CHAPTER 1. THEORETICAL FOUNDATIONS FOR FORMING A VALUABLE ATTITUDE TO NATURE BY THE MEANS OF ART IN JUNIOR SCHOOLCHILDREN.
1.1. Formation of a value attitude to nature among younger schoolchildren as a pedagogical problem.
1.2. Influence of the means of art on the formation of a value attitude to nature among younger schoolchildren.
1.3. Model of the process of formation of a value attitude to nature by means of art in younger schoolchildren.
Conclusions on the 1st chapter.
2.1. The program of experimental work and analysis of the results of the ascertaining study of the level of formation of the value attitude to nature among younger schoolchildren.
2.3. Analysis of the results of experimental work on the formation of a value attitude to nature by means of art among younger schoolchildren.
Conclusions on the 2nd chapter.
Recommended list of dissertations
Formation of a value attitude to the knowledge of nature among younger students 2011, candidate of pedagogical sciences Geletkanich, Irina Nikolaevna
Theoretical and pedagogical foundations for the formation of a natural-science picture of the world in junior schoolchildren 1998, Doctor of Pedagogical Sciences Burova, Lidia Ilyinichna
Psychological and pedagogical conditions for the development of a subjective-non-pragmatic attitude to nature in primary school age 2002, Candidate of Pedagogical Sciences Kazarova, Olga Alexandrovna
Formation of the emotional and value attitude of junior schoolchildren to musical activity in the process of musical education in elementary school 2011, candidate of pedagogical sciences Bakhtin, Vyacheslav Vasilyevich
Education in junior schoolchildren of a value attitude to visual activity 2002, Candidate of Pedagogical Sciences Kuzmina, Olga Dmitrievna
Introduction to the thesis (part of the abstract) on the topic "Formation of a value attitude to nature by means of art among younger schoolchildren"
Relevance of the research topic. The past century was marked by society's turning to environmental problems, which was primarily due to the need of people to maintain health and improve their living environment. At the turn of the 20th - 21st centuries, the crisis of anthropogenic civilization aggravated, which necessitated the emergence of an ecogenic civilization, a change in the centering of society's consciousness from human problems to problems of human interaction with nature. The priority task of the coming century is to ensure the co-evolution of mankind and the biosphere based on the sustainable development of society, while coordinating its needs with the possibilities of nature for self-regulation (V.I. Danilov-Danilyan, R.S. Karpinskaya, I.K. Liseev, V.V. Mantatov , N.N. Moiseev and others).
Scientists see the solution to the problems of interaction between man and nature in the formation ecological culture society as part of a common culture, the formation of which is the task of education. According to UNESCO in 2000, only 10% of the adult population of the planet have a high level of environmental culture. The necessary components of this culture are environmental knowledge, skills and abilities of resource-saving and environmental protection activities, activities to restore and improve the ecological state surrounding nature, as well as a value attitude towards nature. They are formed primarily in the process of environmental education (S.V. Alekseev, L.I. Burova, I.T. Gaisin, N.S. Dezhnikova, A.N. Zakhlebny, L.A. Korobeynikova, T.A. Solovieva and others).
As the researchers note, despite the strengthening of the environmental orientation of the content of education, this knowledge, skills and abilities do not become personally significant. We see the reason for this in insufficient involvement in the purposeful formation of a value-based attitude to nature, including in the primary grades. This is confirmed by the data of a pilot study of primary school graduates (196 students) conducted by us in 1999. A high level of formation of a value attitude to nature was shown by 19.4% of students, the same low; most of the children (61.2%) were at the average level.
In the psychological and pedagogical literature, individual components of the value attitude to nature and the pedagogical conditions for their formation in preschoolers (JI.V. Bezrukova, N.N. Kondratiev, S.N. Nikolaeva), students (E.N. Aleksandrova, Z.Ya. Andrievskaya, T.B. Baranova, L.M. Gorbunov, I.D. Zverev, G.A. Kostetskaya, V.V. Nikolina, E.Yu. Nogteva, I.T. Suravegina) and students of pedagogical universities (N K. Andrienko, V.I. Eroshenko, JI.A. Reut). Of particular importance are the studies of age-related features of the development of a subjective but non-pragmatic attitude to nature (SD Deryabo, VA Yasvin, etc.). The problem of formation of aesthetic (O.Yu. Zyryanova, V.I. Myastsova, A.Zh. Ovchinnikova, V.A. Sukhomlinsky), moral (S.A. Karpeev, A.V. Mironov, L.P. Simonova, T.P. Yuzhakova), positive emotional (V.V. Zotov, I.V. Tsvetkova) and conscious attitude to nature (O.E. Vinokurova, E.V. Yakovleva).
The following factors stand out as factors in the formation of ecologically significant relationships to nature: natural objects and phenomena (especially the immediate environment); people who are reference persons; natural science knowledge; works of art about nature; creative activity in nature (including artistic direction).
Art as a component of the picture of the world and the result of its holistic and valuable experience and comprehension contributes to the formation of a valuable attitude towards nature. Cognitive and axiological functions of art are studied in philosophy (Yu.B. Borev, M.S. Kagan, Yu.A. Ogorodnikov, J1.N. Stolovich, R.S. Shulga), in psychology (V.M. Allahverdov, JI .S. Vygotsky, E.P. Krupnik, A.N. Leontiev), in pedagogy (I.F. Goncharov, D.B. Kabalevsky, B.M. Nemensky, L.N. Tolstoy). However, this problem has not been sufficiently developed in science, and approaches to its solution are ambiguous.
In pedagogical science, there is a widespread opinion about the need to npnive the means of art in the environmental education of students, but the nature of their influence on the formation of a value attitude to nature is not sufficiently disclosed. Some issues of the formation of ecological culture (mainly among schoolchildren of middle and high school) in the perception of works of musical, visual and literary art were studied (V.G. Kezin, V.V. Medushevsky, L.P. Pechko, E. D. Shevlyakova and others). However, the issue of using the means of art in elementary school in order to form the value attitude of students to nature was not the subject of special study.
Despite the broad discussion of the problem of forming a value attitude to nature, a number of unresolved problems remain. Traditionally, in pedagogical theory and practice, the concept of "value attitude to nature" is defined from the standpoint of utilitarianism, so far there is no definition that is adequate to this concept. It is required to specify the criteria and indicators of the formation of a value attitude to nature, the essence of the process of its formation. The use of art in this process is disclosed in fragments, so it is necessary to generalize individual aspects. The content and technology of the process of forming a value attitude to nature by means of art among younger schoolchildren remain undeveloped, and the pedagogical conditions for the effectiveness of this process have not been identified.
The younger school age is sensitive to the development of the values of society, to the subject-non-pragmatic interaction with nature. Primary school students are characterized by emotional responsiveness to the problems of the surrounding nature, the syncretism of the perception of the world, its artistic development. However, the value attitude to nature among junior schoolchildren is formed situationally. This component of the content of education is realized mainly when younger schoolchildren read and compose works about nature (educational area "Philology"), less often when studying natural science content (educational area "Natural Science") and is practically not implemented in the classroom of musical and visual arts (educational area "Art").
An analysis of pedagogical activity in the primary grades showed insufficient and ineffective use by teachers and students of the possibilities of art in the formation of a value attitude to nature among students. In 1999, a diagnostic study was conducted on 32 primary school teachers and 64 graduate students majoring in Pedagogy and Methodology. primary education". On its basis, it was concluded that only 12.5% of teachers and 23.4% of students show a high level of readiness for the purposeful organization of this process, the average - 68.75% and 64.1%, low - 18.75% and 12 .5% respectively.
An analysis of research, the pedagogical experience of primary school teachers and their own practice of working in primary school made it possible to identify contradictions: between the need for a value attitude to nature and inefficiency teaching practice its formation in younger students; between the ability of the means of art to influence the formation of a value attitude to nature in younger students and the insufficient theoretical development of ways to use this potential.
Taking into account the identified contradictions, the choice of the research topic was made, the problem of which is formulated as follows: what are the content, technology and pedagogical conditions for the effectiveness of the process of forming a value attitude to nature by means of art among younger schoolchildren. Solving this problem is the goal of the study.
The object of the research is the process of ecological education of junior schoolchildren.
The subject of the research is the process of formation of a value attitude to nature by means of art among younger schoolchildren.
In accordance with the purpose, object and subject of the study, the following tasks were solved:
Reveal the essence of the value attitude of younger students to nature and the process of its formation;
To reveal the influence of the means of art on the formation of a value attitude to nature among younger students;
Develop, theoretically substantiate and experimentally test the me-del (content, technology and pedagogical conditions) of the process of forming a value attitude to nature by means of art among younger students;
To analyze the dynamics of the formation of a value attitude to nature among younger schoolchildren.
The hypothesis of the study is based on the assumption that the formation of a value attitude towards nature among younger students will be more effective if the means of art are systematically used in this process based on value-oriented content, technology and cje-blowing pedagogical conditions:
The methodological basis of the study is the culturological approach in synthesis with the axiological one, which involves understanding culture as a set of values of society, ecological culture as a necessary part of this culture and the conditions for its further existence; art as a form of artistic and creative reflection of the culture of society; man as a subject of culture and part of nature, knowing and transforming the latter on the basis of its integrity and self-development. The leading values are the inherent value of not only Man, but also Nature, their co-evolution based on the ecological imperative and noospheric development.
The general scientific level of methodology determines the personal-activity approach to the study of psychological and pedagogical phenomena: the interpretation of the relationship as an integrative personal property; understanding of artistic creativity as a way of displaying the surrounding world and oneself in this world, expressing a value attitude towards it and oneself by means of art.
The specific scientific level of methodology is represented by the cultural concept of the content of education (V.V. Kraevsky, I.Ya. Lerner, M.N. S rinks); studies of the psychological and pedagogical mechanism for the formation of the experience of value relations (A.V. Kiryakova, V.A. Slastenin, N.E. Shchurkova, etc.); the concept of continuous environmental education of students.
Research methods: theoretical analysis of scientific literature and official documents on the research problem, program and methodological materials for elementary school in terms of the possibility of forming on their basis a value attitude to nature; modeling; analysis of the pedagogical experience of primary school teachers and their own pedagogical activity; observation of manifestations of a value attitude to nature and the process of its formation in elementary school; questioning, testing and conversation with younger schoolchildren, their parents, primary school teachers and students of the specialty "pedagogy and methods of primary education" on the problem of forming a value attitude to nature and the influence of art on it; analysis of the products of artistic and creative activity of younger schoolchildren and students in interaction with nature; pedagogical experiment; methods of statistical data processing.
The experimental base of the study was the primary classes of secondary schools No. 1, 2, 4, 5, 6, 10, 13, 26, 30 and 41 in Cherepovets. The experimental group consisted of 100 junior schoolchildren, the control group - 140 students of a three-year primary school and 192 junior schoolchildren of a four-year period of primary education. The pilot study involved 196 junior schoolchildren. 98 parents of students from the control and experimental groups, 32 primary school teachers, 294 students of the specialty "pedagogy and methods of primary education" of Cherepovets State University took part in the experimental work.
The study was carried out in three interrelated stages.
The first stage (1996-1999) - comprehension of the theoretical foundations of the research problem, development of the conceptual apparatus of the research; definition of the object, subject, goals and objectives, scientific novelty, theoretical and practical significance of the study; building a general hypothesis and inheritance program; development and substantiation of a model of the process of formation of a value attitude to nature by means of art among younger schoolchildren; a pilot study of the level of formation of a value attitude to nature among primary school graduates and the readiness of teachers and students to solve the problem under study; choice of experimental base.
The second stage (1999-2002) - carrying out experimental work on the implementation of the model of the process of forming a value attitude to nature by means of art among younger schoolchildren and increasing the readiness for this process of teachers of experimental classes and students of the specialty "pedagogy and methods of primary education"; diagnostics of the value attitude to nature of students in grades 1-3(4); diagnostics of the readiness of 3-5 year students to solve the problem under study; statistical processing of the obtained results; development of teaching materials.
The third stage (2002-2003) - qualitative analysis of the data obtained in the course of experimental work, systematization and generalization of the research results, their further implementation in practice, dissertation preparation.
