Features and problems of education of modern children. Raising children in the modern world

Under

A.S. Makarenko, A.S. Makarenko

- discipline technique;

- self-government technique;

- punishment technique.

Subjects and objects of pedagogical design.

Let's start with subjects ... They are the active participants in project activities. First of all, it is worth stipulating here that in pedagogical design subjects both adults and children become.

Depending on the type and purpose of the project activity subjects can act:

Educational and creative groups

The staff of the educational institution

Professional or network community

Education managers

The teaching staff of the institution.

Objects of pedagogical design are:

The personal potential of the teacher;

Teacher education system;

Pedagogical situation;

Holistic pedagogical process (unity of goals, content, forms, methods, means and techniques).

Pedagogical projects at the design stage.

Teacher education system in our country today it is presented in the form of a multilevel education project.

Its design is based on the standards of higher (or secondary) specialized education. The standards reflect three main blocks of vocational training teacher:

- general cultural(philosophy, logic, political science, sociology, cultural studies, language, etc.);

- psychological - pedagogical;

- subject-methodical(introduction to the specialty, etc.).

3. Design of pedagogical systems, processes and situations - complex multistage activity. It is realized as a series of successive stages. In fact, design in this case translates the general idea into detailed concrete actions.

How is the design of the pedagogical process carried out ?

Design traditional pedagogical process, classic lesson might look like this:

A clearly formulated lesson topic;

Specific definition of the purpose of the lesson;

Allocation of educational tasks in accordance with the topic and purpose of the lesson;

Determination of the equipment necessary for the effectiveness of the lesson (clarity, soundtrack of the lesson accompaniment, etc.);

Determination of the main course of the lesson;

Conclusions on the topic;

Creative homework;

Summing up the lesson - asking the children what they liked, what interested them, who actively worked, etc. Thanks to the children for a good lesson.

Let's also look at an example design of extracurricular educational activities. His project will look something like this:

Theme of the event

Determination of the venue, its registration

Scenario of the evening

The final stage evenings (what will remain in memory).

How the design is carried out pedagogical system ?

The design of the pedagogical system can be carried out in several ways:

Educational project of school work

School development concept draft

Let's take a quick look at each of these options.

Educational project of the school. To develop it, you need to do approximately the following work:

1. Carry out diagnostics of schoolchildren and their parents in order to find out what they would like to see their school.

2. It is necessary to correctly find out what nationalities and confessions children are studying at school in order to determine the peculiarities of communication, upbringing, religion and nationality (it is incorrect to celebrate only the holiday of Christian Christmas if Catholic children also study at school).

3. To develop a project of mass activity forms that would interest children and parents.

4. Draw up a joint program of school affairs.

5. To establish open connections between the school and other institutions of the microdistrict, city or region.

The concept of the content of education and the principles of its formation

Under content of education one should understand that system of scientific knowledge, practical skills and abilities, as well as ideological and moral-aesthetic ideas that students need to master in the learning process, this is that part of the social experience of generations that is selected in accordance with the goals of human development and is transmitted in the form of information his.

General principles of the formation of the content of education

1. Humanity, ensuring the priority of universal human values and human health, free development of the individual.

2. Scientific, which is manifested in accordance with the knowledge offered for study at school to the latest achievements of scientific, social and cultural progress.

3. Sequences, which consists in planning content that develops along an ascending line, where each new knowledge builds on the previous one and flows from it.

4. Historicism, meaning the reproduction in school courses of the history of the development of a particular branch of science, human practice, coverage in connection with the studied problems of the activities of outstanding scientists.

5. Systematic, which involves the consideration of the knowledge being studied and the skills being formed in the system, the construction of all training courses and the entire content of school education as systems that are included in each other and in the general system of human culture.

6. Connections with life as a way to test the effectiveness of the knowledge and skills being learned and as a universal means of reinforcing education with real practice.

7. Age appropriateness and the level of preparedness of students to whom this or that system of knowledge and skills is offered for mastering.

8. Availability, determined by the structure of curricula and programs, the way of presenting scientific knowledge in educational books, as well as the order of introduction and the optimal number of studied scientific concepts and terms.

General education at school should be combined with technical and labor training, and contribute to the vocational guidance of students. General education aims at mastering the foundations of the most important sciences about nature and society, the development of a worldview and moral and aesthetic culture. Technical education acquaints students in theory and practice with the main branches of industrial production.

Requirements for the content of education in a secondary school are determined state strategy for the development of education... Two aspects are traced in the content of education - national and universal. The general foundations for determining the content of education are: humanization, differentiation, integration, widespread use of new information technologies, the formation of a creative personality as a condition and result of a full-fledged, multicomponent learning process.

Theories of the organization of educational content

Supporters material education share the point of view of Ya.A. Comensky, according to which the main goal of the school is to transfer to students as much knowledge as possible from various fields of science. Graduate past good school should become encyclopedically educated.

Many well-known teachers of the 19th century were adherents of material education. Encyclopedic model was accepted in most prestigious educational institutions in Europe, in particular in Russian classical gymnasiums. Along with the undoubted advantages, material education also has disadvantages. This is a weak link between courses that are overflowing with educational material that is not always necessary for the development of students. Under these conditions, the teacher is forced to hastily, often superficially, teach the subject; curricula can only be drawn up according to a linear scheme.

In contrast to the representatives of encyclopedism, supporters didactic formalism(Locke, Pestalozzi, Kant, Herbart) aimed not so much at mastering students with factual knowledge as developing their mind, their abilities for analysis, synthesis, logical thinking, but the best remedy for this, they considered the study of Greek and Latin languages, mathematics, while underestimating the importance of the humanities for the formation of a comprehensively developed personality.

K. D. Ushinsky criticized the theories of formal and material education, arguing that it is necessary not only to develop students, but also to equip them with knowledge and teach them to use them in practice.

Didactic utilitarianism(D. Dewey, G. Kershenshteiner, etc.) proceeds from the priority of the student's individual and social activities. He must engage in those activities that have allowed civilization to reach the modern level. Therefore, attention should be focused on constructive activities: teaching children to cook, sew, introduce handicrafts, etc. Around this utilitarian knowledge and skills, information of a more general nature is concentrated. Didactic utilitarianism strongly influenced both the content and the methods of work in the American school.

Problem-complex theory, proposed by the Polish scientist B. Sukhodolsky, suggests studying individual school subjects not separately, but in a comprehensive manner, making the subject of students' cognitive activity problems, the solution of which requires the use of knowledge from various fields. This theory in many respects has something in common with the "project method" well-known in the history of pedagogy.

The content of training, according to the Polish professor of pedagogy K. Sosnitsky, should be organized in the form of a lattice of large structures containing the main system-forming components. Hence the name of the theory - structuralism... This is the only way to avoid content overload and reduce the volume of training material without compromising the quality of training. In high school, the principles of systematicity, consistency and historicism should be abandoned, organizing structures according to a logical principle. This principle is applicable only when studying exact subjects.

Verbal teaching methods

These methods occupy a leading place in the system of teaching methods, allow you to transfer large-scale information in the shortest possible time, pose problems to the student and indicate ways to solve them.

Verbal methods are classified as follows views: story, explanation, conversation, discussion, lecture, work with a book.

1. Storytelling method involves an oral narrative presentation of the content of the educational material. From a pedagogical point of view, the story should:

- to ensure the ideological and moral orientation of teaching;

- include a sufficient number of vivid and convincing examples, facts;

- have a clear logic of presentation;

- be emotional;

- to be available;

- reflect the elements of personal assessment and the teacher's attitude to the stated facts, events.

2. Under explanation one should understand the verbal interpretation of the laws, essential properties of the studied object, individual concepts, phenomena.

Explanation Is a monologue form of presentation.

Using this method requires:

- precise and clear formulation of the task, the essence of the problem, the question;

- consistent disclosure of causal relationships, argumentation and evidence;

- use of comparison, juxtaposition, analogy;

- attracting striking examples;

- impeccable logic of presentation.

