What lessons can literature teach? What moral lessons can literature about war teach? What books should be read in preparation for this course
“Nature has given man a weapon in his hands - intellectual and moral strength, but he can use this weapon in the opposite direction; therefore, a person without moral foundations turns out to be the most impious and wild being, vile in his sexual and taste instincts. That's what Aristotle said. Time will pass; and another philosopher - Hegel - will formulate this idea as follows: “When a person performs this or that moral act, then he is not yet a virtue; he is a virtue only if this mode of behavior is a constant feature of his character.
Today, high morality is perhaps the most important and necessary for a person and society as a whole and, unfortunately, the most “unfashionable” character trait, “unpopular”. According to some scientists - sociologists, we have lost the current young generation: under the onslaught of the corrupting influence of television, under the deafening propaganda of the "sweet" drug-sexual life, only 7% of young people call morality a vital quality.
A person, if he wants to be worthy of this title, cannot live without morality and morality. These qualities are not innate, not the genetic code passes them from generation to generation. There are many examples when the children of very intelligent, highly educated, honest and decent parents became the scum of society. And, on the contrary, in dysfunctional families bright personalities grew up with pure thoughts, with an indefatigable passion for good deeds, modest and very strict with themselves. The older generation tends to see in the younger and even somewhat exaggerate the shortcomings of age. True, unfortunately, we sometimes say, not without reason, that the guys are not accustomed to work, do not cherish good, expect “everything and at once from their ancestors.” But who is to blame for this? Family? School? The outside? Yes. Each individually and all together.
Yes, it is necessary to educate in children the conviction that good will win. Yes, you need to teach them to fight for this victory. Yes, they should not be afraid to get bruises and ridicule during the struggle. But the most important thing is that we ourselves comply with these principles. We, teachers, must remember: our own and other children are looking at us, they judge the life they enter by our actions. They will replace us tomorrow in the classroom, at the controls, but the foundations of their views and habits are being laid today. And they learn the lessons of humane relationships today. At home, at school, in particular, in literature lessons.
Special mention should be made of the humanism of literature lessons. After all, despite many years of disputes about the forms and methods of teaching literature, today it is clear as day that the main purpose of the modern philologist is to be a source of moral influence. “Nothing but literature,” said P.M. Nemensky, - cannot convey the experience of the feelings of many human lives. Thus, it is possible through a literary work to experience the humiliation of a slave or the bitterness of the loneliness of old age, while remaining a young man of our time.
It is this kind of influence that shapes the soul, enriches the narrow personal experience with the gigantic experience of mankind.”
Even KD Ushinsky, one of the best Russian teachers, believed that a teacher, first of all, should be an educator. “In a teacher, knowledge of the subject is far from being the main advantage, the main advantage of the teacher is that he knows how to educate with his subject,” he wrote.
If the ability to educate with your subject was a virtue back in the 19th century, then today, in the 21st century, in times of scarcity human values, it has become even more important and necessary.
Teachers are sometimes compared by who stuffs the heads of their students with the greatest amount of knowledge. Therefore, they excel in inventing ways to present this knowledge more effectively and efficiently so that they are remembered for the future. I believe that this knowledge is necessary, but it is more important to provide the student with a volume of moral ideas, because the meaning of the work of a literature teacher is to educate a highly humane personality, a real Man.
Sometimes we, teachers, see and feel that the bulk of our students just sit out their duties and answer in the classroom. But I really want students to grieve or laugh, be surprised or indignant at literature lessons, I want to teach schoolchildren to understand the behavior of a person, himself, the people around him, i.e. to recognize their own kind in literary heroes, to help the student solve his own problems by means of literature, to understand what is good and bad, to teach how to deal with “bad”, to pose and pose questions to students, to look for answers with them, to talk, to argue about life, about people.
The subject of each studied work is a person, his life and behavior in different situations. No matter how distant the events that Pushkin, Lermontov, Gogol, Griboyedov, Tolstoy, Dostoevsky tell us about, the moral problems raised by them in their works sound topical in our turbulent, difficult times. Happiness and unhappiness, fidelity and betrayal, a sense of duty and careerism, truth and lies, heroism and cowardice, man and society, love and friendship - these and many other moral problems are eternal and therefore should excite the hearts of our students.
Modern writers Yu. Kazakov, V. Shukshin, A. Platonov, V. Soloukhin, K. Paustovsky, A. Rybakov open up new opportunities for the formation of the reading culture and humanistic ideals of schoolchildren with dignity continuing the classical traditions and replenishing the treasury of our national verbal and artistic creativity. , V. Astafiev, F. Abramov, V. Rasputin and others. Their works are fertile ground on which to grow highly moral people, from where one can absorb ideas about good and bad, about honest and vicious, about ordinary and high from the whole multitude of phenomena that make up our life.