The scientific novelty of the research results is as follows:
The content and scope of the concept "value attitude of junior schoolchildren to nature" is determined;
The essence of the process of forming a value attitude to nature by means of art among younger schoolchildren is revealed (on the basis of value orientation in terms of artistic perception and creativity);
A model (content, technology and pedagogical conditions) of the process of forming a value attitude to nature by means of art in younger schoolchildren has been developed and experimentally tested.
The theoretical significance of the results of the study lies in the fact that the formulated definitions of the concepts "value attitude of younger students to nature" and "value orientation" contribute to the disclosure of the axiological approach in pedagogical theory; the developed content and technology of the process of forming a value attitude to nature by means of art among younger schoolchildren contribute to the theory of environmental education of students; the identified pedagogical conditions for the effectiveness of this process contribute to the implementation of personal-activity and integrative approaches in primary school education; the identified criteria, indicators and levels of formation of a value attitude to nature among younger schoolchildren are important for monitoring the ecological culture of students. In general, the results of the study contribute to improving the quality of primary education based on the formation of a holistic picture of the world among students.
The practical significance of the study lies in the development, implementation and possibility of using by primary school teachers and students of the specialty "pedagogy and methodology of primary education" a complex of means of musical, literary and visual arts, methodological materials (scientific and artistic content) for the formation of a value attitude to nature, as well as of a proven set of methods for diagnosing the level of formation given relationship in younger students. When preparing students of the specialty "Pedagogy and Methods of Primary Education", with advanced training of primary school teachers and retraining of teaching staff, developed and tested methods for diagnosing the level of readiness for the formation of a value attitude towards nature among younger students and the use of art in this process can be used, as well as elective course content to increase this level.
The reliability of the obtained results is ensured by the methodological validity of the initial theoretical provisions; a set of methods pedagogical research adequate to its problem, subject and tasks; experimental verification of the proposed provisions in the educational process of elementary school; representativeness of the sample size; continuity and interconnectedness of the results obtained at different stages of the study; evidence of qualitative characteristics quantitative assessments obtained in the course of statistical processing of experimental data.
The following provisions are put forward for defense:
1. The value attitude of junior schoolchildren to nature is a stable personal acceptance of nature as a subject of non-pragmatic interaction. It is characterized by a positive attitude towards natural objects and phenomena, the ability to subjectify them, balancing their practical use in satisfying one’s reasonable needs and spiritual interaction with them based on the use of artistic, creative, resource-saving and environmental protection tonologies, technologies for restoration and improvement ecological state of the environment.
2. A value attitude to nature is formed on the basis of value orientation, that is, the management of students' sequential actions: search - evaluation - choice - projection of valuable objects and natural phenomena. The teacher analyzes, plans, organizes, controls and regulates the operations performed by students. In the process of pedagogical interaction, younger students develop the ability to independently build these actions based on the value acceptance of natural objects and phenomena.
3. The formation of a value attitude to nature by means of art among younger students is the process of establishing a positive, subjective, non-pragmatic attitude to nature through artistic images, visual and expressive means, artistic materials, tools and techniques based on the search - evaluation - choice - projection of values for students objects and phenomena of nature in the process of artistic perception and creativity.
4. The model of the process of forming a value attitude to nature by means of art in younger students includes the content, technology for the implementation of motivational, operational, meaningful, instrumental, productive components and pedagogical conditions for the effectiveness of this process.
5. Criteria and indicators of the formation of a value attitude to nature among younger students are positivity: cognitive (scientific and aesthetic) interest in natural objects and phenomena, an adequate attitude to the characteristics of living beings and natural phenomena, compliance with the norms of environmentally significant behavior; subjectivity: the ability to see the uniqueness of natural objects and phenomena and convey it by various means, the ability to feel the impact of nature on oneself and be aware of one’s own changes under its influence, the ability to interact with living beings on the basis of discovering “human features” in them and giving them “freedom of action” »; non-pragmatism: manifestation of concern for nature, observance of moral restrictions in the study of natural science and practical use of natural material, the desire to study non-pragmatic technologies and their application.
The levels of formation of the value attitude to nature among junior schoolchildren are subject-non-pragmatic, social-consumer, utilitarian. The subjective-non-pragmatic (high) level is characterized by the steady manifestation of all indicators of a positive, subjective, non-pragmatic attitude towards nature. At the social-consumer (average) level, the manifestation of indicators is non-systematic. At the utilitarian (low) level, the value attitude to nature is extremely unstable, its indicators appear very rarely.
Testing and implementation of research results. The main theoretical provisions and conclusions were presented in speeches at the VIII International scientific and practical conference"Forms and methods of educational work at the university" (Kazan - 2001); All-Russian scientific and practical conference "Education for the XXI century: accessibility, efficiency, quality" (Moscow - 2002); interregional scientific conference of students and post-graduate students "Young researchers - to the region" (Vologda - 2002); regional scientific-practical conference "Development of the system of continuing education at the regional and municipal level (Cherepovets - 2001); regional scientific and methodological conference "New approaches to understanding the essence of developing primary education" (Pskov - 2001); regional scientific-practical conference "Continuing environmental education: experience, problems, prospects" (Vologda - 2001); regional scientific-practical conference "Modernization of education: preschool ecology" (Sokol - 2003); city scientific-practical conference "Education of ecological culture in the system of continuous education: experience, problems, prospects" (Cherepovets - 2001); interuniversity conference "The problem of the formation of a child's personality in the system of preschool and primary education" (Cherepovets - 2001); I-III interuniversity conferences of young scientists at Cherepovets State University (2000, 2001, 2002).
The results of the study are presented in 11 publications of the author, discussed at meetings of the Department of General Pedagogy and the Department of Pedagogy and Methods of Primary Education, at the seminars of graduate students of the Cherepovets State University, methodological seminars of primary school teachers of secondary schools Nos. 2, 10 and 41 in Cherepovets. The research materials are used by the author during lectures and practical classes of the elective course "Formation of a value attitude towards nature by means of art among junior schoolchildren" with students of the 4th year of study in the specialty 031200 - "pedagogy and methods of primary education" (1999-2002); management of pedagogical practice and scientific supervision of coursework and graduation works students in the area of the problem under study. Methodical materials for diagnosing the value attitude to nature of younger schoolchildren are used by primary school teachers in Cherepovets and students (specialty 031200).
Similar theses in the specialty "General Pedagogy, History of Pedagogy and Education", 13.00.01 VAK code
Pedagogical conditions for the formation of the emotional and value attitude of younger students to visual activity 2011, candidate of pedagogical sciences Yusupkhadzhieva, Tatyana Vasilievna
Social adaptation of junior schoolchildren by means of art 2006, Candidate of Pedagogical Sciences Pestereva, Olga Aleksandrovna
Formation of worldview among younger schoolchildren in integrated art classes 2005, Doctor of Pedagogical Sciences Shishlyannikova, Nina Petrovna
Pedagogical conditions for the formation of an ecological attitude to nature in junior schoolchildren in the process of teaching natural science 2007, candidate of pedagogical sciences Mazitova, Leyla Asgatovna
Formation of a culture of nature-loving junior schoolchildren 2008, candidate of pedagogical sciences Sokolova, Nadezhda Anatolyevna
Dissertation conclusion on the topic "General pedagogy, history of pedagogy and education", Ivanova, Margarita Mikhailovna
Conclusions on the 2nd chapter
1. The majority of students in the period of primary school education are at the social-consumer level of formation of a value attitude towards nature, which is characterized by an unsystematic manifestation of indicators of positive, subjective and non-pragmatic othoiie-tion towards it. The number of primary school graduates with a utilitarian level, in comparison with the 1st grade, statistically significantly decreases, and with a subjective but non-pragmatic level it increases. However, without the purposeful work of the teacher, the level of formation of the value attitude to nature among the majority of students remains insufficient, and decreases in adolescence.
2. As a basis for organizing the process of forming a value attitude to nature by means of art among younger schoolchildren, we took the model of environmental education developed by us on the basis of personal-activity and integrative approaches to the study of nature by students. Such an organization is effective for creating a holistic picture of the world among students and forming, on its basis, a value attitude towards nature.
For its implementation, the following is necessary: coordination of programs in the disciplines of natural science and art cycles, including the content of integrated classes (classroom and extracurricular, compulsory and optional); analysis of the means of art included in these programs; availability of artistic audiovisual means; the creation of pedagogical conditions conducive to the effective formation of a value-based attitude towards nature by the means of art in younger schoolchildren. The effectiveness of the model was tested in experimental work.
3. In the process of the formative experiment in elementary school, the following pedagogical conditions were implemented:
Taking into account the personal experience of a value attitude to nature of the teacher and students, updating on its basis the needs, motives, goals of the interaction of younger students with nature;
Managing the operations of searching for valuable objects and natural phenomena by students, their assessment, choice and projection in behavior and creativity, expanding the subjective functions of younger students;
Integration of the natural science and artistic content of the study of nature by students based on their sensory experience;
The study and application by students of the means of art based on the positive, subjective, non-pragmatic attitude to nature reflected in them
The readiness of teachers to use the means of art in the process of forming a value attitude to nature among younger students.
4. A diagnostic study of younger schoolchildren of the experimental group in grades 1, 2 and 3 shows that the formation of a value attitude to nature based on the developed model (content, technology and pedagogical conditions) is more effective. Statistically significant differences in the levels of formation of a value attitude to nature exist both between the students of the experimental and control groups, and among younger students of the experimental group between classes (in the control group, there is no significant difference in the levels between classes). There is a relationship between the level of formation of the value attitude to nature in younger students and the level of formation of their attitude to the art of artistic reflection of nature.
5. The special course "Formation of a value attitude to nature by means of art among junior schoolchildren" has shown its effectiveness. Compared with the data of the ascertaining study of students in the 3rd year and with the results of the study of students in the control group in the 5th year, the level of readiness of students who attended the course is significantly higher.
CONCLUSION
An analysis of modern environmental problems, a theoretical analysis of scientific literature, teachers' pedagogical practice and their own pedagogical activity made it possible to convince themselves of the need for a special study of the problem of forming a value attitude to nature by means of art among younger schoolchildren. Value attitude to nature is one of the main components of the ecological culture of the individual. It is formed mainly in the process of environmental education of schoolchildren on the basis of creating in them a holistic (scientific and humanitarian) picture of the world. The formation of this attitude is a priority task of primary environmental education, since primary school age is sensitive for this. With insufficient theoretical development of the problem of forming a value attitude to nature among younger students, as well as with inefficient organization of this process in elementary school, the problem is relevant and has a solution.
The theoretical analysis of the problem in the philosophical and psychological-pedagogical literature made it possible to define the concept of "value attitude of junior schoolchildren to nature" as a stable personal acceptance of nature as a subject of non-pragmatic interaction. This definition is based on the characteristics of the concepts of "value" (justified in axiology), "attitude to nature" (developed in the theory of relations), and "value attitude to nature" (revealed in the content of environmental education). Thus, the essential characteristics of a value are its choice on the basis of a positive assessment, the endowment with subjective properties and the non-pragmatism of a person's attitude towards it. Study psychological aspect problems of relations showed that the stability of the value attitude to nature is determined by the involvement of the emotional, intellectual and activity spheres of the personality in the process of its formation, the development of the student's subjectivity. In pedagogical science, the value attitude to nature is considered as an axiological component of the ecological culture of the individual, it is proved that the high level of its development is determined by the ecocentric consciousness of the individual and manifests itself in the subject-non-pragmatic interaction with nature.
Undoubtedly, direct contact with nature has the most strong impact on the personality, on the formation of attitudes towards it, and in this aspect, this problem is sufficiently studied. Art, being a reflection of values in a figurative form, a holistic reflection of the world, can have a significant impact on the formation of a value attitude towards nature. In the process of perception and reproduction of works of art, a person is able to acquire values that will become guidelines for her behavior. In artistic creativity, these values are embodied by means of art, which include artistic images, visual and expressive means, artistic materials, tools and techniques. The problem of using these means in the process of forming a value attitude to nature among younger schoolchildren required a special study.