3. Conversation- a dialogical teaching method in which the teacher, by posing a carefully thought-out system of questions, leads students to understand new material or checks their assimilation of what has already been learned.

Types of conversations: introductory or introductory, organizing conversations; conversations-messages or identification and formation of new knowledge (heuristic); synthesizing, systematizing or reinforcing.

During the conversation, questions can be addressed to one student ( individual conversation) or students of the whole class ( frontal conversation).

One of the types of conversation is interview.

The success of conducting conversations largely depends on the correctness of the formulation of questions, which should be short, clear, meaningful.

4. Main purpose training discussion in the learning process - stimulating cognitive interest, involving students in an active discussion of different scientific points of view on a particular problem, encouraging them to comprehend various approaches to arguing someone else's and their own position. Before holding a discussion, students must be thoroughly prepared, both in content and formal terms, and the presence of at least two opposing opinions on the issue under discussion.

5. Lecture- a monological way of presenting voluminous material. The advantage of the lecture is the ability to ensure the completeness and integrity of the students' perception of the educational material in its logical mediations and interrelationships on the topic as a whole.

A school lecture can also be used when repeating the material covered ( overview lecture).

6. Working with a textbook, book- the most important teaching method.

Techniques for independent work with a printed source: note-taking; drawing up a text plan; citation; annotation; peer review; drawing up a certificate; compilation of a matrix of ideas - comparative characteristics of homogeneous objects, phenomena in the works of different authors.

Choice of teaching methods

Choice of teaching methods cannot be arbitrary.

In pedagogical science, on the basis of studying and generalizing the practical experience of teachers, certain approaches have developed to the choice of teaching methods, depending on the various combinations of specific circumstances and conditions of the educational process.

Choice teaching methods depends:

- from the general goals of education, upbringing and development of students and the leading attitudes of modern didactics;

- features of the content and methods of this science and the studied subject, topic;

- the peculiarities of the teaching methodology of a specific academic discipline and the requirements for the selection of general didactic methods determined by its specifics;

- goals, objectives and content of the material of a specific lesson;

- the time allotted for the study of a particular material;

– age characteristics students;

- the level of their real cognitive abilities;

- the level of preparedness of students (education, upbringing and development);

- features of the classy team;

- external conditions (geographic, industrial environment);

- the material equipment of the educational institution, the availability of equipment, visual aids, technical means;

- the capabilities and characteristics of the teacher, the level of theoretical and practical training, methodological skills, his personal qualities.

When using the complex of the named circumstances and conditions, the teacher makes, in one sequence or another, a number of decisions: on the choice of verbal, visual or practical methods, reproductive or search methods for managing independent work, methods of control and self-control.

So, depending on the didactic goal, when the task of acquiring new knowledge by students is brought to the fore, the teacher decides whether in this case he will express this knowledge himself; Does he organize the acquisition by students by organizing independent work, etc. In the first case, it may be necessary to prepare students for listening to the teacher's presentation, and then he gives the students a task either to conduct certain preliminary observations, or to preliminary read the necessary material. In the course of the presentation itself, the teacher can use either an informational presentation-message, or a problem presentation (reasoning, dialogical). At the same time, presenting new material, the teacher systematically refers to the material that the students received in their preliminary independent work. The teacher's presentation is accompanied by the demonstration of natural objects, their images, experiments, experiments, etc. At the same time, students make certain notes, graphs, diagrams, etc. The combination of these intermediate solutions makes one holistic decision on the choice of a certain combination of teaching methods.

In modern conditions, a personal computer is becoming an important teacher's tool in choosing the optimal teaching methods. It helps the teacher "filter" the methods depending on the specific learning conditions and choose the paths that meet the predetermined criteria.

Actual problems of modern education.

The domestic system of upbringing, as well as the state of Russian pedagogy as a whole, is today usually characterized as a crisis and a whole range of urgent problems can be singled out in it.

First of all, this is a problem associated with the search for ways to revive in Russian society a sense of true patriotism as a spiritual, moral and social value. The feeling of patriotism is unthinkable without national identity based on a sense of spiritual connection with the native people. Historical experience shows that ignorance of the culture of one's people, its past and present leads to the destruction of the connection between generations - the connection of times, which causes irreparable damage to the development of a person and the people as a whole. Because of this, there is an acute need to revive and develop the national consciousness of all, even the smallest peoples of Russia. This is the meaning of the existence of the Russian school, its activities in line with revival of spiritual traditions of national education.

The Russian Federation is a country in which different peoples, nationalities, ethnic and religious groups live. For many decades, education was based on the idea of rapprochement, merging of nations and the creation of a non-national community. Modern Russian society lives in conditions of especially heightened social anxiety, since collisions in everyday life, public transport, and trade are easily transferred to interethnic relations. The explosion of ethnic hatred prompts to analyze the origins of such phenomena, to realize their causes - not only socio-economic, but also pedagogical. Because of this, the problem becomes especially relevant formation of a culture of interethnic communication as an effective means of reaching agreement between people, representatives of different nations and nationalities.

The reality of modern Russian society is the fact that more and more nations and nationalities are declaring their full independence, and Russia is being filled with refugees from all the republics of the former Soviet Union. At the same time, there is an increase in extremism, aggressiveness, expansion of conflict zones and conflict situations. These social phenomena especially affect young people, who are characterized by maximalism and a desire for simple and quick solutions to complex social problems. In these conditions, the problems of the formation of the ethics of student behavior in a multinational environment are of paramount importance, education of interethnic tolerance. The activities of all social institutions and, first of all, schools should be aimed at solving this problem. It is in the school community that a child can and should develop humanistic values and a real readiness for tolerant behavior.

The trends of social development, characteristic of today's Russian reality, have actualized problem family education. The large-scale crisis that gripped our country had a negative impact on the material and moral health of the family as an institution of natural biological and social protection of the child and exposed many social problems (an increase in the number of children born out of wedlock; social disorganization of families; material and housing difficulties of parents; unhealthy relationships between relatives; weakness of moral foundations and negative phenomena associated with the degradation of the personality of an adult - alcoholism, drug addiction, malicious evasion of responsibilities for raising a child). As a consequence, the number of disadvantaged families is growing.

A striking manifestation of family dysfunction is the growth of violence against children, which takes many forms - from emotional and moral pressure to the use of physical force. According to statistics, about two million children under the age of 14 suffer annually from parental abuse. Every tenth of them dies, and two thousand commit suicide. For this reason, the search for ways to increase the effectiveness of family education was named among the priority areas of the Federal Target Program "Children of Russia" (2003-2006), which makes the solution of this problem one of the most important in pedagogical theory and practice.

These are, from our point of view, the most actual problems modern upbringing, on the successful solution of which the fate of the younger generation and the nation as a whole depends.

3. The concept of "pedagogical design", the history of its development.

Under pedagogical design means the preliminary development of the main parts, details that are necessary for the further activities of students and teachers.

Pedagogical design is used by every teacher and is its main and significant function. This can be explained by the fact that it is organizational, gnostic (search for content, methods, means of interaction with students) and, of course, communicative.

Pedagogical technology is understood as sequential movement, which is continuous and all components, stages, states, processes, phenomena, participants in this movement are interconnected.

Consider the history of the development of pedagogical design and technology. Engineering disciplines such as systems engineering, operations research method, decision theory, network planning, ergonomics, and technical aesthetics were the beginning of the development of educational technology and design. All of these disciplines were built on the basis of design theories, which in one way or another link technology and humans.

In domestic pedagogy, the founder of the theory and practice of pedagogical design can rightfully be considered A.S. Makarenko, who considered the educational process as a peculiarly organized "pedagogical production". A.S. Makarenko was against the disorganized process of upbringing, the consequence of this was his proposal to develop a unified system of upbringing, and in the end he became the developer of pedagogical techniques. Because A.S. Makarenko participated in the development of the education system, then his proposal was to combine and improve concepts such as:

- discipline technique;

- the technique of the conversation between the teacher and the pupil;

- self-government technique;

- punishment technique.

