stepanov.

Constitution of the Russian Federation dated 12.12. 1993 as amended on July 21, 2014 11-FKZ;

Convention on the Rights of the Child;

the federal law "On Education" No. 273 FZ of December 29, 2012;

State program"Patriotic Education" citizens Russian Federation for 2011–2015”.

consists in an individual approach to each child in the group

The novelty of the experience is based on the principles of pedagogy of cooperation and personality-oriented interaction with children, since lack of formation among students of the qualities of patriotism, requires a meaningful approach in the application of various forms and methods of work. Working with children of different levels of development, my work is based on a student-centered approach, which allows the teacher to opportunities to modify the form of the lesson, learning tasks and activities of students, taking into account the personality-developing tasks set before the lesson, to use a variety of humanitarian factors history teaching: to encourage schoolchildren to comprehend philosophical and ideological conclusions based on the material being studied, to create a pedagogical situation with methodological, moral and aesthetic content, to apply debatable forms of education.

Targeted experience can be used in the classroom history and social studies in correctional schools 8 types.

Experience technology: as a result of trial and error in one's work, despite all the abundance of technologies that exist in modern pedagogy, one must always approach the use of certain methods and techniques reasonably and balancedly. But we must always remember that the optimal combination of traditional and non-traditional methods contributes to a more successful process of mastering key competencies by students.

Studying the course stories goes under the direct supervision of the teacher, who organizes the process of assimilation historical material using various methods, techniques, means in order to more firmly master knowledge and develop the cognitive activity of children. The choice of methods is carried out taking into account opportunities students and the impact on their development, correction of existing shortcomings in cognitive activity, personality formation.

I work with schoolchildren according to the textbook by B. P. Puzanov, O. I. Borodina, L. S. Sekovets, N. M. Redkina. I developed a calendar-thematic planning for this textbook. When I came to seventh graders and explained to teenagers what story: Why do we need all this? We live in a modern world, we must know about the past.” Recognizing the past, we see that in ancient times our ancestors experienced great difficulties, hardships, hardships. But despite all the hardships, life went on. Story teaches us justice, helps us take a fresh look at the world around us. This is how schoolchildren got acquainted with a new subject for them. Every cultured person, every citizen his Fatherland is obliged to know history of their homeland that we should be patriots of our country. Man without knowledge stories cannot consider himself cultured, educated, cannot be worthy a citizen of the Russian Federation. That's why teach children about history and form students with special educational needs have feelings citizenship and patriotism, love for the small Motherland occurs inextricably and in every lesson.

Studying the 7th grade course:

"Our Motherland - Russia"; "My Pedigree". The purpose of such lesson: fix and expand socio-historical the idea and the initial concept of our Motherland, to give elementary information about the genealogy of a person. To teach students to make a genealogical table of their family; show that personal history and history Every student's family is part of country history. The educational task of such a lesson is to instill a sense of love for one's Motherland, its people and one's family. A patriot is born with formation kindred feelings for their family: mother, father, grandmother, grandfather, close and distant relatives. This is the first step formation of patriotism. On examples of activities historical figures, such as Alexander Nevsky, Dmitry Donskoy and Sergius of Radonezh, Kozma Minin and Dmitry Pozharsky set a goal form schoolchildren have the ideals of social justice, the spirit of unity and independence of the Russian people.

Formations patriotism - education of love for the Fatherland, society, the people, their stories, culture, traditions. Lessons stories in a correctional school opportunity at a level accessible to them to learn about the main events in history of your homeland. Formed respect for historical figures who have made their contribution to the development of the state; an understanding is formed that the result of their work is long-term hard work. The educational task of the lessons is: to arouse in students a sense of pride in the Russian people, who have not lost their identity all-Russian character showed a sense of unity in consciousness their right to independence, freedom and love for the motherland. The Russian people are the creator of material and spiritual values. At students in the classroom is formed respect for historical heritage, awakens in students an understanding of the beauty of Russian culture.

