In highly developed countries, the world of schoolchildren is full of things - many have video games, video, audio equipment, their own computer, etc. The abundance of things creates new problems in education. Less frequent is the participation of children in a particular labor activity. The daily life of a student is changing. It is regulated by the routine of schoolwork, which are becoming more intense and intense. Against this background, childish companies break up, the loneliness of the child increases. Children carry the burden of internal instability, are closed on themselves.

Puberty becomes earlier. Among children and adolescents, infantile tendencies are intensifying: lack of independence, meager experience of social life.

It is difficult to overestimate the role of the family in the upbringing of schoolchildren.

Mistakes in family education:

a) firstly, the exclusive, irreplaceable role of the family in shaping the personality of children is not recognized.

b) Secondly, there is a SUBSTITUTION of education with edifications, teachings, communication of rules that must be remembered and unconditionally followed.

c) thirdly, the inability and fear to compete with consumer fashion, group norms of the microenvironment, to resist their pressure, if necessary, and to form the position of children consciously confronting its negative aspect.

d) fourthly, the inability and fear to discuss with children acute issues of the past and present of the country, the guilt of society for a significant part of the abnormal manifestations among minors and young people.

e) fifthly, self-isolation from interaction with other institutions of social education (kindergarten, school)

Errors associated with a misconception about the place of children in the lives of parents, the principles of interaction with them:

Parents often build relationships with children on the basis of overprotection.

Many Negative consequences for children and parents are associated with the inability to correctly correlate trust, respect and control. But child control alone does not end the problem.

The influence of parents on the behavior of children in conflict situations:

Family parenting style

Own behavior of parents in various difficult situations

In connection with these problems, education based on cooperation and partnership is becoming increasingly popular. Psychologists should work in schools. It is necessary to raise the conflictological level of teachers. Develop new methods of teaching children at school and upbringing at home. It is necessary to improve school curricula, to conduct special classes on moral education.

Current provisions of educational concepts:

Implementation of the ideas of humanization and humanitarization;

Creation of conditions for the disclosure of human creative abilities;

Comprehensive and harmonious development personality;

Socialization of the personality of a citizen of Russia;

Formation of a viable individual, humanistically oriented towards society and oneself;

The formation of a socially active viable personality;

Formation of a personality capable of living in a new democratic society;

Formation of a harmoniously developed personality, ready and able to fully fulfill the system of social roles;

The revival of the intellectual, spiritual and creative potential of the nation, the education of free citizens with a developed creative attitude towards the world, capable of productive transformative activity and life-creation.

Rules for the teacher (humanistic paradigm):

1. Show trust to children.

2. Help children to realize themselves, their interests, inclinations, abilities, needs,

3. Assume that children have a motivation to learn.

4. Act as a source of experience for students on all issues.

5. To have the ability to understand, feel the inner state, personality of the student and accept it.

6. Be an active participant in group interaction, educational and extracurricular activities, communication.

7. Openly express your feelings in a group, be able to give personal coloring to teaching.

8. Own the style of informal, warm communication with students.

9. Have a positive self-esteem, show emotional balance, self-confidence, cheerfulness.

The domestic system of education, as well as the state of Russian pedagogy as a whole, today is usually characterized as a crisis and highlights a whole range of topical problems in it.

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

The Russian Federation is a country in which different peoples, nationalities, ethnic and religious groups live. For many decades, education was based on the idea of ​​rapprochement, merging of nations and the creation of a non-national community. Modern Russian society lives in conditions of especially heightened social anxiety, since clashes in everyday life, public transport, and trade are easily transferred to interethnic relations. The explosion of national discord encourages us to analyze the origins of such phenomena, to understand their causes - and not only socio-economic, but also pedagogical. As a result, the issue of formation of a culture of interethnic communication How effective remedy reaching an agreement between people, representatives different nations and nationalities.

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

Trends in social development, characteristic of today's Russian reality, have actualized the problem of family education. The large-scale crisis that has engulfed our country has negatively affected the material and moral health of the family as an institution of natural biological and social protection of the child and exposed many social problems (an increase in the number of children born out of wedlock; social disorganization of families; material and housing difficulties of parents; unhealthy relations between relatives; weakness of moral principles and negative phenomena associated with the degradation of the personality of an adult - alcoholism, drug addiction, malicious evasion of the duties of raising a child). As a result, the number of dysfunctional families is growing.