To design in a person, a pupil of all the best, to form a strong and

educational adolescent professional education

Education: concept, forms of education in the history and context of our time

The progressive development of any state is based on its spiritual wealth. The spiritual values of any nation and society become the most important factor determining their future.

In modern conditions of development of our society and state, the level of spiritual and moral culture of the younger generation remains the most acute problem. An unfavorable demographic situation, an increase in crime, the leveling of the family as a value, a loss of patriotic consciousness, a decline in the level of health and quality of life require a serious revision of the vectors for the development of education, determining its not only material, but also spiritual resources. While material resources have recently been helped to increase through national projects, spiritual resources are still causing serious concern.

There is still no system in society that would fight against negative phenomena that have a corrupting effect on the souls of people. Russian education, after modernization and reform, has lost its educational function. Following the pioneer and the Komsomol, our children lost both the Timurov movement, and clubs of international friendship, and military parades of the military song, and "Zarnitsa", and patronage, and competitions for the right to be right flank ... At one time, these and other forms really contributed to education collectivism, leadership qualities, love for the Fatherland, respect for other peoples, the desire of the elders to help the younger. In return, we received a flurry of propaganda of cruelty, violence, indifference, cynicism, pouring down from TV screens and computers.

Who can resist this onslaught today? First of all - the family, the organized system of upbringing in educational institutions, the church. These social institutions have always fought for the preservation of morality, the moral foundations of Russian society, as the most precious thing they protected the spiritual world of people from callousness, rudeness, careerism.

Life dictates the need to form an active civic position among students, to involve them in socially useful activities, to promote a healthy lifestyle, physical and moral development.

In modern Russian society, the idea of patriotism can and should become the core around which high, socially significant feelings, beliefs, attitudes, aspirations of young people, their readiness and ability to take action for the good of the Fatherland are formed. True patriotism presupposes the formation and constant development of a complex of positive qualities, the basis of which should be the spiritual, moral and sociocultural components. Patriotism appears in the unity of spirituality, citizenship and social activity of a person who realizes his inseparability, inseparability from the Fatherland.

The family plays an important role in the upbringing of the younger generation. It is in the family that those basic worldview, moral positions of the child, his guidelines, ideas about good and bad are laid, which then, at the subsequent stages of upbringing and education in an educational institution, are only concretized. The family should become a partner of the state in the implementation of patriotic education of youth and children. The father's house attracts people with warmth and openness, creates opportunities for self-realization and self-expression. It is love for the Motherland that preserves the people for centuries, provides them with a resource not only for survival, but also for self-development, unlocked potential.

The problem of preserving and strengthening the health of the population is extremely urgent, both for the present and for the future of Russia. The preservation and strengthening of the health of students and adolescents is the most important task of modern education. The quality of education, the formation of key competencies of students are directly dependent on their physical fitness. Everyday physical exercise contributes to the spiritual in physical health of children and youth, their active participation in various forms of creative socially useful activities, including sports and art, the formation of an orientation towards spiritual and moral values, the revival and development of the best traits inherent in a Russian - kindness , generosity, mercy, high spirituality, combined with physical strength, health and talent in various types of creative activity.

After the October Revolution of 1917 and until the mid-1980s. in our country, the concept of education was determined by the characteristics of the communist ideology and totalitarian society. Despite some achievements in the theory and practice of upbringing (first of all, this is due to A.S. Makarenko, who put at the forefront the multi-age team and its influence on the formation of the child, since “care for the younger ones, respect for the elders, the most tender nuances comradely relations ”), it was aimed at the formation of people devoted to communist ideology, possessing qualities useful for socialist construction, as a result of which the concept of the self-worth of the individual was lost. However, during the period of the "thaw", after the XX Congress of the CPSU (1956), which condemned the personality cult of Stalin, changes began in pedagogy as well.

V.A. Sukhomlinsky (1918-1970), who believed that moral education begins with the first steps of a child's conscious life, became a symbol of humanistic quests. According to Sukhomlinsky, “to educate a conscience means to affirm in a person the idea of how people will appreciate his act, to ensure that a person is afraid of condemnation of people and would always see himself as if illuminated by the bright light of human rumor, of what our people they call hearing, plum ... To educate a conscience means to teach a person from childhood to give himself to other people, to experience the need for a person. " An approach to a pupil based on enduring universal human values presupposes the assimilation of such moral categories by children as happiness, freedom, honor, dignity, duty, justice, respect for the dignity of the person of another. At Sukhomlinsky's school, these categories were assimilated through caring for others, through the formation of the ability to sympathy and empathy.

The problem of educating a person as a bearer of morality acquires special relevance at the end of the 20th century. in connection with the increasing technocratization of society, pragmatization of the social life of people, accompanied by a decrease in moral barriers.

Interesting is the experience of educating a worthy personality, proposed by V.F.Shatalov in works that reveal the basic principles and content of the methodological system developed by him ("Where and how the troikas disappeared", 1979; "Pedagogical prose", 1980; "The experiment continues", 1989, and etc.). The teacher reflects on the influence of assessment on the formation of a person's personality, which, if mistreated with it, can become a means of oppressing the personality, that sometimes “in the pursuit of momentary external results” the main thing is overlooked - the person, his attitude to other people.

In the second half of the 80s, GT. as an alternative to official pedagogy, the idea of cooperation pedagogy was put forward and substantiated (Sh. A. Amonashvili. E. N. Ilyin, V. F. Shatalov, M. P. Shchetinin, etc.), based on providing students, where possible, free choice and called for a dignified collaborative work of educators and students.

According to Sh. A. Amonashvili, humane pedagogy should contribute to the realization of the nature of each person, which in children manifests itself in the desire for development, passion for freedom, the need for growing up - this is precisely its highest meaning and main purpose; “The personal-humane approach is to make what is necessary for assimilation in a certain period of the pedagogical process meaningful, that is, so that the child is aware of learning task(pedagogically and socially compulsory)

Science and practice continue to move along the path of humanistic transformations. Humanistic pedagogy is human-centered, recognizing respect for the dignity of his personality. First of all, it is distinguished by the fact that priority is given to the development of mental, physical, intellectual, moral and other spheres of the personality, the formation of a free, independently thinking and acting humane personality, capable of making informed choices in various educational and life situations, providing conditions for a successful reorientation of educational and educational process. Humanistic pedagogy requires to present reasonably formulated requirements to the pupil, to respect his rights.

The humanistic concept of public education practically means the introduction of a new type of education, focused on the development by students of culture and universal values, modern achievements of science and technology, the necessary experience, which presupposes the maximum disclosure of the creative potential of the individual on the basis of his self-determination and independence as a subject of the cultural and historical process.

In the light of this concept, an educational institution becomes the most important cultural and educational institution. Its main and strategic goal is to train an intelligent, educated and cultured person who has creative thinking, self-esteem and responsibility, who knows how to improve himself, build harmonious relationships with the world, nature, and other people.

The concept of "upbringing" for the domestic education system is inextricably linked with the spiritual and moral formation and development of a person. Moreover, if we consider learning from the point of view of mastering certain knowledge by the participants of the educational process.

All this is achieved on the basis of the humanization of the entire education system, cultural and free communication, pedagogy of cooperation and co-creation, through the use of new technology, active forms and methods of teaching and upbringing. At the end of the 20th - beginning of the 21st century, a fundamentally new pedagogical situation arose, when every teacher, every pedagogical collective had the opportunity to design educational systems that were adequate to the nature of childhood, cultural and historical traditions of society. The consequence of this was the emergence of a significant number of humanistically oriented concepts of upbringing, in which upbringing is considered in different aspects.

The purpose of education in the XXI century. there should be assistance to the individual development of a person, the formation of high moral qualities in the veto, civic consciousness. The dominant feature of the new upbringing, which allows students to realize themselves at all stages of their personal development, is the principle of forming the personal success of students and pupils in society.

Instilling in students humanistic ideals, including tolerance, collectivism, mutual understanding, responsibility, recognition for others of the right to respect for the dignity of their personality - one of the main tasks of the modern educational process.