In the 8th grade, students get acquainted with the events history from the end of the 15th century. until the end of the 19th century. This material reveals history of United Russia, The reign of Peter I and Catherine II, to tell about the heroes of our homeland and about unforgettable deeds. Patriotic War of 1812 was marked by the highest rise in the spirit of the Russian people, the growth of the national self-awareness. The results of the campaign of 1812 largely determined the development of the Russian stories. The participants in the events of 1812 are our ancestors who rose to defend the Motherland, and selflessly gave all their strength, talent, courage to the service of the Fatherland. And we, their descendants, are carriers historical and patriotic traditions, and the memory of 1812 has come down to us and cannot be forgotten.

Studying the achievements of Russian military art before me, the task is to acquaint students with the exploits of Russian soldiers under the command of A. V. Suvorov and F. F. Ushakov, to promote the military-patriotic education of art

Studying the course of the 9th grade was the study of the heroic past and present of the peoples of our country, the disclosure of the exploits of many heroes of the Patriotic Wars. The study of the period of the Great Patriotic War is one of the main ones in the process of patriotic education; there cannot be a simplified, schematic approach here. The feat of the Soviet people in this war has not yet been revealed, not fully appreciated. The Great Patriotic War is already genetically embedded in our memory. The younger generation, despite the peculiarities of modern life, is not indifferent to the exploits of their grandfathers and great-grandfathers and understands well that the land of their ancestors is sacred.

As well as studying the course "perestroika" Studying the judgment that serving only Russia for Russian citizens should become a thing of the past and should be replaced by service to all mankind. The result is a wealth of experience formation feelings of love and loyalty to their Fatherland, accumulated by Soviet Methodists and historians, was, if not rejected, then at least forgotten. Of course, a person born on Earth must also serve the Earth. But if she herself story divided all people according to their lands (countries, a person, of course, is tied to her with all his roots.

Same throughout the course. history and social studies included lessons in the study of the regional component, through which the formation of patriotism goes through fostering love for a small homeland - a city, a student team, local characteristics and traditions. Without a feeling of a small homeland, there is no great patriotism.

Same in class social science work is carried out in the classroom in the main areas of patriotic education, helps students in mastering and exercising their rights and obligations in relation to themselves, their family, team, native land, the ability to develop individual life experience. Has an impact on formation spiritual and moral unity at school. Contributes to the development of the spiritual values ​​of schoolchildren, necessary for the formation of the personality of students with disabilities.

I would like to add to the above that a teacher can work successfully only if he not only gives lessons, but also conducts research, studying his students, their characteristics, trying to control the effectiveness of the pedagogical techniques and methods he uses.

Development and implementation of a system for civil- patriotic education of the individual students in the lessons of history and social studies.

I have used the following methods: process monitoring history teaching, method of studying student work and school documentation, conversation, testing students.

1. Visual sources.

In every lesson I try to use visual sources(paintings, drawings, photos, which aim to create a visual image, which is the basis for studying the material.

Image is a motivator learning and the most important learning tool. In educational activities, a picture, drawing, poster, caricature, like any other kind of sources act as carriers of new historical knowledge. In addition, they perform the function of illustrating theoretical material, updating knowledge, consolidating and verifying it, form emotional component of the process learning. Active inclusion of visual materials in the process learning provide modern computer technology.

2. historical documents.

Work with historical sources plays an important role in the study stories. Pedagogical impact historical sources determined not only by their content, but also by the style and emotionality of presentation. Sources significantly expand the range of social information, and, no less important, serve as the basis for the development of cognitive activity of schoolchildren. Work with historical sources teaches to think, argue, extract information, notice the features of the distant historical era. Self Analysis historical sources requires students to search and critically reflect on information, promotes formation they have basic research skills.

3. Movies

Such form conducting a lesson makes an indelible impression on the hearts of children. Usually students films are perceived very well, its educational value is great, and after watching, having answered the questions posed, it is necessary to sum up.

