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In a decent person, patriotism is nothing else.docx - Formation of students' national civic identity. Toolkit. Formation of the Russian civic identity of students in the lessons of "social science" Resources of educational subjects

Regional State Autonomous Educational Institution of Additional Professional Education "Belgorod Institute for the Development of Education" (OSAEI DPO "BelIRO") Department of Management of Educational Systems State Educational Institution "Mogilev State Regional Institute for the Development of Education", Republic of Belarus Kharkiv National University. V. N. Karazin, Ukraine L. N. Gumilyov Eurasian University, Republic of Kazakhstan

Collection of materials

2 International Scientific and Practical Conference

"Modern Educational Values and Renewal

Part 1

Belgorod, 2016

(p. 55)

Formation of the civic identity of the individual

in modern education through the system of class hours

A. F. Ivanova, S. P. Rukhlenko, teachers of mathematics,

L. V. Latynina, social pedagogue,

MBOU "Secondary School No. 4, Chernyanka Village, Belgorod Region", Russia

Annotation in English

The article reveals the meaning of "identity", revealed the structure of civic identity as a student's personal education and disclosed the contents of its structural components; summarizes the results of the study of civic identity schoolchildren.

Keywords in English:identity, the formation of civic identity schoolchildren, civic identity

Abstract in Russian

The article reveals the content of the concept of "identity", reveals the structure of civic identity as a student's personal education and reveals the content of its structural components; summarize the results

studying the civic identity of schoolchildren.

Key words in Russian:identity, civic identity, formation of civic identity of schoolchildren

The formation of a person's civic identity is the main task of socialization in adolescence. In the context of the religious, ethnic, social and cultural diversity of Russian society, the achievement of social harmony is a prerequisite for strengthening statehood, stability, and state security as a priority policy. The requirements for responsibility and personal freedom of choice, the development of a culture of tolerance in situations of interethnic relations and communication are increasing.

Despite the need of society for a general cultural personality, the readiness of a person to realize his belonging to a community of citizens of a certain state on a general cultural basis that has a certain personal meaning, many students are not sufficiently developed for such self-development.

The results of studying the motivation of schoolchildren showed that the level of formation of the features of civil and cultural identity of students in the basic school in grades 5-9 is 41%, and in grades 10-11 - 52%.

The work on creating an integral system for the formation of a person's civic identity began with an analysis of the actual state of the level of general awareness of students in this area. Diagnostics according to the method of M. Rokeach "Compilation of a conceptual dictionary" and "Ranking" made it possible to identify the ideas of 5th grade students about the qualities of a person that characterize his moral culture and civic position. Which showed that a significant number of students do not have a clear idea of what love for the Fatherland, for their small homeland, is manifested in. Awareness of one's own "I" in children prevails over the concept of "we", the child's inner circle is more important than the interests of the school, the Fatherland. This gives rise to the loss of social guidelines, the complex of "civil inferiority". And as a result, there is a danger in the future of not establishing oneself as a citizen of society and at the same time as a person, individuality. This is how the idea of creating an environment in the educational space conducive to the formation of a civic identity of the individual arose.

The formation of civic identity in a secondary school allows for the implementationthe main requirements of society for the educational system:

formation of civil and cultural identity of students as citizens of Russia;
formation of cultural identity and community of all citizens and peoples of Russia;
spiritual and moral development of the individual on the basis of the assimilation of universal moral norms and values;
formation of legal culture and socio-political competence among schoolchildren;
education of patriotism;
education of tolerant consciousness.

In modern conditions, the need to resolve contradictions between:

between the need to form a civic identity of the individual and the lack of this representation in children;
between the desire of the school to form a citizen, a patriot and the absence of this desire in the family;
between the situational nature and spontaneity of the manifestation of patriotic qualities among schoolchildren and purposeful, systematic work on the formation of civic identity.

We see the resolution of these contradictions in the creation of our own model for the formation of a person's civic identity through a system of class hours. Achievement of effectiveness can be achieved through the solution of the following tasks:

development of a model for the formation of the civic identity of schoolchildren, implemented within the framework of the activities of the class teacher;
highlighting effective pedagogical conditions that ensure the implementation of a model that contributes to the formation of the civil and cultural identity of students;
diagnosing the formation of the components of a person's civic identity;
building such an educational system in the classroom that would ensure maximum self-realization of each student, his socialization in the class team and at school, broadening his horizons, and forming patriotic qualities of the individual.

To achieve the goal and objectives, we use the following principles:

the principle of humanistic orientation and purposefulness of the educational process, which means the priority of universal human values, life and health, free development of the individual, education of citizenship, diligence, respect for human rights and freedoms, love for the environment, Motherland, family;
the principle of collective activity, in the process of which a sense of responsibility for the task assigned, its result is formed, leadership qualities are manifested, the ability to cooperate with others;
the principle of reasonable exactingness, which is based on the development of legal self-awareness, legal culture of all participants in the educational process;
the principle of stimulating self-education, in the process of which each student should know himself, learn to consider his actions, cultivate a sense of responsibility in himself.

The task of teachers is to create conditions in which the child will gain experience in planning and reflecting on their activities.

The system of class hours is the most important link in the pedagogical activity of the class teacher. The class hour is a form of educational interaction, flexible in its composition and structure, direct communication between the class teacher and students. The class hour must be built on the basis of a student-centered approach, which involves a variety of topics, forms and methods of organization. Which would help to satisfy the individual interests of students, enrich their experience, democratic style of communication, informal atmosphere, differentiation and individualization of educational impact (taking into account the interests of students, their individual abilities, gender, level of personal development), creating a situation of successful choice for the student. When conducting class hours, we actively use the opportunity to involve children in the preparation for it, their participation. Thus, becoming direct participants in the action, students perceive the material with pleasure and interest, which greatly facilitates the work of the class teacher, and teaches students to be independent, self-organizing and introspection.

In our pedagogical activity we use the following technologies for the formation of a person's civic identity:

communicative (conversation, debate, technology "Debate");
gaming (role-playing game, business game);
social activity (technology of collective creative affairs, social project).

The methods and forms used in the organization of class hours are presented in the table:

	Method group	Methods and forms	Method Properties
	Methods formation consciousness personalities	Persuasion, talks, lectures, discussions, example method	Putting a teenager in the position of a full participant in the process, i.e. he is not an object for applying these methods, but he himself takes an active part in their use.
	Methods of organizing activities and forming the experience of civic behavior	Method of projects, collective creative work, method-requirement, assignment, creation of educational situations	Creating situations in which a teenager would practice civic activities, was aware of his duties towards the collective, society, showed responsibility for his actions. With the help of regulatory requirements, traditions of behavior are formed, and the importance of civic activity of adolescents for society is demonstrated.
III.	Methods for stimulating activity and behavior	Competition, encouragement, mutual assistance, creating a situation of success	Deserved stimulation encourages a teenager to analyze his own activities, programs and corrects his future behavior.

We work according to the individual program “We are citizens of Russia”. Work on the formation of a civic identity of a person is organized in three directions, the forms of implementation of which become more complicated as students grow older:

I direction. Development of interest in the history of one's ancestry, respect for family traditions.

II direction. Studying the history of your region, its present and future, culture, life, traditions.

III direction . The study of the history, culture, life, traditions of the Fatherland.

Here are examples of ongoing activities to form a civic identity of an individual with a classroom team:

I direction "Family"

5th grade . Cool watch "Mom's love and heart", "Father's wisdom and love". Creative workshop "Genealogical tree of our family".

6th grade. "Action for the Day of the elderly." Help for the elderly.

Release of booklets "Family Tradition".

7th grade. "The Battle Path of My Relatives". Meeting with participants of the Great Patriotic War. Competition of essays, creative works "I am proud of my grandfather (great-grandfather)".

8th grade. " Friendship, love, family. Hour of frank conversation.

Essay competition "Our parents"

Creative works “There is no such family in Russia, wherever its hero is remembered…”

Grade 9

Photo exhibition, project "History of the country in a family album".

II direction "Small Motherland"

Grade 5 Acquaintance with the literature dedicated to the native land, with the history of the village, with people who glorified the land. Excursion to the regional museum.

6th grade. Design and research activities. Meetings with war and labor veterans. Action "Congratulate the defender of the Fatherland."

7th grade. Search and research activities. "My relatives are the defenders of the Motherland"

8th grade. Search and research activities using the media. Students follow the fate of school graduates, learn about their fate. The material is used for creative work.

Grade 9 The project “Remember, therefore we live” is the care of the monument.

The project "The cleanest street of the village."

III direction "My Fatherland - Russia"

Grade 5 Acquaintance with Russian symbols. Cool clock "Our flag and coat of arms covered with glory", "History of hymns in Russia".

6th grade. "I sing my Fatherland" - a competition of patriotic poems and poems of my own composition.

7th grade. Creative task "Cities-heroes and cities of military glory."Local history quiz “Our fellow countryman – M.S. Shchepkin"

8th grade. Holiday of obtaining a passport. Project "Names of Russia".

Excursions around the native land: "Holy Trinity Kholkovsky underground monastery."

Grade 9 Search and research activity "Veterans of pedagogical work of our school". Competition of research works dedicated to the heroic pages of the history of our country. Issue of thematic newspapers, creation of video films together with parents.

