The program of spiritual and moral development and education of students at the stage of primary general education. Spiritual and moral education of students on the basis of Orthodox traditions Spiritual values ​​of schoolchildren

"Spiritual and moral education as a key requirement of the Federal State Educational Standard"

All of us adults want the best for children. We need to keep them away from everything that is not pure. There is no one-size-fits-all advice on how to raise a child. Each child is unique, and so is our relationship with him.

The most powerful and beautiful tree was necessarily once thin and fragile. But on its cut, early age is forever marked by the first thin ring - this is the core of the entire trunk. Childhood is the core part of every life. Therefore, everything that a child absorbs into himself during these years is very important. It is difficult now to raise a healthy child, healthy both physically and mentally. A lot depends on the parents, but a lot also depends on us teachers and educators. Children take their first serious step into the world when they cross the threshold of school. If spiritual education was previously carried out by parents, or was not carried out at all, now the teacher, educator plays an important role in shaping the views of the child, and the upbringing of the spiritual and moral personality of the child depends on him.

Spiritual and moral development and upbringing of students are the primary task of the modern educational system and represent an important component of the social order for education.

Education plays a key role in the spiritual and moral cohesion of society. The school is the only social institution through which all citizens of Russia pass.

A child of school age, especially in elementary school, is most receptive to spiritual and moral development and upbringing. But the shortcomings of this development and upbringing are difficult to make up for in subsequent years.

The basis for the development and implementation of the federal state educational standard of general education is the concept of spiritual and moral development and education.

The concept defines the goals and objectives of the spiritual and moral development and education of the individual, the system of basic national values, the principles of spiritual and moral development and education of the individual.

Education should be focused on achieving a certain ideal.

The modern national educational ideal is a highly moral, creative, competent citizen of Russia, who accepts the fate of the Fatherland as his own, aware of the responsibility for the present and future of his country, rooted in the spiritual and cultural traditions of the multinational people of the Russian Federation.

The ideological resources of modern education are laid down in the Federal State Educational Standard, the project "Our New School" and the new edition of the Law on Education. These documents focus on expanding the legal framework for education. These documents talk about the competency-based approach to learning.

But what is competence? It is the readiness of a person to act in any situation.

For a modern student, the basic competencies are:

- informational (readiness to work with information);

- communicative (willingness to communicate with other people);

- cooperative (willingness to cooperate with other people).

problematic (willingness to solve problems).

What are our traditional sources of morality? This is Russia - our multinational people and civil society, family, work, art, science, religion, nature, humanity.

Accordingly, the basic national values ​​are determined:

- Patriotism - love for one's small Motherland, one's people, for Russia, service to the Fatherland;

- citizenship - law and order, freedom of conscience and religion, the rule of law;

- social solidarity - personal and national freedom, trust in people, institutions of the state and civil society, justice, mercy, honor, dignity;

– humanity – world peace, diversity of cultures and peoples, progress of mankind, international cooperation,

- science - the value of knowledge, the desire for truth, the scientific picture of the world;

- family - love and fidelity, health, prosperity, respect for parents, care for older and younger, care for procreation;

- work and creativity - respect for work, creativity and creation, purposefulness and perseverance;

- traditional Russian religions - the idea of ​​faith, spirituality, the religious life of a person, tolerance, formed on the basis of interfaith dialogue;

- art and literature - beauty, harmony, the spiritual world of man, moral choice, the meaning of life, aesthetic development, ethical development;

- nature - evolution, native land, reserved nature, planet Earth, ecological consciousness;

In other words, the integrativity of all programs for the spiritual and moral development of the individual is necessary.

The introduction of the Federal State Standard of Education provides for the use of a system-activity approach and student-centered learning technologies. Great importance is given to the integration of the content of education. Integrated lessons give students a broader and more vivid idea of ​​the world and man, of the relationship between objects and phenomena.

The simplest arithmetic calculations show that at least 150 days a year a student is free from school. But the child is never free from himself. And we, adults, have no right to deprive the child of the opportunity to prefer an environment where he can express himself and master the ways of intelligent life. It is enough for a teacher, an educator to think over a system for choosing a case to their liking, to identify the preferences of the child, and you can develop his abilities in a variety of directions, and do it right at school, without condemning the child and his parents to looking for additional services on the side.

Our school has developed a model for organizing extracurricular activities.

The main idea of ​​the model is the creation of a developing environment for the upbringing and socialization of schoolchildren in extracurricular activities.

The purpose of extracurricular activities: the creation of conditions for self-determination and self-realization of the child's personality on the basis of free choice, comprehension of spiritual and moral values ​​and cultural traditions.

Main goals:

identifying the interests, inclinations, abilities, opportunities of students for various types of activities;

assistance in finding "themselves";

creation of conditions for the individual development of the child in the chosen field of extracurricular activities;

formation of a system of knowledge, skills in the chosen area of ​​activity;

development of experience in creative activity, creative abilities;

creation of conditions for the implementation of acquired knowledge, skills and abilities;

development of the experience of informal communication, interaction, cooperation;

assistance in mastering the position of a student through inclusion in various educational communities, both in the system of school additional education, and in the conditions of creative teams of institutions of additional education for children;

expanding the scope of communication with society.

The interest of the school in solving the problem of extracurricular activities is explained not only by its inclusion in the curriculum, but also by a new look at educational results. If subject results are achieved in the process of mastering school disciplines, then in achieving meta-subject, and especially personal results - values, guidelines, needs, interests of a person, the proportion of extracurricular activities is much higher, since the student chooses it based on his interests, motives.

The principles of organizing extracurricular activities in the school:

compliance with the age characteristics of students, continuity with the technologies of educational activities;

reliance on traditions and positive experience in organizing extracurricular activities;

reliance on the values ​​of the educational system of the school;

free choice based on the child's personal interests and inclinations.

3 ways of organizing extracurricular activities are being tested:

1. Implementation of educational programs of extracurricular activities developed by school teachers in the mode of concentrated training - immersion in collective creative activities that can have different forms of organization: excursions, quizzes, trips to cultural and historical places of the city.

2. The inclusion of the child in the system of collective creative activities, which are part of the educational system in five areas, declared by the model of the Russian national cultural school. General school affairs under the program of the educational system are included in the general annual cyclogram and are a component of extracurricular activities. Preparation for participation and participation in a general school event allow the child to master universal methods of activity (competencies) and demonstrate the level of their development. Participation of the child in general school affairs is carried out on a voluntary basis, in accordance with interests and inclinations. Registration of participation is carried out by the class teacher and educator.

3. Use of resources of additional education institutions.

Thus, the inclusion of a child in the system of general school affairs of the educational system creates a special educational space that allows one to develop one's own interests, successfully undergo socialization at a new life stage, and master cultural norms and values.

Forms of extracurricular educational work in the following areas:

Sports and recreation

Comprehensively harmonious development of the child's personality, the formation of a physically healthy person, the formation of motivation for the preservation and strengthening of health

Artistic and aesthetic

Excursions, visiting concerts, creating creative projects, visiting exhibitions.

Development of the emotional sphere of the child, a sense of beauty, creative abilities, the formation of communicative and general cultural competencies

Civil-patriotic, environmental

Conversations, excursions to the museums of "Battle Glory", watching films, meetings with famous people, meetings with veterans, designing newspapers about military and labor glory.

Instilling love for the motherland, civic responsibility, a sense of patriotism, the formation of a positive attitude towards the basic values ​​of society

Scientific and educational

Classes in a computer class, conversations, design, research activities, competitions, excursions around Moscow, visiting museums.

Enriching the stock of students with scientific concepts and laws, contributing to the formation of a worldview, functional literacy.

Publicly useful

Conversations, meetings with working people, participation in labor landings, designing, photographing, issuing a school newspaper. Socially significant activity.

Education of respect for the environment, the development of a sense of responsibility and self-confidence, the formation of work culture skills, a positive attitude towards work

Project activity

Implemented through all areas of extracurricular activities.