5. Gaming forms of work

To diversify the activities of students in the classroom, I use tasks that motivate cognitive activity, namely those that have a certain attraction for students. These tasks, for all their diversity, combine two quality: firstly, their solution requires the student to involve experience that lies outside the subject area, in a sense, equalizes the chances of all students, regardless of their level of awareness in the field of this training course; secondly, the result of completing these tasks is easily verified and at the same time indicates a certain progress in the study of the subject, that is, it can be an object of assessment.

In the future, I plan to use the methods of theoretical research in my work. The method of theoretical research is associated with the study of literary sources. For the further development of a special methodology, the analysis of the scientific and methodological heritage in the field of teaching is of great importance. history in special(correctional) school. The study of literary sources makes it possible to see how various problems of teaching methods of the subject have been covered in past and current publications.

PERFORMANCE OF EXPERIENCE. The effectiveness of this pedagogical experience was determined by the following criteria:

1Attitude to native nature

2. The attitude of pupils to society;

3. Attitude towards people;

4 Determination of the nature of the attitude of schoolchildren to the Fatherland.

the formation of civil and patriotic consciousness of the individual(see table 1).

Academic year class Attitude towards native nature Attitude towards people Attitude towards the fatherland Attitude towards society

2014-2013 7 22% 10% 15% 20%

2015-2014 8 36% 32% 28% 40%

2015-2016 9 58% 62% 52% 78%

The effectiveness of the experience was tracked for three years through monitoring. The results of the study according to the method of P. V. Stepanov, D. V. Grigoriev, made it possible to identify the level formation of civil and patriotic consciousness Personality This diagnosis indicates a positive trend formation of civil-patriotic consciousness. The active activity of students in the classroom contributes to the education of the creative initiative of their independence and has a positive effect on the results of the participation of schoolchildren in olympiads, competitions at various levels (see table 2-3).

Participation results full-time students, correspondence olympiads, competitions, conferences

year of event F. and. student class student result

2016 Protection of the project Stasko Vitaliy 8 certificate

2016 International Olympiad in social studies Nadezhkin Denis

9 Diploma 1 degree

2016 All-Russian Olympiad in social science

« Social science is the science of society»

Stasko Vitaly

Grade 8 Diploma

International Olympiad in stories

Ryabova Daria Grade 7 Diploma 1 degree

Conclusion

At the present stage of development of the Russian societies the revival of patriotism is seen as the most important condition for the revival of Russia as a great power.

Patriotism is one of the most significant, enduring values ​​inherent in all spheres of life. societies and states. It is the most important spiritual asset of the individual, characterizes the highest level of its development, personifies love for the Fatherland, inseparability from its history, culture, achievements and problems that make up the spiritual and moral basis of the individual, shaping her civic position.

Formation of a citizen patriot is one of the important functions of a school subject « Story» . The more moral the person, the stronger the moral spirit of the people, as a science that has historical perspective.

This work is an attempt to draw attention to the problem associated with the moral education of the individual. Lessons stories can become pivotal in the sphere of moral education of a person. Modern educational technologies cannot be called perfect in this area. Item « Story» can play a key role in shaping the value system of students. It is impossible to separate study from education, and education from study.

The analysis carried out in this work showed that our country has a rich heritage that should be used as moral and spiritual wealth.

Based on my teaching experience, generalized in the third chapter of this work, the following conclusion can be drawn - the educational task of a moral nature associated with formation values ​​in students can be decided by different ways:

A) through the personality of the teacher;

b) through history;

V) through application of new methods and technologies.

The concept of "patriotism" is quite problematic from the point of view of its scientific definition. The problem is that this concept, related to the sphere of social values, has a strong emotional component, which is traditionally used by politicians as an effective resource for mobilizing the masses, often in order to strengthen personal power and implement their own, and not always philanthropic, projects under the banner of patriotism. social and even world reorganization.