And it requires the creative development of the child, the formation of his activity, independence, readiness and ability to take responsibility for his own destiny, for what is happening in society.
This also implies new principles for the analysis of works - it is necessary to stimulate in every possible way the independence of students' judgments, resolutely refuse to impose unambiguous assessments made by someone regarding the episode, event, act of the character contained in the work of art.
A system of questions and tasks helps to comprehend the truth in literary and artistic texts, the author's humanistic position. As a confirming example, we can cite a lesson on the topic “People need me” (A. Platonov, grade 8, “Yushka”). The story is read by the teacher. After a few sentences, it becomes clear that main character- a sick, slovenly and slovenly dressed blacksmith's assistant. Reading stops.
Do you like the main character? (Not).
If you met such a person on the street, then:
a) would you lend a hand?
b) would you pass silently by?
c) Would you smile squeamishly?
d) would not pay attention, so as not to spoil your mood?
The picture is bleak.
Getting to know the main character more, the children understand that behind the outwardly not very pleasant person is a real person, he just does not know how to get angry, angry, stand up for himself, he is not like others with his slovenliness.
On the one hand - kind, meek Yushka; from the other is angry people. The misfortune simply could not happen. Yushka died. Pupils listen with great attention to the text, then very actively, interrupting each other, answer questions.
What kind of person is Yushka?
Why did you “forget” about his unkempt appearance?
What trait of his character comes to the fore?
Why do children bully Yushka? (Doesn't give back)
Why do adults offend Yushka? (Doesn't look like them.)
Isn't it bad to be different? Why?
And what do you need? Why? Did he love people? Are they his?
Why does Yushka suffer humiliation and insult?
If there was such a person among you, how would you treat him?
Imagine that he is your relative. could protect him from evil people? How?
Let's try to briefly summarize the relationship:
Is it possible to be like that? (Not)
And what? (You need to be able to stand up for yourself without offending or humiliating others).
How does Yushka relate to nature? (Gently, tremulously)
What qualities of Yushka's character are evidenced by his reverent attitude to nature?
(Kindness, sincerity, malice).
Was Yushka's life in vain? Was his goodness gone?
(No. Good is not lost, because after his death appeared good person-daughter, who will continue his work).
Did people realize their mistake?
Did their attitude towards him change at least after death? (Yes. They said: “Forgive us, Yushka”).
Now tell me, why did Platonov make such an unattractive outwardly person the main character of his story?
(There is a conversation about spiritual beauty).
The system of questions is designed for the student to determine his own attitude towards individual characters, the humanistic ideals that the characters carry, to argue the point of view with specific facts. At the lesson, various arguments are heard in defense or accusation of this or that hero, there is a clash of opinions, a collective search for optimal conclusions, and this is the basis for the formation of an active, creatively thinking reader.
The story of V. Shukshin "Wolves" is being studied. The heroes of the story are ordinary people, two simple Russian peasants Naum and Ivan - father-in-law and son-in-law. In the course of reading, a characterization of literary heroes is compiled:
Naum - not old, charming, hardworking, efficient, economic .
Ivan (son-in-law of Naum) - young, careless, a little lazy, wayward.
Which of the characters do you like? Why? Does he look like your parents? How? (Naum, he is like our fathers, grandfathers in his thriftiness and diligence). The plot is simple. Naum and Ivan went to the forest for firewood, and they were attacked by hungry wolves. Together they would have fought off the wolves, but Naum got scared, ran away, leaving Ivan alone. He was in great danger, the wolves tore his horse to pieces. Only Ivan's courage saved him, he survived, came to the village and decided to take revenge on his father-in-law for betrayal.
How do you feel about heroes now? Why do you like lazy Ivan?
What human shortcomings are worse than carelessness, laziness? (Meanness, betrayal).
Have you met such people?
What did Ivan want to do after returning?
Who stopped him and why? What would you do in Ivan's place? Policeman?
Are not the human heroes similar to wolves in this episode? (Yes, Ivan wants to take revenge, to repay evil for evil).
V. Shukshin does not divide his heroes into clear moral categories - this is a positive hero, and that one is negative. He, showing the imperfection of a person who violates the laws of morality, tries to avoid annoying edification, a “frontal attack”.
Many works of contemporary authors included in the literature program make you think about life, encourage you to shape your character, help answer questions: what is good in you and what is bad? Can there be a person without a single negative trait? How to define it yourself?
Working on the problem “Moral education in literature lessons”, I became convinced how students perceive a work differently, so you need to be careful about their judgments, strive to ensure that the personality of the writer, his moral character, the images created by his creative nature, become for children close and understandable. After all, every person, who is earlier and who is later, thinks - what kind of person to be? What moral values to take with you from the walls of the school? We, teachers, try to help them with our literature lessons to realize themselves as a person as early as possible, to make their moral choice. Every language teacher should always remember that literature is the art of the word, and one should see in the classics a means of educating the soul, humanism, spirituality, universal morality, make the book a means of knowing oneself and the people around, bringing it as close as possible to modernity, to the world of the child and thereby giving impetus to independence.
