The Russian language and the formation of Russian identity. Modern problems of science and education
ATTENTION! Dear colleagues, for technical reasons, section 5 "C creation of special conditions when working with children with disabilities health "is postponed to August 24, 2017. Venue: DK Zheleznodorozhnikov. All registered participants will be sent an email.
The Ministry of Education of the Kaliningrad Region, together with the Kaliningrad Regional Institute for the Development of Education, on August 18, 2017, is holding the Interregional Conference "The Russian language as the basis of civic identity" (hereinafter - the Conference). The conference program includes a plenary session, panel discussion, and thematic sections.
Location: Variety Theater "Yantar - Hall", Svetlogorsk, st. Lenin, 11
Participants: leaders educational organizations, cultural and sports organizations, representatives of bodies local government and executive authorities, teachers, representatives of public organizations
You can familiarize yourself with the preliminary program of the conference. Please note that the program may be subject to changes, last update date: 15.08.2017
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Meeting guests, demonstration performances of pupils of the Sambo school, demonstration of school uniforms |
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Seating for guests in the concert hall "Amber - Hall" |
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Conference opening. Greetings from guests of honor. Ceremonies of rewarding teachers of the region with regional and industry awards, rewarding the winners of regional contests "Teacher of the Year", "I give my heart to children", "For the moral deed of a teacher." Creative congratulations to the winners of professional skills competitions |
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Plenary part of the conference. Reports on the topic of the conference. |
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Coffee break, transfer to the location of the breakout sessions |
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Section work |
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Section 1. Teaching the Russian language: from functional literacy to a culture of communication. |
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Section 2. Portrait of a modern teacher: the terms of growth. |
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Section 3. Networking as a resource for providing physical education for children and youth. Sambo to Schools project. Category of participants: heads of educational organizations, professional educational organizations, educational organizations higher education, teachers of physical education of educational organizations, teachers of additional education, trainers-teachers of organizations of additional education. |
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Section 4. Educational technologies: what suits a modern student? Possibilities of the RDS. Moderator: Sergey Stanislavovich Goman, Director of the Center for the Development of Gifted Children |
Professor, Doctor of Historical Sciences, Deputy Director for Research, Institute of Ethnological Research named after R.G. Kuzeeva, Ufa Scientific Center of the Russian Academy of Sciences, Ufa, Russia. [email protected]
Khaliulina A.I.
Candidate of Historical Sciences, Researcher, Department of Ethnopolitology, Institute of Ethnological Research named after V.I. R.G. Kuzeeva, Ufa Scientific Center, Russian Academy of Sciences, Ufa, Russia. [email protected]
ID articles on the journal's website: 5834Safin F.G., Khaliulina A.I.The role of the Russian language in the formation of the all-Russian civic identity in a multi-ethnic region (on the example of Bashkortostan) // Sociological studies. 2015. No. 11. S. 90-96
annotation
The article analyzes the role of the language factor in the formation of civic identity on the example of the multinational Republic of Bashkortostan. On the basis of population censuses and a number of opinion polls, it is proved that, despite measures to introduce the study of native languages, a significant expansion of the sphere of distribution of the Russian language is observed in the republic. This, in turn, contributes to the emergence of a sense of community with the citizens of Russia among the Russian-speaking Bashkirs and Tatars and the formation of their all-Russian (civil) identity.
Keywords
ethnic identity; civic identity; state identity; Russian language; language factor; ethno-linguistic situation; native language; Bashkortostan
Bibliography
Harutyunyan Yu.V., Drobizheva L.M. Traveled paths and some problems of modern Russian ethnosociology // Sociological studies. 2014. No. 7. S. 106-116.
Guboglo M.N. Russian language and tolerance. Moscow: Old Garden, 2003.
Drobizheva L.M. Ethnicity in the socio-political space Russian Federation: 20 years of experience. Moscow: New Chronograph, 2013.
National composition of the population of the Republic of Bashkortostan (according to the 2002 All-Russian census): statistical collection. Ufa: Bashkortostanstat, 2006.
National composition of the population of the Republic of Bashkortostan according to the 2010 All-Russian Population Census: statistical bulletin. Ufa: Bashkortostanstat, 2012.
Safin F.G., Fatkhutdinova A.I. Ethnic and regional identity in the regional dimension: the phenomenon of Bashkortostan (1959-2002). Ufa: Institute of Ethnological Research. R.G. Kuzeeva UC RAS, 2012.