The formation of a person's civic position is the key task of socialization in adolescence. One of the most active participants in this process is family , which contains an educational resource that allows for a comprehensive, systemic impact on children, to make a significant contribution to the formation of the civic identity of the younger generation. The Concept of Spiritual and Moral Development and Education of the Personality of a Citizen and the Federal State Educational Standards of the new generation indicate the need to strengthen the institution of the family, which should become a full participant in the educational process.

Through the family, such concepts as “small Motherland”, “Fatherland”, “native land”, “native language”, “my family and clan”, “my home” are filled with concrete content. Therefore, the work of a class teacher in civil and patriotic education is impossible without the participation of parents.

As forms of work with the family on the formation of the civic identity of the personality of schoolchildren, we offer:

parent meetings of a civil-patriotic orientation;
individual and thematic consultations;
trainings;
days of creativity of children and parents;
assistance in organizing and conducting extra-curricular activities;
involvement of parents in the organization of excursions, trips, holidays;
joint exhibitions, competitions, excursions, performances, name days of children and parents;
visual types of work: information stands for parents, exhibitions of children's works;
open days.

With the participation of parents and children, thematic parent-teacher meetings were held: “Traditions of your home”, “Family traditions - its future”, “Past - for the coming years”. As well as research papers on the topics: “The fate of the family is in the fate of the country”, “Heroes-fellow countrymen”, “History living witnesses”, “My heroic grandfather”, “The third generation after the war”.

The result of the joint activities of the family and the school was the publication of newspapers containing articles on spiritual, moral, military-patriotic topics, video films (“My peer from the 41st”, “Life to live is not a field to cross”, “Glory of the fathers - the wings of the sons”).

In the formation of the civic identity of the individual, there are great and sometimes not yet disclosed opportunities. Improving this process is an honorable and important task for teachers.

Indicators of the formation of a person's civic identity, acting as criteria for its assessment, are such integrative qualities of a person as citizenship, patriotism and socio-critical thinking, which provides the cognitive basis of free

life choice of the individual.

The criteria that provide an assessment of the effectiveness of the formation of civic identity when introducing meaningful components are:

Diagnostics of the formation of the cognitive component of civic identity is carried out using the test of M. Kuhn and T. McPartland "20 statements" (modified by Kozhanov I.V.), the "Conceptual Dictionary" methodology and the self-assessment questionnaires "I know" developed by teachers. In such self-assessment questionnaires, it is proposed to indicate the degree of agreement or disagreement with the statements: “I know the history of Russia”, “I know the history of my region”, “I know my native language”, “I know the symbols of my region”, “I know the symbols of the Russian Federation” , “I know the laws of my state”, “I know the traditions and customs of my people”, “I know my rights and obligations”, “I know outstanding figures of world importance”, “I know the history and culture of foreign countries”.

The study of the formation of the emotional-evaluative component of civic identity is carried out on the basis of the methods "Index of tolerance" (G.U. Soldatova, O.A. Kravtsova, O.E. Khukhlaev, L.A. Shaigerova), "Types of ethnic identity" (G. U. Soldatov, S.V. Ryzhova) and the test “Thinking about life experience” (N.E. Shchurkova, adapted).

Diagnostics of the level of upbringing of students is carried out according to the method of M.I. Shilova and N.P. Kapustin.

In addition, the effectiveness of the formation of civic identity is also confirmed by the effectiveness of participation in socially significant affairs and competitions at various levels.

Analyzing the results of pedagogical activity in general, we can conclude that the work on the formation of a civic identity of a person in modern education is promising through a system of class hours.

Used sources:

1. Abulkhanova-Slavskaya K.A. Activity and personality psychology. M., 1980.-334 p.

2. Asmolov A.G. Personality: psychological strategy of education // New pedagogical thinking. M., 1989.

3. Grigoriev D. V. School identity of the child: a turn to responsible educational policy / D. V. Grigoriev // Scientific and methodological journal of the deputy director of the school for educational work. - 2013. - No. 4. - S. 32–38

4. Stepanov P.V., Grigoriev D.V. Diagnosis and monitoring of the process of education at school / Ed. N.L. Selivanova, V.M. Lizinsky. - M.: APK and PRO, 2003.- 83s.

5. Shiyanov E.N., Kotova I.B. The idea of humanization of education in the context of the domestic theory of personality-Rostov-on-Don, 1995.

6. Shchurkova N.E. Education: A new look from the position of culture.-M., 1998.

7. Electronic resource http://sosh-14.rf/index.php

The study of the process of formation of civic identity is difficult due to the fact that civil society in Russia is underdeveloped, practically absent, as well as the idea of its values, standards and ideals. This results in no objects to identify. The objects of identification in the formation of civic identity (especially in childhood) can be heroes of fairy tales, literary and historical characters. At the same time, it is very important that their content reveals universal human values, specific cultural and civil standards. Profound changes in the social situation, value orientations prevailing in modern society have violated its stability. But culture and art remain unchanged, even when life, worldview, etc. change. Therefore, culture can restore the connection of times. Culture allows you to find a foothold in a changing reality and restore the integrity of the perception of the world and yourself. Connection with a positive past, with culture makes it possible to positively perceive new ideas, new forms of vigorous activity.

The most important condition in the formation of civic identity is the presence of a positive ethnic identity. Only a positive ethnic identity can ensure tolerant relationships between representatives of different ethnic groups in our multicultural society. But a positive identity can only be formed on the basis of the acceptance of one's own ethnicity and the formation of a positive value attitude towards the ethnic characteristics of peers. The problem of civic identity becomes especially significant for the generation for which the process of identity formation coincides with the process of socialization as a whole. Therefore, the main task of the school for the formation of civic identity is the formation of very important personality characteristics, such as:

Civic patriotism;

Installation on the adoption of the leading values of their national culture, the culture of the "small motherland";

Readiness for dialogue and cooperation with people of different beliefs, national cultures and religions; tolerance for a different opinion, a different position, a different view of the world; generosity;

Awareness of one's involvement in the fate of mankind;

Installation on the possession of universal ways of knowing the world.

The formation of the civic identity of students at school should include three stages.

At the first stage (primary education), the basic moral values and norms of human behavior are laid down. At this stage, children are forming ideas about the importance of human dignity, understanding the values of their personality and the personalities of other people. During this period, respect for people is brought up,

tolerance, a sense of solidarity and the desire for cooperation, the ability to non-violently resolve conflict situations.

The second stage (basic school) forms a system of values and attitudes of human behavior; adolescents acquire knowledge and skills for future independent life in society. At this stage, the core of civic education is the formation of respect for the law, the rights of other people. There is an enrichment of the consciousness of students with information on the history of the Fatherland, their knowledge of elementary legal norms.

At the third stage (complete secondary school), knowledge is deepened and expanded about the processes taking place in various spheres of society, about the rights of people, knowledge of the philosophical, cultural, political, legal and socio-economic foundations takes place, the civic position of a person, his socio-political orientations are determined . The task of this stage is to ensure that in the process of social activities, students improve their readiness and ability to protect their rights and the rights of other people.

The content of civic education is included in a number of school disciplines in elementary, basic and secondary (complete) schools. The elementary school course "The World Around" introduces younger students to the life and culture of the peoples inhabiting Russia, and the most important events in the history of Russia and preserving the heritage of their ancestors. It is at this age that children begin to assimilate the values of society available to them, absorb the moral norms of human behavior, a citizen, which is a stepping stone on the path of teaching democracy to schoolchildren. Lessons of the Russian language and literary reading, art contain rich material from the literary and cultural heritage of our country. They make it possible to instill in children the foundations of national self-consciousness and dignity, a sense of respect for their history, language, and the inner world of a person, and, ultimately, form a conscious patriotic feeling.

In the basic school, the content of civic education is implemented in all curricula and, first of all, in the disciplines of the humanities and natural sciences. The integrated nature of the courses of civics, social studies allows students to learn the most relevant generalized knowledge about man, society, man's relationship to nature, society, himself, other people; about the main areas of public life (economics, politics, law, social relations, spiritual culture). These courses help the student successfully navigate social reality, interact with the social and natural environment. At the lessons of civics and social studies, teenagers gain experience in mastering the main social roles (family member, citizen, voter, owner, consumer, etc.). On the basis of personal-emotional comprehension of the experience of interaction between people in the past and present, they develop a respectful attitude towards a different opinion, tolerance, intolerance towards xenophobia, ethnophobia, and chauvinism. Students learn to engage in dialogue and constructively resolve conflict situations, make choices in difficult situations. In the process of studying social science, schoolchildren will be able to learn the ideals and values of a democratic society, patriotism, and realize themselves as carriers of civil rights and freedoms in their country.

Programs of national and general history courses allow schoolchildren to systematically and purposefully study the history of the development of human rights and the basic principles enshrined in the middle of the last century in the Universal Declaration of Human Rights. In the course of studying history and social science, students receive ideas about the spiritual development of a person, about the status of an individual in the conditions of various civilizations, democracy, about the problems of freedom and responsibility, citizenship, civic consciousness and tolerance.