According to information from the FIPI website: The “Year of Literature” direction, on the one hand, is associated with the celebration of literature held in Russia in 2015 as the greatest cultural phenomenon, on the other hand, it is addressed to the reader who lives another year of life with a book in his hands. The breadth of this topic requires the graduate to have a certain reader's outlook and the ability to talk about great literature.
Decree of the President of the Russian Federation V.V. Putin "On holding the Year of Literature in the Russian Federation" 2015 was declared the Year of Literature. And this is a completely fair decision on the part of our government. The main objective of the Year is to draw attention to reading and literature, to increase the interest of Russians in books.
WHAT TOPICS OF ESSAYS CAN BE DECEMBER 2nd?
Good book is a gift bequeathed by the author to the human race.
The creator of the book is the author, the creator of its destiny is society.
The book is the life of our time, everyone needs it - both old and young.
Libraries are the treasuries of all the treasures of the human spirit.
The role of books in human life.
Can a book make a person better?
Do you agree with the statement of A.N. Tolstoy "A good book is like a conversation with an intelligent person"?
Can a person do without books?
Why do books require careful handling?
The value of literature in the life of society.
What vital questions does literature ask?
Does literature help a person to know himself?
What moral lessons can literature teach?
Do you agree with the statement of D.S. Likhachev “Literature is the conscience of society, its soul?
The attitude of readers to literary heroes.
Who is your ideal literary hero?
Which literary hero is closer to you: contemplating life or transforming it?
Which of the literary characters are you interested in and why?
Which of the literary heroes do you recognize in your contemporaries?
book or computer.
The role of books in the life of my family.
My desk book.
My golden shelf
My favorite heroes.
The book that changed me.
A book that you want to read.
WHAT BOOKS SHOULD BE READ WHEN PREPARING FOR THIS DIRECTION:
A.S. Pushkin "Eugene Onegin".
N.V. Gogol "Dead Souls".
I.A. Goncharov "Oblomov".
L.N. Tolstoy "Childhood. Adolescence. Youth".
ADDITIONAL LITERATURE:
M. Gorky “Childhood. In people. My Universities”, “Mother”.
M.A. Bulgakov "Master and Margarita".
E.I. Zamyatin "We".
D.S. Likhachev "Letters about the good and the beautiful."
Ray Bradbury Fahrenheit 451.
B.L. Pasternak "Nobel Prize".
V.A. Kaverin "Two captains".
ANNIVERSARY WRITERS 2015-2016
Passed since the birth
190 years - SALTYKOV-SHCHEDRIN Mikhail Evgrafovich
145 years - KUPRINA Alexander Ivanovich
140 years - Bunin Ivan Alekseevich
135 years - BLOCK Alexander Alexandrovich
130 years - GUMILEV Nikolai Stepanovich,
125 years - BULGAKOV Mikhail Afanasyevich,
120 years - Esenin Sergey Alexandrovich,
110 years - SHOLOKHOV Mikhail Alexandrovich,
100 years - Simonov Konstantin Mikhailovich.
SAMPLE ESSAY
on the topic "What moral lessons can Russian literature teach"
In Russian literature, moral problems have always been posed, and ways to solve them have been proposed using examples of specific actions. The range of these problems is quite wide. Consider what moral lessons the reader can learn from the story " Captain's daughter» A.S. Pushkin.
The very epigraph to the work - "Take care of honor from a young age" - indicates that the theme of honor is the main one for the writer. He seeks to comprehend this concept and, using the example of the actions of his characters, to show how important it is for each of us to be guided by thoughts of honor in Everyday life making a particular moral choice.
At the beginning of the story, the father of Pyotr Grinev, sending his son to military service, gives him parting words: to serve honestly, not to please the authorities, and most importantly, to protect your noble honor. Therefore, in Simbirsk, having lost a large amount of money in billiards, the young man does not think for a second that he must pay off his creditor, although he understands that he was deceived. He follows the laws of noble honor, which required sweat to be paid immediately for losing gambling. Of course, Peter, having succumbed to the persuasion of Savelich's servant, could not have paid the debt, because the money was deceived from him. But he paid them, honestly answered for his misconduct. According to Pushkin, a person is able to preserve spiritual purity only if he is honest even in small things.
Pyotr Grinev understands honor as a life of conscience. After the capture of the Belogorodskaya fortress by Pugachev, he refuses to swear allegiance to the impostor and is ready to die on the gallows. He prefers to die a hero rather than live the vile life of a traitor. He cannot break the oath he gave to Empress Catherine. The code of noble honor demanded that the hero give his life for the empress, and Grinev was ready to do this. Only an accident saved him from the gallows.