Cognitive, social projects, competitions, exhibitions, participation in research conferences at the school, city level.

Formation of such values ​​as knowledge, truth, purposefulness, development and implementation of educational and educational and labor projects.

Project activity allows to implement a personality-oriented approach, support for gifted children.

The school strives to create an infrastructure of useful employment for students that would help ensure that their personal needs are met. A special educational space is created for the child, which allows them to develop their own interests, successfully undergo socialization at a new life stage, and master cultural norms and values.

Expected results:

development of the individuality of each child in the process of self-determination in the system of extracurricular activities;

the acquisition by students of social knowledge (about social norms, about the structure of society, about socially approved and disapproved forms of behavior in society), understanding of social reality and everyday life;

formation of positive attitudes of students to the basic values ​​of society (individual, family, Fatherland, nature, world, knowledge, work, culture), value attitude to social reality in general;

fostering a respectful attitude towards their city, school;

getting students experience of independent social action;

formation of communicative, ethical, social, civic competence of students;

increase in the number of children covered by organized leisure;

education in children of tolerance, healthy lifestyle skills;

formation of a sense of citizenship and patriotism, legal culture, a conscious attitude to professional self-determination;

Ultimately, the implementation of the main goal of the program is the achievement by students of the social experience necessary for life in society and the formation in them of a system of values ​​accepted by society.

These results are divided into 3 levels:

The first level of results is the acquisition by students of social knowledge (about social norms, about the structure of society, about socially approved and disapproved forms of behavior) (The child knows and understands social life.)

The second level of results is the formation of positive attitudes of students to the basic values ​​of society (man, family, Fatherland, nature, peace, knowledge, work, culture), a value attitude to social reality as a whole. (The child appreciates social life.)

The third level of results is the acquisition by students of the experience of independent social action. (The child acts independently in public life.

The general tasks of the spiritual and moral development and education of students at the stage of primary general education are classified into areas, each of which, being closely related to others, reveals one of the essential aspects of the spiritual and moral development of the personality of a Russian citizen.

Each of the directions of spiritual and moral development and education of students is based on a certain system of basic national values ​​and should ensure their assimilation by students.

The organization of spiritual and moral development and education of students is carried out in the following areas:

· Education of citizenship, patriotism, respect for the rights, freedoms and duties of a person.

Values: love for Russia, his people, his land; service to the Fatherland; constitutional state; civil society; law and order; multicultural world; personal and national freedom; trust in people, institutions of the state and civil society.

· Education of moral feelings and ethical consciousness.

Values: moral choice; life and the meaning of life; justice; mercy; honour; dignity; respect for parents; respect for human dignity, equality, responsibility and a sense of duty; care and assistance, morality, honesty, generosity, care for elders and younger ones; freedom of conscience and religion; tolerance, understanding of faith, spiritual culture and secular ethics.

· Education of industriousness, creative attitude to learning, work, life.

Values: respect for work; creativity and creation; striving for knowledge and truth; purposefulness and perseverance; thrift; diligence.

·Education of a value attitude to nature, the environment (ecological education).

Values: motherland; reserved nature; planet Earth; ecological consciousness.

·Education of a value attitude to the beautiful, the formation of ideas about aesthetic ideals and values ​​(aesthetic education).

Values: the beauty; harmony; the spiritual world of man; aesthetic development, self-expression in creativity and art.

All areas of spiritual and moral development and education are important, complement each other and ensure the development of the individual on the basis of domestic spiritual, moral and cultural traditions. An educational institution may give priority to one or another direction of spiritual and moral development and education of the personality of a citizen of Russia, specify, in accordance with the indicated main directions and system of values, tasks, types and forms of activity at the stage of primary general education.

1.3. Principles and features of the organization of the content of spiritual and moral development and education of students at the stage of primary general education

The principle of orientation to the ideal. The ideal is the highest value, the perfect state of a person, family, school team, social group, society, the highest norm of moral relations, an excellent degree of moral understanding of what is due. Ideals determine the meanings of education, what it is organized for. Ideals are preserved in traditions and serve as the main guidelines for human life, spiritual, moral and social development of the individual. In the content of the program of spiritual and moral development and education of primary school students, certain ideals that are stored in the history of our country, in the cultures of the peoples of Russia, including religious cultures, in the cultural traditions of the peoples of the world, should be updated. Educational ideals support the unity of the way of school life, give it moral dimensions, and provide the possibility of harmonizing the activities of various subjects of education and socialization.

axiological principle. Values ​​determine the main content of the spiritual and moral development and education of the personality of a younger student. Any content of learning, communication, activity can become the content of education if it is related to a certain value. The pedagogical organization of the moral structure of school life begins with the definition of the system of values ​​that underlies the educational process, is revealed in its content, and the conscious assimilation of which by students is carried out in the process of their spiritual and moral development.

The principle of following a moral example. Following the example is the leading method of moral education. An example is a possible model for building a child's relationships with other people and with himself, an example of a value choice made by a significant other. The content of the educational process, extracurricular and extracurricular activities should be filled with examples of moral behavior. An example as a method of education allows you to expand the moral experience of the child, encourage him to internal dialogue, awaken moral reflection in him, provide the opportunity to choose when building his own system of value relations, and demonstrate to the child the real possibility of following the ideal in life. The examples demonstrate the aspiration of people to the heights of the spirit, personify, fill with concrete life content ideals and values. Of particular importance for the spiritual and moral development of the student is the example of the teacher.

The principle of identification (personification). Identification - a stable identification of oneself with a significant other, the desire to be like him. At primary school age, the figurative-emotional perception of reality prevails, the mechanisms of imitation, empathy, and the ability to identify are developed. At this age, an orientation towards personified ideals is expressed - bright, emotionally attractive images of people (as well as natural phenomena, living and inanimate beings in the form of a person), inextricably linked with the situation in which they manifested themselves. Personalized ideals are effective means of moral education of a child.

The principle of dialogical communication. Dialogic communication between a junior schoolchild and peers, parents (legal representatives), a teacher and other significant adults plays an important role in the formation of value relations. The presence of a significant other in the educational process makes it possible to organize it on a dialogic basis. The dialogue proceeds from the recognition and unconditional respect for the pupil's right to freely choose and consciously appropriate the value that he considers to be true. Dialogue does not allow moral education to be reduced to moralizing and monologue preaching, but provides for its organization by means of free, equal intersubject communication. The development of a person's own system of values, the search for the meaning of life is impossible outside the dialogical communication of a person with another person, a child with a significant adult.

The principle of polysubjectivity of education. In modern conditions, the process of development and education of the individual has a poly-subjective, multi-dimensional activity character. The younger student is included in various types of social, informational, communicative activity, the content of which contains different, often conflicting values ​​and worldviews. The activities of various subjects of spiritual and moral development, education and socialization with the leading role of an educational institution should, if possible, be coordinated on the basis of the goals, objectives and values ​​of the program of spiritual and moral development and education of students at the stage of primary general education.

The principle of system-activity organization of education. Education, aimed at the spiritual and moral development of students and supported by the whole way of school life, includes the organization of educational, extracurricular, socially significant activities of younger students. Integration of the content of various types of activities of students within the framework of the program of their spiritual and moral development and education is carried out on the basis of educational ideals and values. Each of the values, pedagogically defined as a question, turns into an educational task. What is the Fatherland? a family? mercy? law? honour? Understanding is the answer to the question. It is achieved through the questioning of the social meaning of values ​​and the discovery of their personal meaning. To solve educational problems, students, together with teachers and parents, other subjects of education and socialization, turn to the content:

General education disciplines;

works of art;

periodical literature, publications, radio and television programs reflecting modern life;

spiritual culture and folklore of the peoples of Russia;

history, traditions and modern life of their homeland, their region, their family;

life experience of their parents (legal representatives) and grandparents;

socially useful and personally significant activities within the framework of pedagogically organized social and cultural practices;

other sources of information and scientific knowledge.

The solution of these problems implies that when developing subject programs and textbooks, their content should harmoniously combine special and cultural knowledge that reflects the multinational character of the Russian people.