The study and application of the means of art by younger students contributes to the formation of a positive, subjective, non-pragmatic attitude towards nature. The stability of the formation of a value attitude towards nature, including in the conditions of artistic communication (perception, reproduction and composition of works of art), is ensured by a value orientation, which includes the following sequence of actions: search - evaluation - choice - projection. Pedagogical management of this process (value orientation) contributes to the formation of socially significant values.
We consider the formation of a value attitude to nature by means of art among younger schoolchildren as the process of establishing a positive, subjective, non-pragmatic attitude to nature through artistic images, visual and expressive means, artistic materials, tools and techniques based on the search - evaluation - choice - projection of values for the individual objects and phenomena of nature in the process of artistic perception and creativity. Pedagogical organization this process includes motivational, operational, meaningful, instrumental and productive components.
An analysis of the initial state of the system of environmental education in elementary school showed the need to make changes to the content and technology for the implementation of these components, the need to introduce pedagogical conditions for the effectiveness of the process of forming a value attitude to nature by means of art. The methods of experimental transformation of the system are reflected in the model of the process under study developed by us. The value component of the content of primary education was strengthened. The technology of value orientation of junior schoolchildren in the conditions of artistic communication in the study of nature has been developed. Actualization of the needs, motives and goals of interaction with nature based on the personal experience of younger students and management (self-management) of the stages of search - evaluation - choice - projection of value objects and natural phenomena by students. The instrumental component of the model was developed in detail (the means of musical, literary and fine arts were identified, methods of forming a value attitude to nature by these means) and the resultant one (criteria, indicators and levels of formation of a value attitude to nature in younger schoolchildren, a set of methods for diagnosing it).
As a hypothesis, it was suggested that the formation of a value attitude to nature among younger students will be more effective if the means of art are systematically used in this process based on value-oriented content, technology and the following pedagogical conditions:
1) taking into account the personal experience of the value attitude to nature of the teacher and students, actualizing on its basis the needs, motives and goals of the interaction of younger students with nature;
2) managing the operations of searching for valuable objects and natural phenomena by students, their assessment, choice and projection in behavior and creativity, expanding the subjective functions of younger students;
3) integration of the natural science and artistic content of the study of nature by students on the basis of their sensory experience;
4) the study and application by students of the means of art on the basis of the positive, subjective, non-pragmatic attitude to nature reflected in them;
5) the readiness of teachers to use the means of art in the process of forming a value attitude towards nature in younger students.
The experimental model, hypothesis and diagnostic methods were developed as a result of a pilot experiment (1996 - 1999) based on the pedagogical activity of the author of the study in the primary school. At the end of the 1998-1999 academic year, a pilot study of the level of formation of a value attitude to nature among third-graders (196 students) was conducted, which showed the need to introduce the developed model into the pedagogical process of elementary school.
In 1999-2000 academic year An ascertaining study of first-graders was conducted (100 experimental and 140 students of control classes (1-3)), which showed an insufficient level of formation of a value attitude to nature in 90% of students. For three years (1999 - 2002) experimental work was carried out in these classes (formative experiment and control and diagnostic studies). At the same time, the need for additional training of primary school teachers (psychological, theoretical and practical) for this process was identified. The training of teachers in the experimental classes was carried out both before the formative experiment and during it. The author of the study carried out management (analysis, planning, organization, control and regulation) of the experimental process.
In parallel, a pedagogical experiment was carried out at the university to improve the quality of students' preparation for the process of forming a value attitude to nature by means of younger schoolchildren. The students studied the elective course "Formation of a value attitude to nature by means of art among younger schoolchildren." Prepared students (118 people), under the guidance of the author of the study, conducted experimental work in the classrooms of the four-year period of primary education (the study covered 192 junior schoolchildren).
In the process of experimental work, a model (content, technology and pedagogical conditions) of the process of forming a value attitude to nature by means of art was implemented among younger schoolchildren. If we rank the components of the model throughout the experiment, we can draw the following conclusion. In the 1st grade, the content and instrumental components of the model played a leading role, in the 2nd grade, motivational and operational. In the 3rd grade, the effective component took the first place, the second place was occupied by the motivational and operational component, the third - by the content and instrumental. Analysis of the results of the study showed the effectiveness of the developed model. It is important that all pedagogical conditions are interconnected and only in interconnection contribute to the effective formation of a value attitude towards nature.
Attitude towards nature is dynamic, its formation is influenced various factors. Therefore, a complex of diagnostic methods was used to determine the levels. There were 2.1 times more third-graders (36%) in the experimental group with a subject-non-pragmatic level of formation of a value attitude to nature than in the control group (17%), and 3.6 times more compared to the ascertaining section. Students who are at a subjective-non-pragmatic (high) level of formation of a value-based attitude to nature were characterized by a stable nature of positive manifestations, they systematically showed all signs of subjective perception of most natural objects and phenomena, pragmatic and non-pragmatic relations were balanced, the desire for spiritual interaction with nature prevailed .
The social-consumer level remained the predominant level of formation of a value attitude towards nature, however, there were 13% fewer third-graders with this level in the experimental group than in the control group (64% and 77%, respectively). These students observed the situational nature of positive manifestations, not all signs of subjective perception were manifested systematically and in relation to a small number of natural objects and phenomena, a pragmatic attitude towards nature prevailed, but there was a desire for non-pragmatic interaction with it.
There were no junior schoolchildren with a utilitarian (low) level at the end of the third grade in the experimental group, in the control group their number was 6%. These students showed a stable character of an ambivalent attitude towards nature (positive towards some natural objects, phenomena and negative towards others), they were dominated by an object attitude (signs of subjective perception were extremely rare), there was no desire for non-pragmatic interaction with nature, the attitude towards it with positions of benefit to themselves.
Thus, positive dynamics in the levels of formation of a value attitude to nature was observed in younger schoolchildren, both in the experimental group and in the control group. However, in the experimental group it is higher, which is confirmed by statistical processing of the results (Student's t-test, X2-test).
After the formative experiment with students of the specialty "pedagogy and methods of primary education", the level of readiness of students in the experimental group became significantly higher than the level of readiness of students in the control group and the results of the ascertaining experiment. In the 3rd year in the experimental group, 3.38% of students showed a high level of readiness, an average - 83.06% and a low level - 13.56%; in the 5th year, respectively - 48.3%, 51.7%, students with a low level were not identified. The ascertaining study of students in the control group showed that 3.41% were at a high level, 76.14% were average, and 20.45% were low; in the final year, their results were respectively 26.14%, 68.75% and 5.11%.
So, in the course of the study, its tasks were solved and experimental data were obtained confirming the validity of the hypothesis. We see the prospect of studying the problem in the need to identify the conditions for the preservation, consolidation and further formation of a value attitude to nature among schoolchildren in the middle and senior classes. The problem of identifying the pedagogical conditions for integrating the natural science and humanitarian content of students' education in preparation for work in the specialty "Pedagogy and Methods of Primary Education" requires further solution.
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Methodology for expert assessment of the formation of value relations among schoolchildren of grades 5-9
(developed by N.A. Alekseeva, E.I. Baranova, E.N. Stepanov)
Target: identification of the level of formation of value relations of students in grades 5-9.
Instructions for use. The class teacher or other teacher responsible for educational work with the student team plays the role of an expert in the formation of value relations in children. He gets acquainted with the Card for assessing the development of value relations of schoolchildren. This map was compiled in accordance with the requirements of the Federal State Educational Standard for General Basic Education, which apply to the personal results of students.
Map for assessing the development of value relations of schoolchildren
| Value Relations | Relationship levels |
||
| First | Second | Third |
|
| Attitude to cognitive activity | Does not show a constant and sustained interest in knowledge. Knowledge is not a value. In the classroom, he is mostly passive, there may be manifestations of a sharp rejection of the educational process. In the wake of a good mood, he shows a situational interest in the information of the educational program and the completion of tasks. Extracurricular activities of a cognitive nature are limited to homework | Cognitive interest is mainly limited to the scope of the educational program. Shows interest in specific subjects. Knowledge is not one of the most significant values of a person. In the process of perceiving the educational material, he is quite active, with the support of the teacher, he demonstrates good learning abilities. Avoids tasks related to the need for additional independent search for educational information. Participates in extracurricular activities of a cognitive nature as a spectator or executor of the teacher's instructions | Manifests a high degree interest in knowledge. In the process of acquiring knowledge, he is active and organized. A position of responsible attitude to teaching has been formed. In cognitive activity, internal motives play a priority role, rather than external requirements. Participates in olympiads, conferences, intellectual competitions, not only at the insistence of the teacher, but also on his own initiative. Shows interest in self-education activities |
| Attitude to transformative activity and the manifestation of creativity in it | Passive, tries to avoid participation in activities, participates in it only at the request of teachers or student self-government. The position of a spectator or a non-initiative performer is characteristic. Creativity is not shown. Most often indifferent to current events in the class, school, country, world | Active, but not always. The position of an initiative performer is characteristic, especially when he shows interest in activities. Has little organizational experience related to planning and organizing a joint business in a small group of classmates. Sometimes shows creativity and responsibility, but still needs external control. Can respond to a request for assistance to young children, the disabled and the elderly, for participation in socially significant events | In most cases, he is an organizer or an active and responsible executor of ongoing affairs in the classroom, school and beyond. Possesses organizational skills and abilities. Strives to be creative. In the activities carried out, the priority role is played by internal motives, and not external requirements. Emotional responsiveness to joy, grief and problems of people from the immediate and distant environment is characteristic |
| Attitude to the social and natural environment (based on the norms of law and morality) | Violated ideas about the principles and norms of morality. IN social activities class, school team retains a detached position, at times completely avoids communication and interaction. Situationally active in socially significant activities. Communication is limited to a narrow circle of people, prefers communication in a small group of well-known people. Demonstrates independence from the opinions of others, does not seek to establish constructive relationships. Shows a fragmentary interest in nature, does not think about the need to preserve it | Realizes and accepts the values of the state, collective, family, personality and individuality of another person. Understands the need to comply with the norms of morality and law in life. Shows interest in the social life of the class and school community. Open to communication with other people, but sometimes has difficulty establishing contacts and collaborative relationships. Socially significant activity does not cause a negative or detached attitude. Understands the need for a careful attitude to nature, but does not show his own activity in environmental actions | Respects and accepts the values of the Russian state and society, the team, the family, the other person as an individual and a person. Guided in life by moral norms and laws. Takes a socially active position (takes part in actions, volunteer movement, is a member of public organizations). Has a high level of motivation for communication and cooperation. Shows emotional and active responsiveness to the problems of society, as well as specific people. Appreciates the beauty of nature and strives to make efforts to preserve it by participating in various activities |
| Attitude towards the Fatherland | The image of the Fatherland, values and ideals are blurred. The desire to comprehend the past and present of the Motherland, civic position and responsibility are weak or absent. Indifferent to socially useful activities, needs the requirements of a teacher or other adults regarding participation in it. Does not express any feelings in relation to the events taking place in the country. Poorly understands his place and role in the social life of the class and school | He tries to master the meaning and image of the Fatherland, basic national values, his place and role in the life of society. Interest in the events of the past and present of his homeland is situational in nature, selectively expresses his opinion in relation to them. Sometimes he gives preference to dubious ideals, does not always show citizenship and responsibility. Usually takes part in socially useful causes, but often for self-interested motives | He is fully aware of the meaning of the concept of "Fatherland", his place and role in the life of society. Strives to comprehend the past and present of his Motherland, reasonably expresses his point of view on this matter. The ideals are the basic national values, eminent figures Fatherlands of different eras and spheres of social life, human virtues and people from the immediate environment who possess them. He is proud of the successes and experiences failures in the development of his country. Voluntarily and disinterestedly participates in activities for the benefit of the Fatherland |
| attitude towards beauty | The idea of aesthetic values and ideals is not formed. The aesthetic sense is underdeveloped. The desire to preserve and create beauty is weakly manifested. Appearance does not meet generally accepted standards. Often violates rules of conduct | He knows how to see beauty in the world around him and in people's behavior, but he does not always distinguish between the external and internal beauty of a person. The desire for beauty is situational, there is no sustainable interest in art and artistic activity. The aesthetics of appearance and behavior sometimes require external control. Difficulty expressing aesthetic feelings | Has a deep and distinct understanding of culture and aesthetics, follows their norms. Understands the aesthetic values and ideals of domestic and world culture. He has an artistic taste, cares about his appearance and the beauty of the surrounding reality. He reads a lot, is interested in art and artistic creativity. Vividly and figuratively expresses his attitude to the beautiful and the ugly |
| Attitude towards oneself, one's way of life, one's own development | Has insufficient ideas about their individual and personal characteristics. Experiencing difficulties in self-expression (does not find adequate forms of manifestation of his abilities). He does not want to think about his future and life prospects. Undemanding to himself, indifferent to his own development. Has a vague idea of the need to maintain healthy lifestyle life | Not fully aware of their personal characteristics and abilities. He often experiences self-doubt, his strengths, which interferes with the manifestation of abilities and the process of self-realization. Shows interest in questions of self-knowledge and self-development. Thinks about the need to maintain health, but does not always follow the principles of a healthy lifestyle | He is aware of his personal characteristics, his "I", is able to express and implement them in various activities. He has a high level of motivation to know himself and his abilities. Strives for self-improvement. Makes high demands on himself. Adheres to the principles of a healthy lifestyle |
Having carefully studied the information contained in the map about the manifestations of value relations of students in the process of their development, and based on the results of their pedagogical observations and diagnostic studies carried out in the classroom, the teacher fills out an expert assessment form for the formation of value relations of schoolchildren. A more rational option for filling it out is the consistent assessment of the formation of value relations among all students: first the first attitude, then the second, and then the third, fourth, fifth and sixth, i.e. fill in the table column by column.