A vivid manifestation of family troubles is the growth of violence against children, which has many forms - from emotional and moral pressure to the use of physical force. According to statistics, about two million children under the age of 14 suffer annually from the arbitrariness of parents. One in ten of them die, and two thousand commit suicide. Because of this, the search for ways to improve the effectiveness of family education is named among the priority areas of the Federal Target Program "Children of Russia" (2003-2006), which makes the solution of this problem a priority in pedagogical theory and practice.

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

Education as a process of influencing a person in order to convey to her the norms and rules of behavior accepted in society is always not abstract, but concrete, reflecting, first of all, the national identity of morality, customs, traditions, mores of a particular people. This fact was pointed out by K. D. Ushinsky, who wrote: “Education, if it does not want to be powerless, must be popular, must be permeated with nationality. In each country, under the general name of public education and a variety of general pedagogical forms, lies its own special characteristic concept, created by the character and history of the people.

Having given a deep analysis of the education systems of the leading countries of the world, K. D. Ushinsky came to the conclusion that there is no general education system for all peoples, because “despite the similarity of the pedagogical forms of all European peoples, each of them has its own special national education system, its own special purpose and special means towards this goal."

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

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

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

The most common and effective means education in folk pedagogy - folklore, which reflects the people's views on nature, worldly wisdom, moral ideals, social aspirations and creative imagination in a highly artistic form.

Given the powerful potential of folk pedagogy in the education of the individual, modern teaching practice revives the national culture of the regions of Russia. The problems of studying the national identity of education and using it as a means of educating the younger generation are studied within the framework of ethnopedagogy- a branch of pedagogical science that explores the patterns and characteristics of folk, ethnic education.

So that the richest traditions of folk pedagogy become effective tool education of the younger generation, it is necessary for each ethnic group to provide the right and real opportunities to create educational systems based on the national identity of education. For this you need:

The priority of the native language, the gradual movement towards the parity of languages ​​with the indispensable preservation of a high level of study, knowledge and use of the Russian language; a high level of teaching foreign languages, and with a significant expansion of their list;

Replacing the school course of the history of the population with the history of peoples; ensuring in-depth study of the history of the native people in all schools of the republics, autonomous regions, districts and diasporas;

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

Restoration of art crafts, art, folk holidays, games, games; the revival of the traditional culture of education, the familiarization of teachers, students, parents, and the population with it;

A system of special measures for the enrichment of spiritual culture, the development of spirituality (this is due to a large-scale change in the content of education); For elementary school it is necessary to publish books for reading on an ethno-pedagogical basis;

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

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

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

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

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

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

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

The tendency to use the ideas and traditions of national education in recent years is quite clear. In this regard, first of all, it should be models historical, sociocultural and pedagogically organized educational systems, developed by a number of domestic scientists (E. P. Belozertsev, I. A. Ilyin, B. A. Sosnovsky, V. K. Shapovalov, etc.) and designed to educate the younger generation on the basis of the idea of ​​the national and spiritual revival of Russia. Within the framework of these models: a) the rights of each nation that is part of the Russian Federation, for independent ethnic and cultural development; b) the development of the cultural heritage of their people is carried out; c) the foundations of the full life of the nation as a whole are laid; d) the foundations of the harmonious existence and development of each ethnic group are formed and national culture; e) a balance is achieved in the educational interests of the individual, ethnic group, society and a multinational state; f) ensuring the unity of the educational and cultural space of a multinational state in the context of federalization and regionalization.

As an example of a system of national education, one can name the educational and cultural scientific and industrial Gzhel Center. This unique educational system was created taking into account the national identity of education on the basis of the region, which is the cradle and main center of Russian ceramics. The main goal of this system is a comprehensive solution to the problem of training highly professional personnel for the region on the basis of combining training with education, civil and professional development of young people.

The structure of the educational system "Gzhel" includes the following steps: 1) kindergartens, giving educators in the process of special games primary ideas about the most common professions in the region; 2) general education schools in which educational work, creative activity and communication are focused on getting to know the material and spiritual environment of the region; 3) Gzhel College of Art and Industry, which trains highly qualified specialists on the basis of gaining experience in creative activity; 4) institutions of higher education, where, on the basis of strongholds of a number of Moscow universities, specialists are trained who combine the acquisition of professional skills and experience in solving practical problems in the region; 5) cultural institutions, including houses of culture, museums, cinemas, libraries of the region.