Thus, the content of various types of educational, family, socially significant activities is integrated around the value formulated in the form of a question-task. In turn, values ​​are consistently revealed in the content of the educational process and the whole way of school life. Values ​​are not localized in the content of a particular academic subject, form or type of educational activity. They permeate the entire content of education, the whole way of school life, all the multifaceted activities of the student as a person, personality, citizen. The system of ideals and values ​​creates the semantic basis of the space for the spiritual and moral development of the individual. In this space, barriers are removed between individual academic subjects, between school and family, school and society, school and life.

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

The student has great confidence in the teacher. For him, the words of the teacher, actions, values ​​and assessments have a moral meaning. It is the teacher who, not only with words, but also with all his behavior, with his personality, forms the child’s stable ideas about justice, humanity, morality, about relations between people. The nature of the relationship between the teacher and children largely determines the quality of the spiritual and moral development and upbringing of the latter.

Parents (legal representatives), as well as the teacher, give the child the first example of morality. An example is of great importance in the spiritual and moral development and education of the individual.

It is necessary to ensure that the entire way of life of the student is filled with many examples of moral behavior, which are widely represented in domestic and world history, the history and culture of traditional religions, the history and spiritual and moral culture of the peoples of the Russian Federation, literature and various forms of art, fairy tales, legends and myths. In the content of each of the main directions of spiritual and moral development and education, examples of spiritual, moral, responsible life, both from the past and from the present, should be widely presented, including those obtained by communicating students with people in whose lives there is a place for spiritual service and moral action.

Filling the way of school life with moral examples actively counteracts those patterns of cynical, immoral, frankly destructive behavior that in large numbers and in an attractive form bring down computer games, television and other sources of information on children's consciousness.

The way of school life models the space of culture with the absolute priority of traditional moral principles. The teacher introduces the child into the world of high culture through the way of school life. But the child must accept this or that value himself, through his own activity. Therefore, pedagogical support for the moral self-determination of a younger student is one of the conditions for his spiritual and moral development. In the process of moral self-determination, the most important thing in a person awakens - conscience, his moral self-consciousness.

Spiritual and moral development and upbringing must overcome the isolation of childhood and ensure the full social maturation of younger schoolchildren. It is necessary to form and stimulate the desire of the child to get involved in the feasible solution of the problems of the school team, his family, village, city, microdistrict, to find opportunities for joint socially useful activities of children and adults, younger and older children.

Spiritual and moral development and education of students, the content of their activities should reveal to them their possible future. In the context of the isolation of the world of childhood and the virtual maturity of children, their own

the future has turned into a real problem: they are not sufficiently aware of it, because they do little, often “get stuck” in the space of their own experiences, computer games, television, the entertainment industry, live someone else’s life, while belittling their own. An important condition for spiritual and moral development and full social maturation is maintaining a balance between the intrinsic value of childhood and timely socialization. The first reveals for a person his inner ideal world, the second - the external, real one. The connection of the inner and outer worlds occurs through the child's awareness and assimilation of moral norms that support, on the one hand, the moral health of the individual, and, on the other hand, conflict-free, constructive interaction of a person with other people.

Spiritual and moral education of students

At present, when global changes are taking place ineconomic, political, socio-cultural life of the country andat the same time, there is a decrease in moral stabilityof a person, his ability to preserve national values, a special role is played by the problems of the formation of the spiritual, moral and physical health of the younger generation, the education of a new typecitizens - true patriots, thinking independently, activelyoperating, having intellectual potential andmoral principles.

Among the most important problems of educationserious concern is raised by questions of spiritual and moraleducation of youth. What to teach and how to educate, how to teach a childlove the Fatherland, their national culture, identity and traditionsof his people? This question has been asked by each of us more than once.

The main goal of moral education is the education of a moral person capable of making responsible decisions and showing moral behavior in any life situations.

Human values

Love for mother

Patriotism.

Love to motherland

free will

good and evil

self-education

Virtue

Conscience

Hope

The traditional sources of morality are:

Patriotism

social solidarity

citizenship

A family

Labor and creativity

Art and literature

Nature

Religion

Spiritual and moral development and educationpersonality begins in the family. Family life values ​​learneda child from the first years of life, are of lasting importance for a personany age. Relationships in the family are projected on relationships insociety and form the basis of human civil behavior.

Each family understands the world, life, people, eternal values ​​in their own way.And it is important not to compare who lives more correctly. The teacher should help the child to realize his place in the family, at school, in the world. Therefore, myI always start my work with the class by instilling a sense of pride in myfamily, respect for the family, the desire to take care of the family.

In class we do:

- competitions of drawings and photos "Traditions of my family",

Essay competitions “Stories from the childhood of my parents”, “Hands of my grandmother”, “Dad can do anything”, etc.,

cool watch "My family is my wealth",“Where did our grandfathers and fathers serve?”, “There is no womanmore beautiful in the world than a woman with a child in her arms

Projects, class hours:

Creation of a family tree

"The Story of My Name"

"Where did my last name come from?"

“Remember your roots”, etc.

The next stage in the development of a Russian citizen is a consciousacceptance by the individual of traditions, values, special forms of cultural andhistorical, social and spiritual life of his native city,regions, edges.

Through family, relatives, friends, natural environment and socialthe environment is filled with concrete content such concepts as“Fatherland”, “small motherland”, “native land”, “native language”, “my family and clan”, “my home”.

Love for the country begins with love for one's small homeland. Knowtraditions of their region, its wealth, culture, ecology, people - a range of topics,contributing to the education of the citizen. Here an interesting formeducation is an excursion: to the school museum, city museum, museumscities of the region and, if possible, Russia. AndInternet technology helpsgive us virtual tours. In addition, the guys during the holidaysthey go with their parents and then in the class they show a slide with pleasure- show.

Studying the history of our small homeland, we spend class hours -LessonsCourage, hours of Memory, we take part in school actions "Watchmemory", in concerts for veterans.

Always informative meetings with interesting peopleof our region (“Where he was born, he came in handy there”, “Homeland, like a mother, is notchoose"), with representatives of various state bodies

Forms of work with children that I use:

individual-group lessons, conversations, gamesmoral and spiritual content.

Creative artistic activity of children: needlework, drawing,
creation of objects of arts and crafts.

The upbringing of a child goes through his creativity, through the game. We are drawing,we compose, design, create and present the fruits of our skill.

Holding holidays and events.

The use of multimedia technologies (correspondence excursions,
virtual museum, creating presentations).

Research activities of students.

Social projects help the formation of a caring personality,contribute to the education of the civic position of the children. I've been trying since 1st grade.involve children in such activities. First, these are small projects:"Decorate the planet", "Cleanliness is the key to health","We are waiting for you, comrade bird","Words native from childhood""The Secret of the Schoolbag", "Remember Your Roots".

Research activities contribute to the study of history, culturenative land, language.

Excursions.

Organization of exhibitions.

Guys withtake part in exhibitions of their creativity with pleasure: “Autumnbouquet”, “Vegetable fantasies”, “Our class is only talents”, “Modularorigami, etc.

Thematic and creative evenings.

Participation in competitions, festivals, concerts.

The leading forms of creative activity aimed at developing the moral qualities of the individual are circles and sports sections,children's creative associations,holidays, exhibitions of children's works, excursions,visiting museums, school competitions, contests, olympiads.

Local history is one of the forms of education of a spiritual and moral personality.For a number of years I have been leading a circle: “Reporting».

Forms of work with parents:

Lecture for parents.

Exhibitions, competitions.

Estimated result (graduate)

The assimilation of virtue by the child, his orientation and openness to
good.

Develop a positive attitude towards the environment and others
people.

The need for empathy.

Raising a sense of patriotism, the need for selfless
serving for the good of the Fatherland; the formation of true values: love,
duty, honor, motherland, faith.

Introduction to the experience of Orthodox culture.

Active attitude to work.

Responsibility for your deeds and actions.