Form of expert assessment of the formation of value relations of schoolchildren
| Surnames and names of students | Estimates of the formation of relations | Sum of points | Average score |
|||||
| To cognitive activity | To creative activity and creativity | To the social and natural environment | To the Fatherland | To the beautiful | To yourself |
|||
| 2 | 4 | 4 | 4 | 2 | 2 | 18 | 3 |
|
| 4 | 4 | 6 | 4 | 5 | 4 | 27 | 4,5 |
|
| Total points | ||||||||
| Average score | ||||||||
In this form, opposite the name of each student, in the column with the name of a particular relationship, an expert assessment in points is entered, meaning the following:
6 - the formation of the relationship corresponds to the third level;
4 - the formation of the relationship corresponds to the second level;
2 - the formation of the relationship corresponds to the first level.
It is possible to use grades "3" and "5" if the teacher believes that the development of a value attitude should be characterized as intermediate (borderline) between the first and second (grade "3" is given) or the second and third levels (grade "5" is given).
The subject of expert evaluation can be not one, but several teachers.
Processing and interpretation of results. After the expert marks the sum of points in each row and each column is calculated. Then the coefficient of formation of this or that attitude among the students of the class is determined. It is the quotient of dividing the sum of the scores in the column by the number of grades in it (usually this should be equal to the number of students in the class). A comparative analysis of the coefficients obtained in this way allows us to assume which of the six value relations are developed to a greater extent, and which to a lesser extent. The average score for assessing the entire set of value relations can be considered as an indicator of the effectiveness of pedagogical activity in implementing the requirements of the Federal State Educational Standard for results. personal development students.
Description of the presentation on individual slides:
1 slide
Description of the slide:
Pedagogical conditions for the formation of a value attitude to nature among younger schoolchildren in the process of studying the world around them Performed by: Shalkovskaya Natalya Sergeevna
2 slide
Description of the slide:
Relevance of the study The Russian state and society today need people capable of optimal regulation of relations in the field of interaction between society and nature. At the heart of such relationships is the realization that our behavior and activities in relation to nature are not always harmonious and adequate. The Concept of General Environmental Education for Sustainable Development (2010) points out the need to form a valuable experience for students, including: environmentally oriented reflexive and evaluative actions; the ability to interpret public environmental values and self-determination in them; assessment of their opportunities to participate in solving environmental problems; fulfillment of moral obligations in the field of non-wasteful consumption of natural resources.
3 slide
Description of the slide:
Purpose of the study To substantiate the possibilities of primary natural science education in the formation of a value attitude towards nature in junior schoolchildren and to determine the conditions that ensure the effectiveness of this process.
4 slide
Description of the slide:
The object of the research is the educational process of studying the surrounding world in elementary school. The subject of the research is the formation of a value attitude towards nature in junior schoolchildren in the process of studying the surrounding world.
5 slide
Description of the slide:
Hypothesis of the study The hypothesis of the study is based on the assumption that the formation of a value attitude to nature in younger students in the process of studying the world around them will be effective if: 1. The meaning-forming element of the content of the subject " The world» will act as a value component. 2. The formation of a value attitude will be carried out through the creation of a personal significant situations, solution of value-semantic tasks.
6 slide
Description of the slide:
Objectives of the study 1. To identify the essential characteristics of the value attitude to nature, to determine the criteria, indicators and levels of formation of this personal education in younger students. 2. To substantiate the need for the formation of a value attitude towards nature in junior schoolchildren by means of the subject "The world around us". 3. Determine, theoretically substantiate and experimentally test a set of pedagogical conditions for the formation of a value attitude towards nature in younger schoolchildren on the basis of O.T. Poglazova. 4. Design guidelines for elementary school teachers on the formation of a value attitude towards nature in younger students.
7 slide
Description of the slide:
The problem of value relations Considered in the works of O.G. Drobnitsky, A.G. Zdravomyslova, M.S. Kagan, A.B. Kiryakova, L.P. Razbegaeva, V.P. Tugarinova and others. Value relations are considered as the most important element of the entire internal structure of the personality, as a result of its interiorization of the leading social values, which allows one to navigate in the world of the material and spiritual culture of society, providing motivation for the behavior and activities of the individual.
8 slide
Description of the slide:
To clarify and concretize the concept of value attitude to nature, we studied such concepts as "value", "value attitude" Values are criteria that are used to select and justify actions, as well as to evaluate oneself, other people and events. Values are the guiding principles of life. They determine how one should behave, what is the desired state or lifestyle, worthy to correspond to them and to strive for them. The value attitude to nature is considered as an integrative, sustainable personal education, based on the sensory perception of nature, based on a personal emotional reaction, characterized by the awareness of nature as a value and manifested in interaction with objects of nature.
9 slide
Description of the slide:
There are some contradictions among younger students between what they know about the rules of behavior, what they recognize as necessary and important, and how they act independently in conditions of Everyday life. This is due to age and methodological problems in the organization by teachers of the process of formation of a value attitude towards the world around younger students.
10 slide
Description of the slide:
Experimental base of the study The base of the study was MKOU secondary school No. 14 in Tavdy. 24 schoolchildren of the 2nd grade took part.
11 slide
Description of the slide:
Experimental and search work 3 stages: 1st stage - ascertaining; 2nd stage - forming; 3rd stage - control
12 slide
Description of the slide:
The ascertaining stage The purpose of the diagnostic study was to study the level of formation of the value attitude to nature in children of primary school age. To achieve this goal, we have identified the following tasks: 1. Determine the criteria, indicators and levels of formation of a value attitude towards nature in junior schoolchildren. 2. Select diagnostic methods and develop tasks for diagnosing the level of formation of a value attitude towards nature. 3. Carry out diagnostic procedures and process the results of a diagnostic study.
13 slide
Description of the slide:
Based on the research of L.V. Moiseeva, we have identified indicators of the value attitude Understanding the value of nature, its indispensability in human life - the semantic perception or interpretation of objects and natural phenomena from their standpoint in human life and society. values Emotional responsiveness in relation to living objects of nature - a positive attitude to the "other", the orientation of the individual to the manifestation of moral feelings, empathy with natural objects. The ability to assess the diversity of the meaning of nature and the desire to realize the attitude in actions - the assessment of objects of nature with a focus on universal, social, personal values and the desire for "helping behavior", inner desire, readiness to act.
14 slide
Description of the slide:
Rice. 1. The levels of formation of the value attitude to nature in the control and experimental groups among junior schoolchildren.
15 slide
Description of the slide:
Most children recognize the importance of nature. However, not everyone can justify their position. The ascertaining experiment showed that in contemporary practice there are problems in the formation of the value attitude of nature among junior schoolchildren. We have identified a contradiction, which lies in the fact that, on the one hand, the content of the state educational standard involves the formation of a value attitude towards nature, on the other hand, in the mass practice of teaching younger students, conditions are not created that ensure the purposeful formation of a value attitude towards nature among students.
16 slide
Description of the slide:
Formative stage The purpose of the formative stage of experimental and search work is to create pedagogical conditions that ensure the formation of a value attitude towards nature in the experimental group in younger students.
17 slide
Description of the slide:
Formative stage The first condition - the value component will act as a semantic element of the content of the subject "The World Around" Based on the analysis of the teaching materials "Harmony" by O.T. Poglazova for the 2nd grade, we singled out the value aspects of the educational content and updated the value potential of the course "The World Around". A fragment of the training content is presented on the next slide.
18 slide
Description of the slide:
Value component of the content of the subject "The world around" (OT Poglazova, grade 2) Topic Program content Knowledge and activity components Value component Natural bodies and phenomena Observe natural objects, phenomena and characterize them. Give examples of natural bodies and phenomena. Watch the day and night sky different types and cloud shapes. Explain the reason for the change of day and night, the change of seasons. Describe the differences between stars and planets using the example of the Sun and the Earth. Work with the globe and the physical map of the hemispheres. Learn to extract information from a pie chart (the ratio of land and water surface on Earth). Distinguish and characterize the forms of land, their parts. Observe different forms earth's surface of their locality. Describe the appearance characteristics different types of reservoirs. Distinguish and compare different forms of land and types of water bodies according to illustrations. Find plains, mountains, rivers, lakes, seas on a physical map. Model various forms of sushi from sand, clay or plasticine. Analyze examples of human use of natural resources. The value of scientists studying animate and inanimate nature. The value of observations and experiments in the study of the laws of nature. The beauty of natural phenomena occurring in animate and inanimate nature. Valuable attitude to the science of astronomy. Understand the value of the Sun - the closest star to the Earth, a source of light and heat for plants, animals, and humans. The value of the stars and constellations. Comets, meteorites. The beauty of the night sky. Valuable ideas about the Earth's form, size and movement. The rotation of the Earth around its axis as the cause of the change of day and night, the revolution around the Sun is the cause of the change of seasons. The value of the first manned flight around the Earth, the first cosmonaut of the world, Yu. A. Gagarin. The value of the Moon - a natural satellite of the Earth. The movements of the Moon around the Earth as the reasons for the change in its apparent shape during the month (the phases of the Moon).
19 slide
Description of the slide:
Formative stage The second condition - the formation of a value attitude will be carried out through the creation of personally significant situations, the solution of value-semantic tasks.
20 slide
Description of the slide:
For the formation of a value attitude towards nature in younger schoolchildren, tasks of a value-semantic nature were used (in the form of a story-reasoning). This gave students the opportunity to show an emotional attitude to the natural environment, a sense of empathy. Demonstrate an appreciation for nature. The reasoning story made it possible to track the development of the emotional component of the value attitude to nature in younger students.
21 slide
Description of the slide:
Theme "Nature is our home now!" 1. Do people protect nature at present? 2. What is the state of nature today? 3. What do you do to keep your city clean? 4. Do your parents or friends help you with this? 5. What should all people do to save nature? 6. Why is nature our home now?
22 slide
Description of the slide:
Sayings of children: “I care, how will we live if there is not a single tree left on Earth?” "Where will the fish live if the rivers are very dirty?". Masha K.: “When I watch TV and they show how animals are caught or killed, I feel very sorry for them. I don’t understand why they do it, and the parents explained that they were poachers and that it was very bad.” Olesya E. "Value is something that is very important for a person." Misha K. “Nature as a value means that we must respect it, protect and preserve it not only for ourselves, but also for other inhabitants of our planet.” Kolya S. Answered as follows: “People began to believe that man is stronger than nature. It happened because people stopped appreciating nature.”
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According to A.N. Vyrshchikova, M.B. Kusmartsev, A.P. Pashkovets and others, is the development and implementation of the program "My small Motherland".