Pyotr Grinev is also guided by considerations of noble honor in his other actions. When Pugachev helps him free Masha Mironova from the captivity of Shvabrin, Grinev, although grateful to the leader of the rebels, does not violate the oath to the Fatherland and retains his honor: “But God sees that I would be glad with my life to pay you for what you did for me. Just do not demand what is contrary to my honor and Christian conscience. Young Petrusha in the eyes of the leader of the rebels becomes the embodiment of loyalty, sincerity and honor. Therefore, Pugachev, closing his eyes to the impudent words of the captive, gives freedom and allows him to leave. The impostor does not agree with the advice of Beloborodov, who offered to torture the officer in order to find out if he was sent by the Orenburg commanders.
Gradually, Pyotr Grinev comes to a higher understanding of honor - self-sacrifice in the name of another person. Being arrested on a denunciation for having a connection with the arrested ataman and accused of treason, Pushkin's hero, for reasons of honor, does not name his beloved. He is afraid that the girl will be called to the commission of inquiry, they will begin to interrogate, and she will have to remember all the horrors she has recently experienced. And Grinev cannot allow this. For him, the honor and peace of mind of his beloved girl is more precious than his own life. Peter prefers death or exile to Siberia, if only to preserve the peace of the one he loves. In difficult life situations, Pyotr Grinev remains true to the concepts of honor and duty. What can not be said about another hero - the vile traitor Shvabrin, who forgot his honor in order to save his own life. During the capture of the Belogorod fortress by the rebels, Shvabrin goes over to the side of Pugachev. Thus, he expected to save his life, hoping, if Pugachev was successful, to make a career with him. And most importantly, he wanted to deal with his enemy, Grinev, to forcefully marry Masha Mironova, who did not love him. In extreme life situation Shvabrin wanted to survive, even if through humiliation, trampling on his own honor.
On the example of the life of Shvabrin A.S. Pushkin shows: just as a person cannot renew a dress that is too worn out, so, often acting contrary to honor, he will not be able to subsequently correct his warped soul. Each of us must remember this when doing different things and thus choosing the path of Grinev or Shvabrin.
So, the analysis of the story by A.S. Pushkin's "The Captain's Daughter" allows us to conclude what a high ideological and moral potential is inherent in this work. It teaches the reader not only that honor is that high spiritual force that keeps a person from meanness, betrayal, lies and cowardice and includes a clear conscience, honesty, dignity, nobility, the impossibility of lying, committing meanness. In his story A.S. Pushkin also shows: true love implies selfless dedication in relationships with loved ones, and the willingness to make self-sacrifice, and this is her greatness. Reading Pushkin's work, each of us understands that betrayal of the interests of the Motherland is a terrible sin for which there is no forgiveness. It is these moral lessons that the immortal works of A.S. Pushkin "The Captain's Daughter" How can one not recall the famous words of D.S. Likhachev: "Literature is the conscience of society, its soul."
"Education of morality at the lessons of literature"
teacher of Russian language and literature
MOU secondary school No. 13, Derbent
Radzhabova Farida Ragimovna
Formation of personality, its character, feelings, moral qualities, civil position, culture of behavior is based on patterns and principles and is implemented in the methods and means of education. Let us recall the warning of A.I. Solzhenitsyn: “If the spiritual strength of the nation dries up, no best state structure and no best industrial device will save her from death. With a rotten oak, the tree does not stand. And of all the various freedoms that we have received, the freedom of shamelessness will still come to the fore.”
Front modern education there is a difficult and responsible task - the education of a multifaceted personality, a personality capable of focusing on spiritually significant norms and values. Literature is the only subject aesthetic cycle, systematically studied from the first to the eleventh grades. Therefore, the influence of literature in general, and reading, in particular, on the formation of a student's personality is an indisputable fact. The importance of reading was also emphasized by V.A. Sukhomlinsky: “Reading as a source of spiritual enrichment is not limited to the ability to read; this skill is just the beginning. Reading is a window through which children see and learn about the world and themselves.” Reading culture is an essential indicator of the spiritual potential of society.
Russian society is currently experiencing a spiritual and moral crisis. The current situation is a reflection of the changes that have taken place in public consciousness and state policy. The Russian state has lost its ideological, spiritual and moral ideals. The spiritual and moral teaching and educational functions of the education system turned out to be reduced to a minimum. And as a result, the totality of value attitudes is largely destructive from the point of view of the development of the individual, family and state.