Hardly anyone would argue with the fact that modern children are very different from the children of the 90s of the last century. Modern upbringing children goes beyond the ordinary.

Information technology, electronic media often replace books and textbooks. Children's toys more and more resemble robots from fantastic dreams, you can play them virtually.

There is a significant break in interpersonal relations in the family. But children, just like in the last century, want to be needed and loved by their parents, and parents see the future of their children in rainbow colors.

To make parenting aspirations come true, you need to stop and think about the fact that children cannot climb alone in this complex, incredibly fast-paced life, and take an active part in modern parenting.

Modern parenting: intergenerational relationships

In order for educational work to have a tendency to success, first of all learn to respect the child. The little "prince" or "princess" deserves the same respect as your colleagues at work. Listen to their statements, do not criticize, especially since in some issues modern children are smarter than you and me.

A new approach to raising children considers all the issues of modern society.

Try to be an example to your child. Children absorb the behavior of adults, elevating it to the status of their own. Watch what games your child is playing while sitting at the computer or with friends in the yard. Help your child learn to distinguish between good friends and casual, destructive personalities. It is especially important that on the threshold of adolescence, a child is adapted in society and can distinguish between the main facets and nuances of modern society.

Modern upbringing of children involves instilling independence and initiative in a child. Do not take care of children too zealously from minor troubles. Give them the chance to make independent decisions and be responsible for them. Allow to show and implement your initiatives, even if sometimes they end in failure, the child will feel his own worth and learn a lesson.

You can talk a lot about the methods and principles of raising modern children. Today there are many contradictory and not always adequate methods. But there is no completely bad method. Each has its own grain of truth. In addition, each method of modern parenting is based on significant research and long-term analysis of the behavior of the younger generation.

Raising children according to Torsunov

Today, among many parents and teachers, the Torsunov method for raising children is very popular. The author believes that personality is formed from the experiences of previous lives. According to his theory, there are personality categories assigned to the child by the very fact of birth. The categories are divided into four types - scientists (inclined to study and research), managers (inclined to leadership), traders and business executives (practical and those who want to get rich), artisans (practitioners). There is a fifth type - losers. These include people who did not receive a decent upbringing in childhood, whose parents were unable to help the child show their abilities.

In the method of raising children according to Torsunov, 4 methods of influencing a child are provided.

Upbringing in the first way involves cooperation between children and parents. It is based on the development of the child's individual personality with the presence of the authority of the parents.

The second way of raising children, according to Torsunov, is education in passion. The method is encouraging, i.e. education with a material interest.

The spoiledness of children belongs to the third way of upbringing - this is upbringing in ignorance.

Impersonal upbringing, in which complete indifference is shown to the child, belongs to the fourth type.

Vedic culture considers all these options from the standpoint of the abilities that are inherent in a person at the level of past lives. At the same time, modern upbringing of children should take these abilities into account and develop them in the appropriate direction.

Obedience and further development of the personality is based on the principle of listening. Hearing penetrates the mind, and he directs the psyche and will. Therefore, parents should teach the child to listen and hear. The parents' own positive example for the child is the standard.

The new approach to raising children, in fact, has the same moral foundations, but they are determined by different dogmas and formulations.

The main focus of this method is intelligent love for your child.

Raising children according to Kushnir

Asher Kushnir, a famous Russian-speaking rabbi, conducts popular video lecture courses on modern parenting. In his lectures, Kushnir encourages parents to systematically learn this process. The majority of people raise their offspring using the methods of raising their parents. Sometimes, children grow up in families where either established methods of upbringing reign at the level of previous generations, or the upbringing process is completely absent.

Insisting on teaching parents the methods of modern child-rearing, Kushnir reminds that teachers learn to raise 5-year-old children in higher educational institutions. Lacking basic knowledge about raising their child, parents often face various difficulties. Problems are especially acute when their child enters adolescence.

On the issue of raising children, Kushnir insists on teaching children in schools about family communication. In addition, the author of the method draws attention to the fact that the method of unconditional subordination of children to their parents is considered to be outdated at the modern level of development of society. But a replacement method has not yet been developed.

Therefore, the rabbi's advice is aimed at a sensible approach to any modern method of education. Parents should criticize and analyze their concept.

Kushnir classifies the upbringing of children as one of the most important problems of our time. He urges to wisely follow traditions and take into account the knowledge of modern psychology.

Litvak on raising children

When raising children, different methods and different approaches, at their core, still imply friendly forms.

In raising children, Litvak uses the "sperm method" developed by him. The method is based on the principle of penetration, onslaught and the ability to maneuver. When raising a child, Litvak advises to proceed from the fact that you can teach by reverse action. Litvak considers the style of suppression unacceptable. When using his method of raising children, Litvak believes that a negative process is possible at the initial stage of his method. There is no need to stop. Go ahead and you will make significant progress in raising your children.

There are many different trends in modern society. A new approach to parenting is sometimes risky. But you can listen to each method, take all the best of them and use them in raising your children.

GBOU SPO EPK KK

Classroom Leadership Report:

"Problems of modern education in modern Russia"

Prepared by:

Student group Sh-21

Tour Anastasia

2015, Yeysk

Introduction

Over the past 10 years, issues of education and upbringing have not left the pages of newspapers and magazines. One discussion replaces another. The assertions that the existing education system cannot meet the increased demands of production, science and the entire continuously growing complexity of social life have become banal. Almost everyone agrees with this. Discrepancies arise later, when a discussion of the question begins, what is the essence of these inconsistencies, or "gaps", what are their most characteristic manifestations and what needs to be done to eliminate them. The problem of the development of upbringing undoubtedly deserves the closest attention, since, in fact, we are talking about the future of Russia, the value orientations of our society, and, by and large, about the national security of the country, the roots of which lie in the upbringing, civil formation of the younger generation, the formation of he is ready for worthy service to the Fatherland. It would be logical to consider two problems separately. The first is the problem of educating society, the second is the problem of the formation of the same society in modern Russia. In these problems, the object of research will be society itself, and the subject of research is the system of education and upbringing.

Upbringing - purposeful personality formation in order to prepare it for participation in social and cultural life in accordance with socio-cultural normative models. A-prioryAcademician I.P. Pavlova , upbringing is a mechanism to ensure the preservation of the historical memory of the population.

Modern methods of education

Perhaps it is difficult to find parents who would not like to raise a good child. Most people in the process of raising children relies on their life experience, on how they were brought up in their time. Meanwhile, there is ample evidence that previous parenting methods fail and do not bring the expected results. Sometimes the effect of their use is exactly the opposite. What are the reasons for this phenomenon? The changes taking place in the modern world require new, extraordinary approaches to the problem of education, the search for alternative modern methods raising children.

Authoritarian parenting methods The methods of raising children, which are still used by the overwhelming majority of parents, were formed in the family over the centuries under the conditions of a feudal society, and then under the conditions of bourgeois or socialist democracies, the basis of which was an authoritarian regime. These are authoritarian methods of raising children. The basic principle of such methods is the requirement of the unquestioning submission of children to the will of their parents. In the arsenal of educational measures, there are such methods of influence on the child as order, reprimand, shout, threat, ridicule, punishment, including physical. At the same time, the child is viewed as a kind of negative, hostile subject who always strives to do something wrong, who constantly needs to be pulled back, directed. Fear is at the heart of the motivational mechanisms of children's actions with such methods.

Democratic parenting methods are new, modern methods that were born under the influence of democratic transformations taking place in the world around us. Such modern methods of raising children are based on the rejection of coercion, subordination of children's actions to the wishes of their parents and their conflict-free reorientation from bad behavior to good behavior. The use of these methods involves the study of the child's perception of certain facts or events in life and providing him with unobtrusive assistance in their correct assessment. The child is not seen as good or bad, but as a living person who tends to be wrong. Actions are evaluated, not he himself. Actions that take into account the interests of all parties to the conflict are positively assessed. Family relationships are not built on children's fear of imminent punishment, but on the principles of mutual understanding, trust, mutual respect, and unconditional love. The motivation for the actions of children in this case is an internal urge to action and the choice of the correct course of action based on their own ideas about what is good and what is bad.