The content of the program "My small homeland" reflects a comprehensive and systematic approach to the native land as a kind of integrity, presented in all the diversity of its constituent processes and phenomena. This approach allows us to consider the natural, historical, social and cultural factors that shape and change the state of the region under study, in their equal interaction. This is the most effective way to form a worldview, a holistic picture of the environment, a system of scientifically based ecological and sociocultural views, and the value attitude of students to their native land, not only on an emotional, but also on a rational level.
The program of the course "My small homeland" is focused on a deep and detailed study of the history of the native land. Gradually discovering the unknown pages of the history of the small Motherland, cultivating an interest in historical research, the student will form a holistic view of the relationship between the development of individual settlements, private events and development of the country.
The leading idea of the program is the development of the child's abilities and creativity through familiarization not only with the centuries-old history of his native land, but also with the very modest history of his native land, through the formation of search work skills.
The program is structured in such a way that the child through a variety of activities (playing, communicative, educational, labor) entered the world of local history culture, which involves not only the assimilation of the conceptual apparatus and the corresponding content of the course of skills, but also requires the student to behave appropriately to preserve a creative approach to positive use and transform your land.
Thus, the pedagogical conditions for the formation of the value attitude of high school students to their small Motherland are:
An experimental study of the formation of the value attitude of students to the small Motherland will be considered in the next chapter.
Conclusions for chapter 1
1. An analysis of the psychological and pedagogical literature on the research problem helped to consider the concept of "value attitude". From the foregoing, we can conclude that a value attitude is a type of culturally mediated relationship of a person with reality, which develops in the sphere of the unconscious under the influence of the work of an individual spirit based on the integration of assessment actions and design actions, as a result of which personal values arise.
2. In our study, we will rely on the concept of “value attitude to the small Motherland”, considered by P.I. Pidkasy as an attitude of love for the land on which a person grew up, for its people, with whom he lived the events of life, he spoke the same language, with whom he is united by something in common in their attitude to life.
3. Features of the formation of the value attitude of high school students to the small Motherland are:
The saturation of the educational process with various models of value choice, the involvement of schoolchildren in activities for the benefit of others and the development of disinterested motives for participating in it; development of the ability to reflect and comprehend one's own system of value relations to the world. This actualizes such methods of educating value relations, such as discussion, the method of creating educational situations, as well as the method of involving schoolchildren in practical activities(social projects);
Accounting for all components of the structure of the value attitude towards the small Motherland: the cognitive component (comprehension of the essence of love for the small Motherland and the ways of its manifestation in various activities: in conversations, messages on a patriotic theme, holding literary and musical drawing rooms, oral folklore and ethnographic expeditions, etc.). d.); emotional component (various forms of work, creating situations in which students would experience feelings of love, pride in their small homeland, admire its glorious history, courage and bravery of patriots. A huge influence in this is fiction); motivational-behavioral component - (the ability for volitional manifestations in the field of patriotism and culture of interethnic relations (different types of labor, sports, tourist and local history work, celebration of anniversaries, meetings with veterans and famous people).
4. The pedagogical conditions for the formation of the value attitude of high school students to their small Motherland are:
The inclusion of high school students in extracurricular activities enriched with local history tools;
Organization of project activities, content-oriented by means of local history;
Development and implementation of the program "My small Motherland", focused on the formation of the value attitude of high school students to their small Motherland.
CHAPTER 2small motherland
2.1 Diagnosis of the level of formation of the value attitude of high school students to the small Motherland
The purpose of our experimental study was an experimental test of the effectiveness of the pedagogical conditions for the formation of the value attitude of high school students to their small Motherland.
Pilot-experimental research base: MAOU Novoseleznevskaya secondary school of the Kazan region Tyumen region. The experiment involved students of 10 "A" and 10 "B" classes aged 15-16 in the amount of 15 students in each class.
To solve the tasks set, the experimental work included the ascertaining, forming and control stages.
The purpose of the ascertaining stage of the experiment was the primary diagnosis of the level of formation of the value attitude of high school students to the small Motherland.
To identify the level of formation of the value attitude of high school students to their small Motherland, we used the criteria and indicators developed by M.A. Olive:
Table 1
Criteria and indicators of the formation of the value attitude of high school students to the small Motherland
|
Criteria |
Indicators |
Techniques |
|
|
cognitive criterion |
regional knowledge, Awareness by high school students social significance preservation of the cultural and historical heritage of the small Motherland. |
Questionnaire "Are you familiar with the culture of your native land?" |
|
|
emotional and motivational criterion |
A sense of pride and respect for the work of the peasant, Strengthening in the minds of young men and women such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity. |
Mini-essay "My native land", Methodology of M. Rokeach "Value Orientations" |
|
|
activity-practical criterion |
striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness. the desire to contribute to the revival of the village, participation in events aimed at improving the village, helping the participants of the Second World War |
methodology "Personal growth of students" (P.V. Stepanova). Act of Volunteers, Surveillance |
Based on the degree of manifestation of the above indicators, the levels of the value attitude of high school students to the small Motherland were identified:
High level (8-10 points): knowledge of local lore, awareness by high school students of the social significance of preserving the cultural and historical heritage of the small Motherland; the presence of a sense of pride and respect for the work of the peasant, the consolidation in the minds of young men and women of such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness. the desire to contribute to the revival of the village, participation in events aimed at improving the village, assistance to the participants of the Second World War.
Intermediate level (5-7 points): local lore knowledge is available, but there is no awareness by senior students of the social significance of preserving the cultural and historical heritage of the small Motherland; there is no sense of pride and respect for the work of the peasant, but they are aware of such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness, not with a desire to strive to contribute to the revival of the village, participate in activities aimed at improving the village, helping the participants of the Second World War .
Low level (0-4 points): there is no knowledge of local lore, there is no awareness by high school students of the social significance of preserving the cultural and historical heritage of the small Motherland; there is no sense of pride and respect for the work of the peasant, they do not realize such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness, not to strive to contribute to the revival of the village, to participate in activities aimed at improving the village, helping the participants of the Second World War.
To determine the levels of formation of the value attitude of high school students to their small Motherland, the following methods were used: a survey “Are you familiar with the culture of your native land?” (see Appendix 2), a mini-essay “My native land” (see Appendix 3), M. Rokich's method "Value orientations" (see Appendix 4), the method "Personal growth of students" P.V. Stepanova (see Appendix 5), the “Act of Volunteers” methodology (see Appendix 6), observation (see Appendix 7).
To diagnose the cognitive criterion, the questionnaire “Are you familiar with the culture of your native land?” was used, the purpose of which was to assess the completeness of high school students' knowledge about the culture of their native land.
Schoolchildren were offered 9 questions reflecting the completeness of their knowledge and the systematic knowledge of the value of the cultural heritage of their native land, ways of actively learning the values of the culture of their native land.
To the question “Do schoolchildren need to study the culture of their native land?” the majority of high school students answered "Yes" 61%, "No" 39%. This is a good indicator.
To the question “Do you talk with your relatives, comrades about your region?” the majority of students answered "No" 76%, "Yes" 24%.
To the question “Do you know what peoples live in our region?” “Yes” 56% “No” 44%.
To the question “Are you familiar with the traditions of your native land?” “Yes” 34% “No” 66%.
To the question “Do you think it is necessary for you to study in detail the traditions and customs of the peoples inhabiting your village?” Almost all students answered “Yes”, only 9% answered “No”
To the question “Do you know your customs, the life of your village?” “Yes” was answered by 47%, “No” by 53%.
To the question “Would you like to know the features of life, the way of life of folk art of the inhabitants of our region?” The answer "No" was not chosen by anyone, "Yes" 100%.
To the question “Are you ready to take part in the preparations for the holidays?” 67% answered "Yes", 33% answered "No".
To the question “Do you think that studying the history and culture of your native land contributes to the formation of citizenship and patriotism?”, 75.5% chose the answer “Yes”, 24.5% “No”
The results of the study according to the method "Are you familiar with the culture of your native land?" are presented in table 2 and in fig. 1.
table 2
The results of the study of the level of formation of the value attitude of high school students to the small Motherland according to the method "Are you familiar with the culture of your native land?" at the ascertaining stage of the experiment
Rice. 1. Histogram of the level of formation of the value attitude of high school students to their small Motherland according to the method “Are you familiar with the culture of your native land?” at the ascertaining stage of the experiment
As shown by the qualitative and quantitative analysis of the results of the study of the formation of the value attitude of high school students to the small Motherland according to the method "Are you familiar with the culture of your native land?", 1 subject of the control group - 6.7% and 2 subjects of the experimental group - 13 showed a high level, 3%. Schoolchildren show a constant and steady interest in learning the values of the culture of their native land.
The average level was shown by 4 subjects of the control group - 26.7% and 2 subjects of the experimental group - 13.3%. Schoolchildren show little interest in the culture of their native land.
A low level was shown by 10 subjects of the control group - 66.7% and 11 subjects of the experimental group - 73.3%. Schoolchildren have no interest in learning the values of the culture of their native land or its weak manifestation.
To diagnose the emotional-motivational criterion, we used the technique of mini-essay "My native land", the purpose of which is to assess the personal understanding of the value and significance of the culture of the native land of older students.
The students were asked to write short essay about the native land.
Previously, students were introduced to the styles of speech: business, artistic, journalistic and their features, with visual means language: epithet, metaphor, comparison, etc., with an interview - one of the types of information in the press.
turned Special attention on the relevance of the theme of the culture of the native land, its compliance with the chosen style of presentation.
They advised students to think deeper into the meaning of words, to select exact sentences to express their thoughts.
The level of formation of the value attitude of high school students to the small Motherland according to the essays was assessed as follows:
High level - 11 or more offers;
Average level - 5-10 sentences;
Low - 4 or less offers
The results of the study of the formation of the value attitude of high school students to the small Motherland according to the method "My native land" are presented in Table 3.
Table 3
The results of the study according to the method "My native land" at the ascertaining stage of the experiment
For clarity, we present the results in Figure 2.
Fig.2 The results of the study of the formation of the value attitude of high school students to the small Motherland according to the method "My native land" at the ascertaining stage of the experiment
As the results of the study of the formation of the value attitude of high school students to the small Motherland according to the method "My native land" show, 1 subject of the control group - 6.7% and 1 subject of the experimental group - 6.7% showed a high level. Schoolchildren show emotional experiences and feelings when describing their native land.
The average level was shown by 6 subjects of the control group - 40% and 3 subjects of the experimental group - 20%. Schoolchildren have a slight emotional attitude to the culture of their native land.
A low level was shown by 8 subjects of the control group - 53.3% and 11 adolescents of the experimental group - 73.3%. Schoolchildren have no emotional manifestations when describing their native land, sentences are dry and do not have value assessments of the culture of their native land.
The results can be visualized in tables 4 and 5.
Table 4
The results of M. Rokeach's methodology "Value orientations" on terminal values
|
No. p / p |
Values |
Control group |
Experimentalnaya group |
|
|
active active life |
||||
|
life wisdom |
||||
|
health |
||||
|
interesting job |
||||
|
beauty of nature and art |
||||
|
public acceptance |
||||
|
knowledge |
||||
|
productive life |
||||
|
development |
||||
|
entertainment |
||||
|
happy family life |
||||
|
the happiness of others |
||||
|
creation |
||||
|
self confidence |
Table 5
The results of the methodology of M. Rokeach "Value orientations" on instrumental values
|
No. p / p |
Values |
Control group |
Experimental naya group |
|
|
upbringing |
||||
|
high demands |
||||
|
cheerfulness |
||||
|
diligence |
||||
|
independence |
||||
|
education |
||||
|
responsibility |
||||
|
rationalism |
||||
|
self-control |
||||
|
firm will |
||||
|
tolerance |
||||
|
broadmindedness |
||||
|
honesty |
||||
|
efficiency in business |
||||
|
sensitivity |
The table shows that in the control group, the subjects chose health, an active active life, the presence of good and true friends, self-confidence as the most significant for themselves; public recognition is quite important for them. Among the instrumental values, education, good breeding, honesty and self-control were chosen.
The subjects of the experimental group prioritize the presence of good and true friends, health, love, material security of life, interesting work, and the most important values for them are good manners, accuracy, cheerfulness, responsibility and education.