Therefore, patriotism, with its social value, emotional nature, needs, more than any sociological and political science concept, the development of a “calm”, strictly scientific, objectivist approach to its definition. The development of such an approach is also relevant because science tries to bypass the topic of patriotism - precisely because of the strong value, ideological load of patriotic issues. Meanwhile, patriotism is the most important sociological category, reflecting the integral motivational state of society in the spectrum from "atomized" to solidarity society. This spectrum suggests the initial, intuitive, most general definition of patriotic consciousness as an individual consciousness (feeling) of civic solidarity. Achieving civic solidarity is extremely important for society, because otherwise it generally loses its motivation for development and ultimately self-preservation, facing a real threat of disintegration into "atoms". That is why, within the framework of sociology, it is necessary to develop a scientific direction on patriotism as the most important direction of management science, including one designed to scientifically ensure the construction of a solidarity society.

The "hook" for the formation of a scientific definition of patriotism is precisely the fact that patriotism belongs to the sphere of social values. The social and value basis of patriotism opens the way to sociological theories, which may well serve as a good theoretical and methodological basis in defining the concept of patriotism. Note that political sociology in its theoretical conclusions has always emphasized the role of value consensus in maintaining order and cohesion in society. Thus, the French sociologist Emile Durkheim believed that people's behavior is regulated not by an abstract "society", but by its specific institutions, i.e. rules and norms of social interaction, which, "assigned" by people, turn into the most important spiritual landmarks for a person - social values. In his political science works, E. Durkheim pointed out the threat to society posed by nihilism in relation to social values. If for some reason such nihilism becomes widespread, then society loses its value framework, and people deprived of common spiritual guidelines cease to feel each other's support, go into an "alarming", often deviant state, which turns into a negative demographic trend, an increase in crime in a word, the disintegration of the social organism.

In a similar way, the American sociologist Talcott Parsons develops a theory of social action, according to which people can act only by endowing their activity with meaning - by asking the question "for what", i.e. being in search of some external, and reliable, support and finding it, of course, in the surrounding social environment, society, and people. According to T. Parsons, this is how a person as a social figure forms the values ​​of the social system that form the basic meaning of human existence - social interaction, social solidarity, fundamental human rights, rules and norms of the community, guaranteeing the fundamental rights of a social figure. For T. Parsons, a person does not exist separately from the social system, and this inseparable unity is formed at the level of value consciousness, which, as it seems, is the basis of patriotism. Thus, the approach of T. Parsons contains the following very important idea regarding patriotism: what is the value state of society, such is the state of patriotism in it. If, for example, in a society value nihilism becomes a statistically significant value, and even more so becomes a mass character, then in such a society its main support, patriotism as social solidarity and a key factor in the self-preservation of the social system, is under threat.

In this regard, the following answer to the question of what patriotism is is possible: patriotism is manifested in the unity of the individual and the social system, i.e. in social solidarity, including all its levels: solidarity between the individual and institutions, solidarity between the individual and the state, interpersonal solidarity. Such solidarity is achieved only with a stable system of social values. Consequently, patriotism is a state of society with a stable system of social values.

In society, the value mechanism for achieving social solidarity may well be violated. This can happen according to the scheme: an increase in the trend of nihilism in relation to social values ​​- the destruction of the social value base of society - the disintegration of society - the disappearance of patriotism. Thus, the basis in this chain of violations is mass nihilism in relation to social values. Social psychologists and political scientists argue that mass value nihilism is a frequent phenomenon that occurs for the following political reasons:

• ? when existing institutions do not contribute to the strengthening of the social value base of society, the unity of the individual and the social system, the individual's awareness of the social system as a value, and this happens when the political system does not protect the fundamental rights of the individual;
• ? when a society moves from one system of institutions to another system - during reformation periods: as a result of the erosion of social values ​​that are firmly associated with those being reformed, i.e. disappearing institutions, mass value nihilism is being formed.

All Russian reforms, starting with the reforms of Peter I and ending with the reforms of the 90s. The 20th century necessarily included a period of mass value nihilism with its negative consequences for the patriotic consciousness. Characteristically, without exception, all Russian reformers have become problematic historical figures in terms of evaluating their actions from the standpoint of patriotism. Meanwhile, any real reformer, already determined to carry out institutional innovations, objectively takes responsibility for the onset of a crisis of values ​​in society and, accordingly, a crisis of patriotism, which in turn has the effect of growing the mood of “radical patriotism”.