Subject, where the basis is the courses "Civil Studies" or "Introduction to Civil Law Education" for the basic school and subsequently the courses "Social Studies";

Interdisciplinary, where the main content of civic education is included in a number of subjects of general education, such as history, literature, foreign languages, subjects of the natural and mathematical cycle, subjects of the artistic and aesthetic cycle, the basics of life safety, physical culture;

Educational;

Institutional (i.e. the organization of the school community in which civic education is implemented);

Design and others.

Pedagogical teams independently choose the forms of implementation of civic education, based on their own capabilities and characteristics of the children's team, educational and social environment. At the lessons of civics in the 8th grade, children discuss issues related to the “Constitution” of the school, learn about their rights and obligations, in what ways they can protect their rights. Learn to resolve all sorts of conflicts. Children enjoy this subject.

The formation of civic identity includes several components. These include knowledge, experience, skills, values.

Knowledge: legal, political, foundations of ethics, foundations of knowledge about the social sphere of society, economic, foundations of knowledge in the field of social ecology, foundations of psychological and pedagogical knowledge, knowledge of the cultural and historical achievements of the peoples of Russia and world civilization, history and culture of the native land.

Skills and abilities: think critically, obtain information using the fullest possible range of sources, analyze information, critically evaluate it, understand social problems, the essence of phenomena occurring in society, formulate a rationally justified opinion on the essence of these problems and phenomena; make informed decisions, take responsibility, exercise individual and public rights and obligations, use human rights protection mechanisms at the local, regional,

state and international levels; establish constructive relationships with people, work in a group, express and defend one's opinion, listen to another person, determine preconceived opinions, stereotypes, prejudices, skills of tolerant behavior.

Values: humanity, self-determination of the individual, respect for human rights and freedoms, respect for human dignity, respect for civil society institutions, respect for the norms and rules of modern democracy, justice, equality of people before the law, public good, respect for national traditions and cultures, universal values, political diversity , patriotism, readiness for a reasonable compromise, tolerance, truthfulness, etc.

The basis of civic education is the idea of the full participation of the individual in solving the socially significant tasks of society. It involves a combination of the formation of social practice skills with a deep assimilation of the foundations of the social sciences. One of the intensive methods of social practice is social design, carried out both in the classroom and in extracurricular activities. The main goal of social design is to create conditions conducive to the formation of students' own point of view on the issues under discussion. Social engineering is an indispensable area for the application of civic competencies.

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DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW

State budget educational institution

higher professional education of the city of Moscow

MOSCOW CITY

PSYCHOLOGICAL AND PEDAGOGICAL UNIVERSITY

Faculty of Educational Psychology

Department of "Pedagogical Psychology"

GRADUATE QUALIFICATION WORK

undergraduate work

"Formation of civic identity of eighth grade students"

Moscow, 2014

ANNOTATION

In modern Russia, the formation of students' civic identity is one of the priority areas for teachers. The relevance of the problem of the formation of students' civic identity determined the choice of the topic of the WRC.

According to its structure, the WRC includes: an introduction, three chapters, a conclusion and a list of references.

In the first two chapters of the work, theoretical aspects of the problem of the formation of students' civic identity are considered.

As a working hypothesis, an assumption was put forward that the optimal construction of the teacher's work contributes to an increase in the effectiveness of the formation of civic identity.

Based on this hypothesis, experimental work was carried out in the 8th grade of the secondary school No. A.P. Chekhov (SP 176).

The third chapter of the WRC presents and analyzes the results of the experiment. In the process of work, a stating experiment was conducted in grade 8 "A" using a questionnaire and testing of children on the topic: "Civil identity of students." The novelty of the experiment is that certain gaps in the level of knowledge of adolescents were identified. Within the framework of the ongoing study, taking into account the results of the ascertaining experiment, a number of educational activities were selected aimed at increasing civic feelings and civic identity in adolescents. These events were held in the 8th grade "B". After a control survey and testing, it was found that the level of knowledge of adolescents in the field of civic education has increased significantly.

Introduction

Chapter 1. Theoretical aspects of the problem of formation of students' civic identity

Conclusions for chapter 1

Chapter 2. The main forms and methods of forming the civic identity of students

Conclusions on chapter 2

Chapter 3. Experimental work to identify the level of formation of students' civic identity

3.2 Research methods

3.3 Analysis of the study results

Conclusions on chapter 3

Conclusion

List of used literature

Applications

INTRODUCTION

The formation of the civic identity of students is due to the peculiarities of the socio-cultural, economic and educational situation in the country. The religious, ethnic, social and cultural diversity of Russian society poses a difficult task for the education system to help ensure the consolidation of various layers of civil society, reduce social tensions between representatives of different faiths and national cultures.

The Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen notes that “education plays a key role in the spiritual and moral consolidation of Russian society, its rallying in the face of external and internal challenges, in strengthening social solidarity, in increasing the level of a person’s trust in life in Russia , to fellow citizens, society, the state, the present and future of their country.

Since not only the intellectual, but also the civil, spiritual and cultural life of our children is concentrated in the school, one of the main tasks of our school should be the task of civic education of the student. But effective education of a citizen and patriot of one's country is impossible without the participation of the family. Civil identity is the basis of group self-awareness, the key to the stability of the state.

In view of the foregoing, the problem of civic education of children, the formation of their civic identity is very relevant. In this case, it is necessary to highlight the following circumstances.

First, the identity crisis has not yet been fully overcome in Russia. This is expressed in the alienation of the citizen from the state and

society, from solving social problems and in the loss by the individual of a sense of belonging to a people, a certain social group.

Secondly, despite the measures taken by the institutions of the state and society, the social consciousness and behavior of Russian youth is still characterized by a number of negative phenomena.

Thirdly, it is known that childhood and youth are the most fertile times for instilling civil and patriotic feelings. Apparently, civic education will be more effective if its content is closely linked to innovative methods and forms of education and upbringing.

The problem of experimental research is now most acute, since the identity crisis has not yet been overcome in Russia, adolescents have a poor idea of the role of a citizen and patriot in the life of the state. And what the lack of proper civic education can lead to, we can see on the example of Ukraine. Therefore, the experimental study is aimed at identifying gaps in the knowledge of adolescents and carrying out activities that increase the level of civic identity of students.

The urgency of the problem of forming the civic identity of students, associated with the political situation in the world, with the strengthening of social solidarity in society, with the need to unite in the face of external and internal challenges, determined the choice of the topic of the work.

The object of study is the civic identity of students.

The subject of study is the formation of students' civic identity.

The purpose of the study is to identify the most effective forms of work of a teacher in civic education and conduct class hours on the formation of students' civic identity.

As a working hypothesis, the assumption is that the optimal construction of the teacher's work contributes to an increase in the effectiveness of the formation of students' civic identity.

The formulated goal, object and subject of study, the hypothesis put forward assume a consistent solution of the following tasks:

The study of psychological and pedagogical literature on the topic "Formation of the civic identity of students."

The study of established approaches to the concepts of "civic education", "civil identity".

Analysis of common forms and methods of formation of students' civic identity.

Conducting class hours on the topic at the stage of the formative experiment.

Analysis of the results of the formative experiment.

In the process of solving these problems, it is supposed to use the following methods of psychological and pedagogical research:

Questioning on the topic: "Civil identity of students" based on materials developed by the Department of General and Social Pedagogy of the Voronezh State Pedagogical University.

Testing according to the methods: "Incomplete thesis" and according to the modification of the methodology of J. Winnie (author M.V. Shakurova).

Formative experiment on the topic: "Civic identity of students" in the 8th grade.

The basis for the experimental work is GBOU secondary school No. 170 named after. A.P. Chekhov (SP No. 176), located at the address: st. Profsoyuznaya, 98 a.

The novelty of the work is that the experiment made it possible to identify certain gaps in the level of knowledge of adolescents in the field of civic identity and, based on the results of the analysis of the survey and testing, a set of measures was selected aimed at the formation of the main components of civic identity. The implementation of the formative measures has yielded positive results. All of the above determined the practical significance of the work, since the developed activities can be applied in practice in the formation of students' civic identity.

According to its structure, the WRC includes: an introduction, three chapters, a conclusion and a list of references.

civic identity education

CHAPTER 1. THEORETICAL ASPECTS OF THE PROBLEM OF FORMING CIVIL IDENTITY OF STUDENTS

1.1 Analysis of the main concepts in the field of civic identity formation

It is known that a personality is formed under the influence of the society in which it lives. Consequently, the “degree” of citizenship is determined by how much this person fits into socio-political relations and contributes to the development and strengthening of the social order.

To paraphrase Maxim Gorky, it is legitimate to say that "a citizen - this sounds proud." It should be noted that the full participation of citizens in government, including in resolving issues related to defense and security, was the most important democratic achievement of the New Age. It is known that the very concept of "citizen" was introduced in France to assert the unity of society, eliminate its division into estates and eliminate any privileged groups (nobles, clergy, royal family, etc.). "Declaration of the Rights of Man and Citizen" proclaimed: "All citizens of France, in contrast to dumb, uncomplaining subjects, act as equal members of society." Having proclaimed the equality of citizens, the revolutionary government of the French Republic immediately declared it their duty to defend and defend their Fatherland and the new political system. At present, the topic of civic education for children and adolescents is increasingly being discussed in the psychological, pedagogical, methodological and scientific literature.