To diagnose the active-practical criterion, we used the diagnostics by V.P. Stepanov "Personal growth of schoolchildren". The results of the method are presented in table 6 for the experimental group and in table 7 for the control group.
Table 6
The results of diagnostics according to the method "Personal growth of schoolchildren" in the control group (stating stage of the experiment)
Visually, the results of diagnostics according to the "Personal growth of schoolchildren" method in the experimental group (stating stage of the experiment) can be presented in Fig. 2
Rice. 2 "Histogram of the results of diagnostics according to the "Personal growth of schoolchildren" method in the experimental group (stating stage of the experiment)"
Table 7
The results of diagnostics according to the method "Personal growth of schoolchildren" in the experimental group (stating stage of the experiment)
Visually, the results of diagnostics according to the method "Personal growth of schoolchildren" in the experimental group (stating stage of the experiment) can be presented in Fig. 3
Rice. 3. "Histogram of the results of diagnostics according to the method "Personal growth of schoolchildren" in the experimental group (stating stage of the experiment)"
As we can see, the discrepancies in the diagnostic results of the control and experimental groups are insignificant.
The purpose of this technique is to determine the activity and motives for the participation of students in the life of an educational institution, and in our case, the MAOU Novoseleznevskaya secondary school of the Kazan region.
Before the start of the experiment, we talked with the subjects of the control and experimental groups. They began their conversation with the words: “Guys, do you want to plunge into the world of the history of your school and your village? Then it is you who can become unique explorers and masters of your search!”
10 people in the control group responded to this proposal, which is 66% of total number subjects and 12 people in the experimental group (80%). Based on the results, it can be concluded that the subjects of the experimental group are most interested in the history of their school and their village.
We also observed the subjects who participated in the experiment (see Appendix 7).
Qualitative and quantitative analysis of the results of observation indicates that in the control group with a high level of formation of value attitudes towards the small Motherland, 2 subjects (13%). Subjects with this level have knowledge of local lore, are aware of the social significance of preserving the cultural and historical heritage of the small Motherland; there are feelings of pride and respect for the work of the peasant, fixing in the minds of young men and women such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; there are valuable and significant qualities of the personality of a citizen and a patriot as: accuracy, politeness, attentiveness, desire for co-creation and cooperation, exactingness, purposefulness. They strive to contribute to the revival of the village, participate in activities aimed at improving the village, helping the participants of the Great Patriotic War. With an average level of 5 people (33%) - subjects with this level have knowledge of local history, but do not realize the social significance of preserving the cultural and historical heritage of their small Motherland; such subjects do not have a sense of pride and respect for the work of the peasant, but they are aware of such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness, do not want to contribute to the revival of the village, participate in activities aimed at improving the village, help the participants of the Second World War . With a low level of 8 people (53%). The subjects of this level lack local history knowledge, there is no awareness of the social significance of preserving the cultural and historical heritage of the small Motherland; there is no sense of pride and respect for the work of the peasant, they do not realize such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness, do not seek to contribute to the revival of the village, participate in activities aimed at improving the village, help the participants of the Second World War.
In the experimental group with a high level of 5 subjects (33%), with an average level of 6 subjects (40%) and with a low level of 4 people (26%).
Thus, a qualitative and quantitative analysis of the results of the ascertaining stage of the experiment showed that the subjects in the control group with a high level of formation of a value attitude to the small Motherland were 1 person, which is 6% of the total number of subjects in the experimental group. A student of this level has a formed civic position, a stable system of socially significant values and interests, the ability to objectively assess social phenomena reality, to the emotional perception of social and natural environment, the rural world, the desire for creative creative activity related to the preservation of the historical and cultural heritage of the small motherland. With an average level of formation of a value attitude to the small Motherland, 9 subjects make up 60% of the total number of subjects in the experimental group. Such students are characterized by the uncertainty of civic position, the locality of cognitive and communicative interests, subjectivity in the assessment of social phenomena, the unstable need for socially significant activities, insufficient manifestation of emotional perception of reality, indifferent attitude to the historical and cultural heritage of the small motherland. There were 4 people with a low level of formation of a value attitude to the small Motherland in the experimental group, which is 26% of the total number of subjects in the experimental group. Such students are characterized by the absence of a clearly expressed civic orientation of the individual, the narrowness of personal interests, a negative attitude towards socially significant activities, skepticism in assessing social phenomena, the absence of a vivid emotional perception of the social and natural environment of the village, and a negative attitude towards the historical and cultural heritage of the rural world.
In the experimental group of subjects with a high level of formation of value attitudes to the small Motherland, 0 people. With an average level - 7 people, which is 46% of the total number of subjects in the control group. Students with this level have not decided on their civic position, the locality of cognitive and communicative interests, subjectivity in assessing social phenomena, an unstable need for socially significant activities, insufficient manifestation of emotional perception of reality, indifferent attitude to the historical and cultural heritage of their small homeland. With a low level of formation of a value attitude to the small Motherland - 8 people, which is 53%. Subjects with this level do not have a clearly expressed civic orientation of the personality, the narrowness of personal interests, a negative attitude towards socially significant activities, skepticism in assessing social phenomena, there is no brightness of emotional perception of the social and natural environment of the village, a negative attitude towards the historical and cultural heritage of the rural world ( see Appendix 9).
The results of the ascertaining stage of the experiment can be visually presented in Table 8 and in Fig.4.
Table 8
Results at the ascertaining stage of the experiment
Fig.4. "Histogram of results at the ascertaining stage of the experiment"
The implementation of the pedagogical conditions for the formation of the value attitude of high school students to their small Motherland will be considered in the next paragraph.
2.2 Implementation of the pedagogical conditions for the formation of the value attitude of high school students to their small Motherland
The data of the ascertaining stage of the experiment indicate that the majority of high school students are at an average level of manifestation of a value attitude towards their small Motherland. The lack of sufficient social experience among students in relation to the small Motherland convinces of the need to form an extensive, versatile and multi-valued image of the small Motherland, and hence a more differentiated value attitude. This became one of the tasks of the transforming stage of the experiment. Based on the materials of the theoretical study of the problem, the data of the ascertaining stage of the experiment and our hypothesis, we have developed a methodology for the formative stage of the experiment.
The formative stage of the experiment was carried out with the subjects of the experimental group.
During the formative stage of the experiment, we implemented the following set of pedagogical conditions:
The inclusion of high school students in extracurricular activities enriched with the values of local history;
Organization of project activities, enriched in content with local history values and focused on the formation of the value attitude of high school students to their small Motherland;
Development and implementation of the program "My small Motherland".
The first pedagogical condition for the formation of the value attitude of high school students to their small Motherland is the inclusion of high school students in extracurricular activities enriched with the values of local history.
To implement this pedagogical condition, we developed the project "My village - Novoseleznevo" (see Appendix 12).
When developing the project, we were guided by the charter of the Fund for Supporting Youth Initiatives and a Healthy Lifestyle “Our choice is the Little Motherland”, taking into account the individual characteristics of this age period.
To begin with, we drew up a plan of work to study the history of the village of Novoseleznevo and a plan of the area. And then we acquainted the students with this plan and the tasks that we must solve in the course of the study.
The following objectives were set for this project:
1. Contribute to the acquisition and expansion of students' knowledge about the village of Novoseleznevo: its history, traditions, culture.
2. To promote the formation of students' sense of belonging to the history and responsibility for the future of the village.
3. To instill in students a love for their native village and region as for a small Motherland.
4. Educate students as citizens of their homeland.
5. To form in students a sense of pride in their small homeland.
The project was developed in several stages:
1. Preparatory.
2. Search and executive (design).
3. Generalizing (checking the quality of the project).
4. Final (reflexive).
The stages of the project were implemented as follows:
Preparatory stage.
1) The topic of the lesson is “My native village”. The guys get acquainted with the work plan, begin to study the history and toponymy of the village (see Appendix 8).
Search and executive (design) stage.
At this stage, we study the following topics:
2) "Journey into history: how our village Novoseleznevo was formed."
Students get acquainted with ethnographic and historical books that talk about the village of Novoseleznevo, and where the customs and traditions of our village are studied by scientists and ethnographers.
3) "Why is the river called Alabuga or where did the name of the river come from?"
5) "Journey through the outskirts of the village."
6) "Studying the customs and traditions of our village."
7) “How does the village live today?” In this lesson, studying the map of the village, the guys examined the population.
8) "Famous people of our village."
9) "Sights of the village."
Generalizing stage (checking the quality of the project).
At this stage, rehearsals are held. The guys are preparing for the presentation of the project.
Final (reflexive) stage.
On this stage The guys shared their impressions about the project, expressed their suggestions, what else they would like to explore.
In the process of implementing the project "My Village - Novoseleznevo", educational, developing, teaching tasks were solved, extracurricular and classroom, school and extracurricular forms of work are integrated. The work on the project captivated the children. They worked with great interest and enthusiasm, as they understood that they had a great responsibility. Thus, when creating this project, the students acted as real researchers of the history of their native village of Novoseleznevo, and besides this, they composed poems and stories, prepared drawings on the theme: “My small Motherland”, with which an exhibition of creative works was organized. Work on the project contributed not only to the development of research skills, but, most importantly, to the students' awareness of the inseparable connection between a person and his small Motherland.
The second pedagogical condition for the formation of the value attitude of high school students to the small Motherland is the organization of project activities, enriched in content with local history values and focused on the formation of the value attitude of high school students to the small Motherland. .
In the implementation of this pedagogical condition, we analyzed a number of sources dedicated to the organization of project activities of students, such as: Research work at the school Derekleeva N.I., Educational and research activities of schoolchildren in the profile school Stepanova M.V. and approaches to their solution Ermolaeva L.K.
In organizing the project activities of students, we used the following algorithm of work: after defining the problem and the object of research, it is necessary to organize work with literature. To do this, we first held several classes, in which we updated students' knowledge about the methods of analyzing literary sources, about how the choice of method is related to the task at hand, how to record the results of observations, and then individual consultations were organized on each topic.
In the course of project activities, students must pass the following levels:
goal setting;
Hypothesis selection;
Planning;
Conducting and designing research;
Control of implementation and evaluation of the result.
Schoolchildren learned what project activity is, looked at samples of research papers, design requirements and assessment criteria.
As homework, high school students were asked to choose a topic for research and start collecting the necessary material on their topic: texts, drawings, photographs, etc. This task was difficult and required students not only to show imagination, but also to agree on the chosen topic with all participants in the experiment. Here are some themes research projects: TRANSFER.
Pupils collected information materials for the project, searched for useful information on the Internet. This work was partially carried out by students at home, and the collection of necessary materials was continued in the classroom.
After that, we suggested that high school students work in the library, find available critical articles on the problem they are studying, determine which of them should be read, take notes, and make extracts from which.
Students actively worked in the library of the Novoseleznev secondary school, visited both school and rural museums, talked with museum leaders. They took notes in their notebooks.
The students accumulated and analyzed the necessary material, formulated their own conclusions.
An analysis of the content of the project activities of high school students led to the conclusion that students have a steady interest when a personal topic is touched upon and history is viewed (family genealogy, village history, family history and school history, school history through the eyes of teachers, parents, graduates, builders - pioneers). What is connected with the place where your house is located, became that “particle” of the formation of interest, which allowed students to engage in serious research work in the future.
The third pedagogical condition - the development and implementation of the program "My small Motherland", was implemented as follows.
We called the program for the formation of a value attitude to the small Motherland "Novoseleznevo - a part of my soul."
When developing this program, we were guided by the curriculum of the MAOU Novoseleznevskaya secondary school, the program of the school museum of local history (see Appendix 13), perspective plan works of the school historical and local history museum of the MAOU Novoseleznevskaya secondary school for 2011-2013. (See Annex 14).
The main goal of the program is to form a value attitude of high school students to their small homeland.
The objectives of the program are:
The study of the past and present of their Small Motherland, customs, traditions and spiritual culture of the peoples living in our region and region.
Raising patriotism among students through local history knowledge about the area.
Development of national identity and respect for representatives of other nationalities who live in our area.