Parenting goals

A positive result educational impact is not considered unconditional fulfillment of parental orders, but the correct choice of the necessary action in specific life circumstances and its conscious implementation. These methods contribute to the development of a child's sense of self-confidence, courage in decision-making, initiative, responsibility, honesty, democracy, friendliness. Growing up in a family where respect and love are at the heart of relationships, such children go out into the adult world open, sincere, capable of giving love to other people.

Education problems in modern society

In modern conditions of development of society, the direction of education is determined by the unity of goals and content. Consequently, highlighting in education such directions as: mental, labor, moral, aesthetic and ideological and political, we will get an integral educational system. In children, memory, attention, imagination are of an involuntary nature and are, as it were, intertwined with their cognitive activity, therefore, the activity should have a certain logic, but instead of intensive cognitive activity, we offer the child a passive one - at a computer or TV, thereby developing a “clip” thinking".

An important direction of the educational process is ideological and political education, which implies the formation in a child of the foundations of citizenship, a responsible attitude towards the family, his people and the Fatherland. Now you can quite often hear the following phrase from children: I’ll learn and leave this “terrible” country! Why are we so clogged the brains of our own children that they are already at this age ready to give up everything and start living in another country. The history of one's own people, settlement, family is nothing compared to material well-being, it is material well-being created by someone, and not by himself, that comes to the fore when formulating such a child's desire. We disaccustomed him to work, but we taught him and continue to do it successfully - to consume.

The essence of moral education lies in the formation of a child's system of attitudes towards society, other people, and himself. Probably, to the above educational directions, which were traditionally used in solving educational problems, it is necessary to add others. Now in modern society, new directions of educational work are being formed, such as economic and legal, they require their attention and detailed development. It is time to get rid of right-wing and economic nihilism and from an early age to form in children the qualities that determine social behavior in conditions of legal and economic protection of the individual.

In the modern world, about 90% of the population is believers, therefore, the role of confessional education is great, and one should not close our eyes to this phenomenon. Like any innovation, the process of modernization of society has positive and negative sides, as well as negative side effects: the destruction of traditional institutions and lifestyles led society to social disorganization, chaos and anomie; scale up deviant behavior among children, adolescents and youth, youth crime has become the norm.

The question of interactions and relationships of different ages stood sharply at all times. The worldview, principles, views on the world and a person's place in it have always been different among representatives of different generations.

So, for example, young people are a group that is still in a state of forming values and ideals, assimilating traditions and customs existing in society. In a situation where society itself has no norms, the orientation of young people in the existing system becomes doubly problematic.

Now Russia has a minimum of workers, it is not fashionable to be workers, the factories are mostly idle, there are no peasants - farmers have appeared, and it is not clear who they work for. Basically, the whole country sells, mediates, steals, stands from churches and begs for alms, you can also cite a number of "new" so-called professions. Now all of us, if not lawyers, then economists, if not bankers, then insurance agents, and the rest are in the intervals between those and those. We stopped noticing that the consumer attitude to the world around us and to each other distorts our sense of time. All this leads to the destruction of interpersonal ties in people of different generations, and the worst thing is that such destructive processes occur in the youth environment. This destruction of the youth environment threatens the destruction of the entire society. Since we are talking about fundamentally new approaches to life management, then without relying on science and education, which we understand as a triad consisting of upbringing, training and personal development, this is impossible.

Consequently, removing a person's indifference towards himself, his present and future, we will be able to launch creative processes in society even in the face of modernization of the social system, relying on the combined efforts of the state and the family. To do this, it is necessary to encourage children from childhood to talk freely, to fantasize about scientific achievements, about possible options for the development of mankind, to use the latest technological advances in education only after teachers have been thoroughly trained. Everything new must be introduced, carefully relying on the principle - do no harm. In a word, love for your Fatherland, for your people, is unthinkable without concern for its future.

Class hour moral education on the topic "What is politeness"

Targets and goals:

To instill in children a culture of behavior;

The desire to use polite words in your speech.

Preliminary work

Preparation of dramatization of the poem on the topic of the class hour.

Class hour

Discussion of A. Barto's poem

Listen to A. Barto's poem about a schoolchild and think about whether this boy can be called polite.

Friends, here's just in case
Poems about one student:
His name is .. but by the way, it's better
We will not name him here.

He is often lazy
Say at the meeting: "Good afternoon!"
And he is shy, silent.
And at best "great"
He says hello instead.

"Thank you", "hello", "sorry"
He was not used to pronouncing.
The simple word "sorry"
His tongue did not prevail.

And instead of the word "goodbye"
He doesn't say anything.
Or say goodbye:
"Well, I went, bye, just ..."

Issues for discussion:

What words does the hero use when meeting and saying goodbye?

What words should you say?

What is "courtesy?" ( it is respectful of other people)

Why do you need to be a polite person?

What is the opposite quality to politeness? (rudeness)

Is it pleasant to communicate with a boor?

Playing situations

The teacher organizes work in teams. The team's task is to stage one of the poems. After the performances, the children discuss the situations they have played out. The first team dramatizes the poem "Lapusya" by S. Mikhalkov.

I do not know what to do -

I began to be rude to the elders.

Dad will say:

The door is open!

Pretend it, hero! -

I answer him angrily

I answer:

Close yourself!

At dinner, mom will say:

Bread, paw, pass it on! -

I whisper in reply stubbornly:

I can not. Give it yourself! -

I love my grandmother very much

All the same - and I am rude to her.

I adore my grandfather,

But I also object to my grandfather ...

I do not know what to do -

I began to be rude to the elders.

And they to me:

Darling,

Eat faster! The soup is getting cold! .. -

And they to me:

Sonny,

Should I put in another piece? -

And they to me:

Granddaughter,

Lie down, paw, on the side! ..

Why do you think a boy is rude to adults? ( children's answers)

We can learn about this from the following poem.

The second team dramatizes A. Barto's poem "Confession".

Go find out

Go understand

What happened to the guy

Eight years!

He is all, one miserable day,

I almost brought him to tears.

His name is - it stands like a tree stump,

As if it had grown into the ground.

- Don't drink raw water! -

Neighbor advises.

One glass, then another

Andryusha drinks back.

Go find out

Go understand

What happened to the guy

Eight years!

- You will come to dinner at three o'clock, -

His mother told him.

He muttered, `` I know myself ... ''

And he showed up at five.

- What about you, Andryushenka? -

And the son confessed to her:

- When I disobey you

I look older!

Why didn't you listen to Andryusha?

Did he really look older? Why? ( children's answers)

The third team dramatizes B. Zakhoder's poem "Very polite Turkey"

Settled
In the House
All of a sudden
Very Polite Turkey.

Thirty times a day
At least,
He shouted:
- Hey, you ignoramuses!
Come on in, or something, for a visit -
Learn from
Vezh-
whether-
re-
ty!
I myself, - Turkey shouted, -
Doctor of Polite Sciences,

And my wife is an example
Wonderful manners:
Even when she sleeps
It can be seen that she was brought up!

Don't be shy, Donkey!
Come in, sit down at the table!
Why are you silent like a fish?
Say: "I'll come, thanks!"
Don't be a pig, Pig. -
He's waiting for you
My family!
Only earlier would
Washed
You are your pig's snout!

No matter how he fought,
but
Nobody went to Turkey -
No Cow,
No Dog,
Neither Khavronya,
No Donkey!

Turkey turned blue with anger:
- Do not go, impudent, to visit!
All work wasted in vain!
All of them are noodles!

What can you say about Turkey?

Why didn't anyone go to him? ( children's answers)

Reading the story of Y. Ermolaev "Spoken"

Sometimes it happens that a girl or a boy at school behaves politely, culturally, and at home they turn into completely different children.

Listen to this story and tell us how everyone knew the true face of Ira.