“Radical patriotism” is false patriotism, since it is based on protest moods, and they are associated with resentment, fear, an inferiority complex, and therefore are easily transformed by political adventurers into the mood of not society, but the crowd, which begins to look for enemies and a “strong hand”. » authority, in order to completely and thoughtlessly submit to such authority. This is solidarity, but the socially destructive solidarity of the crowd. Destructive because, according to sociologists, the crowd, where the individual consciousness does not work and where people are captured by the stereotypical delusions of the mass consciousness, is always associated with the lowest (vital) level of human needs and never with the level of higher human needs, manifested in unity. individuals not only with "their" society, "their" culture, but also with human culture as a whole.

This is the essence of a truly patriotic consciousness as an individual consciousness of unity with the community. If a person does not see himself as a representative of the widest possible community - humanity, dividing human communities into "us" and "them", he is not a patriot by definition, since his consciousness is set not to unite, but to separate. If a person separates humanity, then in principle he is not able to unite with people - even with "strangers", even with "ours" - on the basis of values. Social psychologists convincingly prove that all sorts of crowds that imitate social solidarity disappear, "atomize" when they are simply dispersed.

It is significant that serious researchers, including those in Russia, have always attributed patriotic emotion to the sphere of positive, constructive, constructive emotions, namely: to the sphere of love, beauty, morality, and not to the sphere of hatred, suspicion, fear, cynicism, cruelty. For example, the famous Russian economist and philosopher B. Struve developed the doctrine of "patriotic eros" - an irrational, religious feeling of love for the Motherland, thanks to which there is a "highly moral unification of personal life and state tasks" . In a similar way, the modern researcher B. Anderson contrasts patriotism with nationalism, as, respectively, products of culture, beauty, love - poetry, fiction, music, plastic arts - products of fear and hatred.

At the same time, it is important to emphasize that patriotic emotion is not just a feeling, an inclination, but has a rationalistic justification in the consciousness of duty - a person's knowledge of what he should and should not do. In this regard, the classical analysis of patriotism undoubtedly belongs to Kant, according to which such a way of thinking is called patriotic, when everyone in the state (not excluding its head) considers the community as the mother's womb and his country as the native soil on which he grew up and which he like a precious deposit must leave behind.

It is significant that Kant, with his "universal law" of unity, harmony of man with man, individual with a certain group, community, individual with humanity, does not oppose patriotism to cosmopolitanism, mutually coordinating both categories in the unity of "local-patriotic" and "world-patriotic" gradations. patriotism as a patriotic duty of a person. According to Kant, a person is a patriot in the sense of devotion to his people precisely because he is a cosmopolitan, i.e. because he is devoted to people in general, to the social system in general, to humanity. This is Kant's logic. Patriotism is a consciousness of patriotic duty, generic for a person, and not national. The very definition of patriotism through duty obliges a person to rise above the natural tendency to identify (identify) himself only with his “own” community (ethnos, culture, nation) into the sphere of extremely broad patriotism as identification with humanity. Only such a person is able to fulfill his patriotic duty in relation to his ethnic group, his culture, his nation. Thus, according to Kant, a person cannot be a patriot whose love for “our own” is based on dislike for “strangers” - such a person has no consciousness of duty at all, he is controlled only by inclination, and therefore he has no patriotism.

Kant posed the important problem of patriotism as the problem of the formation of a mechanism for identifying an individual with a community. Social psychologists are specially engaged in the study of this mechanism, including studying such a state of group identification of an individual as a crowd. The crowd is a convenient research model, since in this model the group identification of a person gets its extreme expression when the person completely dissolves in his group identification. Of course, the crowd cannot be considered a patriotic community precisely for the indicated reason - the absorption of the individual by its group, while in the patriotic community the individual identifies himself with it consciously, by free value choice. But in itself, group identification is a series of behavioral mechanisms and rituals that characterize the collective behavior of the individual as such.