When developing the program “Novoseleznevo is a part of my soul”, we adhered to the following principles outlined by E. Yu. Petryaeva in her work “The course of national and regional history in basic school”:
1. The principle of dialectical relationship with the courses of domestic and world history. The material reflects historical and cultural trends typical for all regions of Russia and possibly for the whole world.
2. The principle of integration. Local history gives students a holistic view of a person living in a certain area. Integrativity lies in the fact that the lessons are taken from the information and archeology, and geography, and ethnography, and economics, and literature, and history.
3. The principle of multicultural tolerance. Information from local history once again emphasizes that we live in a society where there are a lot of different nations, that each nation has its own language, faith, customs, mentality, but it must be remembered: all people are equal and interesting, and we must be able to live in peace with those around you.
4. Anthropological principle. Man is the center of the study of local lore, the history of his spiritual and practical experience, and political and economic history are considered only as conditions for the development of man.
5. The principle of the practical orientation of the course. "This principle requires the development of content, focusing on the existing pedagogical reality, taking into account the available methods, patterns, principles and learning opportunities in general."
The expected results of this program are to ensure the formation of patriotism, citizenship in the process of interaction between a high school student and a small homeland, the achievement of an optimal level of formation in high school students of self-awareness as a part of a small homeland, increasing the level of students' knowledge about history, cultural and natural features Novoseleznevo village.
The program consists of 5 sections.
Section I "Introduction" includes: the content and objectives of the work for the coming period. Organization of classes, forms and methods research work. Safety rules in the classroom and when working with a PC. Word text editor program. PowerPoint program.
To begin with, we introduced the children to the purpose and objectives of this program. They organized several introductory classes, at which they told high school students what they had to do. Each student was assigned a computer on which he processed the information received.
In section II "History of the native land" we have included the following: the native land in antiquity. General information about fellow villagers. Short story administrative-territorial division of the region. The history of the founding of the village of Novoseleznevo, the first settlers, the history of childbirth. History of religion and education of the native land. The life of peasants in the post-reform period. Meeting interesting people with. Novoseleznevo.
The students worked in the school library, studied literature on the history of the emergence of the Kazan region, p. Novoseleznevo. We studied sources about the history of the creation of MAOU Novoseleznevskaya secondary school.
Some high school students met with noble people from. Novoseleznevo such as: Rzhavina N.M., worked as a school principal from August 1978 - February 1980, from April 1981 - August 1983, a mathematics teacher. It was she who initiated many undertakings of schoolchildren. Like no other director, she was close to the guys, relied on student self-government, the activities of pioneer and Komsomol organizations. Together with his students, he went hiking, organized a school propaganda team, with which they traveled all over the Kazan region. She loves sports, she herself participated and introduced children to classes in sports sections. Shelomentsev V.N. worked as a school principal from August 1983 - December 1984. Then he was appointed head of the department of public education of the Kazan region. I tried to make the school more beautiful, elegant, comfortable for both teachers and students. The school introduced productive socially useful labor, thanks to which the students began to earn money to strengthen the material and technical base of the classrooms, travel. Perminov V.I. worked as director of the Novoseleznevskaya school from September 1986 - August 1998, teacher of physics. He dealt with the issues of equipping classrooms, labor protection of schoolchildren and teachers, development of legal acts of the school. Twelve years of his work as a director are reflected in the results of activities: a new stone school building, put into operation in 1993, a school car and much more. Paukova S.V. has been working as director of the Novoseleznevskaya school since August 1, 1998. Prior to her appointment as director of the Novoseleznevskaya secondary school, she worked as a history teacher for 20 years.
Svetlana Viktorovna, having become the director of our school, set the task of preserving and increasing the traditions of the Novoseleznevskaya secondary school. The main achievement of the director: connecting the school to the global Internet, organizing participation in various telecommunications projects. The network specialized school of the Kazan municipal district was opened. The school participated in the Russian Educational Forum "Modernization of Education: School 2007" and became the winner of the competition in the category "Innovations in Education", entered the list of winners of institutions implementing innovative educational programs, and received a grant of 1 million rubles. The school was prepared as a venue for a unified state exam(USE) of the Kazan region.
In the classroom, high school students read several messages on various topics. From the messages, the rest of the schoolchildren learned that in 1929 the Seleznevskaya Primary School. 1959 - The Seleznev seven-year school was founded, Glazunov Vladimir Dmitrievich was appointed director of the school. 1964 - The school received the status of an eight-year school, director Noskov Demyan Kuzmich. 1970 - On September 1, 1970, the Seleznevskaya school was renamed Kazan Secondary School No. 2 (KSSh No. 2). Zdornova Agreppina Kupriyanovna was appointed director. 1992 - A new building of the Kazan secondary school No. 2 was built, which still functions today. 1995 - In May Kazanskaya high school No. 2 (KSSH No. 2) was renamed the Novoseleznevskaya secondary general education school. 2007 - Winner All-Russian competition educational institutions implementing innovative educational programs.
In section III " creative work included excursions, work with library sources. Search for the necessary information on the Internet. Design and research work. Project presentation.
Excursions were organized to memorable places: to the monument to the soldiers who died in the Second World War, to the monument to the Soldier and the Sailor, to the Mass grave of the victims of the kulak-SR rebellion, to the Church of the Kazan Icon of the Mother of God. Some schoolchildren took pictures of the monuments, which they later presented in their presentation. The guys worked in the libraries of the school and the village, looking for the necessary information about these memorable places. Interesting information was outlined in notebooks. In the computer class, students worked in the search for the Internet, saved important information on electronic media. Senior students created presentations about their work, colorfully designed slides of presentations. Project presentations by senior students were presented to the school administration and junior students. At the presentation, students exchanged experiences, impressions, talked about their work done.
Section IV "Work in the school museum and care of monuments" includes: preparing and conducting excursions in the school museum. Search for antiquities, restoration of the exhibit and assistance in the design of the museum. Maintenance of mass graves and monuments.
Excursions to the school museum were organized with high school students. The head of the museum told a little about the history of the school museum, introduced the students to the exhibits. Some schoolchildren asked questions to the leader during the excursion, listened with interest and took pictures of antiquities and exhibits. Together with the leader, we offered the guys to restore those exhibits that were in a dilapidated state. This took several hours. Children enthusiastically and with great interest were engaged in this work, helped each other, consulted with the leader.
Next, we had a walk to the monument to the soldiers who died in the Second World War, the monument to the Soldier and the Sailor and to the mass grave of the victims of the kulak-SR rebellion. We offered high school students to put the monuments in order, informed the students that without the past there is no present and future. If a person does not know the history of his people, the history of the emergence of a small Motherland and does not honor the memory of his ancestors, then such a person has no present, no future.
Section V "Final lesson" included summing up the results of the training program.
On final lesson the results of the work carried out were summarized, the students shared their impressions, they really liked and especially remembered the excursions and work in libraries with literature.
After the formative stage of the experiment, we conducted the control stage of the experiment in order to identify the level of effectiveness of pedagogical conditions for the formation of the value attitude of high school students to their small Motherland.
At this stage, a repeated diagnosis of the formation of the value attitude of high school students to the small Motherland of the experimental and control groups was carried out. Methods of ascertaining stage of the experiment were used.
The results of the study of the formation of the value attitude of high school students to the small Motherland according to the method "Are you familiar with the culture of your native land?" are presented in table 9.
Table 9
The results of the level of formation of the value attitude of high school students to the small Motherland according to the method "Are you familiar with the culture of your native land?" at the control stage of the experiment
The results of the methodology “Are you familiar with the culture of your native land?” at the control stage of the experiment can be represented in Fig.5.
Rice. 5. “Histogram of the results of the level of formation of the value attitude of high school students to the small Motherland according to the method “Are you familiar with the culture of your native land?” at the control stage of the experiment.
As the results of the study according to the method “Are you familiar with the culture of your native land?” show, 1 subject of the control group - 6.7% and 6 subjects of the experimental group - 40% showed a high level. The average level was shown by 7 subjects of the control group - 46.7% and 6 subjects of the experimental group - 40%. A low level was shown by 7 subjects of the control group - 46.7% and 3 subjects of the experimental group - 20%.
The results of re-diagnosis of the level of formation of the emotional-motivational component using the mini-essay technique "My native land" showed that in the experimental group there were 7 subjects (47%) with a high level, 6 subjects with an average level (40%) and 2 with a low level , which is 13.3% of the total number of subjects.
In the control group, 1 person with a high level (8%), 7 subjects with an average level (47%) and 7 people with a low level (47%).
The results are presented in table 10 and clearly in Fig.6.
Table 10
Results according to the method "My native land" at the control stage of the experiment
Fig.6. "Histogram of the results according to the method" My native land "at the control stage of the experiment"
The results can be visualized in tables 11 and 12.
Table 11
The results of M. Rokeach's methodology "Value orientations" on terminal values (control stage)
|
No. p / p |
Values |
Control group |
Experimentalnaya group |
|
|
active active life |
||||
|
life wisdom |
||||
|
health |
||||
|
interesting job |
||||
|
beauty of nature and art |
||||
|
financially secure life |
||||
|
having good and true friends |
||||
|
public acceptance |
||||
|
knowledge |
||||
|
productive life |
||||
|
development |
||||
|
entertainment |
||||
|
happy family life |
||||
|
the happiness of others |
||||
|
creation |
||||
|
self confidence |
Table 12
The results of M. Rokeach's methodology "Value orientations" on instrumental values (control stage)
|
No. p / p |
Values |
Control group |
Experimentalnaya group |
|
|
neatness, the ability to keep things in order, order in business |
||||
|
upbringing |
||||
|
high demands |
||||
|
cheerfulness |
||||
|
diligence |
||||
|
independence |
||||
|
intolerance to shortcomings in oneself and others |
||||
|
education |
||||
|
responsibility |
||||
|
rationalism |
||||
|
self-control |
||||
|
courage in defending one's opinion, one's views |
||||
|
firm will |
||||
|
tolerance |
||||
|
broadmindedness |
||||
|
honesty |
||||
|
efficiency in business |
||||
|
sensitivity |
The table shows that significant changes have taken place.
To assess changes in attitudes towards patriotic values after the formative stage, we re-conducted the methodology "Personal Growth of Students" by V.P. Stepanova. The results of the control diagnostics of the control group are presented in table 13 and in table 14 of the experimental group.
Table 13
The results of diagnostics according to the method "Personal growth of schoolchildren" in the control group (control stage of the experiment)
Visually, the results of diagnostics according to the method "Personal growth of schoolchildren" in the control group (control stage of the experiment) can be presented in Fig. 7.
Fig.7. "Histogram of the results of diagnostics according to the method "Personal growth of schoolchildren" in the control group (control stage of the experiment)"
Table 14
The results of diagnostics according to the method "Personal growth of schoolchildren" in the experimental group (control stage of the experiment)
Visually, the results of diagnostics according to the method "Personal growth of schoolchildren" in the experimental group (control stage of the experiment) can be presented in Fig. 8.
Fig.8. "Histogram of the results of diagnostics according to the method "Personal growth of schoolchildren" in the experimental group (control stage of the experiment)"
Once again, we carried out the “Act of Volunteers” methodology. The results were as follows: 14 people in the experimental group (93%) and 12 people (80%) in the control group responded to the proposal to actively participate in studying the history of their village and their school. This suggests that the formative stage of the experiment we conducted interested the subjects in studying the history of their village and their school.
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The relevance of the study is due to the increased requirements for the training of competitive, mobile personnel in the system of higher vocational education. The existing strategies for a preventive approach to solving the health problems of students do not correspond to the challenges of the time and, as a rule, are of an information-educational, propaganda, or medical-hygienic nature. Based on the analysis of various points of view, the concepts of "criterion" and "indicator" are defined, General requirements to the selection and justification of criteria. To assess the level of upbringing of the value attitude to health-improving classes, the following criteria were identified and disclosed among students: emotional; motivational-need; intellectual; activity. The diagnostic aspects are considered, allowing to reveal the degree of severity of each of the above criteria; characteristics of the levels of upbringing of the value attitude to health-improving activities.
health-improving classes.
value education
level evaluation criterion
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4. Vakhitov R.R. Formation of a healthy lifestyle of university students based on the mechanisms of reflection: dis. ... cand. ped. Sciences. - Magnitogorsk, 2007. - 177 p.