Opening the plenary session of the forum "Improving the Teaching of the Russian Language and Literature in Schools and Universities of the Russian Federation" in Stavropol, the Minister of the Russian Federation for the North Caucasus Lev Kuznetsov emphasized the enormous unifying role of the Russian language for the multinational people of Russia: "The Russian language forms a general cultural and humanitarian context It was thanks to the Russian language that the whole world recognized Kaisyn Kuliev, Rasul Gamzatov, Kosta Khetagurov, Isu Kapaev. And this tradition should not disappear. " According to the minister, the choice of the site of the North Caucasus Federal University for such a large-scale educational event is significant. "It is very important that the forum of the Russian language and literature takes place here. The mission of the Russian language in the North Caucasus can hardly be overestimated. He played an important role in uniting peoples and consolidating good efforts for several centuries.", - said Lev Kuznetsov. The minister also expressed confidence that the forum could become an effective tool for broadcasting and implementing new educational initiatives in the North Caucasus, the press service of the Ministry of Caucasus reports. "The global knowledge economy requires from the educational community new professional approaches and strategies that meet the needs of the state and society, on the one hand, and the current level of development of science, on the other. The North Caucasus is a space of dynamic development, where education is deservedly given increased attention. There is no doubt that the strength and prosperity of the regions of the North Caucasus Federal District largely depend on the level of education. And this forum is an excellent communication platform for presentation educational technologies, modern methods of pedagogy and management models of specialized educational institutions", - said Lev Kuznetsov. This year, the Forum was devoted to several relevant topics at once - methods of improving the teaching of Russian language and literature in the general education system, analysis uSE results on the Russian language, rethinking the role of the teacher of the Russian language and literature in a modern school, as well as the use of modern electronic educational resources in educational institutions of the North Caucasus Federal District. The event brought together over 100 participants, including representatives of the expert community, relevant departments and ministries, school and university teachers from the republics of the North Caucasus Federal District and other regions of Russia. The Forum was addressed by the Plenipotentiary Representative of the President of the Russian Federation in the North Caucasus Federal District S. Melikov, Deputy Minister of Education and Science of the Russian Federation A. Klimov, Adviser to the President for Culture and Arts, Chairman of the Council on the Russian Language under the President of Russia V. Tolstoy, Heads of the North Caucasus Federal District, and the Rector of Moscow State University named after MV Lomonosov V. Sadovnichy and the rector of NCFU Alina Levitskaya. Speaking to a wide audience, the honored guests agreed that today the Russian language is the basis for the formation of an all-Russian civic identity in modern Russia. The head of the Minkavkaz called the holding of a forum of Russian language and literature at the NCFU site the right decision, expressing confidence that the problems voiced by experts in sections and panel discussions will find a comprehensive discussion in the professional community, which, in turn, will contribute to improving the teaching of the Russian language and literature in schools and universities of the North Caucasus Federal District. "For NCFU, the problems of preserving and developing the traditions of Russian culture, Russian literature, Russian language as the state language and a universal means of communication of the peoples of the North Caucasus are relevant, the university has been tasked with improving ethnic and intercultural dialogue, which is taken into account in vocational training students", - stressed the Minister.
Language is the confession of the people,
His nature is heard in him,
His soul and life are dear.
P.A. Vyazemsky
The central task of the new Russian school, which ensures the socio-cultural modernization of Russian society, should be the upbringing of a responsible citizen. The Orthodox gymnasium concentrates not only the spiritual, but also the civic, intellectual and cultural life of children and adolescents.
Among the factors in the formation of civic and cultural identity are the following:
Common historical past (common destiny);
Self-name of a civic community;
A common language, which is a means of communication and a condition for the development of shared meanings and values;
Common culture (political, legal, economic), built on a certain experience of living together, fixing the basic principles of relationships within the community and its institutional structure;
Experiencing by this community of joint emotional states, especially those associated with real situations in the country.
Civic identity is the most important constituent element of civic community, acts as the basis of group self-awareness, integrates the population of the country and is the key to the stability of the state. No matter how criticized the new FSES of general education, it contains two big ideas that, on reflection, capture, do not leave indifferent - the idea of \u200b\u200bmeta-subject matter and the idea of \u200b\u200bforming a Russian (civic) identity.
The task of forming a civic (Russian) identity among high school students presupposes a qualitatively new approach in content, technology and responsibility of teachers to the traditional problems of the development of civic consciousness, patriotism, tolerance of schoolchildren, and their knowledge of their native language.
Teaching the Russian language takes place not only in literature lessons, but in any academic subject and outside the lesson, in free communication with students; the living Russian language is becoming the universal of school life.
The basis for the formation of civil and cultural identity is the Russian language. It is very important that the child not only mechanically assimilates and reproduces certain patterns, but transforms them into rich personal meanings, values \u200b\u200bthat are realized in individualized forms of civil and social behavior. Thus, unique guidelines are set for the process of civic identification of each specific child.
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Kuzina Lyubov Vladimirovna
Non-state educational institution gymnasium in the name of St. Nicholas the Wonderworker
Russian language and literature teacher
Russian language as the basis of cultural and civil identity.
Language is the confession of the people,
His nature is heard in him,
His soul and life are dear.
P.A. Vyazemsky
The central task of the new Russian school, which ensures the socio-cultural modernization of Russian society, should be the upbringing of a responsible citizen. The Orthodox gymnasium concentrates not only the spiritual, but also the civic, intellectual and cultural life of children and adolescents.
Among the factors in the formation of civic and cultural identity are the following:
Common historical past (common destiny);
Self-designation of a civic community;
A common language, which is a means of communication and a condition for the development of shared meanings and values;
Common culture (political, legal, economic), built on a certain experience of living together, fixing the basic principles of relationships within the community and its institutional structure;
Experiencing by this community of joint emotional states, especially those associated with real situations in the country.
Civic identity is the most important constituent element of civic community, acts as the basis of group self-awareness, integrates the population of the country and is the key to the stability of the state. No matter how criticized the new FSES of general education, it contains two big ideas that, on reflection, capture, do not leave indifferent - the idea of \u200b\u200bmeta-subject matter and the idea of \u200b\u200bforming a Russian (civic) identity.
The task of forming a civic (Russian) identity among high school students presupposes a qualitatively new approach in content, technology and responsibility of teachers to the traditional problems of the development of civic consciousness, patriotism, tolerance of schoolchildren, and their knowledge of their native language.
Teaching the Russian language takes place not only in literature lessons, but in any academic subject and outside the lesson, in free communication with students; the living Russian language is becoming the universal of school life.
ABOUT the Russian language is a new form of civil and cultural identity. It is very important that the child not only mechanically assimilates and reproduces certain patterns, but transforms them into rich personal meanings, values \u200b\u200bthat are realized in individualized forms of civil and social behavior. Thus, unique guidelines are set for the process of civic identification of each specific child.