The main goal of the educational activity of students ispersonality formation, and personality and culture, as each of us understands,are inseparable. It's no secret that a cultured person is a person whonot only and not so much successfully trained and educated, buta person capable of maintaining and developing moral valuesfamilies, society and humanity, demonstrating them in everyday lifetheir behavior, communication, etc.He highly appreciated the moral education of L.N. Tolstoy: "Of allsciences that a person should know, the most important is the science of how to live,doing as little evil as possible and as much good as possible, ”and I want to believe thatthat the children of the new generation will be real citizens of their country.

Joint holidays, evenings, hikes, health days, “Merry Starts” become a school of love and respect, trust for children and parents

Forms of work with parents:

Parent meetings on spiritual and moral topics.

Lecture for parents.

Exhibitions, competitions.

Questioning of parents in order to identify errors and correction
the process of spiritual and moral education in the family.

Information stands for parents, exhibitions of children's works.

Holidays organized with parents.

"Implementation of the concept of spiritual and moral development and education of students."

Teacher-organizer: Styopina T.V.

What is spirituality?

Synthesis of perfection

The aspiration of the spirit to a new height.

The path to God - says the clergy.

The sage will answer simply - the path to yourself.

The poet and the artist will prompt - inspiration.

Singer and composer - the song of the soul.

A politician is a conscience, a physicist is a conviction.

And they are all right in their own way.

Spirituality is the beginning of creativity,

The flight of the soul that aspires upward,

In which the ringing song sounded

Cosmic harmony string.

Spirituality has no postulates,

The Holy Spirit is in her, only with her we are rich .

( O. Rubezhov)

1. Implementation of the concept of spiritual and moral development and education of students

The rethinking of the problem of ensuring national spiritual and moral security that is taking place in the 21st century is due to the fundamental changes in the life of Russian society that took place at the end of the last century and, above all, in its social and spiritual sphere. Today, the question of the spiritual and moral security of Russia arises with all its urgency, since without the spiritual health of people, and in particular the younger generation, their intellect, it is impossible to talk about ensuring national security in general.

The Concept for the Modernization of Russian Education formulated the most important tasks of education: the formation of students' civic responsibility and legal self-awareness, spirituality and culture, initiative, independence, tolerance, the ability to successfully socialize in society and actively adapt to the labor market.

Ensuring the spiritual and moral development and education of the personality of a Russian citizen is a key task of the modern state policy of the Russian Federation. Law-abidingness, law and order, trust, development of the economy and the social sphere, the quality of labor and social relations - all this directly depends on the acceptance by a Russian citizen of national and universal values ​​and following them in personal and public life.

The Law of the Russian Federation “On Education” (Article 9, Clause 1) establishes that “the main general educational programs of primary general, basic general and secondary (complete) general education ensure the implementation of the federal state educational standard, taking into account the type and type of educational institution, educational needs and requests of students, pupils and include the curriculum, work programs of training courses, subjects, disciplines (modules) and other materials that ensure the spiritual and moral development, education and quality of training of students.

Spiritual and moral development, education is a process of consistent accumulation of qualitative and quantitative indicators in the system of human spiritual values. From a social point of view, spiritual and moral education is a purposeful preparation of the young generation for life, which is carried out through specially created state and public structures controlled by society. Currently, much is said about the formation of students' civic responsibility and legal self-awareness, spirituality and culture, initiative, independence, tolerance, the ability to successfully socialize in society and actively adapt to the labor market.

Spiritual and moral education of a person is a complex and multifaceted process, including pedagogical, social and spiritual influences.

Four groups of factors have a significant influence on the spiritual and moral formation and development of the personality of adolescents: natural (or biological), socio-cultural, pedagogical, and spiritual. In interaction with the environment, purposeful influences (pedagogical factors), building the right communication with the real and spiritual world, young people acquire the necessary spiritual experience and experience of moral behavior.

Also of great importance for the spiritual and moral education of the individual are social conditions, biological factors, unorganized communication, but pedagogical, personality-oriented interaction plays a decisive role here, since it is most meaningful and manageable. At the same time, it must be borne in mind that external influences, as a rule, do not cause a personal reaction in young people, the internal influence is more significant for them - the influence of the personality of the teacher, the richness of his spiritual world.

The conditions for the effective activity of a teacher in the spiritual and moral education of youth include his personal qualities and professional skills.

The implementation of professional skills is characterized by the following indicators: saturation of the pedagogical process with spiritual and moral content; a variety of means and methods of pedagogical influence; use of emerging problem situations for the purpose of spiritual and moral education of students; reinforcement of educational influences with moral incentives.

The personal qualities necessary for the effective implementation of the process of spiritual and moral education are:

moral and volitional qualities: purposefulness in the implementation of the tasks of spiritual and moral education, firmness in convictions and the ability to defend them in any situation, perseverance and consistency in demands, justice, prudence, calmness and self-control as a manifestation of the stability of moral behavior in extreme situations;

emotional and moral qualities: sensitivity, emotional responsiveness, pedagogical tact, patience, the adequacy of the external manifestations of the moral situation and intrapersonal guidelines, liveliness and energy, friendliness, dignity;

• worldview qualities: love, patriotism, humanism

The development of spiritual and moral development, the upbringing of vocational education at all levels involves the solution of the following tasks:

Formation of the qualities of a humanist, citizen, patriot in students;

formation of qualities of intelligence;

Formation and development of personal qualities;

· development and improvement of the network of social and psychological assistance services for young people in vocational education.

The solution of selected tasks is possible with:

· optimization of the legal, methodological, organizational and economic base of spiritual and moral education in institutions of vocational education of various types and kinds;

· development of the content, forms and methods of spiritual and moral education, adequate to the functions of vocational education institutions of various types and types, as well as the model of the specialist they train;

a combination of personal interests and professional opportunities;

· in creating the necessary conditions for the self-realization of the personality of students in various fields (club activities, secondary employment, sports, tourism, the realization of pedagogical inclinations, etc.).

In the context of the introduction of the Federal State Educational Standard in primary vocational education, one of the main aspects of educational work is the education of students on traditions, and the task of spiritual and moral education is one of the priorities in the school. The teaching staff strives to develop the following qualities in students: patriotism, social solidarity, citizenship, family, diligence, general competencies, etc.

2. The system of work of the school for the spiritual and moral education of schoolchildren in the MBOU "Mokhovitskaya secondary school" of the Oryol district of the Oryol region

Spiritual and moral development and education at school is carried out through lessons, extracurricular activities, additional education, extracurricular activities, social hours, museum work, is the primary task of the modern educational system and is an important component of the social order for education.

1 Our school works according to the program "School years"

The school program is drawn up taking into account the specific conditions of the school, the characteristics of the student team, the age and individual characteristics of the children. The program is designed for elementary, middle and high school students.

Purpose of education: formation and development of personality traits on the basis of moral values ​​and the historical experience of Russia, aimed at the formation of an active life position; education of a physically healthy person.

The main tasks of educational activities:

· Formation of students' interpersonal relations, tolerance, self-education skills and diversified development of their creative abilities.

· Creation of conditions for physical, intellectual, moral and spiritual development of children.

· Increasing the social activity of students, their independence and responsibility in organizing the life of the children's team and society.

· Development of the general culture of schoolchildren through familiarization with the Russian national culture, customs and traditions.

· Formation of legal awareness and civic responsibility of parents for the upbringing of children.

· Raising a conscious attitude to work. Preparation for choosing a profession.

Practical tasks:

· Development of the concept of the educational system of personality-oriented upbringing and education, modeling of the educational system and its introduction into the educational process of the school.

Improving the activities of student self-government bodies.

· Improving the forms and methods of educational work on moral education and upbringing.

· Study and implementation of new educational technologies.

· Increasing the level of efficiency of educational work through the control system.

· Improving the forms and methods of education through improving the skills of class teachers.

The main directions of educational activity.