The effectiveness of the Gzhel educational system affects various spheres of the region's life; social (youth feels attention and care, gets the opportunity to work in the world-famous industry with good conditions labor and pay); economic (based on the results obtained in research work, specific regional, social and economic projects are being implemented); regional (a system has been created that serves as a research and methodological basis for the organization and effective implementation of educational work in the region).

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

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

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

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

Formation of civil and universal feelings and consciousness;

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

Ensuring highly moral motivation for the actions and behavior of young students in the process of interpersonal communication.

Interethnic relations Together they represent the unity of the universal and national, which is manifested in a peculiar way in certain regions, states, interstate and international associations. From this it follows that the culture of interethnic communication depends on the general level of students, their ability to perceive and observe universal norms and morality. Obviously, the culture of interethnic communication is based on the principles of humanism, trust, equality and cooperation. To do this, students must be aware of:

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

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

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

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

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

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

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

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

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

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

In the middle classes, the tasks of educating a culture of interethnic communication become more complicated. Special attention appeals to comradely mutual assistance in Hard time, sensitivity to grief and other needs of strangers, the manifestation of mercy to the sick, the elderly, everyone in need of help, participation, intolerance to national swagger.

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

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

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

expedient involvement in the educational work of veterans, communication with which can be called a real school of patriotism and internationalism. It can be not only participants in the Great Patriotic War, but also very young people who have Afghanistan, Chechnya and other "hot spots" behind them. Closeness to the real destinies of people will allow more flexible and comprehensive discussion of interethnic problems. Of paramount importance here is the education of tolerance and religious tolerance.

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

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

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

The methodology for educating a culture of interethnic communication is based on the teacher's knowledge of the characteristics of children, the relationship between them. When organizing work to educate a culture of interethnic communication, teachers need to know and take into account: a) the individual characteristics of each child, the characteristics of upbringing in the family, family culture; b) the national composition of the group of students; c) problems in relations between children, their causes; d) cultural characteristics environment, ethnopedagogical and ethnopsychological features of culture, under the influence of which interethnic relations develop among students and in families. After studying and analyzing the situation, teachers are looking for effective forms education of the culture of interethnic communication among schoolchildren, determine the specific content of this work.

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

An effective means of education can be ethnographical museum, created as a result of the joint search work of teachers, students and parents in order to educate the memory of our past, moral values, the formation of ideas about the life, culture, lifestyle of their people, the upbringing of a careful attitude to antiquities. Students not only collect and study ethnographic material, get acquainted with the history, culture and art of the people, but also make copies of household items themselves, sew and demonstrate models national clothes, organize festivities and holidays, involving parents in them.

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

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

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

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

Falling living standards and worsening conditions for children (a sharp socio-economic stratification of society, a constant deficit in state financing of the public sector, an increase in hidden and obvious unemployment);

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

Unresolved housing problem;

Distancing the school from children with difficult lives;

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

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

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

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

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

In a large family, adults quite often lose their sense of justice in relation to children, show unequal affection and attention to them. For older children in such a family, categorical judgments, the desire for leadership, leadership, even in cases where there are no grounds for this, are characteristic. In large families, the physical and mental stress on parents, especially on the mother, increases sharply. She has less free time and opportunities for the development of children and communication with them. The large family has fewer opportunities to meet the needs and interests of the child than in a one-child family, which affects its development.

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

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

You can also identify a group of children who are at risk of losing their families. This homeless and neglected(street) children; runaways (children who left families and residential institutions); children subjected to humiliation and insults, physical and sexual violence in families; children from families of alcoholics and drug addicts; children with chronically ill parents.

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

What are the most serious problems of school education?