The Russian language as an academic subject has an extremely high cognitive value: instilling a feeling of love for the native language, comprehending universal human values, educating a personality with a high sense of patriotism. To achieve these goals in the content of the Russian language, you can use such material as"General information about the language"And didactic material: exercises, dictations, statements, compositions, etc. Love for the native language is one of the manifestations of civic feelings. Even K.D. Ushinsky said that the language of the people is the fullest reflection of the homeland and the spiritual life of the people: “Learning the native language, the child learns not only words, their additions and modifications, but an infinite set of concepts, views on objects, a multitude of thoughts, feelings, artistic images, logic and the philosophy of language ... Such is this great folk teacher - his own word. "
Work on the formation of civic and cultural identity in each class is different and depends on the general training of students, the specifics of the program material in the Russian language and interdisciplinary connections of the Russian language with other school subjects. So, if in the first lesson in grade 5 we sayabout language as the most important means of communication, about how the language appeared, what conditions contributed to this, then in the 9th grade it is a conversation about the reasons for the inclusion of the Russian language in the world languages \u200b\u200b- political, scientific, cultural-historical, linguistic.
The upbringing of citizenship and cultural values \u200b\u200bis manifested through love for one's country, devotion to it, in a conscious desire and readiness to defend the Fatherland following the example of their ancestors. A good help in this is the correct selectiondidactic material.In the process of conducting educational dictations, presentations, I suggest that students determine the main idea of \u200b\u200bthe text, focus on those thoughts, feelings that form culture and citizenship, for example:How was the courage of the Russian people manifested, their loyalty to the Fatherland? What helped the heroes to defeat the enemy? Could you do the same?
Of great educational value are proverbs, which I use when studying various topics in the whole process of teaching the Russian language: "Dash between subject and predicate" (8th grade)- Native side - mother, stranger - stepmother; Homeland is a mother, know how to stand up for her; "Full and short adjectives" (grade 5) -Its land is lovely in sorrow; Stupid is the bird that doesn't like its nest; "Degrees of comparison of adjectives" (6 cl.) -Homeland is more beautiful than the sun, more precious than gold; Love for the Motherland is stronger than death etc.
Love for one's homeland is also manifested in the skillful handling of the Russian language:compliance with norms oral and written speech, as well as in general culture, one of the aspects of which is the speech culture of the individual -compliance with ethical and communication standards... Special exercises are assigned to the cultivation of communication culture skills, which are placed in all sections of the Russian language textbook:How can different people turn to your parents (acquaintances, neighbors)? Make sentences with different messages; Make motivating sentences with the words "Be kind", "Be kind"(5 cl.); dr.
Working with dictionaries is of great educational value. Students can complete a wide variety of tasks, for example:Read the glossary articles on the word “culture, patriotism” in the School Explanatory Dictionary and Dictionary of Foreign Words. How does the material of dictionary entries differ? Write a discourse on "What it means to be a citizen of your country." Read the dictionary entries on the words Motherland, hero, heroism, courage, valor, courage in the dictionary. What do these words have in common?
The lesson is a space for fostering a grateful attitude towards the native Russian language, because memory is based on gratitude, on the gift of goodness, kindness. The rootedness of this word in the Russian language surprises: favor, revere, thank; welfare, bless, beneficence, splendor, auspicious, well-being, prosperity, good; grace; incense; noble; grace.
Language is the greatest teacher, mentor, language - from lullaby songs and nursery rhymes to the Iliad, to Turgenev, Chekhov, Bunin - has always shaped and is shaping the perception of the world, humanity, morality. Language was a teacher even when there were no schools or books. And now he teaches, in the age information technologies... And the richer the world of the language into which we introduce our students, the deeper their world will be developed - not only the area of \u200b\u200bexternal communication, but their soul, which, as the poet said, "must work day and night."
In the Russian language lessons, working on phonetic and grammatical analysis, on the spelling of suffixes and prefixes, on the mastering of spelling and punctogram, I draw students' attention to the meaning of words, to the meaning of proverbs and sayings, to the moralizing side of a text. Indeed, for the harmonious development of the individual, it is necessary to familiarize oneself with the treasures of the spiritual culture of the Russian people, which I carry out through acquaintance with the most ancient genres of Russian folklore, which educate children in Orthodox Christian virtues. See Appendix 1
When studying the topic "Synonyms", "Antonyms" I invite students to work with the concepts: compassion, respect, care, sensitivity, empathy, love, tenderness, cordiality, sympathy, peacefulness, conscience, nobility, shame, memory, sacrifice, guilt, decency , remorse.
Collaboration with students can be built in two ways: the teacher invites the students to think over and write down concepts that are close to this one, then each introduces the results of his work, and a general series is drawn up, the main shades that distinguish each concept are analyzed; Together, in the process of discussion, a number of concepts that are close in meaning are built up, written on the board, and each in a notebook analyzes their semantic content.
It is important to teach the child not only to explain the meaning of a new word, but also to use what has been learned in practice. This is helped by patterns of word use - ready-made phrases and sentences that can be read and then written down under dictation.
In the texts of dictations, statements, the people's ideals are reflected - patriotism, heroic strength, intelligence, resourcefulness - we see inancient Russian literature, in the annals "Tale of Bygone Years" the text of which we have been studying for three years. In grade 8, studying"The Life of Alexander Nevsky", students talk about the abusive exploits of Alexander Nevsky and his spiritual feat of self-sacrifice, about the protection of the Russian lands from the invasions and raids of enemies. An ardent call for the unity of Russia in the face of external danger, a call for the protection of the peaceful, creative labor of the Russian population - this is the main conclusion that ninth-graders come to when studying"Words about Igor's regiment".In studying the text "Life of Sergius of Radonezh" Sergius of Radonezh was named a saint in 1452. In the work "The Life of Sergius of Radonezh" by Epiphanius the Wise, it is stated that during the entire biography of Sergius of Radonezh, many miracles and healings were performed. Once he even resurrected a man. Before the icon of St. Sergius of Radonezh, people ask for recovery, and on September 25, the day of his death, the Orthodox people commemorate his memory.
Also, when preparing for lessons, I try to select texts, sentences from texts that help develop the moral qualities of students. For example, when studying the topic: "Standalone applications and definitions, introductory words" in grade 8, I conduct a selective dictation over the text☹
retelling of the Life of Sergius of Radonezh Boris Zaitsev)
For seven years Bartholomew was given to study literacy, to a church school, together with his brother Stephen. Stefan studied well. Science was not given to Bartholomew. Like Sergius later, little Bartholomew is very stubborn and tries, but there is no success. He is upset. The teacher punishes him sometimes. Comrades laugh and parents advise. Bartholomew cries lonely, but does not move forward.