The issue of moral education is so relevant that it is reflected in the Law Russian Federation"On Education". Article 2 of the Law of the Russian Federation states: “The state policy in the field of education is based on one of the principles:
The humanistic nature of education, the priority of universal human values, human life and health, the free development of the individual, the upbringing of citizenship and love for the Motherland…”.
The Law of the Russian Federation "On Education" sets the task for the school to protect and develop national cultures, regional and cultural traditions and features. National traditions, no doubt, have significant pedagogical potential and can serve effective tool spiritual and moral education of the younger generation.
The spiritual and moral state of society is rightly considered one of the main indicators of its development and well-being. After all, spirituality is the desire for the sublime, truth, beauty, which allows one to comprehend the true highest values.
The requirements of the Federal State Educational Standard indicate that the program of spiritual and moral development should be aimed at ensuring the spiritual and moral development of students in the unity of classroom, extracurricular, extracurricular activities, in joint pedagogical work educational institution, family and other institutions of society. Thus, the goal of spiritual and moral education is the creation of a system for the formation of spiritual and moral guidelines for life choices, development of the ability to make the right choice at the beginning of life.
Education cannot fulfill its main task of preparing a person for life in a given society outside of education. This natural connection between training and education in the pedagogical literature is called the principle of educative education. In the modern school there is a need for special organized activities teacher and student, in order to fulfill the tasks of education in learning. Education is focused on achieving a certain ideal, i.e. the image of a person who is of priority importance for society in specific historical socio-cultural conditions.
Relevance the problems of moral education in the modern school, the urgent need to solve it, were the main motive for choosing the topic of my pedagogical concept. Where, no matter how in the lessons of literature, to engage in the education of young hearts?! Modern society is saturated with a lot of information: children disappear for hours at TVs, “hang out”, speaking in youth slang, at computers, and only a small fraction of our pupils prefer a book to the achievements of modern progress.
Problem moral education at different stages community development attracted the attention of many great teachers. So Ya.A. Komensky recognized the huge educational role of education, not dividing education and upbringing. J.J. Rousseau assigned the predominant role to education, subordinating education to it. IG Pestalozzi connected mental education with moral education, substantiating his approach by the fact that the process of cognition begins with sensory perceptions, which are then processed by consciousness with the help of a priori ideas. The development of society has made adjustments to the ratio of education and training. So I.F. Herbart, introducing the term "educational education" into pedagogy, considered education the main means of education.
K.D.Ushinsky sawin teaching the most important means of moral education . After studying his work, I came to the conclusion that thisthe idea is closest to me , and it is sheformed the basis of my concept . In my opinion, morality can be nurtured by creating an atmosphere in the classroom conducive to the "living" of the situation by the student. Only when we develop the child's imagination to such an extent that he "swapped places with the character" and lived the situation as his own, is it possible for him to accept those ideals and beliefs that we want to instill in him. Of course, the topic of educating morality is not new, they have been talking about it, they are talking about it, and they will continue to talk about it - morality for all ages!
Arousing interest among schoolchildren in literature lessons is a task that is solved by more than one generation of language teachers. What should be the lesson today and tomorrow? What helps to improve the work, make it better, more efficient? It is probably no coincidence that the profession of a teacher is compared with the profession of an actor. And the point here is not only that, like an actor, a teacher must be able to establish contact with people, to interest them, to captivate. As there are no identical performances, so there can be no similar lessons. Innovative teacher E.N. Ilyin advises: "Do not be afraid to be artistic. We do not demonstrate ourselves. We convey ourselves. The lesson is sociality, publicity, humanity" [Ilyin, 1986: 35].
After all, from a worldview position, a lesson in literature is a real life, the living and understanding of which takes place “here and now”. In my opinion, morality is born here when we read K.G. Paustovsky’s “Telegram”, “commit a crime” with Raskolnikov, oppose the “dark kingdom” with N.A. Ostrovsky, learn to love with Shakespeare ... The list of works can be continued for a long time which form the character of the child we are raising, educate the morality of his soul.
A.M. Panchenko said: “Increment of knowledge, increment of good.” This feeling should be filled with every lesson, I strive for this in my work. In my opinion, the soul, spirituality, morality, the meaning of life, love are the main concepts of the literature lesson. Of course, the lessons of literature should give knowledge and history and theory of literature, because without them it is impossible to deeply comprehend the moral and philosophical ideas embedded in it.
The lesson is creativity, which involves novelty, originality. The lesson as a pedagogical phenomenon has its own composition and structure, i.e. form. The ability to correctly choose the goals of the lesson, think over its content, determine the relationship of the learning situation in the lesson, choose priority methods, techniques, teaching aids, predict the specific result of the lesson are decisive in the formation of the professional activity of the philologist.
It is necessary to take into account the goal of the lesson, which is not achieved immediately, but gradually, through the implementation of a series of sequential tasks. These are the elements of the structure of the lesson.