For example, the prominent French social psychologist Serge Moscovici identifies the following mechanisms and rituals in the collective behavior of the individual:

• ? imitation and repetition as direct demonstrations of community: repetitions of holidays, anniversaries, celebrations with their repeated words, songs, gestures, processions, etc.;
• ? "pretending" in order to prevent the danger emanating from people, to protect oneself from their hostility: say, a person who enters a meeting looks for a certain group with his eyes and joins it precisely - to people of the same age, the same profession or the same beliefs; and this is a protective mask of similarity, identity with the group;
• ? identification with others as a way not to be an exception: thus, a foreigner seeks to assimilate, even exaggerate the features, speech expressions or habits of people of the nationality in which he lives:
• ? identification with others as appropriation of others, which is well illustrated by the famous phrase of Louis XIV: "The state is me!".

Since patriotism is understood as a group identification of a person, the listed mechanisms and rituals characterize patriotic consciousness, which, therefore, includes a complex mechanism for overcoming the “other” complex by a person. Strictly speaking, patriotic consciousness, social psychologists make it clear, is the mechanism for overcoming this complex - through "pretense", repetition and imitation, appropriation of "others", etc.

Social psychologists have long been using a special category that reflects the fundamental state of patriotic consciousness as a group identification of a person, the category of the so-called "we-feelings". This feeling is formed in every person in the process of socialization, in the course of assimilation of speech, culture, religion, laws, when a person goes beyond his "I" and spiritually connects with some "We". At the same time, scientists associate “we-feeling” with the formation of ethnocultural ideals as a factor in comparing “our own” ethnocultural community with “foreign” communities by patriotic consciousness. Such a comparison occurs because contact is necessary for the emergence of “we-feeling”, since a homogeneous (homogeneous) group living in isolation does not realize its difference from others. Group identification occurs where the "we" group comes into contact with the "they" group.

At the same time, the logic of comparing “one's own” with “someone else's” is such that such a comparison acquires an adversarial, competitive character, often resulting in opposition and hostility towards the “alien”. This was proved by another 3. Freud, as well as Russian scientists, in particular, B.F. Porshnev, who believed that the universal principle of the psychological formation of an ethnocultural community is the distinction by its participants of the construct "we", which is necessarily opposed to the construct "They" . At the same time, researchers point out the way to overcome the “other” complex, noting that group identification involves not only “disjunction” (separation, separation, differentiation), but also “conjunction” (connection, articulation) in the sphere of relations “we” and “they”. ”- recognition of “others” no longer in the opposing or even hostile quality of “they”, but in the partner or even friendly quality of “you”. However, if there is not enough space for such a "conjunction", "they" may turn not into "you", but into an assimilated part of "we". In a word, the combination of the processes of "disjunction" and "conjunction" means that intergroup relations are by no means always conflicting and may well be based on partnership.

Science also gives an idea of ​​the deep sociological (purely objective) roots of patriotism, which are fixed in such a fundamental sociological category as "cultural tradition". According to the scientific definition, cultural tradition is the transmission of social experience from generation to generation. Indeed, the continuity of social experience in generations creates not only the very phenomenon of human history, but also for a given community its stable unity in historical time. And such unity instills patriotic consciousness among its participants: the understanding that their roots are precisely in this particular community, which turns for the participants in this cultural and historical process into the patriotic category “my Motherland”.

“My Motherland” is already a very specific group identification of a person, arising from a specific object: the historical and social experience of a given ethnocultural community. This object of patriotism - cultural tradition - can exist in various integral forms. Researchers distinguish three integral forms of cultural tradition in human history as the objective basis of patriotism:

• ? ethnocracy, where the principle of "blood" operates, ethnic kinship with an obligatory companion of this principle - ethnic segregation or even xenophobia;
• ? an empire where the universal, supra-ethnic principle of "subjugation" operates;
• ? a nation where the civil-territorial principle operates.