And now, a village picture, so close and so understandable six hundred years later! The foals wandered somewhere and disappeared. Father sent Bartholomew to look for them, probably the boy had wandered around the fields, in the woods, perhaps near the shores of Lake Rostov, and called them, patted them with a whip, dragged halters. For all Bartholomew's love for loneliness, nature and for all his dreaminess, he, of course, conscientiously performed every task - this feature marks his whole life.
When studying the topic "Spelling the Prefixes NOT- and NI- in adverbs" in grade 5, I use the following sentences as an explanatory dictation: 1. Russia has never worn a yoke. 2. Great Russia, and nowhere to retreat. 3. Nowhere does one breathe so easily as in the Motherland. 4. In a foreign land you feel like a traveler who has nowhere to lay his head. 5. It is never too late to commit a good deed to anyone. 6. A brave person will not disappear anywhere. Students are invited to explain these proverbs, which educate both civic feelings and moral qualities.
When repeating the skills of setting punctuation marks in a complex sentence and in a sentence with homogeneous members, you can use the following statement by DS Likhachev: “Raising love for the native land, for the native culture, for the native village or city, for the native speech is a task of paramount importance, and there is no need to prove it. But how to cultivate this love? She starts small - with love for her family, for her home, for her school. Gradually expanding, this love for one's family turns into love for one's country - for its history, its past, and then for everything human, for human culture. " Assignment for this text: 1. Determine the theme and idea of \u200b\u200bthe text. 2. Determine your speaking style. 3. Find sentences with homogeneous members, name them. So, didactic material of different types allows you to influence the feelings of students, forming love for the Motherland, for a person, a sense of mercy, conscience, etc.
I effectively use in the classroom such a technique of counter-efforts technology as "Epigraph". I invite students to comprehend the text of spiritual and moral content written on the blackboard and think of how it can be related to a new, yet unknown topic of the lesson. For example, in the spelling lesson - go and - in verbs, I write the following phrase: "Honor and dignity are the main qualities of the human soul, and the one by whom they are lost turns into a cruel and greedy person" and so on. In the repetitive-generalizing lessons, I use the "Catch a mistake" technique: I give children the opportunity to work with test tasksin which I deliberately make a mistake. While searching for it, schoolchildren can reason out loud, thereby encouraging each other to find the right solution.
I consider it my main task in teaching Russian in the gymnasium to awaken the soul of a child and create fertile soil for fostering good feelings of love for the Motherland, for culture and the Orthodox faith.
It is necessary to preserve and develop language, improve and elevate it as a means of communication, an instrument of thought. Then the level of culture will rise, and the wealth of good relations between people will accumulate, the moral and civic foundations of life will be strengthened.
References:
"The concept of spiritual and moral development and education of the personality of a citizen of Russia"
(A.Ya.Danilyuk, V.M. Kondakov, V.A.Tishkov, M.: Education, 2009)
1.Andryushkov A.A. Formation of Russian identity as a task of education: worldview and a creative future // Education Issues. - 2011 - No. 3.
2. Federal state educational standard of secondary (complete) general education // Russian newspaper. July 2012.
4. The fundamental core of the content of general education. Edited by V.V. Kozlova, A.M. Kondakov. 4th ed. Modified. M. Enlightenment. 2011.
Spiritual and moral education of schoolchildren in Russian lessons
language and literature
P.V. Chernikova, Russian language teacher
and literature of the Starokhmelevsky branch
MBOU Novonikolsk secondary school
Try to be even a little kinder
and you will see that you will not be able to
do a bad deed.
Confucius
The 21st century is the century of high technologies, the time of the information society.
People conquer the universe and transmit information at the speed of light.
The capabilities of information technology today have reached such heights,
where not even science fiction writers have looked. In the school system
education, there is a shift in emphasis towards disciplines
natural science cycle.
What to do if global computerization has penetrated consciousness
a schoolboy? He has no time, and sometimes, unfortunately, no desire, to go to
library or at home, take a book off the shelf and read it. He has no time
to think about "reasonable, good, eternal".
“I look sadly at our generation!” - I would say today
M.Yu. Lermontov.
The issue of moral education is so urgent that it found
reflected in the Law of the Russian Federation "On Education". In
the second article of the RF Law states: “State policy in the field
education is based on one of the principles: humanistic
the nature of education, the priority of universal human values, life and
human health, free development of personality, education
citizenship and love for the Motherland ... ".
The law of the Russian Federation "On Education" set the task for the school
protection and development of national cultures, regional and cultural
traditions and characteristics. National traditions undoubtedly possess
significant pedagogical potential and can serve as an effective
a means of spiritual and moral education of the younger generation.
The spiritual and moral state of society is considered one of
the main indicators of its development and well-being. After all, spirituality is
striving for the sublime, beautiful, allowing to comprehend
genuine highest values.
The requirements of the Federal State Educational Standard indicate that the program is spiritually
moral development should be aimed at ensuring spiritual
moral development of students in the unity of the lesson, extracurricular,
extracurricular activities, in joint pedagogical work
educational institution, family and other institutions of society. Thus, the goal of spiritual and moral education is to create a system
formation of spiritual and moral guidelines for life choices,
development of the ability to make the right choice at the beginning of life.
Many adolescents have values \u200b\u200bthat are incompatible with generally accepted
moral standards. Young people today are hostile to
The "conservative" views of their parents. Concepts such as
patriotism, conscience, honor very often cause negative
emotions.
To educate means to contribute to the formation of the heart
a person with a strong character. And for this "awaken the soul" in him as
it is possible earlier, to cultivate sensitivity to everything Divine, the will to
spiritual perfection, the joy of love and a taste for kindness, mercy,
responsiveness and the ability under no circumstances to remain
indifferent to everything that happens next to us. Stay
Human.