The structure-forming unit of a literature lesson in methodological literature is considered to be a learning situation, i.e. task, which is a milestone in achieving the goal of the lesson. The learning situation is the emotional part of the lesson, as the literature lesson is creative.
The learning situation is a micro-activity of a teacher and a student, which has its own purpose, content (methods, techniques, teaching aids, forms of organization). learning activities) and the result. And the main result, in my opinion, is the upbringing of the spiritual and moral personality of the younger generation.
What do I expect from children: creativity, co-creation or just reproduction? I asked myself this question at the beginning of my teaching career - twelve years ago. An article by S.L. Shtilman "Living Water of Interpretation", in which the author raises questions that are so relevant today for language teachers. “Why do we read the classics and then talk about it in the classroom: in order to demonstrate the filigree skill of decomposing any living tissue into components, or in order to “skip” a literary masterpiece not only through the mind, but also through the heart?!” - reflects the author of the article. True! We share the opinion of the author, because we have been given a unique opportunity in our lessons to "get" into the hearts of children through literary masterpieces.
In my lessons, I give special preference to the method of creative reading and the heuristic method. The first allows children to develop observation skills, the ability to see and hear the phenomena of life, the ability to find the right words and expressions to convey their impressions by performing various kinds of creative tasks. The method is implemented through the methods of expressive (artistic) reading of the teacher, reading of the masters of the artistic word, individual scenes performed by actors, teaching students expressive reading, commented reading. The reception of a conversation is important, where the goal is to clarify the impression of students about the read work, directing their attention to ideological and artistic features, posing an artistic, moral, philosophical problem that directly follows from the read work.
The heuristic method of teaching develops in the student the ability to produce ideas, form the ability to conduct a productive dialogue, develop the ability to act in a situation of uncertainty, set a learning goal, draw up a plan to achieve it, and find different angles for solving problems. In addition, the student develops the ability to introspection and reflection.
The birth of heuristic learning is associated with the teaching method of Socrates, the main principle of which is “knowing ignorance” (“I know that I know nothing”), i.e. recognition of the lack of knowledge and deployment on this basis of the process of ignorance - recall. It is clarified that I still do not know, the object of ignorance is singled out, and the process of mastering it begins. Education goes through discoveries, through the student's own penetration into the depths of the phenomenon, assuming the student's living this phenomenon. “Peering, feeling and thinking into a passing cloud, performing a cultural rite, contemplating an ancient icon or a painting by a modern artist, the schoolchild reproduces within himself those processes that make up the historical stream of life. In knowledge, he turns out to be akin to great scientists, artists ... "
Heuristic learning is focused on achieving a result unknown in advance, the process of comprehending knowledge is important for it, as a result, the student does not passively acquire knowledge, but creates it, knowledge becomes the student's personal experience.
In my lessons, I pay great attention to the topic of the Motherland, because I am deeply convinced that the education of patriotism - the education of honor, a sense of duty, love for the Fatherland and one's people, is undoubtedly one of the a priori moral education. The atmosphere in which the students of our school are brought up is special, since we are located on the territory of a military camp. Every day, seeing an example of the performance of a military long, service to the Motherland, children fill their hearts with patriotism. It is no coincidence that graduates of our school enter military schools and do not avoid military service.
Many years ago, when I entered the fifth grade, I realized that the hearts of these students were open to moral education. Goodness was taught to us by fairy tales, because it is in them that good necessarily defeats evil, my students learned the lesson of goodness, confirmation of this by the creative work that they perform. The guys admitted that they cried when they read "Muma" by I.S. Turgenev. They learned to empathize with someone else's misfortune, condemn despotism, and, most valuable, in their still not quite organized speeches, the children reflected on the moral superiority of Gerasim over the mistress.
It is easy to love sunlit pine trees, the mirror-like expanse of forest water, the starry sky. They are wonderful on their own. It is difficult to love the roads washed out by the thaw or the countryside, as F. Vasiliev, N. Nekrasov, L. Tolstoy, Sholokhov or Shukshin loved them. In my lessons, I strive to achieve this. When we talk about kindness, humanity, mercy, conscience, heroism and love for the Motherland, about the universal ideal, we encourage students not only to think about the questions posed, but also to make a moral choice, to form a moral position.
To enhance mental activity in my lessons, I use active forms of learning: elements of dispute, research tasks, problematic issues, role-playing games, creative tasks, auction lessons, travel lessons. In my work I use the associative method of thinking - synectics. Synectics - a way to stimulate the imagination, the formation of insight (the technique was proposed by the American psychologist William Gordon). This method allows me to make the unfamiliar for children familiar, and the familiar alien.
Formation of the ability to analyze works of art is one of the tasks set by me in the matter of moral education. In the lessons, a lot of work is being done to develop this skill through such activities as creating the characteristics of literary heroes, supporting charts and tables, comparing different points of view on a work, individual images, correlating events with a certain era.