Today, “civic education” is understood as a purposeful pedagogical influence on the self-consciousness of schoolchildren by transferring to them a certain system of knowledge; developing a sense of love for the Motherland, interest in the history of one's people, in the laws of the state; instilling in them a sense of responsibility for their actions, for the fate of the country; formation of the ability for civic action (civil activity).

Experts conclude that a citizen must have knowledge (about human rights, the state, elections, etc.), skills (think critically, analyze the political situation, cooperate with other people, etc.), values (respect for the rights of others , tolerance, compromise, etc.), as well as the desire to participate in public and political life.

Thus, the main goal of modern civic education is the education of a citizen with an active life position, living in accordance with the values of a democratic society.

Currently, such a concept as civic identity is being used more and more. What is it? There are various definitions of this concept. Most likely, this is a person's idea of himself, his belonging to a certain social group and his awareness of this fact. “The civic identity of people has its own special features in any country. Identity allows a person to recognize himself as part of an organized force, which is, for example, his ethnic or civil community, and also protects a person from negative social information.

“Civic identity is not identical to citizenship, but implies a holistic attitude to the social and natural world based on the exercise of free choice and self-determination in conditions of respect for the right of others to make their own choice.”

In the period of the formation of civic identity, the formation and development of such personality traits that

form the basis of the civic culture of the individual - patriotism, citizenship, political and legal culture.

1.2 The history of the emergence and development of the theory of education of a citizen

Civic education is not a new direction in educational policy. The historical analysis of the views of philosophers, sociologists, teachers on this problem shows that the philosophy of civic education was laid down in ancient civilizations, and the social order for the education of a citizen is closely related to the nature of social relations.

The richest heritage of scientific pedagogical thought was left by the philosophers of Ancient Greece. Plato made a significant contribution to this area of knowledge. The titles of the chapters of his "Laws" convincingly show what importance was attached to education: "The child must be in constant motion", "Youth training program", "Gymnastic exercises are obligatory for all boys and girls." Aristotle, in writings on politics, developed the ideas of his teacher Plato on education in the chapters: “Education of youth is the main means of preserving the political system”, “Education of children from the age of seven is the business of the state”, “Education program”, “Physical education must precede intellectual” and etc. As Aristotle argued, every citizen should, as far as possible, direct his aspirations to be able to rule over his own state.

Enlighteners of the 18th century (J.-J. Rousseau, K. Helvetia, D. Diderot, T. Jefferson, I.G. Pestalozzi, K.D. Ushinsky) saw the way to improve society in increasing the number of educated people. They expressed ideas about the development of all human abilities by involving him in active life, about the natural right of every person to education, about the obligation of the state to create a system of education and upbringing of citizens.

The theory of educating a citizen received a new sound in the 19th - early 20th centuries. in the utopian systems of R. Owen, A. Saint-Simon, C. Fourier, the socialist theory of K. Marx, F. Engels, Russian democrats - V.G. Belinsky, N.A. Dobrolyubova, N.G. Chernyshevsky. Relying on a wider social base, expressing the interests of the peasantry, the emerging working class, the urban "plebs", they considered people equal by nature, defended the rights of the individual. The main place in their theoretical developments was occupied by the issues of property equality of people, the possibility of participation of all in social production, the creation of a fair social order, where "knowledge, honors and pleasures are common property."

One of the areas of civic education can be considered the ideas of "new education", which were developed in the first third of the 20th century. American philosopher J. Dewey. His main works: "Democracy and Education", "Introduction to the Philosophy of Education", "School and Society", "School and Child". The credo of Dewey's pedagogy is as follows: “Instead of pressure from above, self-expression and cultivation of one's own personality; instead of teaching through texts and teachers, teaching based on one's own experience; instead of training individual skills and abilities, their development as a result of achieving other higher and vital goals for students; instead of the goal of the school as preparation for the future life - the maximum use of all the possibilities of the "present" school life for the development of the individual; instead of static goals and educational materials - the acquaintance of students with a continuously evolving world and life in it.

In Soviet pedagogy, civic education was paid attention to by P.P. Blonsky, A.S. Makarenko, A.P. Pinkevich, S.T. Shatsky, I.S. Maryenko, V.A. Sukhomlinsky, G.N. Shchukina and others. Their works contain a description of the pedagogical experience in the formation of a team and the organization of its work, the activities of children's organizations, the experience of functioning of extracurricular work systems and patriotic education of youth. The works of these teachers are permeated with the ideas of developing in children love for the family, parents, respect for people; formation of spiritual needs by involving students in art, creativity, nature protection. Expressing this position, the famous Soviet teacher V.A. Sukhomlinsky wrote that in order to lay the foundation of humanity and citizenship during childhood, it is necessary to give the child a correct vision of good and evil.

In recent decades, research of a theoretical and applied nature in civic education has been developed. Various aspects of this problem are covered in the works of modern philosophers, psychologists, teachers (A.G. Asmolov, I.D. Frumin, A.N. Tubelsky, V.A. Karakovsky, Ya.V. Sokolov, Z.K. Schneckendorf, E. A. Yamburg and others). The pedagogical system that existed before, in which the child was assigned the role of a vessel for filling with knowledge, was subjected to devastating criticism in their writings. Scientists defend the ideas of new technologies, when the child becomes an active participant in the educational process, "cooperating" with the teacher in search of knowledge; emphasize the importance of humane relations between the teacher and the student. In the words of Sh. A. Amonashvili, “a child is a holistic personality, and above all, it is necessary that the pedagogical process captivate him completely ... Teaching will become the meaning of life for a child if it is managed from his own positions, realizing internal readiness for development, independence , self-affirmation, moral development.

In recent years, the central task of the new Russian school has become the education of a responsible citizen.

1.3 The main factors in the formation and structure of civic identity

Today, in the context of the introduction of new state education standards and the adoption of the Federal Target Program for the Development of Education 2011-2015. the formation of civic identity is designed to ensure the integration, unity and integrity of the self-consciousness of the individual as a citizen of a multicultural society based on universal moral values.

Among the factors in the formation of civic identity are the following:

The common historical past and the existence of this community, reproduced in myths, legends, symbols;

Self-name of a civil community;

Common language, which is a means of communication;

General culture (political, legal, economic);

The experience by this community of joint emotional states associated with real situations in the country.

The formation of civic identity is carried out by various institutions of socialization (schools, public organizations, institutions of additional education, culture, sports, mass information), but the primary environment that forms the idea of the Motherland, native culture, and behavior is the family.

The formation of civic identity involves the formation of the following structural components:

Cognitive (cognitive) - knowledge about power, the legal organization of society, state symbols, socio-political events, elections, political leaders, parties and their programs, orientation in their functions and goals;

Emotional-evaluative (connotative) - the reflexivity of knowledge and ideas, the presence of one's own attitude, the desire and readiness to participate in the socio-political life of the country;

Value-oriented (axiological) - respect for the rights of other people, tolerance, self-respect, acceptance and respect for the legal foundations of the state and society.

Activity (behavioral) - participation in the public life of an educational institution, in the socio-political life of the country, independence in choosing decisions, the ability to resist associative actions and actions, responsibility for making decisions.

Conclusions on Chapter I

At present, the topic of the formation of the civic identity of children and adolescents is very relevant and is increasingly being discussed in the psychological, pedagogical, methodological and scientific literature.

The civic education of adolescents is a purposeful pedagogical influence on their self-awareness by transferring to them a certain system of knowledge; development of a sense of love for the Motherland, interest in the history of one's people, in the laws of the state; instilling in them a sense of responsibility for their actions, for the fate of the country; formation of the ability for civic action (civil activity).

Today, the formation of civic identity is carried out by various institutions of socialization and is designed to ensure the unity and integrity of the self-consciousness of the individual as a citizen of a modern multicultural society.

CHAPTER 2. BASIC FORMS AND METHODS FOR FORMING CIVIL IDENTITY

2.1 Features of the formation of civic identity in modern society

Civic patriotism;

Installation on the adoption of the leading values of their national culture, the culture of the "small motherland";

Awareness of one's involvement in the fate of mankind;

Installation on the possession of universal ways of knowing the world.

The formation of the civic identity of students at school should include three stages.

tolerance, a sense of solidarity and the desire for cooperation, the ability to non-violently resolve conflict situations.

Subject, where the basis is the courses "Civil Studies" or "Introduction to Civil Law Education" for the basic school and subsequently the courses "Social Studies";

Educational;

Institutional (i.e. the organization of the school community in which civic education is implemented);

Design and others.

The formation of civic identity includes several components. These include knowledge, experience, skills, values.

2.2 Technology of formation of civil identity

At present, certain experience has already been accumulated in the formation of civic identity. A distinctive feature of Russian civic education is its diversity. The most common technologies for the formation of civic identity include:

Communicative (conversation, disputes, technology "Debate");

Game (role-playing game, business game);

Social activity (technology of social testing, technology of collective creative affairs, social project).

An educational conversation is understood as a detailed personal statement of the initiator of the conversation addressed to the listeners, imbued with emotions and experiences and aimed at obtaining feedback from the listeners (in the form of questions, answers, remarks).

The topic of communication should include moral and civil aspects, drawn from fiction or from life situations.