Teachers, school directors and scientists answered our question

Education, as you know, is the most incomprehensible part of pedagogy. "PS" tries to acquaint you with the results of scientific research in this area as far as possible, but while scientists are arguing about goals, results, subjects and effects, in every Russian class, education takes place every minute in one way or another. Moreover, the class teachers themselves are rarely asked about the essence of their work. Therefore, we decided to ask together with the center "Pedagogical Search".
We asked teachers from schools cooperating with the newspaper, university professors, and school administrators to name the most important, in their opinion, problems in the field of education. And then they invited scientists to comment on the picture that,
like a mosaic, formed as a result of a survey.
Today, on the border of two academic semesters, when it is customary to sum up the preliminary results, we present these materials to you. Everyone who is interested in them will voluntarily or involuntarily take the position of an expert: systematizes answers in accordance with
with his pedagogical and managerial experience, he will draw conclusions about the state of our modern education and about the people professionally engaged in this education. The reader, who is fascinated by such analytical work, will probably first get acquainted with the results of the survey in order to form his own opinion.
And only then will it correlate it with the statements of the experts invited by us.
You can do the opposite: first, with the help of scientists, choose an acceptable focus for consideration, and then get acquainted with the answers of colleagues. We hope that readers who have chosen both the first and second options will mentally add their answers to the problems mentioned.
The results of the survey can also be used as a reason for holding a winter teachers' council. In this case, it is better, of course, to first conduct a similar survey among school teachers (optionally anonymously), and hide the newspaper for the time being so that there is no temptation to join the already formulated opinion. In such a scenario, the opinions of scientific experts will not be heard at all, but will be addressed to every teacher in your school. However, one of the teachers of the school can also act as an analyst, using the proposed algorithm for systematizing problems and offering their own options for resolving them.

Elena KUTSENKO

teachers

Cooperation with parents (the school does not always involve the parent community in solving problems in the organization of the educational process, and sometimes parents do not want to participate in solving these problems).
The use of modern technologies, and various ones (more often, in the old fashioned way, we all “hold an event”).
Working with teenagers.

Nadezhda Zubareva

Problems of the relationship between parents and class teachers. Live communication is often replaced by sending electronic and postal messages. Parents do not want to go to school, and discussing problems over the phone is not always effective.
Paper and electronic reports take up a lot of time that could be devoted directly to working with children.
Management of the educational process in the school should be more flexible. Job requirements for each class teacher cannot be the same, just as children are not the same in different classes. What is good for some is unacceptable for others.

Svetlana Kinelskaya

Interaction between the class teacher and parents (low parental activity). Equipment of the educational process (TCO, visualization, computer, etc.). Meals in the school cafeteria (many are not satisfied with the assortment of dishes, they prefer, for example, buns, tea. But since there is no cash register in the cafeteria, they will no longer sell at retail. And how will students do on an empty stomach if they have seven lessons?).

Marina Gordina

Informatization of educational and educational process. Development of scientific and technical creativity. The problem of fathers and children".

Elena Salitova

Formation of a class team. Education of tolerance. Socialization of the child in society.

Tatyana Potapova

The influence on the education of the film industry and mass culture is such that many educational activities at school, children perceive it as unnecessary games.
The competitive relations of the market system are transferred to the school, and here there is a struggle for survival - who is stronger - by any means. Unfortunately, examples are drawn from militants.
The general level of culture and outlook of students have decreased, they read little, low motivation to study (the main slogan: now everything can be bought!). But it is possible to break through to the hearts, although this requires colossal dedication. Unfortunately, teenagers do not know anything about the Holocaust or the history of political repressions in the USSR. Perhaps this is the reason for the sprouts of fascism and Russian chauvinism in Russia.

Evgenia Koltanovskaya

Low motivation of adults themselves to self-change. The ability to "hear" teenagers.

Alena Mikheeva

Establishing uniform requirements for the child on the part of teachers and parents. Problems of parental control over the education of the child.

Natalya Terekhova

Educational methods and technologies in the conditions of humanization of school education. Influence of the level of development of the classroom team on the formation of interests, inclinations and abilities of pupils. The humanistic educational system of the school as an environment for the formation of a harmoniously developed personality.

Marina Vdovina

Decreased learning motivation. (Why study if further education is paid?!)
Filling in a bunch of unnecessary pieces of paper both by the class teacher and the teacher. Let's work!!!
The administration has too many powers, and the teacher is becoming more powerless. What kind of person can be brought up by a teacher who cannot defend himself? And now, with new funding, the teacher is responsible for everything with a ruble. Why were school administrations allowed to distribute salary supplements? And how is this supposed to happen? Maybe an independent commission?

Svetlana Karpenko

Problems of adaptation of schoolchildren moving to the next stage of education. "Paperwork" of the work of the school administration. Lack of desire of teachers to think in new, economic categories, while developing the psychology of poverty in themselves and in children.