The main task of spiritual and moral education is the process
becoming in every child of a Human. But this process is very complicated and
its result largely depends not only on the skill of the teacher, but also
parents.
The modern school is trying to influence the worldview of students,
contribute to their spiritual and moral development, solving problems,
associated with overcoming the spiritual crisis in society and education
such a person for whom the norms, rules and requirements of public
morality would appear as his own views, beliefs, how deep
meaningful and habitual forms of behavior acquired due to
internal drive for good.
The primary task of a language teacher is spiritual
moral education of the student, contributing to the formation
student personality. Therefore, I am working on the topic: “Spiritual and moral
education of schoolchildren in the lessons of the Russian language and literature ”. Also
i pay attention to the formation of the development of students' speech, the development
creative abilities of students.
Unfortunately, many students cannot and do not want to
speak correctly. And many of them are happy with it. Remains
"Unclaimed" spiritual experience left by our wonderful
artists of the word: Pushkin, Lermontov, Gogol, Chekhov,
Dostoevsky, Tolstoy ... And the task of the teacher is to "reach out" to the heart, soul
child, give the opportunity to touch the world of beauty.
The role of classical literature in spiritual and moral education
adolescents are simply invaluable, it contributes to the moral
education, education of a sense of duty, responsibility for their actions,
patriotism, love for neighbor, kindness, respect for elders, allows
organize leisure activities for children.
In the education of spiritual and moral qualities, I use various
forms of lessons: lesson-dialogue, lesson-research, lesson-
creative workshop, lesson-seminar, lesson-excursion, lesson-discussion. Communicating with children every day, you can see their relationship, their
moral and spiritual level, attitude to the world around them.
During educational activities, when studying various topics, I
i use a variety of techniques that affect the development of moral
principles and understanding of moral values \u200b\u200bin life. To
help students comprehend, realize the essence of a moral concept,
it is necessary to consider it in all shades, in conjunction with other
close and opposite to him. When completing the topics "Synonyms",
"Antonyms" a technique that allows you to reveal the essence is suitable
a moral concept based on comparison, comparing it with others,
close and opposite to him. Surely the teacher must do
this work himself, having built for himself a kind of a series of synonyms. For example:
compassion, respect, care, obedience, sensitivity, empathy,
love, tenderness, cordiality, sympathy, peacefulness or conscience,
nobility, shame, obligation, memory, sacrifice, guilt,
decency, remorse, etc.
When preparing for Russian lessons, I try to select texts that
sentences from texts that help develop moral qualities
students. A huge opportunity for spiritual and moral education
language teachers are given proverbs and sayings of the Russian people,
phraseological units, catchphrases. You just need to skillfully present them
children.
Along with the lessons of the Russian language, educate moral qualities
literature lessons help me too, where answers to
many questions: “What are good and evil? How to cleanse yourself of the bad
thoughts? How to learn to live among people? "
I often practice essays in my lessons - miniatures, essays -
reasoning about such moral concepts as conscience, honor,
mercy, compassion, nobility. I'm always worried about creative
the works of my students, subtly touch my soul and soothe: “On
my children are on the right path ”.
Moral issues can also be explored by example
works by A. Platonov, B. Vasiliev, V. Rasputin, V. Astafiev,
V. Belov, S. Alekseev, A. Kostyunin. Their works are not related to
the category of "light" literature that allows you to relax, forget, get away from
problems. On the contrary, they immerse readers in the most painful issues.
time: waning of goodness, lack of faith, lack of spirituality,
immorality. These writers write the truth, cry out for problems
guide us towards eternal values.
To complete the work with these authors, students
it is proposed to write essays-reasoning (for example, "Lessons
morality in ... ")
It is assumed that students will know the traditions of the people,
develop the skill of drawing up their own pedigree, will
to be guided by the concept of "spiritual values", will develop a conscious attitude to the spiritual heritage of the country. Students will be able to confidently
navigate the basic concepts of moral culture, be aware
responsibility for own life, health, for the well-being of loved ones,
will learn moral norms of behavior, will confidently understand
the terms "morality", "moral culture", "moral
feat".
Working on the formation of spiritual and moral values
students, great attention I devote to the verbal creativity of students,
development of their creativity.
Serious attention in work with students is paid to education
orthodox culture - one of the components of the spiritual and moral
education. I am convinced that children need to be taught the skills of moral
introspection, to give the opportunity to open the inner world of your soul.
The huge work of the teacher on spiritual and moral education
the younger generation is impossible without interaction with the student's family.
The teacher and parent must understand that without observing certain
moral standards, it is impossible to educate a person who will
a worthy citizen of society. And we, teachers, are always ready for
cooperation with the family in the matter of spiritual and moral education
the younger generation: not indifferent, responsible, honest,
hardworking, with an active civic position.
A person is not born rich in a spiritual and moral sense,
therefore external influence is needed educational environment... Spiritual
moral education in the lessons of the Russian language and literature is
an important means of forming children
UDC 37.035.46
I. V. Khairova
FORMATION OF THE BASIS OF CIVIL IDENTITY IN YOUNGER SCHOOLS IN THE PROCESS OF LEARNING THE RUSSIAN LANGUAGE
The article reveals the problem of forming the foundations of civic identity among primary school students in the process of teaching them the Russian language based on the use of the methodology of socio-cultural education. Presented is the diagnosis of socio-cultural knowledge among 4th grade students. The theoretical, methodological and practical aspects of the implementation of the sociocultural principle in teaching the Russian language are revealed.
Key words: foundations of civic identity, linguocultorology, sociocultural approach to language learning, national linguistic picture of the world, concept.