Mom and Dad bought Irochka a parrot. Ira immediately began training. She taught the parrot to meow, bark, say "hello guys!" and wanted to show it to my classmates. Let them know what a capable trainer she is. I got together with the parrot to school, and my grandmother asked her:

- Go, Irochka, to the store for tea.

- Here's another! - Irochka refused. - I am busy! Leave me alone! Every time she told her grandmother like that, when she asked her to do something: "Leave me alone!", "I have no time!" or "Here's another!" Ira took the cage with the parrot and carried it to school. Classmates surrounded Irochka:

- Just ask your parrot something! Let him answer.

- I'll ask now. Only you do not make noise, - ordered Ira and said to the parrot: - Say hello to the guys, Chico!

And the parrot, instead of saying “hello, guys!”, Ruffled all over and shouted to Irochka:

- Leave me alone!

The guys were surprised, and Ira was embarrassed, but immediately asked the parrot again:

- How does a cat meow? Meow at us, Chico. The parrot looked sideways at Irochka and creaked:

- Here's another!

- How does the dog bark? - Irochka asked almost crying. - Poop the dog, Chico!

- Very necessary! I am busy! - shouted the parrot and, jumping from one perch to another, turned away from Ira.

The guys laughed, and Ira got angry:

- How nasty you are, Chico! You don’t want to say anything.

- How does he not want to? - Vitya, the counselor, objected to Irochka. - He told us a lot. Well done, Chico!

Discussion of the story

Making a courtesy plan

We all live in a society, next to each other, therefore it is necessary to live in peace and harmony and lend a helping hand to each other. - I suggest you work in teams and draw up rules of courtesy.

The teacher and the children write the rules on the board.

First rule: always use polite words.

The teacher reads the poem "Good afternoon"

The day was gray, bad weather,
A shadow thickened over the ground.
- Good day!
A passerby said.
I answered:
- Good day!

After this moment
Until the end of the big day
For some reason the mood
Was kind
I have.

Rule two: if you offended someone, then apologize.

The teacher reads the poem "Politeness"

The mouse stepped on the elephant's leg.

For more than two minutes, the elephant could not step.

The mouse was upset: “Oh, what a pity! "

The mouse apologized: “I'm sorry, please! "

The elephant said: “Well, okay, it happens.

Politeness also helps with pain.

Rule three? If you made a mistake, then ask for forgiveness.

The teacher reads the poem "Sorry"

Daddy broke
A precious vase.
Grandma with mom
They frowned at once.

But dad was found:
I looked them in the eye
And timidly and quietly
"Sorry," he said.

And mom is silent
He even smiles ...
-We will buy another one,
There is better on sale ...

"Sorry!" It would seem that,
What is it about him?
But what
A wonderful word!

Discussion of the story

Magic words should not be forgotten, but the main thing is actions. After all, this can happen ...

There were two fish swimming in the river, one large and the other smaller. Together they were looking for food for a long time, and suddenly, out of nowhere, an appetizing worm appeared right in front of them.

This is mine, this is my worm, I was the first to notice it, ”the small fish shouted, and began to roughly push the big fish away from the worm with its tail.

Please, I'm not sorry, eat it for health, said the fish and politely yielded to the worm.

That's right, - said the fish, - you need to give in to the little ones. And at the same time she thought: how stupid this fish is, how much strength it has, but it concedes tasty food. If I were as big and strong as she, I would not give a tasty worm to anyone, even if it was necessary, I would take it away by force.

The contented fish tasted the worm, and then took it and swallowed it whole. Suddenly, in an instant, the fish was gone, and an angry voice rang out from above the water:

Again, a small thing got hooked, and why isn't a big fish caught today?

Only now the fish realized that her polite act had saved her life. If she had not conceded a worm to a small fish, she would have had to cook in her ear today ...

What saved the big fish?

Are you inferior to small ones in life?

Summarizing

The teacher summarizes all the situations of the school hour and reminds the children of the norms of behavior in society.

I would like to finish the lesson with the following words of M. Cervantes: “Nothing costs us so cheaply and is not appreciated so much as politeness”.

The domestic system of upbringing, as well as the state of Russian pedagogy as a whole, is today usually characterized as a crisis and a whole range of urgent problems can be singled out in it.

The trends of social development, characteristic of today's Russian reality, have actualized the problem of family education. The large-scale crisis that gripped our country had a negative impact on the material and moral health of the family as an institution of natural biological and social protection of the child and exposed many social problems (an increase in the number of children born out of wedlock; social disorganization of families; material and housing difficulties of parents; unhealthy relationships between relatives; weakness of moral foundations and negative phenomena associated with the degradation of the personality of an adult - alcoholism, drug addiction, malicious evasion of responsibilities for raising a child). As a consequence, the number of disadvantaged families is growing.

These, from our point of view, are the most pressing problems of modern education, on the successful solution of which the fate of the younger generation and the nation as a whole depends.

13.2. National originality of education

Education as a process of influencing a person in order to transfer to her the norms and rules of behavior adopted in society is always not abstract, but concrete in nature, reflecting, first of all, the national originality of morality, customs, traditions, customs of a particular people. This fact was pointed out by KD Ushinsky, who wrote: “Education, if it does not want to be powerless, must be popular, must be permeated by nationality. In each country, under the general name of social education and many common pedagogical forms, there is its own special characteristic concept, created by the character and history of the people. "

Having given a deep analysis of the educational systems of the leading countries of the world, KD Ushinsky came to the conclusion that there is no common education system for all peoples, since “despite the similarity of the pedagogical forms of all European peoples, each of them has its own special national education system, its own a special goal and their own special means to achieve this goal. "

National originality of education is determined by the fact that each nation has its own specific way of life, which shapes the personality in accordance with the characteristics national traditions and national mentality. The peculiarities of the way of life for different peoples are formed under the influence of many specific factors: natural and climatic conditions, language, religion (beliefs), conditions labor activity(agriculture, hunting, fishing, cattle breeding, etc.). A person, being in the social environment of a particular nationality, is inevitably formed in accordance with the way of life of this particular people, community, tribe; learns and shares their value orientations and, accordingly, regulates their actions, deeds, behavior.

It follows from this that the basic concepts of lifestyle can be displayed in the following sequence: custom? tradition? rite of passage? ritual.

In the educational process, folk pedagogy is guided by quite definite rules, on the basis of which methods of influence, including showing, accustoming, exercise, well-wishes, prayer, incantation, blessing, mockery, prohibition, coercion, censure, contempt, oath, punishment, intimidation, advice, request, reproach, etc.

Most common and effective means education in folk pedagogy - folklore, in which the views of the people on nature, worldly wisdom, moral ideals, social aspirations and creative imagination are reflected in a highly artistic form.

Taking into account the powerful potential of folk pedagogy in the upbringing of the individual, modern pedagogical practice revives the national culture of the regions of Russia. The problems of studying the national originality of upbringing and using it as a means of educating the younger generation are investigated within the framework of ethnopedagogy- branches of pedagogical science, which explores the patterns and characteristics of folk, ethnic education.