The main form of communication during the conversation is the teacher and children. The teacher should lead the students to put themselves in a similar situation when choosing one or another way of solving. The conversation does not imply active communication between schoolchildren; children can only exchange short remarks.

Dispute - (from the Latin word disputare, argue to argue).

The use of dispute in the formation of civic identity involves interaction, during which a clash of opinions is provoked on issues of civic choice and self-determination. The dispute involves elements of monologue and dialogue. Dialogue gives the emotional coloring of the discussion, and the monologue serves to express its logical content. The teacher should start a dispute on civil-patriotic issues with a proposal to comment on any fact, video (movie) fragment, etc. With the help of leading questions that encourage remarks, the teacher activates the participants in the dispute, awakens creative activity in them, which ultimately should lead students to independently solve the problem under discussion.

As part of the formation of civic identity, the Debate technology is especially popular today. Debates usually involve two sides. One team defending the topic of discussion, the other team refuting it. The goal of the teams is to convince the judges that their arguments are the most weighty. The judges decide the outcome of the discussion, indicating the weakest and strongest sides of the teams. The teacher becomes a "Timekeeper", i.e. he monitors compliance with the regulations and rules of the game. When conducting a debate, certain principles must be taken into account:

Opponents must be respected;

In a clash of ideas, the only weapon can be justified arguments;

You need to be honest in your arguments;

Be able to admit your mistakes.

It is very important that there are no losers in the debate. The key to debate is learning. The main task of this technology is to familiarize participants with the norms and values of civil society, adapt them to the conditions of modern life, teach them to debate, defend their interests on the basis of the legal framework and knowledge. Students develop their own moral and ideological position, learn to find compromises, analyze information and extract it on their own.

Role-playing game.

In the domestic school, role-playing games are becoming more widespread. Unlike a business game, the situation created here is distinguished by a higher level of abstraction, and students play a certain role according to given rules (while their own opinion may not coincide with the position of a particular character).

The game nourishes and partly shapes the entire human culture. Each person, having Homo Ludens (Player) in his nature, easily responds to the call to the game, expects pleasure and joy from it, which makes the game existentially oriented towards positive experiences. This characteristic of the game determines the attractiveness of game methods, which are very effective in teaching any disciplines, including political education.

The very concept of "role-playing game" in the world and in Russia is often interpreted differently. For example, in American pedagogy, it is believed that in a role-playing game its participant has pre-prepared words, there is a certain scenario, and the end result is known.

It is probably more rational to interpret the role-playing game broadly and define the following features:

The situation can be not only fictional, but also real (depending on the tasks set);

Role-playing games are possible in a variety of forms: simulation, mock court, consideration of a moral dilemma, etc.;

During the role-playing game, participants must take a certain position, learn to defend their opinion.

When conducting a role-playing game, the teacher may take into account the following recommendations (but these are by no means mandatory requirements):

It is hardly rational to identify winners and losers during the game;

Preliminary preparation of students for a role-playing game is not obligatory;

The role-playing game should be interesting for schoolchildren;

The game must perform certain educational tasks.

The tasks of role-playing games can be defined as follows:

Students will be able to show the ability to apply the acquired knowledge in solving the problem;

The role-playing game provides an opportunity either to gain additional knowledge or to identify issues not covered in the training course;

Creativity develops in solving certain problems;

Students learn to take different positions, find arguments and formulate views in one role or another;

Promotes the development of skills for participation in discussions, cooperation in achieving the goal;

A tolerant attitude towards other opinions is formed.

In addition, the range of techniques can be expanded by adding the following components: collection of compromising material; appeal to professional or social solidarity; the use of myths; falsification; populist promises; outrageous.

Game methods with certain reservations are applicable in any training. You can limit yourself to pointing out the most effective "points" for the use of games and game methods.

Game methods are necessary in the framework of teaching subjects that have a “practical component”. Of course, game methods are needed in the framework of educational work. They enable the teacher to work with such an important component of the student's personality as activity. As practice shows, the means and methods of educational work, unfortunately, are often focused on the passive, performing position of the student. A student with an "excessive activity" is most often an undesirable, "bad student". The game in this case forms a relatively safe "space of activity" for society and the immediate environment. But at the same time, despite the "toylike" nature of the game forms, the action and responsibility for the action in the game is "real". Negative assessment of actions in the game (both by the organizers and by other players) is one of the most powerful means of correcting behavior.

Game methods themselves provide material for the organizational and managerial practice of children and adolescents. Based on the experience of educational work, it can be concluded that an important element of game programs and courses is the inclusion of the most active and trained players in the organization and conduct of the game. The game itself is a fairly complex management task. A person who has played a successful game gains a lot in terms of personal org. management equipment. And unlike other professional areas of practice, the inclusion in the work of conducting the game is a feasible task for students.

It should be noted that in a role-playing game, a teacher can get a very important result of civic-patriotic education, i.e. the formation of positive attitudes among schoolchildren towards the basic values of our society. However, only a business game, a more complex type of role-playing game, can guarantee the achievement of this result.

One of the important technologies for the formation of civic identity is the "Technology of social testing", i.e. the participation of a child in socially significant affairs organized by adults. Such cases include:

Participation of the child in concerts for veterans;

Various subbotniks for cleaning territories;

Events for pupils of the orphanage;

Environmental activities;

Help for pensioners;

Sports events.

It is necessary that the child participate in this voluntarily, and the teacher can only morally motivate the participation of children in the event.

Collective-creative affairs also play an important role in the formation of civic identity. For the competent implementation of collective and creative affairs of a civil and patriotic orientation, the activity of schoolchildren is necessary, not spectator, but activity. KTD has a mechanism for including schoolchildren in the full structure of activity (from decision to analysis), which gives rise to feelings of collective and individual authorship.

The social project is one of the most popular technologies of civil and patriotic education. This is the practice of various kinds of volunteer and other projects, where the goals are set by the teacher and include children in social activity.

Social design is an independent choice of activity that corresponds to the interests and abilities of the child. The child is responsible for his own choice. This is a collective work on an important matter, in the process of which important social skills are formed that people need in life. A social project can be viewed as an effective career guidance work with the younger generation.

2.3 Organizational forms of education of civic identity and criteria for assessing its formation

In the conditions of modernization of Russian education, not only new technologies, but also various organizational forms of civic education are of great importance. One of them is learning activities. Educational activities include lessons, excursions, lectures, seminars, etc.

The lesson is the main form of organization of educational activities. For the formation of civic identity, the lessons of the humanitarian cycle play an important role. As mentioned earlier in the work, such as history, literature, civics, etc. Children in the classroom get acquainted with historical and literary characters, whose life and work becomes an example of civic engagement and love for the Motherland. In addition, the lessons of social science and civics form the legal knowledge and tolerance of students.

Excursions are of particular importance in the formation of citizenship and patriotism. The tour helps to directly introduce children to the world of the past, to visually comprehend what was said in the lesson. Children can get acquainted with the life of heroes, see their photographs, orders, direct places of battle. Students get acquainted with memorable places, get to know the cultural heritage better. And this, in turn, forms in children a sense of pride in their country.

For the formation of civic identity, it can be used as part of educational activities and lectures, where the teacher can explain the material extensively. This is especially true for national history. Such lectures help to form patriotism and citizenship of schoolchildren.

Seminars also play an important role. At seminars, you can collectively discuss a given topic, find out the attitude of children to a particular issue. Help the child to form the right civic position.

Seminars are usually held at the senior level of education. Seminars can be held in the form of reports and messages from students, in the form of questions and answers. Children should prepare in advance for seminars, which teaches them to work independently with literature, to find the necessary information. A seminar-debate can be attributed to a special form of the seminar. It differs from extracurricular debates in that the whole class is present at them, and the teacher is in charge. Seminar-dispute allows you to form value judgments, assert worldview positions, which is a very important component of the civil and patriotic education of schoolchildren.

A special form of civic education of students can be considered an educational conference - this is a form of organization of educational activities, which includes educational, educational and developmental functions of learning; it requires a lot of (primarily lengthy) preparatory work. Conferences consist of three stages. At the first stage, the teacher sets the topic and the participants do a lot of work on preparing the material. At the second stage, the participants of the conference make their reports. You can invite specialists who know this issue, parents, etc. to the conference.

The third stage, the final one, at which the results are summed up, the speakers are evaluated.

As well as educational activities, extracurricular work plays a very important role in the formation of citizenship and patriotism of students. Extracurricular activities include such forms as class hours, electives, various circles, etc.

The use of forms and means of extracurricular and out-of-school work - the most important components of additional education - opens up wide personal and practice-oriented opportunities for the formation of a culture of citizenship, the organization of students' personal experience based on scientific knowledge: participation in circles,

the creation and functioning of school museums, where the moral and patriotic orientation is a priority, in campaigns to places of military glory, in environmental protection activities, local history expeditions, excursions, etc.

It is known that the life of students at school is pedagogically organized. Meanwhile, the extra-curricular and out-of-school environment is more contradictory and specific, to a certain extent spontaneous. The consciousness and behavior of children is formed under the influence of the microenvironment, the experience that the child accumulates from everyday life. Perceiving the huge positive moral experience accumulated by society, children sometimes come across in the family, in the circle of acquaintances, on the street with bad habits, they hear statements that contradict the social environment (lifestyle). And if the negative experience is not neutralized, then children, like a sponge, will absorb everything negative, learn it, and in the future such an experience can become the starting point of deviant behavior, juvenile delinquency. Therefore, more than ever, the problem of strengthening the educational significance of the sphere of leisure, free time, activities and communication of students is acute.