1. "I am human" -(corresponds to moral, spiritual, family and intellectual education and involves the education and upbringing of the personality of students, the development of their individual, intellectual qualities, the inculcation of the skills of a culture of behavior, a culture of speech, a culture of communication, legal culture, organizing work with the family, studying family traditions, educating respect for family values, relationships, organization of joint activities of teachers and parents, acts of mercy, the formation of a tolerant attitude towards people of other nationalities).

2. "My motherland"(corresponds to patriotic, civic and labor education and involves organizing activities to study national traditions, ethnic cultures, activities of children's public organizations, fostering love for the native land, patriotic and civic feelings, participating in the management of the educational process of members of children's self-government, organizing labor and career guidance activities trainees, education of industriousness, work culture, economic education of adolescents).

3. "For a healthy lifestyle"(corresponds to the physical and environmental education of students and involves the organization of environmentally friendly activities, the formation of a value attitude towards nature, people and their own health among students, the preservation and strengthening of moral, mental and physical health, the education of the ability of a school graduate to consciously lead a healthy lifestyle, engage in physical improvement, organization of activities for the formation of a healthy lifestyle, for the prevention of the use of psychoactive substances, the organization of tourism, sports work, the education of a harmoniously developed personality).

4. "World of beauty"(corresponds to aesthetic education and involves the organization of activities for the development of aesthetic taste, creative abilities and inclinations on the basis of familiarization with the outstanding artistic values ​​\u200b\u200bof domestic and world culture, the formation of abilities to perceive and understand beauty, enrich the spiritual world of children through art and direct participation in creative activity).

All these areas are interconnected and complement each other.

Spiritual and moral development and education at school is carried out through the following forms of work:

extracurricular activities

additional education

extracurricular activities

museum work

communication hours

Intellectual and creative games

Contests and quizzes

propaganda team

Theatrical performances

Social projects

olympiads-competitions

Children's reading

Trainings) - intellectual

Internet marathons) - social design

Publications of research and creative works

Active cooperation with society and public organizations.

The school teacher is a creative researcher who owns the methods of individual and differentiated learning, solves the problems of developmental learning, and participates in the development of integrated lessons. He is also an educator, as he is able to draw up a program for the spiritual growth of the child, help in the development of the individuality of each, owns a culture of communication and creates humanistic relations with students.

Main activities:

• cognitive

• game
• creative
• sports and recreation
• communicative

Expected result of work:

· Creation of a real opportunity for the inclusion of children in interesting and useful activities, ensuring the freedom to choose the content of the activity and the means of its implementation;

· Gaining experience of working in a team, mine-group and individually, mastering the technique of organizing interaction with other people;

Development of creative abilities and their use for the benefit of oneself and others, self-determination of the child in the choice of activities;

· Children's readiness for continuous assimilation and enrichment of social experience in order to realize universal human values ​​in their lives;

The presence in children of clearly formed relationships of ideas about the relationship between people and the means of building them;

The development of children's skills of independent organization of their activities

Direction "I am a Human"

Moral education begins with the first steps of a child's meaningful life. It is at a young age, when the soul is very malleable to emotional influences, that it is necessary to reveal to children the universal norms of morality, to teach them the ABC of morality. To teach to live in society, among people means to teach to perform social deeds, that is, to teach to express one's attitude towards people by one's behavior. Before the child realizes that he is a citizen of his society and that this places great responsibilities on him, he must learn to repay good for good. His conscience should not allow him to be only a consumer of goods and joys. For example, the teacher says to the children: “In the quiet hour before dawn. When you are still sleeping, milkmaids have been working on the farm for a long time - they prepare fresh, nutritious milk for you. The cook fires up the stove in the school kitchen so that you can have a delicious breakfast. Your fathers and mothers have gone to work so that you can have both clothes and shoes so that you can enjoy the sun and the blue sky. They generously give you all sorts of benefits, but they also expect good from you.

Students are necessarily held once a month, as well as, as necessary, moral education activities, for example:

• moral lessons,
• Project activities “Feed the birds in winter”, “Oryol region - you are my Motherland!”,
• Drawing up a pedigree
• "Acquaintance with the sights of the Oryol Territory";
• Conversations with children (“Be always polite”, “Your good deeds”, “Good and evil”, etc.);
• KTD "Folk crafts";
• Children's games
• Meetings with famous people of Oryol region
• Reading and analyzing fiction…

Literary material is indispensable in spiritual and moral education, since it is easier for children to evaluate the behavior and actions of others than their own. Games are a school for the development of moral feelings, humane relations with peers.

Family education is important

In my opinion, it is impossible to achieve high results in educational work without cooperation with the parents of students, without information about the family in which the student lives and is brought up.

After all, a family is a personal environment for the life and development of a child, the quality of which is determined by a number of parameters:

Socio-cultural (depends on the educational level of parents and their participation in society);

Socio-economic (determined by property characteristics and employment of parents at work);

Technical and hygienic (depends on living conditions, home equipment, lifestyle features);

Demographic (determined by family structure).

Tasks of family education:

Whichever side of a child’s development we take, it will always turn out that the decisive role in its effectiveness at a particular age stage is played by the family, designed to solve the following tasks of family education:

Harmonious development of the child;

Caring for children's health;

Help in teaching;

Labor education and assistance in choosing a profession;

Assistance in the socialization of the individual and its self-realization;

Formation of the experience of humane, emotional and moral relations;

Concern for general cultural and intellectual development;

Development of interests, inclinations, abilities and creativity;

Preparation for self-education and self-development;

Sex education, preparation for future family life.

Family problems:

Thus, the family as a micromodel of society is the most important link in the multifaceted process of the formation of a child's personality. It is the family that should serve as a guide for the inclusion of a person in a complex and contradictory surrounding world.

It should be so if the family fully fulfills its functions. However, modern families develop in a qualitative and contradictory social situation. On the one hand, society is turning towards the problems and needs of the family, and comprehensive targeted programs are being developed and implemented to strengthen the family and increase its importance in raising children.

Among the many conditions and factors influencing the development and upbringing of students, the family is rightfully the leading one. It lays the foundations of personality. Only a stable, prosperous family, where the continuity of generations is preserved, respect for each other reigns, can bring up a highly moral person, a true patriot of his country. An example of patriotism is the life and deed of fathers and grandfathers, veterans of the Great Patriotic War. Therefore, success in spiritual and moral education depends on the ability of teachers to work with parents. The work of a teacher with parents is impossible without their active involvement in the educational process, in the organization and holding of various events. Diagnosis shows that there are no parents who are indifferent to the fate of their children. Parents want their child to be recognized not only in the family circle, but also in society, and this is impossible without such qualities as responsibility, citizenship, patriotism, love, respect for their Fatherland and its traditions.

All parents understand the problem, but do not see the solution to the problem. They try to live in their own little world, not to notice the problems of other families. The family can act as both a positive and a negative factor in upbringing. The positive impact on the personality of the child is that no one, except for the people closest to him in the family - mothers, fathers, grandmothers, grandfathers, treats the child better, do not love him and do not take care of him so much. And yet no one else can potentially do as much harm in raising children as a family can. The child is extremely imitative and learns those behaviors that the family has brought up. If every day a child observes rudeness and rudeness, deceit and indifference, if parents are blinded by a greed for profit and do not skimp on anything for this, if a child learns in a family to paint life only in black colors, no matter how hard the school and teachers try to help such a child live according to the laws of goodness is very difficult.

Productivity, interaction between teachers and parents, to a certain extent, is due to the optimal choice of techniques, methods and forms of work.

Forms of work:

§ compiling a pedigree “We write the pedigree of our family”;

§ sports competitions "Dad, mom, I - a sports family";

§ "Dad, Mom, I am a reading family"

§ collecting materials, recording the memories of relatives about the Great Patriotic War;

§ "Look into the family album";

§ round table meetings

§ parent meetings “Spiritual and moral education of children”, “Is it necessary to educate patriotism in a child”, ...