The formation of the ability to work with a book, additional sources, the ability to create written and oral compositions help in organizing seminar-lessons that are of interest to students (“The problem of moral choice in Ostrovsky’s drama “Thunderstorm””; “The problem of eternal human values in the novel “Fathers and Sons” ”, “The ideal of a person in the poetry of Nekrasov”, “The image of the Motherland in the poetry of A. Blok and S. Yesenin”, etc.).
In my work, I rely on the method of systematic reading guidance and the formation of reader independence, which allows knowledge to grow into beliefs and turn them into personal tastes and ideals.
creative works I always keep my students, so that later I can trace their literary development. Such works allow you to see the inner growth of the child: from changing value orientations to mastering their own style. Lessons are not in vain, there is evidence of this. So, in 2011, in the regional competition "Holy, Orthodox Russia", dedicated to the Nativity of Christ, my students of grades 9 and 10 took second and third prizes in the competition of literary works, second place in the literary competition "Family Album Pages".
The education of morality is not limited to the lessons of literature, it continues in the lessons of the Russian language. Of course, this requires a selection of special texts (for various kinds analysis, texts of presentations, etc.), selection of proposals, which I pay special attention to when preparing for a training session. Education continues in extracurricular activities on the subject: literary drawing rooms, memorial evenings, work in the school newspaper. I continue my work in the school museum corner, because a person without history, without knowledge of his past has no future.
Organizing and implementing their activities in the system, thinking through each lesson and using effective methods training, each writer will surely “reach out” to children's hearts, teach them to set and achieve goals, to act in situations of uncertainty, which life will then put before them. The modern lesson of literature forces to be in constant search, to improve not only the student, but also the teacher.
Based on the views of E.N. Ilyin, we come to the conclusion that the lesson of literature is a human-forming lesson. This view of the upbringing of a student in literature lessons is very close to me. This is the path to the student, which must be firmly followed, without any doubt that each fate will surely find its response in literature!
Thus, the spiritual and moral development and education of students is the primary task of the modern educational system and is important component social order for education, with which, no doubt, the lesson of LITERATURE will cope.
What moral lessons can literature about war teach?
Over time, we are moving further and further away from the war time. But time has no power over what people experienced in the war. It was a very difficult time. The Soviet soldier boldly looked into the eyes of mortal danger. His courage, his will, his blood brought victory over a terrible enemy. I don't know what war is, even after hearing I can't imagine what it is. People fought "not for the sake of glory, for the sake of life on earth ..". Tragic events show the personal qualities of a person. If he has a kind soul and heart, he will stand up for the weak, will not spare his life for someone else's. Nurses pulled the wounded from the battlefield, pilots and tankers, shooting ammunition, went to ram, partisans undermined enemy echelons ... People gave their lives for their homeland, for freedom, for a peaceful life, for the future.
There are many wonderful literary works reflecting the life of a person in wartime. For example, Leo Tolstoy's classic novel War and Peace. main theme The novel is the heroic struggle of the Russian people against the French invaders. Lev Nikolaevich revealed many problems and showed them with great depth. This work is imbued with love for the motherland, pride in its past. Reading this novel, I see how the Russian spirit, courage, manifests itself in the fight against enemies. The novel "War and Peace" for me is not only a book about the historical past of the country, but also a book about morality. I have learned many lessons from it that will help me in my life. This novel made me think about the problems of courage, friendship, loyalty, moral issues that every person will certainly decide for himself.
Another important work is Mikhail Sholokhov's story "The Fate of Man". This is a story about a simple man in the war. The best features of the national character, thanks to the strength of which victory was won in the Great Patriotic War, the author embodied in the main character - Andrei Sokolov. These are traits such as perseverance, patience, modesty, dignity. The whole story is imbued with a deep, bright faith in man.
We can see moral lessons in Alexander Tvardovsky's poem "Vasily Terkin". The poem is very popular precisely because its hero embodied the main qualities of a Russian soldier, his stamina and sacrifice. He loves his homeland, he is brave and ready for a feat, he preserves human dignity. At the same time, there are almost no descriptions of heroic deeds in the poem. Terkin is dexterous, lucky, a jack of all trades, knows how to joke, raise the morale of his comrades. The war is shown in the poem as hard work, so the author calls the soldiers hard workers. The image of Vasily Terkin seems to take root in Russian history, acquires a generalizing meaning, becomes the embodiment of the Russian national character.
In battle, forward, into the pitch fire
He goes holy and sinner
Russian miracle man..
common feature: they seek to depict not the feat of individual people, but a nationwide feat. It is not the heroism of an individual that delights them, oh, the feat of all Russian people who stood up to defend their homeland. The authors try to reflect in their works such moral lessons and universal values as self-sacrifice, faith in man, unity of the people, patriotism. We must not forget the feat of the Soviet people. Preserving the true memory of the participants in these events is the duty and honor of each of us.