At present, elective courses have become an effective form of civil-patriotic education of schoolchildren. Children attend electives voluntarily, according to their inclinations. The main feature of electives is a combination of lectures with various types of independent work. (Abstracts, studies, reports, group discussions, etc.). The work of electives should be connected precisely with the formation of the civic identity of students.

No less effective is the activity of circles if it is connected with the formation of the student's personality. With his familiarization with the national culture, with familiarization with the history of the country, that is, it has a civil-patriotic orientation. The activity of local lore circles is of great importance. It awakens children's interest in their small homeland, forms the need for moral improvement and, ultimately, forms love for the Fatherland.

According to experts who have been working in the field of civic education for many years, the complex of civic qualities of children and adolescents is a complex system. It can be characterized as a set of components that need to be formed in students. As part of the cognitive component, the student should know:

Historical and geographical formation of Russia (borders, geographical features, main historical events);

Socio-political structure (symbols, state organization, public holidays);

the Constitution of Russia (basic rights and obligations);

Ethnicity (traditions, culture, national values), knowledge about ethnic groups and peoples of Russia;

General cultural heritage of Russia;

Orientation in the system of moral norms and values;

Ecological knowledge (relations to nature, healthy lifestyle, rules of conduct in emergency situations);

As part of the value and emotional component, the student should develop:

Feeling of patriotism and pride in one's country;

Positive acceptance of one's ethnic identity;

Interethnic tolerance, readiness for equal cooperation;

Friendly attitude towards others, willingness to resist violence,

Positive perception of the world, respect for family values;

moral self-esteem.

If we take into account the activity component that determines the conditions under which the foundations of civic identity are formed, then these include:

Participation in school self-government, taking into account the age categories of children;

Compliance with the norms and requirements of school life;

Ability to resolve conflicts, conduct an equal dialogue;

Participation in the social life of the school.

Thus, it can be said that if a student develops all these components, he will grow up as a worthy citizen of his Motherland.

Conclusions on Chapter II

The formation of the civic identity of students at school is a very complex process.

Pedagogical teams independently choose the forms of implementation of civic education. At present, a lot of experience has been accumulated in the formation of the civic identity of students.

There is a wide variety of technologies and organizational forms of educating a citizen of modern society.

The use of forms and means of extracurricular work opens up broad personal and practice-oriented opportunities for the formation of adolescents' civic identity.

CHAPTER 3. EXPERIMENTAL WORK TO REVEAL THE LEVEL OF STUDENTS' CIVIL IDENTITY

3.1 Purpose, objectives and hypothesis of the pilot study

One of the tasks of modern education is to develop in schoolchildren the ability to relate themselves to civil society, to see themselves as a citizen of their country, to feel a sense of pride in their homeland. The student must have the experience of civic behavior. Teachers need to purposefully form in students such categories as identity, citizenship, nobility, generosity, duty and responsibility, justice. A teenager should express a personal attitude to values, an opinion about what is happening in the country.

The awareness of schoolchildren of their belonging to a civil community, their acceptance of the necessary norms and values depends on the effectiveness of the teacher's work. An essential factor in the civic development of the rising generation of Russians is its active socialization. It is generally recognized that it is easier to form an active life position of a young person through the active development of the phenomena of the socio-economic spectrum, when he participates in the modeling of social phenomena, practically masters the skills of conducting discussions, and defends his point of view.

All of the above determined the choice of the purpose of the study.

The purpose of the pilot study is to conduct extracurricular work on the formation of students' civic identity and determine the level of its effectiveness.

The goal of the study involves the solution of the following tasks during the experimental work:

Conducting a control experiment in the 8th grade "A" of the secondary school. Determining the level of formation of students' civic identity.

Conducting class hours in the 8th grade "B"

The education system is the most important institution of social reproduction and state security, a leading factor in the preservation and development of national cultures and languages, and an effective tool for the cultural and political integration of Russian society.

The educational policy of the Russian Federation reflects national and national-cultural interests in the field of education and, at the same time, takes into account the general trends in world development that require the modernization of Russian education.

Since 2006, in Russian education (primarily in Moscow), there has been a tendency to link the educational activities of the school with the formation of Russian identity in students, i.e. awareness of oneself as a bearer of Russian culture and a citizen of Russia. She is became a response to the problems that education faced in connection with the introduction of patriotic education programs at school, brought to life by the catastrophic processes of destruction of the identification structures of consciousness that took place in the 1990s. These programs reproduced traditional Soviet-era forms of cultivating a sense of pride in the country, its historical accomplishments and might - holidays, museum work, meetings with veterans, etc. taken by either parents or children.

In the same period, official religions, and above all the Russian Orthodox Church, became very actively involved in the struggle for the moral education of the younger generation. Highlighting the problem of moral degradation and the loss of traditional guidelines for the life of Russian society, religious leaders proposed to give them the function of education at school. This proposal was strongly criticized by secular scientists and the educational community.

From 2006 to 2008, at various experimental sites in Moscow, in scientific institutes and the Russian Academy of Education, in the media, there was an active discussion of the problems of education: what should be the concept of education in the new Russian school, what principles should be taken as the basis of education, so that, with on the one hand, to overcome the intergenerational gap and identity crisis, and on the other hand, to avoid the mistakes of the Soviet school.

Since 2008, when a team of developers led by N. Nikandrov, A. Kondakov and L. Kezina prepared the second generation standards, the idea of forming a Russian identity was taken as the basis of the educational concept. It was proposed to distinguish three components of Russian identity - ethnic, civil and universal, and group the results of the educational process into the following components: knowledge, value and activity. In this approach, Russian self-consciousness proper is associated with the formation of a civic identity, which establishes a connection between the student and Russia (while other components establish a connection with the “small motherland” and all of humanity, respectively). The formation of this identity should be checked by the child's knowledge of the golden fund of Russian culture and history, the current sociopolitical situation in the country, as well as a sense of pride in Russia. In 2007, specialists from the Research Institute for Innovative Strategies for the Development of General Education, dealing with issues of education, came up with the idea of forming a Russian identity within the framework of the “Building the School of the Future” program.

To solve this problem, according to researchers, the Russian school needs to carry out a whole range of developments:

firstly, to reform theoretical ideas about the processes of self-identification of a teenager with his country and the culture of the people;
secondly, to create a system for monitoring the processes of formation of Russian identity;
thirdly, to offer technologies of pedagogical influence on these processes.

In the Federal State Educational Standard of Secondary (Complete) General Education, put into effect by the order of the Ministry of Education and Science of Russia dated May 17, 2012 No. 413, the issue of forming the Russian state identity is translated into practice. The standard is “aimed at ensuring the formation of Russian civic identity” (p. 3); “The personal results of mastering the main educational program by students should, first of all, reflect the Russian state identity” (p. 7) .

The school programs of social sciences, the program of education and socialization, and extracurricular activities are aimed at shaping the attitude towards Russia.

Leading scientists of the APS of the Russian Federation define the formation of civic identity as the mission of general education, a key innovative task set by our time for the pedagogical community, associated with its ability to ensure cultural inheritance in a democratic multicultural multinational society.

In order to implement this mission, to solve this key task, the school, the school teacher, in our opinion, first of all needs:

Technologies of pedagogical influence on these processes;
Tolerant educational environment of the educational institution;
Solving at a new level the issues of organizing school self-government as a tool for civic education.

Let's briefly consider some ways of solving these problems.

1) The concept of “pedagogical technologies” has become widespread since the early 60s. last century. The reason for its appearance was attempts to bring education to a qualitatively new level in the conditions of scientific and technological progress. At first, the technologization of education was associated mainly with the use of new technical teaching aids. However, today pedagogical technology is not just a set of organizational forms and methodological methods for the use of certain teaching aids, but also research conducted in order to identify the principles of development and find ways to optimize the educational process, apply new methodological techniques and develop educational and methodological materials and technical training aids.

There are many different positions in the scientific understanding and use of the term “pedagogical technology”:

Pedagogical technologies as a means (development and application of methodological tools, equipment, educational equipment and TCO) for the educational process (B.T. Likhachev, S.A. Smirnov, R. de Kieffer, M. Meyer).
Pedagogical technology as a communication system (method, model, technique for performing educational tasks), based on a certain algorithm for the interaction of participants in the educational process (V.P. Beslalko, M.A. Choshanov, V.A. Slastenin, V.M. Monakhov, A M. Kushnir, B. Skinner, S. Gibson, T. Sakhamoto).
Pedagogical technology as a vast field of knowledge, engaged in the design of optimal learning systems and based on the data of social, managerial and natural sciences (P.I. Pidkasisty, VV. Guzeev, M. Eraut, R. Stakenas, R. Kaufman, D. Ely, S. Wedemeyer).
Pedagogical technologies as a multidimensional process (MB Klarin, VV Davydov, G.K. Selevko, D Finn, K.M. Silber, P Mitchel, R. Thomas), etc.