§ conferences dedicated to the Day of Defenders of the Fatherland, Mother's Day, Day of the Elderly;

§ holding joint games “Come on, guys!”, “Forward, boys!”; "Expectant Mom" ​​and others

The school pays attention to the intellectual education of schoolchildren.

intellectual education is such the form organization of the educational process, which allows create conditions to improve the intellectual capabilities of each student on the basis of enriching his mental experience.

26 Function of the teacher

Function design individual intellectual growth of each student.

Come to the fore:

development of individual learning strategies,

educational and pedagogical diagnostics,

individual counseling, etc.

Criteria of intellectual upbringing (basic intellectual qualities):

1. Competence

2. Initiative

3. Creativity

4. Self-regulation

5. Unique mindset.

It is very important to develop in a child: Intellectual initiative - the desire to independently, on their own impulse to find the necessary information, to put forward certain ideas, to master other areas of activity. Willingness to go beyond the given and be included in intellectual activity that is not stimulated from the outside.

intellectual creativity - the process of creating both subjectively and objectively new ideas, products and methods of activity.

Intellectual self-regulation - the ability to arbitrarily manage one’s intellectual activity, including control and planning one’s actions, track and explain mistakes, and most importantly, purposefully build a self-learning process

Unique mindset - individually - peculiar ways of intellectual attitude to what is happening, including individualized forms of mutual compensation for the weaknesses and strengths of one's intellect, the severity of individual cognitive styles, the formation of individual cognitive preferences, etc. One of the main tasks of intellectual education is not only to preserve, but also to strengthen to the maximum extent the individual originality of the mind of each student by the end of school.

The main purpose of intellectual education

to help the child build his own mental world on the basis of enriching his individual mental experience and, ultimately, to realize his inherent right from birth to be smart.

We carry out a number of events in a variety of forms.

In the direction of "For a healthy lifestyle" the school operates Target program "Health" andtargetprogrampreventionsubstance use in the educational environment. Target program "Health"- this is a comprehensive program aimed at creating a healthy environment and a healthy lifestyle for the child, maintaining and strengthening the health of students and teachers; educating them of the inner need to lead a healthy lifestyle.

The results of a medical examination of school students indicate that the most common diseases in children are: 1. pathology of the musculoskeletal system; 2. diseases of the organs of vision, 3. diseases of the respiratory organs; 4. pathology of the digestive tract; 4. Cardiovascular;

The program is implemented in the following areas:

– educational and methodical work with the teaching staff;

— physical culture and health-improving activities;

– psychological and pedagogical support of the educational process;

- medical prevention and dynamic monitoring of the health of students;

- educational work with parents;

- In-class and extra-curricular work with students.

Much attention is paid to the development of physical culture and sports. School competitions are regularly held in various sports.

Equally important is the proper nutrition of the child. We have organized 2 meals a day, we grow vegetables for the dining room on the site.

A targeted program for the prevention of substance use in the educational environment is the basis of a systematic approach to organizing work to prevent child addiction. The main goal of the program is to prevent the use of psychoactive substances by schoolchildren. Prevention of substance use is not only a discussion of the harmfulness and sad consequences of smoking, alcoholism, drug addiction, not intimidating them with terrible troubles, but, above all, assistance in mastering the skills of effective social adaptation - the ability to communicate, build relationships with adults and peers, in developing the ability to evaluate their emotional state and manage it. Of particular importance is the formation of a culture of health - understanding the value of health and a healthy lifestyle. Only the formation and awareness of the personal value of health will allow the child to understand why and how it is dangerous for him to get acquainted with intoxicating substances.

Well-organized propaganda of medical and hygienic knowledge helps to bring up a healthy, physically strong generation.

At meetings of class teachers, at teachers' councils, reports are regularly heard about the systems of measures for the prevention of substance abuse among children. Various issues of holding events dedicated to the International Day Against Drug Addiction, World AIDS Day, Youth Day, International Day of the Family are discussed.

The school takes preventive measures to prevent the occurrence of this phenomenon among schoolchildren: various conferences are held on this topic, conversations, discussions, meetings with law enforcement officials, with a FAP nurse s. Mokhovits, video films are shown for schoolchildren aimed at developing a healthy lifestyle, competitions of essays, drawings, posters, videos on the topic, class hours and school-wide events are held: "Territory of safety", "Healthy lifestyle", "I choose life". As part of a socially active school, social projects on a healthy lifestyle are organized.

Ecological education: The loss of environmental awareness, which is in the culture of the people, can be revived by education and upbringing. Indispensable conditions are necessary for successful environmental education and upbringing of the population: firstly, society must be ready to assimilate environmental ideas and knowledge; secondly, there is a need for appropriate literature, manuals on environmental education and upbringing; thirdly, high-quality environmental preparedness of teachers of any specialization is necessary, namely teachers, as the main people who organize the transfer of all the experience accumulated by mankind to the younger generation through their activities.

A special place on the path of personal development belongs to the stage of education in elementary school. This is the period when it is easier to convince a child, to explain to him the environmental problems existing in society. At this age, the child is more trusting and impressionable, close to nature, his increased curiosity is noted. During the period of education in the primary grades, the child learns to learn, and during this period, it is worth noting once again, it is easier to instill in him environmental knowledge, skills, teach him to love nature, to protect it. With the guys we hold conversations, competitions, hiking in nature, cleaning springs, planting trees, cleaning the territory ...

In the direction of "My Motherland" the school works according to the program of civil and patriotic education "Education of a Patriot of the Fatherland". This program makes it possible to combine various types of children's activities: cognitive, labor, local history, search, aimed at the assimilation of patriotic, civil, moral concepts and norms of behavior by schoolchildren, and the acquisition of skills and abilities.

The program is based on the realization of various children's interests, the creative potential of schoolchildren, the development in each child of the desire to become better, to know more, to overcome oneself when faced with difficulties; for the cooperation of children, peers of different ages and adults in the preparation of socially useful deeds.

The program creates conditions for the development of creative, individual abilities and the growth of the child's personality.

The program of civic-patriotic education is of great importance for solving a number of educational and social problems.

The relevance of the problem of patriotic education of children and youth is obvious today.

New ideological attitudes lead to a change in the modern school. These changes require a new approach in the formation of the patriotic and civic consciousness of students. A developing society needs not only modernly educated, moral, entrepreneurial people who can independently make decisions in a situation of choice, predicting their possible consequences, ways of cooperation that are distinguished by mobility, dynamism, constructiveness, but also passionately loving their Motherland, their native land, capable of defend the Motherland.

Civil-patriotic education contributes to the formation and development of a person who has the qualities of a citizen and patriot of his country.

The main result is a patriotic graduate, a reliable future defender of the Motherland.

The school annually conducts electives in this direction.

And a number of events, for example: a rally for Victory Day, admission to the pioneers. Games "Go ahead, boys", "Come on, guys", Competitions of creative works, Book exhibitions, Library lessons, there is a museum room at the school. This year, the Day of the Unknown Soldier was held for the first time, and we took an active part: social hours were held at the school, library lessons were held, exhibitions of books and newspapers were arranged, a garland was made and laid on the monument to fallen soldiers, and a meeting with a WWII veteran was held in the KFOR in the village of Payusovo Kuznetsov R. S. and a concert was shown.

Moral and labor education:

Labor is the main source of the material and spiritual wealth of society, the main criterion for the social prestige of a person, his sacred duty, the foundation of personal development. Properly implemented labor education, the direct participation of schoolchildren in socially useful work, is a real factor in civic maturation, the moral and intellectual formation of the personality, and its physical development. No matter how the further fate of school graduates develops, they will need labor skills and hardening in any field of activity. That is why the labor element in school education has long been a very important pedagogical system.

In this regard, of great interest is the statement of the scientist and educator, the rector (1756-1830), who wrote “In our famous families there are two vices that demoralize people: idleness and aversion to employment and work, and therefore hard work should become the basis of good education.” Labor education becomes even more important in the conditions of scientific and technological progress and a market economy, when high qualifications, a broad technical outlook and the ability to quickly master more advanced labor skills and abilities are required from a person.