5. Gimazov R.M. Formation of the need for physical culture and health-improving classes among high school students in the northern region of Siberia: dis. ... cand. ped. Sciences. - Volgograd, 2002. - 179 p.
6. Zhdanov S.I. Pedagogical conditions for the formation of a student's subjective position of a health-improving orientation: author. dis. ... cand. ped. Sciences. - Chelyabinsk, 2009. - 23 p.
7. Mityushin A.A. Reflection: Philosophical Encyclopedic Dictionary. – M.: Sov. encyclopedia, 1983. - S. 579-580.
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9. Shlyapnikova V.V., Koltyreva L.Yu. Features of the development of younger schoolchildren with visual impairments, by means of game activity in the process of physical culture // Basic Research. - 2013. - No. 6 (part 4). - S. 1008-1011.
Introduction
Significant transformations in the sphere of production and professional activity have led to an increase in the requirements for the training of competitive, mobile personnel in the system of higher professional education. One of the key conditions for the reproduction of a qualified and able-bodied specialist is his introduction to a healthy lifestyle. The demand for competitive specialists by society makes the problem of preserving and strengthening the health of young people especially acute.
This problem is becoming more and more acute every year, being the most relevant for modern society. Results of many studies recent years testify to the growing stress on the body, nervous system, and psyche of young people. The existing strategies for a preventive approach to solving the health problems of students do not correspond to the challenges of the time and, as a rule, are of an information-educational, propaganda, or medical-hygienic nature. The main means of preventing diseases and complications in the state of health of young people is the normalized activation of their motor activity in the process of health-improving classes.
The sphere of emotional and value requests of young people is outside the educational influence, the initiative of the young generation in achieving personal success and well-being is not in demand in the required volume, bright forms of expressing the attractiveness of a healthy lifestyle are not found, the mechanism for implementing the principle of unity of personal and professional development is not spelled out. young specialist.
The urgency of the problem, its practical significance determined the choice of the research topic: "Determining the criteria for assessing the level of upbringing of the value attitude to health-improving classes among students."
The purpose of the study: to determine the criteria for assessing the level of upbringing of the value attitude to health-improving classes of students.
Based on the analysis of various points of view, we define the criterion as a quality, property of the object under study, which makes it possible to judge its state, level of functioning and development. In this case, the "indicator" is a quantitative or quality characteristic the formation of each quality, property, attribute of the object under study, that is, the measure of the formation of one or another criterion.
An analysis of the psychological, pedagogical and sociological literature shows that there are general requirements for identifying and substantiating criteria, which can be summarized as follows: the criteria must be objective (as far as possible in pedagogy), allow one to evaluate the feature under study unambiguously, and avoid controversial assessments different people; the criteria must be adequate, valid, that is, evaluate exactly what the experimenter wanted to evaluate; criteria should be disclosed through a number of indicators, as they appear, one can judge a greater or lesser degree of severity of the criterion; criteria should reflect the dynamics of the measured quality in time and space; with the help of criteria, links between all components of the phenomenon under study should be established; qualitative indicators should act in unity with quantitative ones.
To assess the level of upbringing of the value attitude to health-improving activities among students, we identified the following criteria: emotional; motivational-need; intellectual; activity. The emotional component is characterized by an emotionally colored and experienced system of life priorities, and it is represented, firstly, by the presence of an emotional mood associated with the realization of one’s health potential, since a person should preferably be set not only to cure diseases and overcome troubles, but also to constantly maintain and health promotion. Secondly, health in the system of human value orientations is one of the leading values. A positive attitude and acceptance of health as a value is the basis for the formation of a value attitude towards health-improving classes among students.
The criterion of the emotional component is expressed through a set of such indicators as the presence of a value orientation towards a healthy lifestyle, a positive emotional orientation of classes, the ability to resist fatigue and stress, knowledge and application of self-regulation techniques.
The motivational-need component is represented by the presence of the desire and desire to maintain and strengthen one's health through health-improving activities. In the most general terms, a motive is what determines, stimulates a person to perform an action. In contrast to the motive, motivation is an "alloy" of the driving forces of behavior in the form of needs, interests, drives, guidelines, ideals. Motivation is the core of the personality, to which its properties such as orientation, value orientations, attitudes, social expectations, claims, emotions, volitional qualities, as well as other socio-psychological characteristics are “pulled”.
In the structure of the process under study, motivation is expressed in the need to acquire new valeological knowledge, the desire to study health issues in order to apply the knowledge gained in the practice of health-improving activities. The formation of the motivational-need component determines the motivation for a healthy lifestyle and is the link between the simple desire to “be healthy” and real actions to preserve and strengthen one’s health, first of all, to health-improving activities. A positive and valuable attitude towards one's health, together with motivation, generates a health-enhancing behavior style, represented by active behavior strategies to improve one's health through health-improving activities.
The intellectual component is represented by the student's knowledge system. Knowledge - predominantly logical information about the surrounding (external) and inner world person, reflected and fixed in his mind. Knowledge is the result of the assimilation of facts, concepts and laws of science, which reflect the patterns of development of nature, society and man as an object and subject of activity, cognition and communication. The purpose and result of the formation of knowledge is their effectiveness; the ability of a person to their everyday and socially oriented (sports, work) life and activities to meet and improve socially and personally significant needs and abilities.
The criterion of the intellectual component is manifested through such indicators as the level of erudition in matters of a healthy lifestyle; possession of key concepts (conceptual and terminological apparatus), since the basis of theoretical training in the studied aspect is the terms; possession of information about the methods and techniques of health promotion in health-improving classes; knowledge of subjective and objective indicators of self-control and their assessment; familiarization with health-saving educational technologies.
The activity criterion is determined, first of all, by the fact that a person in practice uses knowledge about health, turning them into competencies, and thereby mastering a healthy lifestyle. The criterion of the activity component is expressed through the student's attitude to active participation in health-improving classes; participation in recreational activities; readiness for constant self-improvement, self-development by means of physical culture; the ability to independently adequately choose these means, taking into account their individual characteristics and preferences; the ability to creatively use various health-improving methods and techniques in the classroom.
Let us dwell on the diagnostic aspects that allow us to identify the severity of each of the above criteria. An emotional criterion, including a positive emotional mood associated with the awareness of the need to improve health through recreational activities, a value attitude to health, and the desire for emotional coloring of classes, was diagnosed by us using the methodology of E.B. Fantalova. In addition to these indicators, the technique allows to identify internal conflicts in the field of attitude to health, anxiety and uncertainty associated with the awareness of one's condition.
The level of the motivational-need component was diagnosed in students by assessing the indicators of the cognitive and practical scales of the methodology of S. Deryabo and V. Yasvin "Index of Attitude to Health". The use of this technique allows not only to obtain data indicating the attitude of the subjects to their health and a healthy lifestyle, to health-improving activities, but also to identify problem areas that require correction.
The intellectual component of the upbringing of the value attitude to health-improving classes, represented by a system of knowledge about health as a phenomenon, about the factors of its condition and impact on it, as well as students' ideas about the role and place of health-improving classes in terms of impact on saving and strengthening, was diagnosed by us using express a questionnaire that included the following questions:
- What do the terms “health”, “physical health”, “mental health” mean to you?
- What do you think "healthy lifestyle" means?
- What do you think, what determines the overall health of a person (heredity, ecology, lifestyle, health care system, regular physical education).
- Try to determine the role of recreational activities in maintaining and strengthening the health of young people.
- What, in your opinion, should be the content of health-improving classes in order to obtain the maximum health-improving effect.
The activity component, which characterizes, firstly, the degree of student activity in relation to health-improving classes, and, secondly, the completeness, strength and awareness of specific skills, was assessed as follows.
We used a modified sociological questionnaire by R.M. Gimazova, consisting of 34 questions. The degree of formation of specific skills in the classroom was assessed in terms of completeness, strength and awareness; in order to obtain objective results, the method of expert evaluation was used:
The coefficient of completeness of skill possession was calculated by the formula:
where n is the number of correctly performed actions;
N - the number of actions included in the skill structure;
K - the coefficient of strength of mastering the skill was calculated by the formula:
Where - the coefficient of completeness of skill formation at the first check;
The coefficient of completeness of skill formation during the subsequent check;
Awareness was determined by the degree of validity of actions by students:
a) the student is not sufficiently aware of the action being performed, cannot justify his choice;
b) in general, the action is conscious, while justifying the actions, the student makes some inaccuracies;
c) the action is fully conscious, logically justified.
Points were chosen as the unit for measuring the indicators of upbringing of the value attitude to health-improving classes among students; at the same time, the ratio scale from zero to three points was recognized as a reasonable assessment scale. Based on the selected criteria and indicators during experimental work four levels of upbringing of the value attitude to health-improving activities were designated: low, basic, sufficient, high.
Let us present the characteristics of these levels. A low level (0 points) is characterized by the absence of systemic ideas about health, low motivation (or its complete absence) of health-preserving behavior. The value of health is very arbitrary and occupies a place in the second half of the hierarchy of values. Such an internal background does not give grounds for having a value attitude to health-improving activities, does not motivate activities to improve physical and mental health by means of physical culture. The subject has a tendency to risky behavior, the presence of bad habits, laziness, frequent diseases. The needs of students to maintain a healthy lifestyle are very blurred; knowledge and ideas are superficial and episodic.
The basic level (1 point) is characterized by the fact that the student has a certain amount of ideas about the possibilities of maintaining and strengthening his own health, but this volume is often limited to well-known information (personal hygiene, healthy eating rules, daily routine, etc.). The concept of health culture, the value aspects of recreational activities is very limited. Class various types wellness is seen more as entertainment, or a tribute to fashion. In the hierarchy of student values, the focus on systematic health-improving activities occupies a middle position. This level is characterized by a certain beginning of the formation of the experience of preserving health behavior: the transformation of bad habits, getting used to the systematic observance of hygiene rules, the desire for a balanced diet, an attempt to determine specific types and forms of health-improving activities.
With a sufficient level of a student's value attitude to health-improving classes (2 points), the idea of health and a healthy lifestyle in general is systemic. The volume indicator of awareness of a person's capabilities in health promotion, self-improvement and self-development includes most health-saving factors. In this case, health is considered by the student as the most important component of life well-being, as a priority value, which is the result of constant own efforts. Health-saving behavior is close to the norm, although violations are also allowed; the student demonstrates the desire to accumulate the necessary valeological information; bad habits are not demonstrated, but may occasionally occur. Motivation and interest in classes are quite stable, the basic competencies of a healthy lifestyle are generally formed, but not brought to automatism.
A high level (3 points) implies a full range of ideas about how to preserve and strengthen individual health, where ideas about self-knowledge, understanding one's life purpose, and the role of health in achieving it are dominant. In health-improving classes, the student demonstrates activity, the ability to independently set goals, determine tasks for their implementation. Motivation to study is stable and high. In behavior, a firm attitude to systematic studies, a creative approach to them is fixed; formed a high adaptation to the adverse effects of external factors, discipline, respect for the participants in the classes. The subject constantly replenishes his own intellectual baggage with the necessary information of a valueological nature.
Thus, in order to assess the level of upbringing of the value attitude to health-improving classes among students, we considered the following criteria:
emotional; motivational-need; intellectual; activity, as well as diagnostic aspects are presented, allowing to identify the degree of severity of each of the above criteria; characteristics of the levels of education.
Reviewers:
Tavstukha O.G., Doctor of Pedagogical Sciences, Professor, Head of the Department of Pedagogy and Psychology, Orenburg State Pedagogical University”, Orenburg.
Kiryakova A.V., Doctor of Pediatric Sciences, Professor, Head of the Department of Theory and Methodology of Education, Orenburg State University, Orenburg.
Bibliographic link
Kiseleva Zh.I. DETERMINING THE CRITERIA FOR ASSESSING THE LEVEL OF EDUCATION OF THE VALUE ATTITUDE TO HEALTH LESSONS IN STUDENTS // Contemporary Issues science and education. - 2014. - No. 1.;URL: http://science-education.ru/ru/article/view?id=12122 (date of access: 01.02.2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