In foreign pedagogical science there is also no single approach to the definition of this phenomenon. Thus, in UNESCO documents in 1986, pedagogical technology meant the use for pedagogical purposes of the means generated by the revolution in the field of communications, such as audiovisual means, television, computers, etc. In a later interpretation, as a systematic method of creating and assimilating knowledge, taking into account technical and human resources and their interaction, which aims to optimize the forms of education.

A variety of approaches in determining the essence of this phenomenon suggests that this is a qualitatively new stage in the development of pedagogy.

Let us take the following as a basic definition of pedagogical (educational) technology.

Pedagogical (educational) technology is a system of functioning of all components of the pedagogical process, built on a scientific basis, programmed in time and space and leading to the intended results.

Any pedagogical technology covers a certain area of educational activity. This sphere of labor, on the one hand, includes a number of its components (and related technologies), and on the other hand, it can itself be included as an integral part in activities (technology) of a broader (higher) level, which allows us to talk about vertical and horizontal structure of pedagogical technologies.

There are no technologies for the formation of socio-cultural identity yet. Their development, testing and application is the business of the nearest future of the school. So far, this problem can be solved based on the experience of using the following technologies:

personality-oriented education and upbringing;
collaborative learning technologies;
group technologies;
technologies of collective interaction;
research (problem) learning technology;
technologies of creative activity, etc.

In the course of work on the formation of Russian state identity, interactive forms and methods of teaching can be successfully used: heuristic conversations, presentations, discussions, brainstorming, the round table method, the business game method, competitions of practical work with their discussion, role-playing games, trainings, collective solutions of creative problems, case method (analysis of specific situations, group work with author's manuals, illustrative materials, discussion of special videos.

The following documents become the methodological basis for the development of technologies for the formation of socio-cultural identity at the present stage of development of a secondary school:

“National Strategy for Action for Children 2012-2017”;
“The concept of spiritual and moral development and education of the personality of a citizen of Russia”;
“The Concept of the Fundamental Core of the Content of General Education”;
“Federal State Educational Standard of Secondary (Complete) Education”, etc.

The upbringing and teaching space of a general education school, which forms the basis of the state-public education system, should be filled with values common to all Russians belonging to different confessions and ethnic groups living in different regions of our country. These values, which are the basis of the spiritual and moral development, upbringing and socialization of the individual, can be defined as basic national values stored in the religious, cultural, socio-historical, family traditions of the peoples of Russia, passed down from generation to generation and ensuring the effective development of the country in modern conditions. Basic national values can be systematized into certain groups according to the sources of morality and humanity, i.e. areas of social relations, activity, consciousness, reliance on which allows a person to resist destructive influences and productively develop his consciousness, life, system of social relations.

The traditional sources of morality are:

patriotism (love for Russia, for one's people, for one's small homeland; service to the Fatherland);
social solidarity (personal and national freedom; trust in people, institutions of the state and civil society; justice, mercy, honor, dignity);
citizenship (rule of law, civil society, "duty to" the Fatherland, the older generation and family, law and order, interethnic peace, freedom of conscience and religion);
family (love and fidelity, health, prosperity, honoring parents, caring for older and younger, caring for procreation);
work creativity (creativity and creation, purposefulness and perseverance, diligence, frugality);
science (knowledge, truth, scientific picture of the world, ecological consciousness);
traditional Russian religions. Given the secular nature of education in state and municipal schools, the values of traditional Russian religions are accepted by schoolchildren in the form of systemic cultural ideas about religious ideals;
art and literature (beauty, harmony, human spiritual world, moral choice, meaning of life, aesthetic development);
nature (life, native land, protected nature, planet Earth);
humanity (world peace, diversity of cultures and peoples, human progress, international cooperation).

The system of basic national values is of key importance not only for education, but for the entire organization of life in our country. It determines the self-consciousness of the Russian people, the nature of a person's relationship to the family, society, state, work, the meaning of human life, sets the priorities for social and personal development.

These values express the essence of the national maxim: "We are the Russian people." This is what unites all Russians, gives them a single ideology and is complemented by their ethnic, religious, professional and other identity, what allows us to be a single Russian people.

2. The tolerant educational environment of the school can be represented as a diagram.

3. The problem of school self-government as an instrument of civic education today is acquiring a new quality.

On June 1, 2012, by decree of the President of the Russian Federation, the “National Strategy for Action in the Interests of Children for 2012-2017” was approved.

The National Strategy for Action for Children is a public policy that permeates all areas of their livelihoods.

1) The family as the first cell of childhood preservation.
2) Institute of public quality education and upbringing, culture and safe media.
3) Child friendly health care and healthy lifestyle.
4) Ensuring equal opportunities for children in need of special state care.
5) A system for protecting and ensuring the rights and interests of children and child-friendly justice.
6) And, finally, the activities of the children themselves in the implementation of the National Strategy.

The National Strategy for Action in the Interests of Children is a domestic concept of childhood in the new Russia, an innovative view of the child, which marks the acceptance of his status as an equal member of civil society in the new world and the new millennium. This is a kind of social discovery for our country.

Rossiyskaya Gazeta published an interview with journalist A. Mikhailov, taken by him from the Deputy Chairman of the State Duma of Russia L. Shevtsova: her serious, “adult” tasks?” The answer of Lyudmila Shvetsova: “The essence of what was conceived is that the children themselves are entrusted with participating in decision-making that affects their interests in the family, school, society and the state. For the vast majority of adults in our country, this may seem unexpected, unrealistic. Incomprehensible. And we must honestly admit that today many are not ready to accept this. The first and perhaps the most difficult barrier is psychological. Here, everyone is against mastering a new task: both the Russian mentality, and the lack of enlightenment of the older generation, and distrust of children, and the lack of personal experience in their childhood.

The level of student self-government is one of the levels of the hierarchical vertical of school management, including the levels of strategic (state-public), tactical (administrative) and operational methodological management. The practice of managing students in the unity of solving problems of analysis, goal-setting, planning, making managerial decisions, organizing their implementation, monitoring, correcting and evaluating management results is the basis for the formation of a person's civic identity and social competence. The level of student self-government involves the creation of management structures in the form of a student council, a scientific society, club associations in areas, design and creative workshops, etc. Relations with higher levels of school management should be built as mutually conditioned and directed. On the one hand, it is necessary to guide and supervise student self-government bodies on the part of the pedagogical leadership and the team; on the other hand, student self-government bodies must have a real impact on the management activities of the school. The conditions for such an impact may be:

inclusion of representatives (individual and collective subjects of management) in the management structures of higher levels. An example is the model of an expanded pedagogical council, where representatives of students can take part in the discussion of topical problems of the life and development of the school on a permanent and temporary basis.
the allocation of a zone of competence for decision-making by student authorities, including freedom and responsibility in making and implementing decisions related to school and extracurricular life (for example, establishing the order of duty, the regulations and content of school holidays, etc.).

In conclusion, I would like to emphasize that the problem of the formation of the Russian state identity at the level of general (full) education is complex and time-consuming. However, it will have to be resolved. This is well understood by practicing teachers working in the school.

References:

Andryushkov A.A. Formation of Russian Identity as a Task of Education: Worldviews for a Creative Future // Voprosy obrazovaniya. - 2011 - No. 3.
Federal State Educational Standard of Secondary (Complete) General Education // Rossiyskaya Gazeta. July 2012.
Electronic resource KONDAKOV HISTORI.
Selevko G.K. Modern educational technologies. Tutorial. - M .: Public education. 1998
The fundamental core of the content of general education. Edited by V.V. Kozlova, A.M. Kondakov. 4th ed. Modified. M. Enlightenment. 2011.
Electronic resource TOLERANTNOST.
Russian newspaper. No. 141 (5814) dated 06/22/2012
Shevtsova L.I. Childhood saving // Literary newspaper. - 2012. - August 1 - 7.

Grigoriev Dmitry Vasilyevich, candidate of pedagogical sciences, associate professor,

director of GBOU Education Center No. 825 of Moscow,

lead researcher laboratories of the theory of education ITIP RAO

Formation of the civic identity of a modern student

1. No matter how the new Federal State Educational Standard of general education is criticized, it contains two big ideas that, upon reflection, capture and do not leave indifferent - the idea of metasubjectivity and the idea of forming a Russian (civil) identity. Even assuming, as many critics believe, that behind the idea of forming a Russian identity is just the desire of the new elite to force everyone else to accept its (the elites) version of Russia, it is impossible to abandon the idea itself. This is tantamount to ceasing to believe in the Motherland. Loving the Motherland is sometimes very difficult, almost impossible, but not believing in it is impossible at all.

2. Some Russian authors in their texts write identity as identity , implying the untranslatability and intolerance of the latter into the Russian language and context. In my opinion, this is not so. We have a Russian word that very accurately conveys the meaning of English identity , dating back to the Late Latin identicus - involvement . To be a part means to be a part of something bigger than yourself: family, friends, school, Motherland, Universe, God. Outside of identity, involvement (of course, free, not imposed), a person is overwhelmed by his “self”, he is immersed in self-conceit and complacency. Identity is the result of a person's understanding of himself "as such", established through the allocation of "significant others" for himself.