Kalashnikova Olga, 17 years old
on the topic "What moral lessons can Russian literature teach"
In Russian literature, moral problems have always been posed, and ways to solve them have been proposed using examples of specific actions. The range of these problems is quite wide. Consider what moral lessons the reader can learn from the story "The Captain's Daughter" by A.S. Pushkin.
The very epigraph to the work - "Take care of honor from a young age" - indicates that the theme of honor is the main one for the writer. He seeks to comprehend this concept and, using the example of the actions of his characters, to show how important it is for each of us to be guided by thoughts of honor in everyday life, making one or another moral choice.
At the beginning of the story, the father of Pyotr Grinev, sending his son to military service, gives him parting words: to serve honestly, not to please the authorities, and most importantly, to protect your noble honor. Therefore, in Simbirsk, having lost a large amount of money in billiards, the young man does not think for a second that he must pay off his creditor, although he understands that he was deceived. He follows the laws of noble honor, which required sweat to be paid immediately for losing gambling. Of course, Peter, having succumbed to the persuasion of Savelich's servant, could not have paid the debt, because the money was deceived from him. But he paid them, honestly answered for his misconduct. According to Pushkin, a person is able to preserve spiritual purity only if he is honest even in small things.
Pyotr Grinev understands honor as a life of conscience. After the capture of the Belogorodskaya fortress by Pugachev, he refuses to swear allegiance to the impostor and is ready to die on the gallows. He prefers to die a hero rather than live the vile life of a traitor. He cannot break the oath he gave to Empress Catherine. The code of noble honor demanded that the hero give his life for the empress, and Grinev was ready to do this. Only an accident saved him from the gallows.
Pyotr Grinev is also guided by considerations of noble honor in his other actions. When Pugachev helps him free Masha Mironova from the captivity of Shvabrin, Grinev, although grateful to the leader of the rebels, does not violate the oath to the Fatherland and retains his honor: “But God sees that I would be glad with my life to pay you for what you did for me. Just do not demand what is contrary to my honor and Christian conscience. Young Petrusha in the eyes of the leader of the rebels becomes the embodiment of loyalty, sincerity and honor. Therefore, Pugachev, closing his eyes to the impudent words of the captive, gives freedom and allows him to leave. The impostor does not agree with the advice of Beloborodov, who offered to torture the officer in order to find out if he was sent by the Orenburg commanders.
Gradually, Pyotr Grinev comes to a higher understanding of honor - self-sacrifice in the name of another person. Being arrested on a denunciation for having a connection with the arrested ataman and accused of treason, Pushkin's hero, for reasons of honor, does not name his beloved. He is afraid that the girl will be called to the commission of inquiry, they will begin to interrogate, and she will have to remember all the horrors she has recently experienced. And Grinev cannot allow this. For him, the honor and peace of mind of his beloved girl is more precious than his own life. Peter prefers death or exile to Siberia, if only to preserve the peace of the one he loves. In difficult life situations, Pyotr Grinev remains true to the concepts of honor and duty. What can not be said about another hero - the vile traitor Shvabrin, who forgot his honor in order to save his own life. During the capture of the Belogorod fortress by the rebels, Shvabrin goes over to the side of Pugachev. Thus, he expected to save his life, hoping, if Pugachev was successful, to make a career with him. And most importantly, he wanted to deal with his enemy, Grinev, to forcefully marry Masha Mironova, who did not love him. In an extreme life situation, Shvabrin wanted to survive, even through humiliation, trampling on his own honor.
On the example of the life of Shvabrin A.S. Pushkin shows: just as a person cannot renew a dress that is too worn out, so, often acting contrary to honor, he will not be able to subsequently correct his warped soul. Each of us must remember this when doing different things and thus choosing the path of Grinev or Shvabrin.
So, the analysis of the story by A.S. Pushkin's "The Captain's Daughter" allows us to conclude what a high ideological and moral potential is inherent in this work. It teaches the reader not only that honor is that high spiritual force that keeps a person from meanness, betrayal, lies and cowardice and includes a clear conscience, honesty, dignity, nobility, the impossibility of lying, committing meanness. In his story A.S. Pushkin also shows that true love implies disinterested self-giving in relationships with loved ones, and a willingness to make self-sacrifice, and this is its greatness. Reading Pushkin's work, each of us understands that betrayal of the interests of the Motherland is a terrible sin for which there is no forgiveness. It is these moral lessons that the immortal works of A.S. Pushkin "The Captain's Daughter" How can one not recall the famous words of D.S. Likhachev: "Literature is the conscience of society, its soul."