At the same time, ethnocracy, empire and nation are considered as historical forms (mechanisms) of society's adaptation to a constantly changing social environment. Ethnocracy, the most ancient form of social structure, in the context of the need for more tolerant relations between different ethnic groups, was forced to give way to the imperial state form, and that at one time, when the principle of collecting tribute from subject territories came into sharp conflict with the growing trend of economic self-determination of territories, - national-state form. Developing this position, the researchers note: this global historical process of the collapse of the ethnocratic form of implementation of cultural tradition was accompanied by a compensating trend of the growth of nationalism as a metaphorical preservation of ethnic identities. Nationalism transfers an ethnocratic premise to the nation, arguing that the members of the nation are the same "family", which is thus called upon to preserve this identity. Thus, the “cosmopolitan” vector of the evolution of historical forms of the implementation of cultural tradition not only does not abolish ethnic identification, but, on the contrary, emphasizes and strengthens it, transferring it to the level of ideology and politics of nationalism.

Researchers unanimously recognize the fundamental role of ethnic identity in interethnic contacts, defining ethnicity as a form of social community, whose members consider themselves and are perceived by others as special, different. The very reality of interethnic contacts determines for the individual the importance of belonging to an ethnic group. Yes, back in the 1930s. of the last century, scientists, analyzing a large empirical material of interethnic relations, established the role of peculiar "ethnic maps" - standard patterns of people's behavior in contacts with representatives of other ethnic groups. Entering into such contacts, people "remembered" their ethnicity, used "ethnic maps", and these stereotypes helped people - they created the illusion of understanding the complex world around them, instilled confidence in the merits of "their" community and the vices of "foreign" communities .

The role of the "ethnic map" especially increases in cases where ethnicity is endangered - with mass migrations, the threat of assimilation, etc. - or serves as a weapon in the political struggle. The political struggle will never refuse to use the precedents of a real or imaginary threat to ethnicity, and then, under the banner of patriotism, nationalist movements are organized, very often provoking inter-ethnic conflicts, civil wars, and terror.

In this regard, the category of "ethnic group" is of great methodological importance for the definition of patriotism on its fundamentally objective basis of cultural tradition. For quite a long time in the scientific literature, the "ethnic group" was equated with the "cultural group", while in the late 60s. 20th century it was not specified that an "ethnic group" as a patriotic community arises "on the borders" of a given cultural community - when a given cultural community experiences, from within or without, pressure from other cultures. Thus, the cultural community "does not think" about its ethnic identity until such time as it encounters the problem of different cultures, which transforms the "cultural group" into an "ethnic group".

Ethnic identity is far from exhausting patriotic identity, which also includes a highly positive, peace-making motivation for the implementation of cultural tradition - the transmission from generation to generation of the baton of building social institutions. The socially positive institutional factor in the implementation of the national-cultural tradition is very important in the formation of the sociological mechanism of national self-determination, the emergence of national self-consciousness. Institutions as legal restraints of the human element are introduced into this element by a certain authorized subject of law, to whom it delegates this right. Naturally, the governing structure of society, the state, acts as such an authorized subject of law. Consequently, it is the state that historically bears a special responsibility for building a national-cultural tradition, for patriotism.

The patriotic mission of the state makes it not only the most important subject, but also the most important object, an identifier of patriotism. One of the first who developed the theory of the state as an object, an identifier of patriotism, was Hegel.

Speaking as a staunch supporter of the Prussian constitutional monarchy and considering it precisely the ideal of the political organization of society, Hegel saw in this particular state in principle the idea of ​​the state as the highest form of organization and the highest value, the main object of the highest feelings and thoughts of the individual and society, including patriotic ones. “Since,” writes Hegel, “the state is an objective spirit, the individual himself possesses objectivity, truth, and morality only insofar as he is a member of the state. Unification as such is the very true content and goal. Hegel brought to the extreme the understanding that the state objectively carries a very important patriotic mission for the people, society, and personality. And this extreme was characteristic of the Social Democrats of the second half of the 19th - early 20th centuries, who propagated the omnipotence of the state, the complete dissolution of the individual in it.