I. V. Khairova FORMATION OF THE FOUNDATIONS OF CIVIC IDENTITY IN PRIMARY SCHOOL CHILDREN IN THE LEARNING PROCESS RUSSIAN LANGUAGE
In the article the problem of developing the foundations of civic identity in students of junior classes in the learning process of their Russian language using a methodology of social and cultural education. Presented diagnosis sociocultural knowledge ofstudents 4 classes. Reveal the theoretical, methodological and practical aspects of implementing the principle of social and cultural learning Russian.
Key words: The basics of civic identity, the science of language and culture, socio-cultural approach to the study of language, national language picture of the world, concept.
A distinctive feature of the new educational standard of primary general education is its activity-oriented nature, which sets the main goal of the development of the student's personality. The education system abandons the traditional presentation of learning outcomes in the form of knowledge, skills and abilities, the formulations of the standard indicate the real types of activities that the student must master by the end primary education... Requirements for learning outcomes are formulated in the form of personal, metasubject and subject outcomes. Personal LUDs suggest that graduates primary school the foundations of the civic identity of the individual will be formed in the form of awareness of the "I" as a citizen of Russia, a sense of belonging and pride for their homeland, people and history, awareness of the responsibility of a person for the general well-being, awareness of their ethnicity
Of course, the formation of the foundations of civic identity will be carried out in different subjects. High potential in solving this problem has academic discipline "Russian language". After all, language is a means of forming and preserving knowledge. According to A.A. Leontiev, language is the entire system of meanings, including both linguistic and objective meanings, reflecting the qualities and properties of the real world. The word records the results of human cognition. The linguistic picture of the world is formed from the results of this knowledge. At the same time, each language creates its own special picture of the world, which reflects not only the universal, but also the national-cultural experience of the people - the native speaker of the language.
The question of the need to study language as a cultural phenomenon is relevant for the modern strategy of language education. At the same time, two terms are used in the methodology and practice to denote this approach to the study of the Russian language - a cultural approach, which presupposes, first of all, the formation of ideas about Russian culture as a material and spiritual value, the education of love for the Russian people, the formation of the Russian language picture of the world, awareness of the peculiarities of Russian language, its originality; and sociocultural, implying knowledge of cultures different nations, about human society, about the current state of society in which the student develops.
In the aspect of the problem of forming the foundations of civic identity, in our opinion, the implementation of the socio-cultural approach to the study of the Russian language becomes relevant, since the term itself is semantically broader, it comes into contact with the principles of global education, learning in the dialogue of cultures.
New anthropological approaches to the study of language and the orientation of linguodidactics to culture, to ways of conceptualizing and categorizing knowledge about the world, increased attention to the formation of a linguistic personality, its mentality require a new look at the role of the native language in the study of foreign languages. Comparison of individual phenomena in the native and target languages \u200b\u200bis carried out against a broader background of comparing fragments of linguistic pictures of the world, conceptospheres, cognitive and associative fields. Taking into account the realities of culture, the peculiarities of the conceptual division of the world, the originality of the aspects of connotation, metaphorics, knowledge of the peculiarities of the inner form of words, secondary nomination make adjustments to the study of all levels of the language.
The introduction of the linguoculturological concept of teaching languages \u200b\u200b(both native and non-native) optimizes the content of teaching the Russian language, which should reflect such problems as the relationship between language and culture, the national linguistic picture of the world, the national-cultural semantics of the word, the basic concepts of the native culture and culture of the studied language; phraseology in the national and cultural aspect, etc.
What is the level of knowledge of the culture of the Russian people among younger students? We have developed a diagnostic complex of culturally oriented questions and tasks based on the diagnosis of L.N. Novikova
Here are examples of questions and tasks of this complex. 1. Finish the proverbs: Measure seven times ... (cut once); Who will be born where ... (it will come in handy there); You can't get it out without difficulty ... (fish from the pond) An old friend is better ... (two new ones), etc. (proverbs from the elementary school course). 2. Underline an animal (fish, insect, bird), which in Russian culture denotes such human qualities as: uncleanliness - (bear, pig, donkey); stubbornness - (ram, goat); cunning - (wolf, fox, donkey) hard work - (bee, butterfly, raven), etc. 3. What did red mean in Russian culture? (beauty). 4. List the peoples you know who live in Russia? 5. Name the Russian national food, which was a daily hearty and favorite food. 6. What do the highlighted words mean in well-known phrases from A.S. Pushkin (the material is taken from fairy tales studied in elementary school), for example: "And the queen laughs ... and snapping her fingers ..." (fingers); “The term of homelands is coming; God gave them a son in arshin "( old measure length), etc. 7. Name a few that you know: a) dishes of Russian cuisine; b) folk games; c) the names of the crafts common in Russia; d) folk holidays; e) the names of "evil spirits"; f) folk signs; g) ancient Russian names; h) words that are important for a Russian person.
The experiment covered more than 300 schoolchildren of the Republic of Tatarstan. In this article, we will illustrate the results of the experiment using the example of two classes.
Analysis of the results of performing tasks of the diagnostic complex showed the following. The students coped relatively well with the first task, but not all were able to complete all six proposed proverbs. Many students were unable to complete the first and second proverbs, one of the students noted that "I have never heard the 1st and 2nd proverbs." Despite the fact that most of the students coped with the second task, some students could not correctly indicate which animals in Russian culture mean laziness, sleepiness; fidelity; troublesome. Only a few students coped with the third task. Among the most frequent answers given by the students were “blood”, “pain”, “suffering”, “love”. The fourth question of the diagnostic complex turned out to be the most difficult for the students: students have a poor idea of \u200b\u200bthe peoples inhabiting our country. There were students who could not at all name a single people living on the territory of Russia; others only named Tatars and Russians; and several students noted that only "Japanese and Chinese" live in Russia. Many students do not distinguish between such concepts as nationality and religion; country and people; republic and inhabitants. For example, in some works, schoolchildren, naming the peoples inhabiting Russia, wrote: "Russians, Russians, Rossists, Muslims, Orthodox Christians." The task in which it was necessary to determine the meaning of obsolete words from the fairy tales of A.S. Pushkin included in the elementary school curriculum turned out to be very difficult. Part of students
misinterpreted such words as "dushegreyka", "fingers", "arshin", "brocade", "columnar noblewoman", "kichka". When answering the seventh question, very few dishes of truly Russian cuisine were named. Among the most frequent answers were: dumplings, bread, semolina, pancakes, borscht. In addition, the subjects noted food that did not relate to folk cuisine, for example, "big mac, chips", etc. In the nomination of folk omens, the students named the following: if a black cat crosses the road, wait for misfortune; birds fly low - it means there will be a downpour; do not whistle - there will be no money, etc .; some subjects instead of omens wrote proverbs or invented omens themselves, for example: find a hundred rubles and you are happy; do not quarrel and there will be many friends. In many works, the nominations "names of crafts common in Russia", "folk games", "folk holidays", "ancient Russian names" remained empty. Defining words that are important for a Russian person, the students indicated the following: "thank you", "hello", "mom", "God".