In the photographs, we see that it is necessary to instill certain qualities, including labor, not only in the form of conversations, but above all in KTD and the teacher's personal example. And going out on subbotniks, teachers and students work.

In the direction of "World of beauty" great spiritual capital lies in art. Experienced teachers skillfully use works of art in the classroom. Literature, theatre, music, fine arts keep priceless accumulations. Lessons of art, music help the development of a person, his formation as a spiritual whole person. What is important is not so much the result as the very process of creativity, in its mystery lies a piece of that essence, which is called spiritual. Everyone receives it at birth, but not everyone continues to develop it.

44 Literature lesson "Works of A.S. Pushkin", literature lesson in grade 5 based on Tolstoy's short story "The Prisoner of the Caucasus", extra-curricular activities "Do not spare your hearts... Hearts will open for good", staging dances, dramatizations, we organize competitions for the best photo and video, we organize trips to theaters, on excursions ...

"Education of morality and spirituality in extracurricular activities."

Basic values ​​should be reflected in the content of extracurricular educational activities: holidays, quizzes, exhibitions, games, etc., as well as in the activities of circles, sections, clubs and other forms of additional education. The main pedagogical unit of extracurricular activities is cultural practice - a cultural event organized by teachers and pupils, participation in which expands their experience of constructive, creative, morally-oriented behavior in culture. Those. acquired knowledge should be put into practice.

Extracurricular activities are carried out with the help of the following components included in it: traditional school affairs, planning of school affairs and holidays, festivals, competitions of various levels. All activities included in the plan of the educational work of the school are based on the mass participation of schoolchildren and are aimed at the versatile development of the child's personality. The scenario plan of traditional events is drawn up in such a way that as many students, teachers and parents as possible can take part in them. This year, the school is also actively participating in various events at the school, district, regional, All-Russian level. Traditional events: Knowledge Day, Teacher's Day, Mother's Day, Autumn Festival, New Year's event, Serve the Fatherland Month, dedicated to February 23, in anti-drug events, various promotions, Pancake Day, March 8, ecological fortnight, Victory Day, last bell, graduation , the work of the school camp "Dubok" of the Ecological direction, a rally dedicated to the Liberation of the Eagle, participation in concerts of the KFOR of the village of Payusovo and the village. Mokhovitz, in competitions. There is an incentive system

Extracurricular activities of schoolchildren- a concept that unites all types of schoolchildren's activities (except educational), in which it is possible and expedient to solve the problems of their upbringing and socialization - this is an integral part of the educational process at school. It contributes to the implementation of the requirements of federal educational standards for general education. Its advantages: providing students with the opportunity for a wide range of activities aimed at the development of the student.

The first level of results is the acquisition by the student of social knowledge (about social norms, about the structure of society, about socially approved and disapproved forms of behavior in society, etc.), understanding of social reality and everyday life

The second level of results is the formation of positive attitudes of the student to the basic values ​​of society (person, family, Fatherland, nature, peace, knowledge, work, culture), a value attitude to social reality as a whole.

The third level of results is the student's gaining experience of independent social action. "Actions for people and on people" of a range of activities aimed at the development of the student. We take an active part in concerts in the KFOR, both children and teachers with the director.

This academic year, the following extracurricular activities are conducted:

The school has the development of other electives, elective courses and subjects, extracurricular activities that contribute to spiritual and moral education, which were conducted earlier.

Additional education:

In the modern world, the importance of education as a sphere of cultural life is increasingly realized, in which not only cultural ideals and values ​​that affect the attitudes and behavior of the individual are preserved and reproduced, but also the foundations of the future are laid, those significant socio-cultural skills are formed that help society quickly and effectively. solve the tasks before him.

Among the new phenomena in the domestic sphere of education, generated by democratic reforms, one of the most significant with good reason can be considered additional education for children. Today, additional education of children is rightfully considered as the most important component of the educational space that has developed in modern Russian society. The need to modify the system of out-of-school education, its transition to a new qualitative state was determined by a number of circumstances: firstly, there were fundamental changes in the public consciousness - the view of a person, first of all, as a specialist, gives way to a view of the individual from the standpoint of cultural and historical pedagogy of development; thirdly, cultural, educational, informational, and leisure services are in increasing demand both among children and their parents. As a result, the importance of various types of non-formal education for the individual and society is increasing.

This academic year, the following circles for additional education are being conducted: "Young shooter" Stepin A. A., "The second life of things" Vlasova N. A. Puppet theater "Tolkunova T. I .. "Scarlet sails" and "World of Dance" Stepin T. V., Sports section Shcherbakova S. I. “Learning while playing” Styopina N. A.

The school also has the development of other circles that were previously conducted in our country.

When determining directions of moral education of students it is very important to understand how the younger generation today determines the nature and content of tomorrow in Russia, how much it carries the spirit of the new time.

To complete the picture of the development of basic moral values ​​by students at school, among grades 8-11, a student monitoring.

What personal issues concern you the most?

(Order in descending order of importance of the problem.) Most of the students ranked as follows:

Relationships in the family - 1

Health - 2

Love - 4

Future career - 5

Relationships with classmates - 6

Relationships with teachers - 7

Spending free time - 8

Earning opportunity - 9

Normal nutrition - 11

Buying clothes and other things - 12

Analysis of the data shows that the priority issues of the personal plan are family relationships, health, and education.

In the process of studying the features of the development of moral values ​​by students, it is important to know the level of orientation towards traditional humanistic values. The students were offered a list of humanistic values ​​in order to express their attitude towards them by the ranking method and received the following results:

Justice - 1

Happiness - 2

Freedom - 3

Honor, dignity and conscience - 5

Peacefulness -8

Patriotism -7

Mercy -9

Faith and ideals - 11

True -10

Collectivism -12

It is noteworthy that such values ​​as mercy, patriotism and collectivism have a relatively low rating.

The results of the following study among students are also interesting.

What vital things does school teach you?

Self-reliance and self-confidence - 1

Ability to communicate-2

Respect for people, philanthropy - 3

Friendship - 4

Self-knowledge - 5

Kindness - 6

Creative attitude to life - 7

Organizational skills - 8

Vitality - 9

Devotion - 10

Difficult to answer - 11

Doesn't teach anything

These are the main results of mastering moral values ​​by high school students. These data objectively reflect the picture and will help us plan educational work, both at the level of the class team and at the school level.

In the overall picture, we see that

The level of education of schoolchildren depends on:




Influences of the environment of informal communication.

The level of upbringing of schoolchildren
depends on:
State of upbringing in the family;
State of upbringing at school;
Education in an institution of additional education;
Media influences;
Influences of the environment of informal communication.

Conclusions:

The spiritual and moral development of a Russian citizen is a process of consistent expansion and strengthening of the value-semantic sphere, the formation of a person’s ability to consciously build and evaluate attitudes towards himself, other people, society, the state, the world as a whole on the basis of generally accepted moral norms and moral ideals, value orientations .

The initial stage of the formation of spiritual and moral ideals in a person begins in the family, in kindergarten and then at school. Psychologists have established that primary school age is characterized by increased susceptibility to external influences, belief in the truth of everything, immediacy in behavior. These features are the key to learning and education of younger students. It is at this age that great opportunities arise for the systematic and consistent spiritual and moral education of children.

You and I form a person and we want our student, graduate to be closer to the ideal that we imagine in terms of our topic.

Spiritual and moral ideal in the understanding of V.A. Sukhomlinsky

The ability to cherish the shrines of the Fatherland as personal values ​​and shrines of one's consciousness and heart;

Harmonious unity of public and personal, big and small in the spiritual life of the individual;

The wealth of the spiritual world, interests and needs;

The need of a person for a person as a carrier of spiritual values;

A sense of human dignity - respect for oneself, the ability to cherish one's honor, the desire for moral improvement;

Love for work;

Openness of the heart to the joys and sorrows of other people.