In order for the richest traditions of folk pedagogy to become an effective means of educating the younger generation, it is necessary for each ethnic group to provide the right and real opportunities to create educational systems based on taking into account the national originality of upbringing. This requires:

Priority of the native language, a gradual movement towards parity of languages with the inevitable preservation of a high level of study, proficiency and use of the Russian language; high level teaching foreign languages, and with a significant expansion of their list;

Replacement of the school course on the history of the population with the history of peoples; ensuring a deep study of the history of the native people in all schools of the republics, autonomous regions, districts and diasporas;

Mandatory consideration of national, intellectual, artistic, ethnic and other traditions in the design of school premises, school grounds and neighborhoods;

Restoration of arts and crafts, art, folk holidays, games, merrymaking; the revival of the traditional culture of upbringing, familiarizing teachers, students, parents, and the population with it;

A system of special measures to enrich spiritual culture, develop spirituality (this is associated with a large-scale change in the content of education); for primary school, it is necessary to publish books for reading on an ethnopedagogical basis;

The termination of the interpretation of folklore only as a prehistory of literature, its introduction as an independent discipline from the 1st to the 11th grade, including the study of all known genres in the process of a parallel overview acquaintance with folk spiritual, moral, musical, artistic, labor, sports traditions, etiquette; encouragement of special optional and circle study of songs, fairy tales, proverbs, riddles as independent educational disciplines;

Expanding the rights of graduates of national schools in choosing a language when answering exams throughout the national region; full equalization of the rights of national languages in special, secondary and higher education; the creation of study groups with the teaching of at least some subjects in their native language in all departments and faculties of higher schools;

The maximum possible reproduction in the system of upbringing the way of life of the people, expanding the number of national general education schools of an increased level (gymnasiums, lyceums, colleges, real schools);

Strengthening national ties on the basis of reciprocity, democracy and humanism, increasing attention to universal human values, creating favorable conditions for their transformation into the national environment;

Guaranteeing the protection of small peoples in the name of national harmony, interethnic harmony, rejection of traditional formulas for forcibly introducing them to higher cultures;

Reasoned condemnation of misanthropic, chauvinistic, great-power, imperial theories in any form;

Expansion of scientific research in the field of problems related to the ethnopedagogization of the content and process of education; the beginning of the university training of ethnopedagogues, up to the university and postgraduate specialization.

The tendency to use the ideas and traditions of national education in last years manifests itself quite clearly. In this regard, first of all, it should be called model historical, sociocultural and pedagogically organized educational systems, developed by a number of domestic scientists (E.P. Belozertsev, I.A.Ilyin, B.A. Within the framework of these models: a) the rights of each nation that is part of the Russian Federation to independent ethnic and cultural development are ensured; b) the development of the cultural heritage of their people is carried out; c) the foundations for the full life of the nation as a whole are laid; d) the foundations of the harmonious existence and development of each ethnic group and national culture are formed; e) a balance of educational interests of an individual, ethnic group, society and a multinational state is achieved; f) the unity of the educational and cultural space of a multinational state is ensured in the context of federalization and regionalization.

An example of a system of national education can be called educational and cultural research and production center "Gzhel". This unique educational system was created taking into account the national identity of education on the basis of the region, which is the cradle and main center of Russian ceramics. The main goal of this system is a comprehensive solution to the problem of training highly professional personnel for the region on the basis of combining education with education, civic and professional development of youth.

The structure of the educational system "Gzhel" includes the following stages: 1) kindergartens, which give upbringers in the process of special games primary ideas about the most widespread professions in the region; 2) general education schools, in which educational work, creative activity and communication are focused on acquaintance with the material and spiritual environment of the region; 3) Gzhel College of Art and Industry, which prepares highly qualified specialists on the basis of gaining experience in creative activity; 4) higher educational establishments in which, on the basis of strong points of a number of Moscow universities, training of specialists is carried out, combining the acquisition of professional skills and experience in solving practical problems in the region; 5) cultural institutions, including houses of culture, museums, cinemas, libraries of the region.

The effectiveness of the educational system "Gzhel" affects various spheres of life in the region; social (young people feel attention and care, get the opportunity to work in the world-famous industry with good working conditions and pay); economic (based on the results obtained in research work, specific regional, social and economic projects are carried out); regional (a system has been created that serves as a research and methodological base for the organization and effective implementation of educational work in the region).

13.3. Fostering a culture of interethnic communication

Culture of interethnic communication Is a complex phenomenon that includes the following structural components: 1) cognitive - knowledge and understanding of the norms, principles and requirements of general humanistic ethics (duty, responsibility, honor, goodness, justice, conscience, etc.), problems of theory and practice of interethnic relations; 2) motivational - the desire to master the history and culture of your nation, as well as other peoples; interest in communicating with other people, representatives of other nationalities; 3) emotional and communicative - the ability to identify, empathy, reflection, empathy, complicity, adequate self-esteem;

self-criticism, tolerance; 4) behavioral-activity - the mastery of their emotions, the ability to objectively assess the situation, intransigence to the violation of human rights of any nationality and religion.

In accordance with this, the process of fostering a culture of interethnic communication includes:

Familiarization of young people with the system of scientific knowledge about the rights and freedoms of man and peoples, about nations and their relations, about races and religious confessions;

Formation of civil and universal human feelings and consciousness;

Development of a positive experience of a culture of communication with people of different nations, races and religious confessions;

Providing highly moral motivation for the actions and behavior of student youth in the process of interpersonal communication.

Interethnic relations in the aggregate, they represent the unity of the universal and the national, which manifests itself in a peculiar way in certain regions, states, interstate and international associations. It follows from this that the culture of interethnic communication depends on the general level of students, their ability to perceive and observe universal human norms and morality. It is obvious that the culture of interethnic communication is based on the principles of humanism, trust, equality and cooperation. To do this, students must have an idea of:

1) about the place and role of the UN in regulating relations between peoples both in the world arena and within multinational societies;

2) the essence of the activities of the Council of Europe, the European Union, the League of Arab States, the Organization of American States, the Organization of African Unity, the Commonwealth of Independent States, etc .;

4) the culture of the peoples and states of the world, the mutual influence of cultures and traditions;

5) the economic foundations of interaction between countries and peoples, the division of labor between peoples, the cooperation of enterprises from different countries, the movement of capital, labor and goods, the creation of production branches outside the national territories;

6) the UN demands on the inadmissibility of exploitation and inequality between peoples, the true reasons for the backwardness of the peoples of the former colonial and semi-colonial world, the justification for the need to provide them with assistance, which should ensure overcoming the remnants of the ideology of racism, apartheid, national and religious exclusivity;

7) political, economic, technical, economic, cultural changes taking place in the world.

For the development of a culture of interethnic relations, the so-called cross-cultural literacy is important, which manifests itself in the ability to empathize with other people, feel and understand their problems, respect and accept the culture of another people. At the same time, special attention should be paid to fostering historical memory, conveying to students the truth about the formation and development of our multinational state, which is very important for establishing objective truth and forming a personal position.

The formation of a culture of interethnic communication is a long and multifaceted process associated with the formation of a culture of interpersonal relations.

On household level this is manifested in the fact that children constantly absorb, master the traditions and customs of their neighbors, at school they study the history of other peoples, comprehend the commonality of the socio-historical development of our country. At the same time, the task of teachers is to form in schoolchildren respect for the honor and dignity of every nation and every person, to convince them that there is no people better or worse than another, that the main thing is what a person is like, and not what nationality he belongs to.

On pedagogical level fostering a culture of interethnic communication begins in the elementary grades with fostering a stable manifestation of the elders' care for the younger, friendliness to classmates, their peers in the yard, on the street, in the house, politeness in relations with people, restraint in the manifestation of negative feelings, intolerant attitude towards violence, evil , deceit.

In the middle grades, the tasks of fostering a culture of interethnic communication become more complicated. Particular attention is paid to comradely mutual assistance in difficult times, sensitivity to grief and other needs of strangers, manifestation of mercy to the sick, the elderly, everyone in need of help, participation, intolerance to national arrogance.

It is important for high school students to cultivate such qualities as political awareness, conscious participation in the political life of society, the ability to compromise in disagreements and disputes, fairness in relations with people, the ability to defend any person, regardless of his nationality. These qualities are formed in the process of activity and communication, aimed at creation, caring for people, causing the need for mutual exchange of thoughts, ideas, contributing to the manifestation of attention and sympathy for people.

At all stages of work with a team where different nationalities are represented, regardless of the age of the students, the teacher needs to think over practical measures to make it easier for children to overcome national isolation, selfishness, focus on improving the communication culture of the entire student body, use its capabilities to counter harmful nationalistic influences.

Of great value to students are ethnographic knowledge about the origin of the peoples with whose representatives they study together, about the originality of national etiquette, rituals, everyday life, clothing, the originality of art, artistic crafts, holidays. It is important that the teacher not only showed competence in these matters, but also used the accumulated knowledge in educational and extra-curricular work (during a conversation, students visiting local history and literary museums, national cultural centers, theaters, exhibitions, folklore concerts, watching films of national studios, etc. etc.).