In accordance with the laws of mathematical statistics, we identified low (up to 25% of completed tasks), medium (from 26% to 50% of completed tasks), sufficient (from 51% to 75% of completed tasks) high (from 76% to 100% of completed tasks) ) the levels of cultural knowledge. In the experimental class, the results were as follows: 10% have a sufficient level of cultural knowledge, 60% have an average level and 30% have a low level. In the control class, 7% of students have a sufficient level, 28% have an intermediate level and 35% have a low level.
Thus, at the ascertaining stage of the experiment, it was found that the majority of students have a low or medium level of knowledge of the culture of the Russian people.
Further, the schoolchildren were offered a set of questions that reveal the possession of sociocultural knowledge in three languages: English, Tatar and Russian. It includes issues related to customs and traditions, with the achievements of culture of an integration nature, the realities of everyday life, the position "language" is indirectly reflected in all issues. Here are some examples of questions that are included in the complex developed by us for students of 4 grades: the Tatar national holiday held in late spring; as the Tatar Father Frost is called; in Russian, animals, birds, fish answer the question "who?", and what question do they answer in the Tatar language; in Russian, it is a small building for storing old and unnecessary things, in Tatar, it is a palace; in Russia, the beginning of spring is symbolized by the Maslenitsa holiday, and what is the name of this holiday among the Tatar people; how it is customary to address other people in England: for you or for you; english verb with the meaning "to show", and in Russian - a noun denoting a bright variety show; a worldwide organization that fights for environmental cleanliness on our planet, etc.
Based on the results, matrices were compiled, then the levels of possession of sociocultural knowledge were determined. We present the general results in the table (see table / 1).
Table 1.
K la ss Number of students Low level of sociocultural knowledge Average level of sociocultural knowledge Adequate level of socio-cultural knowledge High level of sociocultural knowledge
A A 25 8% 76% 16%
BB 26 19% 54% 27%
Analyzing the answers of the students, it should be noted that certain questions caused difficulties for the students. For example, answering question 11 ("A used thing, planned to fall into" second hands "), children gave the following answers:" inheritance "," second-hand "," pig in a poke "and even" this cannot be ". Or, for example, among the answers to question 13
("A gift that you don't expect") there were also such: "win", "car" and even "PSP" (children's computer game). This is due, in our opinion, to the fact that answers to such questions require from schoolchildren a certain level of thinking and ingenuity. There were also answers with humor, for example, to question number 7 ("Hot dogs", which became popular in Russia), the answer was not "hot dog", but Belka and Strelka. But I was also gladdened by the children's knowledge of the organizations fighting for the life of our planet, since in addition to the answer from Greenpeace, there was also a response from WWF (World Wildlife Fund) - the World Wildlife Fund.
However, the greatest difficulties were caused by the issues related to knowledge of traditions and national holidays. In this block, children gave the most dashes and incorrect answers. And this is despite the fact that all these holidays are held at the general school level. Nauruz and Maslenitsa are organized at school with a compulsory concert, pancakes for Maslenitsa and Tatar national dishes for Nauruz.
This problem becomes even more relevant in the context of the task of forming the foundations of civic identity. Indeed, in order for a student to recognize himself as a citizen of Russia, his ethnicity, learn to be proud of his people, respectfully treat the cultures of other peoples, knowledge and understanding of the national and cultural characteristics (customs, traditions, way of life, etc.) of his people is necessary , the peoples that inhabit Russia, the awareness of the originality, the uniqueness of the linguistic picture of the world of their people (in comparison with other cultures and languages). The formation of national and intercultural consciousness and mentality is determined by the sociocultural approach to the study of the Russian language.
The implementation of the sociocultural approach is seen primarily in the use of texts with a national-cultural component, in the appeal to the figurative means of the language, to phraseological units, to clichés and stereotypes in the Russian national language, in the attraction of material (non-verbal) cultural objects (national household items, utensils, clothes , works of folk arts and crafts, painting, music, architecture, sculpture).
A whole lesson Russian language can be devoted to working with one word, close and familiar to students. At the beginning of this century, the Austrian school "WORTER UND SACHEN" ("Words and Things") demonstrated the importance of a culturological approach in many areas of linguistics, and above all - in vocabulary and etymology.
This creates the One Word Encyclopedia lesson series. Such lessons not only contribute to the formation of the foundations of civic identity, but also develop students' linguistic flair, interest in the subject, since the history of one word allows students to see the language alive, changing, to carry out a real linguistic micro-research.
The basic linguistic-socio-cultural task of such a lesson can be the actualization of the background knowledge of students on a particular cultural phenomenon. Lessons of this type may include the following elements:
1. Introduction of the word (Formulation of the purpose and objectives of the lesson);
2. Working with linguistic dictionaries ( explanatory dictionaries S. IOzhegova, V. I. Dahl, etymological dictionary of N. M. Shansky, school word-formation dictionary of the Russian language A. N. Tikhonov, dictionary of synonyms, dictionary of antonyms). By organizing such work in the lesson, the teacher can use group, paired forms of work, set research tasks for schoolchildren (what is the meaning of suffixes in words included in one word-formation nest, what is the difference between synonymous words), and also listen to the speeches of previously prepared students.