Civil (Russian) identity is the free identification of a person with the Russian nation (people); the inclusion of a person in the social, cultural life of the country, the awareness of oneself as a Russian; a sense of belonging to the past, present and future of the Russian nation. The presence of a Russian identity in a person suggests that for him there is no “this country”, “this people”, “this city”, but there is “my (our) country”, “my (our) people”, “my (our) city".

The task of forming a civil (Russian) identity among schoolchildren involves a qualitatively new approach in terms of content, technology and responsibility of teachers to the traditional problems of developing civic consciousness, patriotism, tolerance of schoolchildren, and their command of their native language. So, if a teacher in his work focuses on the formation of a Russian identity in a schoolchild, then:

In civic education, he cannot afford to work with the concepts of "citizen", "civil society", "democracy", "relations between society and the state", "human rights" as speculative abstractions, in a purely informative style, but must work with tradition and peculiarities of the perception of these concepts in Russian culture, in relation to our historical soil and mentality;

In the education of patriotism, the teacher does not rely on the development of a child's non-reflexive pride in "one's own" or a kind of selective pride in the country (pride only for successes and achievements), but seeks to cultivate a holistic acceptance and understanding of the past, present and future of Russia with all the failures and successes , anxieties and hopes, projects and "projects";

The teacher works with tolerance not as political correctness (a fashionable trend in a secular consumer society), but as a practice of understanding, recognizing and accepting representatives of other cultures, historically rooted in the Russian tradition and mentality;

Forming the historical and political consciousness of schoolchildren, the teacher immerses them in a dialogue of conservative, liberal and social democratic worldviews, which is an integral part of Russian culture as a European culture;

The teaching of the Russian language takes place not only in literature lessons, but in any academic subject and outside the lesson, in free communication with pupils; the living Russian language becomes the universal of school life;

The teacher is not limited to communication with pupils in a protected, friendly environment of the classroom and school, but takes them to an out-of-school social environment. Only in independent public action, action for people and on people who are not the “inner circle” and are not necessarily positively inclined towards it, does a young person really become (and not just learn how to become) a public figure, a free person, a citizen of the country.

This enumeration already shows that the task of forming a Russian identity quite rightly claims to be a key, turning point in our educational policy. I will try to give even more weighty confirmation of this.

3. I'll start with a truism: a child's love for the motherland begins with love for the family, school, and small homeland. The civil (Russian) identity of a young person is formed on the basis of family, school, identity with the territorial community.

The subject of special responsibility of the school is the school identity of the child. What it is? This is experience and awareness child of his own involvement for school. Why is this needed? School is the first place in a child's life where he truly goes beyond blood ties and relationships, begins to live among others, different people, in society. It is at school that the child turns from a family person into a social person.

What does the introduction of the concept of "child's school identity" give? In the usual role-playing reading the child at school acts as a student, boy (girl), friend, citizen etc . AT identificationin reading, a schoolboy is “a student of his teachers”, “a friend of his classmates”, “a citizen (or inhabitant) of the school community”, “son (daughter) of his parents”, etc. That is, the perspective of identity allows you to more deeply see and understandthanks to someone or somethingthe student feels connected (or not connected) with the school community, what or who creates in him a sense of belonging to the school. And evaluate, diagnosethe quality of those places and people at schoolthat engender involvement in the child.

Here is our vision of these places and people:

Identification position of the child in school	Place of formation of this position
Son (daughter) of his parents	Specially created or spontaneous situations at school where the child feels like a representative of his family (disciplinary entry in the diary, teacher's threat to call parents, encouragement for success, etc.)
	Free, outwardly unregulated, direct communication with classmates and peers
A student of his teachers	All educational situations both in the classroom and in extracurricular activities (circles, electives, sports sections, etc.); educational communication with teachers
class citizen	Intra-class events, affairs, activities; self-management in the classroom
School Citizen	School events, children's associations of additional education at school, child-adult co-management, school self-government, school clubs, museums, etc.; extracurricular communication with teachers.
society citizen	Social projects at school; actions and affairs aimed at the out-of-school social environment; children's public associations and organizations. School-initiated communication with other social actors.
Member of your own ethnic group	All situations at school that activate a child's sense of nationality
	All situations at school that activate a child's sense of religious affiliation

School identity allows you to see if the student connects his successes, achievements (as well as failures) with the school; whether the school is a meaningful place for him or not.

Low identity scores will indicate that the school is not significant or of little significance to the child. And even if he is objectively successful as a student, the source of this success is not in school (but, for example, in the family, tutors, out-of-school additional education, etc.).

High indicators of identity will indicate that the school occupies an important place in the life of the child, is significant for him. And even if objectively he is not very successful as a student, then his personal dignity, his self-respect stem from his school life.

Since we assumed that each of the above identities is formed at school in certain “places” (processes, activities, situations), then low scores for one or another identification position can show us the “sore points” of school life, and high scores - “ areas of success. This may be the beginning of a “reset” of school life, the start of a development process.

4. To identify the school identity of a child, different tools can be used, both relatively simple and quite complex. The reliability of simple tools is obviously lower, but the usability is higher. In search of a reasonable ratio of "reliability - usability" we settled on such a tool as a sociological questionnaire. Here is her version for students in grades 7-11.

Questionnaire "School Identity" for students in grades 7-11

The questionnaire is a qualitative analysis tool. The guys should be given enough time to fill it out (up to 1.5 hours) so that they can calmly and thoroughly answer questions. When processing questionnaires, it is important not only to count positive and negative answers, but also to carefully analyze and summarize the detailed explanations of schoolchildren. They are the basis for further transformative activities of teachers.

Clearly, school identity is one of the most importantpersonal educational outcomes.Diagnostics of personal results, as specified in the GEF, should be non-personalized. That is, it is possible to assess the state of school identity in a group, class, class parallel, school, but it is impossible to assess the identity of an individual student. Therefore, the student must complete the questionnaire anonymously.

5. To date, we have the results of a study of the school identity of children in 22 schools in the cities of Moscow, Perm, Kaliningrad, Tomsk. We selected schools that are considered “good” by the population and the pedagogical community; At the same time, the schools themselves believe that their educational activities are very well organized.

In order to visually illustrate some of the key trends, we will summarize the data for schools. We have established a distinction on specific aspects of school identity at the level of “experienced – not experienced”, while specifying whether it is experienced positively or negatively (it is obvious, for example, that a student can feel like the son of his parents when teachers praise him or, on the contrary, a citizen of the class - when he manages to realize his ideas, plans in the class team, or when he is imposed on this or that assignment). We were interested not only in the very fact of experiencing as an indicator that the school in a particular aspect does not leave the child indifferent, but also in the nature of this experience. We also leveled the scatter in the values of this or that indicator by school, determining the average value for 22 schools.

Here are the scores for each aspect of school identity:

Identity	experienced (% of students)		Not experienced (% of students)
Identity	positively	negatively	Not experienced (% of students)
Son (daughter) of his parents
Friend of his schoolmates
A student of his teachers
class citizen		(imposed sense of citizenship)
School Citizen
society citizen
Member of your own ethnic group
Member of your religious group

Many remarkable conclusions can be drawn here. Let me emphasize the main point:

Only 50% of teenagers perceive teachers as positively significant people in their lives;

The school constructively uses the educational potential of the family only in 40% of cases;

Only 42% of adolescents feel positively involved in the class team, and only 24% - in the school community;

Fortunately, 76% of teenagers come to school to communicate and make friends with each other, and thereby save themselves from the final loss of the meaning of school life;

Only 1 out of 10 students will leave school feeling like a citizen (non-philistine) of our Russian society.

Let me remind you that this frightening picture of the alienation of children from school, from society is recorded by us in the educational reality of the so-called "good" schools. It is easy to imagine what happens in the rest.

6. What is the way out? In a situation of alienation of children from school, a responsible educational policy can only be an "identity policy". No matter what we do at school, no matter what new projects and technologies we propose, no matter what traditions we want to preserve, we must always ask ourselves: “Does this give rise to free involvement of children in school? Will the child want to identify with it? Have we thought of everything and done everything so that he would have involvement with us? Why is it suddenly that what we have done so diligently, with such efforts, is not perceived by children? Maybe it should have been done differently? And then we will not chase novelties from pedagogy, pass off our inertia and lack of curiosity as loyalty to tradition, mindlessly follow educational fashions, rush to fulfill political and social orders, but we will work in depth, for personal development, for social inheritance and the transformation of culture.

For example, the school is faced with the social passivity of adolescents. Of course, it is possible to increase the resource of social science disciplines, to conduct a series of conversations “What does it mean to be a citizen?” or organize the work of the school parliament, but this work, at best, will provide students with useful social knowledge, form a positive attitude towards social action, but will not give the experience of independent action in society. Meanwhile, we are well aware that know about what citizenship is, even value citizenship does not mean act like a citizen citizen. But the technology, which involves moving from (1) a problem-value discussion of adolescents to (2) a negotiation platform for adolescents with representatives of local authorities and public structures, and further to (3) a children-adult social project demanded by the territorial community, brings adolescents into an independent public action.

And one more important effect of the "identity policy" in the field of education: it can help, if not to unite, then at least not to break with each other, conservatives, liberals and social democrats of Russian education. What we all (each, of course, someone one and in our own way) are.