Expedient attraction to educational work veterans, communication with which can be called a real school of patriotism and internationalism. These can be not only participants in the Great Patriotic War, but also very young people, behind whom Afghanistan, Chechnya and other "hot spots". The proximity to the real fates of people will allow for a more flexible and comprehensive discussion of interethnic problems. Education of tolerance and religious tolerance is of paramount importance here.

Tolerance means respect, acceptance and correct understanding of the diversity of forms of self-expression and ways of manifesting human individuality. This quality is a component of the humanistic orientation of the personality and is determined by its value attitude to others. It represents an attitude towards a certain type of relationship, which manifests itself in a person's personal actions.

Within the framework of pedagogical influence on interethnic communication, it is necessary to talk about education interethnic tolerance, because it manifests itself in relations between representatives of different nationalities and presupposes the ability to see and build interethnic relations, taking into account the observance of the interests and rights of the interacting parties.

National tolerance is interpreted as a specific feature of the national character, the spirit of peoples, an integral element of the structure of the mentality, orienting towards tolerance, the absence or weakening of the reaction to any factor in interethnic relations. Thus, interethnic tolerance is a personality trait, which manifests itself in tolerance towards representatives of another nationality (ethnic group), taking into account its mentality, culture, and the originality of self-expression.

The method of fostering a culture of interethnic communication is based on the teacher's knowledge of the characteristics of children, the relationship between them. When organizing work on fostering a culture of interethnic communication, teachers need to know and take into account: a) individual characteristics every child, especially family upbringing, family culture; b) the ethnic composition of the student body; c) problems in relations between children, their causes; d) cultural features of the environment, ethnopedagogical and ethnopsychological features of culture, under the influence of which interethnic relations are formed among students and in families. Having studied and analyzed the situation, teachers are looking for effective forms of educating schoolchildren of a culture of interethnic communication, and determine the specific content of this work.

The teacher should proceed from the fact that the culture of interethnic relations is a universal human value and is based on universal human morality. It is based on the formation of humane relations between people regardless of their nationality, the education of respect for the culture, art of different peoples, for a foreign language. This work can be carried out during school hours and after school hours, through the entire system of relations in the collective of a class, school, or any educational institution. But patriotism and internationalism cannot be brought up in words, by means of appeals and slogans. It is important to create children's organizations, the main goal of which is the harmonization of universal and national values. These organizations independently develop programs for the revival of the native language, the study of the history and culture of the people.

An effective educational tool can be ethnographical museum, created as a result of joint search work of teachers, students and parents with the aim of fostering the memory of our past, moral values, forming ideas about the way of life, culture, way of life of our people, fostering a respectful attitude towards antiquities. Students not only collect and study ethnographic material, get acquainted with the history, culture and art of the people, but also make copies of household items, sew and demonstrate models of national clothes, organize festivals and holidays, involving parents in them.

It is also advisable to turn to experience international friendship clubs(KID), which is widely known in domestic educational practice, but was not always positive due to excessive ideologization and formalism. In the practice of a number of such groups, there are interesting findings in solving the problems of interethnic communication. These are constant contacts (by correspondence and direct) with peers from other countries, the use of the collected information in the classroom and in extracurricular activities.

Research groups of schoolchildren can be organized to study specific issues related to the culture of different peoples. Knowing as much as possible about other peoples is the basis for the formation of a culture of interethnic relations at any age.

Within the framework of the KID, groups of translators, guides can be created, creative meetings with representatives of different nationalities and other countries can be organized. It is advisable to organize creative groups representing the art and culture of other peoples, for example, the "Fairy Tales of the Nations" puppet theater.

13.4. Working with dysfunctional families

The crisis state of modern society has caused many problems in modern education. Among them, one of the most significant is upbringing problem children in family. Among the objective socio-economic causes of trouble in family education, the following are most important:

Falling living standards and deteriorating living conditions for children (a sharp socio-economic stratification of society, a constant deficit in the field of state financing of the budgetary sphere, an increase in hidden and explicit unemployment);

Reducing the social infrastructure of childhood and a sharp decline in the level of social guarantees for children in vital areas of spiritual and physical development;

Unresolved housing problem;

Distance school from children with difficult fates;

A sharp turn in the value orientations of society and the removal of many moral prohibitions;

Strengthening the influence of asocial criminal groups in the microenvironment and society as a whole.

Exacerbate family problems miscalculations of family education, the most typical of which are the following: 1) rejection of the child, his explicit or latent emotional rejection by his parents; 2) overprotection, when the child is not allowed to show elementary independence, is isolated from the surrounding life; 3) inconsistency and inconsistency of upbringing (a gap between the requirements for a child and control over him, inconsistency in the pedagogical actions of parents and grandmothers, etc.); 4) lack of understanding of the patterns and originality of personal development, inconsistency of the requirements and expectations of parents with the capabilities and needs of children; 5) inflexibility of parents in relations with children (insufficient consideration of the situation, programmed requirements and lack of alternatives in decisions, imposing their own opinion on the child, a sharp change in attitude towards the child at different periods of his life); 6) affectivity - an excess of parental irritation, discontent, anxiety, anxiety in relation to children, which creates an atmosphere of turmoil, chaos, and general excitement in the family; 7) anxiety and fear for children, which become obsessive and deprive parents of cheerfulness and optimism, forcing them to resort to constant prohibitions and warnings, which infects children with the same anxiety; 8) authoritarian education - the desire to subordinate the child to his will; 9) categorical judgments, commanding tone, the imposition of one's opinion and ready-made decisions, the desire to establish strict discipline and limit the independence of children, the use of coercion and repressive measures, including physical punishment; constant control over the actions of the child; 10) hypersociality, when parents try to build up upbringing according to a certain (albeit positive) given scheme, without taking into account the individuality of the child, making excessive demands on him, without proper emotional contact, responsiveness and sensitivity.

Any type of family disorganization is initially predisposed to the formation of personal and behavioral deviations in children, as it leads to the emergence of psycho-traumatic situations for the child.

The only child in the family- this is an objectively more difficult subject of education than children from large families. Usually he grows up later than his peers, and in some relationships, on the contrary, too early acquires external signs of adulthood (intellectualism, excessive rationalism, often developing into skepticism), because he spends a lot of time among adults, witnesses their conversations, etc.

In a large family, adults quite often lose a sense of justice in relation to children, show unequal affection and attention to them. The older children in such a family are characterized by categorical judgments, striving for leadership, leadership even in cases where there is no reason for this. In large families, the physical and mental stress on the parents, especially the mother, increases dramatically. She has less free time and opportunities for the development of children and communication with them. A large family has fewer opportunities to meet the needs and interests of a child than in a single-child family, which affects his development.

V single-parent family children often become witnesses and participants in events or circumstances of a traumatic nature (breakup of the parental family, living with a stepfather or stepmother, life in a conflict family, etc.). According to statistics, the share of juvenile delinquents from single-parent families ranges from 32 to 47%, including 30-40% of adolescents who use alcohol or drugs, 53% of those engaged in prostitution. V single-parent families there is a large proportion of pedagogically neglected children who are left unattended and, due to material and other problems, often become neglected or are engaged in vagrancy.

The reality of modern Russia is an increase in the number of orphans, whose care is taken by the state. Conventionally, two groups of orphans can be distinguished: children who have lost their parents, and social orphans, i.e., orphans with living parents (abandoned children, foundlings; children whose parents have been in prison for a long time or are terminally ill; children whose parents are unknown).

It is also possible to single out a group of children who are at risk of losing their family. it homeless and neglected(street) children; fugitives (children who left families and boarding schools); children subjected to humiliation and insults in their families, physical and sexual violence; children from families of alcoholics and drug addicted parents; children with chronically ill parents.

These and many other problems associated with the formation of a personality under conditions of improper family upbringing require a particularly careful attitude towards children at risk. An effective solution to the problems of such families is possible only on the basis of combining the efforts of all social institutions of society.