3. Comprehension of the phraseological material in which this word is used.
4. The life of the word in literary works.
This element of the lesson can be implemented in different ways: in the form of a quiz, a brain-ring, in the form of specially prepared reports by schoolchildren, for example, "The image of a horse in favorite fairy tales."
5. Use of texts with a national-cultural component.
6. Working with material (non-verbal) cultural objects (painting, music, national household items, etc.).
7.Creative, project assignment, involving the use of linguistic and cultural information on the topic, their deepening, systematization, expression of personal attitude towards the cultural phenomenon under consideration.
For example, in the lesson, using the word "Horse", students can be offered a choice of performing the following tasks: 1. Based on the materials available in the study, compose a text on one of the proposed topics: "Horse Day in one of the countries", "Horse history", "The history of the carriage of different peoples." 2. Questions for the brain-ring. 3. "Horse" dictionary. 4. Learn the song about the horse.
5. Description of the painting depicting a horse. 7. Write a poem about a horse or analyze a favorite poem about a horse.
We will show how work with the text in the lesson on the word "Horse" can be organized
"A horse is on the farm - what a stove in the house," says the proverb. Without a horse, the peasant could not plow the field, he could not go on his way. The horse was treasured, fairy tales were made about it, songs were sung, and even after the horse was replaced by cars, the power of their motors was measured in horsepower out of habit.
[Vocabulary work: horsepower (unit of engine power, machine, equal to 736 watts)]
In Bulgaria, Todoritsa, the Day of the Horse, is still celebrated. On this day on the outskirts of Sofia they are preparing for the races; red and white ribbons are woven into the horses' manes, and they are decorated with geranium and basil branches - symbols of spring. The riders don new embroidered shirts and specially prepared hats. And then the obstacle races begin on the meadow. A fresh loaf and gifts await the winners. (According to A. Strizhev.)
Decide on the topic of the text?
What is the main idea of \u200b\u200bthe text?
What types of speech are used in it? Prove.
At what holiday of the Tatar people is an event similar to the Todoritsa holiday held? (Sabantuy) Tell us about this holiday. What does a horse mean for the Tatar people?
“The horse for the Tatar people at all times was a friend and breadwinner. The horse was a reliable support. In the dark, deaf nights, a frisky horse carried out of a terrible, black thicket onto the road, traveled on horseback and went to lashman work - they felled the ship's forest for the king. Having saddled the faithful horse, the Tatar horseman went to the Pugachev army (army); Tatar horsemen fought in one formation with the heroes of the Great Patriotic War.
It is no coincidence that horse races are an obligatory part of the Sabantui program. Teenagers from ten to fifteen years old take part here. They begin to prepare horses for races long before the holiday: they groom, feed, take care of. When Sabantuy is already close, their legs are “warmed up”.
There is a wonderful tradition among the Volga Tatars: to present not only the fastest, but also the horse that comes last. This is usually done by older women or grandmothers. They come to Sabantuy with a cherished gift: whether a tablecloth, a scarf, or a towel, embroidered in their youth with their own hands. And they look at the horse behind, as at a human child, offended by fate. And it’s true, it has always been in the nature of the working people to extend a helping hand to the humiliated. ”
Based on the results of working with texts, you can ask students questions:
What is common in the cultures of the Tatar, Bulgarian, Russian peoples in the perception of a horse?
What qualities do the peoples endow him with?
However, not all symbols are perceived equally in all cultures. After all, concepts are verbalized in different languages \u200b\u200bin accordance with the nature and originality of the material, spiritual, social culture and mentality of a particular ethnic group, in close relationship with linguistic and pragmatic facts.
Interesting in this respect is the concept of BEREZA (within the framework of the linguocultural
approach, the concept is considered as a mental entity bearing the imprint of the spiritual appearance of a person of a certain culture). The perception of this symbol in Russian and Tatar culture does not coincide.
In traditional Russian culture, birch is a mythical tree, a symbol of the feminine principle, love, motherhood, a symbol of the memory of deceased ancestors. "The country of birch chintz" called Russia S.A. Yesenin. In the minds of Russian speakers, birch is an integral associative attribute of a national idea, an artifact and mentality of Russian culture.
The word kaen "birch" is often found in the texts of Tatar folk songs. In the songs, the symbolization of the magical and medicinal properties of birch has practically not been preserved, although in some works the birch is a symbol of a beautiful, slender girl and, in general, youth, graceful beauty, purity. Nevertheless, among the Tatars, birch is mainly a symbol of sadness, sadness, grief. Moreover, it is considered a graveyard tree. Near the house, in the gardens, Tatars do not plant birch. This is evidenced by the proverb: "kaen utyrtkan kaygyly bula", i.e. a person who planted a birch makes a grief [Typology of Tatar folklore, 1999: 33].
At the subsequent stages of learning, such a research approach to the word can become a starting point for students to create creative projects in the Russian language. Thus, high school students can be offered the following research topics: "HOUSE in the Russian and Tatar linguistic consciousness", "NATURE in the Russian and Tatar linguistic consciousness", etc. Key nationally labeled concepts can be the subject of student research. Indeed, it is in them that the ethnic mentality is actualized in the linguistic picture of the world, therefore, the study of key concepts allows us to look into the core of the national culture.
By implementing a sociocultural approach in teaching the Russian language, one can successfully solve the problem of forming the foundations of civic identity. Since in such lessons, students gain knowledge about the world, about the society in which the person lives and develops, about the people to which they belong, they gain experience of emotional and value orientation in the world, in society, in society, the individual is assimilating the norms of society and cultural values using your native language.
Literature
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