Meanwhile, in science there is also a balanced understanding of the patriotic mission of the state. Thus, the decisive role of state institutions in shaping the national and cultural foundations of patriotism was well understood by such prominent Russian thinkers as V.S. Solovyov and B.N. Chicherin. They demonstrated that a balanced understanding of the role of the state in the formation of a patriotic community lies in emphasizing the decisive importance of the institutional factor in strengthening patriotic rather than nationalist culture.

Finally, patriotism is also such a consequence of the institutional support of patriotic consciousness as patriotic activity. Patriotism is active, and Russian scientists, studying patriotism from this side, have developed a patriotic test in relation to those powerful persons and political forces who call themselves patriots. The test consists in a simple criterion for evaluating not words, but cases candidates for the title of patriots: where they "drag" - to the Fatherland or from the Fatherland. Peter I "dragged to the Fatherland", and, therefore, he is a patriot. The “early” Bolsheviks, with their bet on the world revolution, were “dragged” from the Fatherland, which means that they were not patriots while following such a strategy. At the same time, Russian researchers pose the problem of patriotism not just as an activity, but precisely as a problematic activity - in the conditions of an "identity crisis", a crisis of the patriotic consciousness itself, which occurs during periods of institutional (reformation) crisis of society.

The concept of “identity crisis” related to patriotism was introduced into political science by the American psychologist Eric Erickson, who considered the “identity crisis” as a condition that is socially determined, closely associated with upheavals at historical turns of social development, such as revolutions, wars, institutional reforms. Distinguishing two interrelated aspects in the concept of "identity" - "personal identity" (the psychological consent of the individual with himself) and "communal identity" (the inclusion of the individual in the hierarchy of communities - from the group to society), - E. Erickson states:

• ? in a normal state, an individual experiences a sense of organic belonging to his historical era and the type of interpersonal interaction characteristic of this era, harmony with its inherent ideas and actions, with the dominant socio-psychological image of a person in a given era: in a word, there is an acceptance of social being as “one’s own” ;
• ? at turning points in history, when one world order is replaced by another, with new universally significant values ​​and social attitudes, such harmony collapses, and then not only individuals, but also entire communities find themselves in a state of crisis;
• ? when the former system of organizing social experience turns out to be shattered and values ​​become obsolete, the social community enters a transitional era - an “identity vacuum” arises;
• ? overcoming the crisis is associated with the emergence of creative historical figures - political leaders who lead society to a new identity.

In such situations of “identity crisis”, in addition to the factor of the political leader, there is also the factor of this crisis itself, which creates a situation where the delay on the part of the crisis political leadership in taking measures to restore the “personal and communal identity” as soon as possible poses a direct threat not only to national, but also international security due to the accelerated accumulation in such cases of the potential for a social explosion. The researchers emphasize that neither an individual nor society can be in a state of disorientation for a long time - they are looking for ways out, which, as history shows, are far from always beneficial for individual peoples and the world community. He wrote about the “revolt of the masses” destructive for patriotic identity as a reaction of society to the absence of a policy of cultivating this identity in the first half of the 20th century. the outstanding Spanish philosopher José Ortega y Gasset.

In this regard, the institutional changes taking place in the Russian Federation at the beginning of the XXI century. are, undoubtedly, a serious test for a nation that, for this objective reason, is really experiencing a crisis of “personal and communal identity” - a crisis of patriotic consciousness. This crisis is a real threat to national security, because, until it is overcome, it carries the likelihood of events developing according to the scenario of “mass uprising”, when a disoriented society may well become infected with “false patriotism”, becoming led by political adventurers and radicals.

• Struve P.B. Patriotica: Politics, culture, religion, socialism. M., 1997.
• Freud 3. The future of one illusion. Twilight of the Gods / ed. A.A. Yakovlev. M., 1989. S. 102.
• Porshnev B.F. Social psychology and history, M., 1966.
• Hegel. Philosophy of law / transl. with him. ed. YES. Kerimova, V.S. Nersesyants. M „ 1990. S. 279.
• Erikson E. Life history and the historical moment. N.Y. 1975.