It is no secret that one of the main problems of our time is a spiritual crisis. Today it is difficult to choose an ideal to focus on, it is difficult to recognize where the true good is and where the evil is. Real spiritual values ​​are being replaced by false ones. The crisis of spirituality deprives the life of our descendants of meaning. Such an important area of ​​pedagogy as spiritual and moral education is called upon to find methods that meet the needs of today, which could reveal the meaning of spiritual values ​​to modern schoolchildren. Only highly moral people who have been properly educated will strive to make life better. Read about the goals and objectives of the spiritual and moral education of schoolchildren in our article.

Role and goals

The main goal of the spiritual and moral educational process at school is the creation of effective conditions for the formation of spirituality and morality of schoolchildren. Today it is one of the most important problems of our society. It cannot be said that today in our country it is being solved very successfully. Exist Problems faced by parents, teachers, and students themselves:

• lack of positive ideals for the younger generation
• constant deterioration of the moral environment
• reduction in the volume of cultural and leisure work with children
• deterioration in the physical development of the younger generation
• lack of effective mechanisms for laying guidelines for a healthy lifestyle
• negative factors (drug addiction, smoking, alcoholism, early sexual intercourse)
• lack of a culture of behavior and speech (which is demonstrated by the media in their materials)
• the presence of a huge amount of negative content on the Internet and the media (pornography, cruelty, extremism, aggression, etc.)

All of the above does not have a positive impact on the development of the child's personality, but only interferes with the assimilation of true values, realizing which, the child, with faith and hope, looks to the future. On their own, a young soul is not able to find the right life guidelines. It is we, adults, who can show the child the way to goodness, creation, and light. Our future depends on how timely and skillfully we do it.

At some point, a child leaves the country of childhood and enters a big world filled with joys and sufferings, happiness and sorrow, truth and lies, participation and soullessness.

It is in childhood that you can lay the ability to joyfully go through life and steadfastly overcome obstacles. Children are very receptive to everything. It is best to teach children good things from childhood: kindness, sympathy, understanding of the problems of other people, recognition of one's own mistakes, diligence, the ability to see the beautiful, the right attitude towards nature.

“Do you know that the main thing is that the best qualities of a person should be laid down in childhood?”

School time is a good time for the formation of spirituality and morality. Spiritual and moral education is carried out with the aim of forming highest moral values, such as:

• humane (friendly) relations between children
• sense of duty, responsibility for one's behavior
• industriousness and the need for work
• respect for nature
• orientation towards a harmonious and socially approved family life
• communication culture
• self-knowledge and self-education.

Spiritual values ​​of schoolchildren

What ideal should today's students be guided by? The concept of spiritual and moral education, developed for Russian schoolchildren, says that one should strive to become a highly moral, creative, professionally competent citizen of Russia, who perceives the fate of the country as his own, is aware of the responsibility for the state, brought up in the Russian Federation.

Based on the foregoing, it is possible to determine the main spiritual values ​​of schoolchildren:

• patriotism
• citizenship
• freedom, honor, mercy, justice, trust,
• striving for world peace, interethnic and intercultural diversity, tolerance, progress and cooperation
• desire for knowledge
• family value
• creativity and work
• faith and spirituality
• art.

It is necessary to focus on these basic values ​​when educating school-age children, organizing pedagogical influence on them at home and at school.

Video about the example of spiritual and moral education in a modern school

Moral education in elementary school

Teachers believe that younger students easily perceive information from the outside, believe in the truth of everything that happens, and are also very direct in behavior. Such features positively affect the success in teaching and raising children. It is best to lay the moral foundations in.

Education is a two-way process, the essence of which is the influence of the teacher and the student's response to it. The formation of the best spiritual and moral qualities of a child consists in the assimilation of moral and ethical concepts, in the formation and expression of attitudes towards certain moral or immoral acts.

The learning process at school is the main environment where the spiritual and moral formation of younger students takes place.

“Do you know that a lesson is a place where students collectively act and experience, while accumulating the experience of moral communication?”

During the lessons, children learn to work independently, understand each other, compare their knowledge with the knowledge of classmates, defend their opinion, provide help and accept it. While studying, younger students experience the joy of discovering new knowledge for themselves, the annoyance in case of failures and mistakes. All this is the beginning of moral education, where the teacher plays the leading role. Traditionally, the moral education of schoolchildren is based on the transfer of moral and spiritual experience. A modern teacher should organize his activities in such a way that, with the help of modern and accessible methods for children, they instill moral qualities in them. The elementary school teacher should remember that the moral component should permeate every lesson. Therefore, when organizing pedagogical activity, it is necessary to think about how it is possible to productively influence the development of the student in motivational, intellectual and emotional terms through the use of various methods of moral education.

high school students

The morality of high school students is one of the most relevant topics today. Why does she need special attention? For reasons we all know:

• loss of spiritual and moral ideals and values ​​in society
• problematic self-determination and self-realization of a young person.

Today, adults are often indifferent to the generation that comes to replace them. The change of values ​​today is far from being for the better, disorienting children who are just discovering the versatility of the world. A civil marriage is considered quite normal, and not. The negative environment and media illiteracy lead high school students away from understanding true values. With these issues in mind, in high school, special attention should be paid to instilling real values, such as:

• morality and spirituality
• intellectual development
• family value
• healthy lifestyle.

It is possible to educate a harmonious personality of high school students with the help of various directions works:

1. Organization of volunteer and charitable activities.
2. Discuss questions of faith and the meaning of life.
3. Family education.
4. Relationships between different sexes.
5. Education of a healthy lifestyle.
6. Love to motherland.
7. Aesthetic education - love for beauty.
8. Conflict-free communication.
9. Right attitude towards work.
10. financial literacy.

The following are relevant forms of work: charity events, exhibitions, competitions, film screenings, disputes, round tables, excursions, conversations and much more.

"Advice. When organizing the educational process, it is necessary to take into account the age and interests of high school students.

Directions of work of the class teacher

The person who plays one of the leading roles in the process of educating the moral personality of the student. In order to successfully conduct the educational process in this direction, you need to have special personal qualities that allow you to create a productive pedagogical environment.

Tasks of the class teacher:

• development of spirituality, patriotism and diligence of students
• development of a team of schoolchildren based on morality and spirituality
• carrying out extracurricular intellectual and cognitive work
• study of the personal qualities of schoolchildren, their interests and inclinations
• learning to pay attention to health as a guarantee of true morality
• interaction between the school and parents through joint events, individual work, parent meetings.

Functions of the class teacher when organizing a holistic program of spiritual and moral education of schoolchildren are:

• creation of a spiritual and moral environment of an educative nature
• promoting a healthy lifestyle
• joint creativity of pupils, providing for diverse forms of work
• correction of individual ways of moral development of each individual student
• stimulation of self-knowledge and self-education of the pupil.

Differentiated and individual approaches are of great importance in the educational process.

A good pedagogical effect is provided by the use problem situations when the student is invited to reflect, find a way out of the proposed situation, offer a solution to the problem. When working with schoolchildren, the development of their culture of communication is of great importance: this teaches a humane attitude towards each other, trust, mutual understanding.

When educating morality, it is effective to use system-activity pedagogical approach. It can be used, for example, when reading together a passage of a literary work and analyzing it from different points of view. Literature study- one of the main forms of education of spirituality and morality. An obligatory element here is the reflection of the students, the discussion of what they have read.

Situation modeling It is also a form of moral education. Pupils are included in the discussion, share their personal experience, experience, realize the values.

The teacher can be the initiator themed class hours and conceptual events patriotic, aesthetic, spiritual (religious), folklore character.

Pedagogical culture of parents

Teachers believe that many of the problems of education could be avoided if all parents had at least a little knowledge in the field of pedagogy. When parents have a pedagogical culture, they contribute to the formation of the spiritual and moral personality of the child, creating a favorable moral climate in the family. Such are a positive moral example, which will be a model for the child.

conclusions

Spiritual and moral education is one of the main elements of the educational and, in particular, educational process, not only at school, but also in the family. Taking care of spirituality and morality, we help the student grow up to be an honest, kind, caring, hardworking person and be able to find his unique place in life.