Svetlana Kornaukhova

The image of a well-mannered person broadcast by the media is far from that which professional teachers imagine.
Forms of holidays and other events are obsolete and uninteresting to children.

Alisa Zhilinskaya

Some parents send their children to work or beg instead of studying. There is no work in the future, no faith in the future.
How to deal with fights, swearing, beer, smoking? Children do not cherish and do not appreciate what is at school, they dirty and break everything.

Antonina Zakharova

Parents beat children, they are not allies in education. There is no sense of citizenship, the habit of separating oneself from the state, from the family, the autonomization of the individual is a bias towards individualism. There is no protection from aggressive media.

Ludmila Kolomiets

Children are abandoned: parents massively leave to work. Social stratification in classes. The school sets tasks that are far from the interests of children: older teenagers are focused on friendship, communication, and we focus on profiling and the Unified State Examination.

Svetlana Nazarova

Directors

Worldview. The so-called secular humanism has shown complete failure in all countries of the world where it dominates. Education based on academic subjects has no way out in the educational aspect.
Uncertainty of the end product of education.

There is a noticeable lack of qualified personnel capable of professionally teaching and educating. The burden of parents with the need to earn money leads to the fact that parents cease to be engaged in education, intellectual and cultural development of the child, his moral upbringing, shifting it completely to the shoulders of the school.
The very structure of the school does not allow working individually, and without individual approach developmental problems cannot be solved. Such work can be effective only with the joint efforts of the family and the school.
The rollback of the apparatus of officials to the times of dictatorial planting of installations. Strict regulation, attempts to structure and rank the work of all schools according to a single model, understandable to officials. It is based on the desire of officials to protect themselves from any possible problems. For example, this is why fewer and fewer teachers go on trips, go on hikes, even on excursions.

Nikolai Izyumov, Deputy Director of the State Educational Institution School No. 1199 "League of Schools", Moscow

Lack of interest in raising children from the family. In younger adolescents, increased contact aggressiveness is observed: they can grab a classmate by the hair, start beating. There are few active forms of education in the school (educational projects, simulation games, various meetings ...), and education as an inculcation of the correct norms of behavior is ineffective.

Lyudmila Dolgova, director of the school "Evrika-Development", Tomsk

Lack of an ideological base (what are we educating?). The family has not formed a request to the school for education. The absence of a forge of personnel: they are not taught anywhere to be educators.

Dmitry Tyutterin, director of the Znak private school, Moscow

Almost all school situations are built in such a way that the child does not need to make an independent decision. Educators do not have a very good idea of ​​what modern teenagers and young people need.

Mikhail Cheremnykh, director of the Humanitarian Lyceum in Izhevsk

Inconsistency in the actions of the services of the structures that should deal with the child. Each department (school, commission on juvenile affairs, the Family Center ...) is accountable for a certain aspect.
The inability of teachers to deeply understand the personality characteristics of the child, the internal motivation of his actions. Psychologists can help with this, but not all schools have good psychological services.
Neglect of upbringing in the family. It is difficult for a school to raise a child who does not get enough sleep and is malnourished.

Olga Polyakova, Principal of School No. 6 in Sosnovy Bor

Scientists

Adults in general, teachers in particular, often confuse edification (instruction, instruction) and education. It's not the same thing. They usually talk about upbringing the more, the worse the main task of the school, education, is solved. In fact, the effectiveness of education in school depends primarily on the quality of education.
The possibilities of the school as an instrument of education are in fact limited, and any attempt to increase the share of the educational functions of school education is fraught with the growth of hypocrisy and idle talk. And the main problem is in the management of education, in an exorbitant degree of formalism at all levels.

Because of the endless circulars, instructions and other paperwork, the teacher is not in a state of freedom, and freedom in education is above all.
Edifying: it is important not to teach a child to live, but to create an aura, an atmosphere that corresponds to wonderful human relationships. Often, children are treated as a means to achieve their goals, while each child is an endless value.

Vitaly Remizov, Head of the Innovation Center for Advanced Studies "School of Leo Tolstoy", Moscow

There are no children's organizations in the school. Most schools are arranged without taking into account today's realities of age. There are no good, ideal forms, images of the desired future, which can be oriented in education. There are no intermediaries - adults through whom contacts are made with the older generation, with a positive society.

Boris Khasan, Director of the Institute of Psychology and Pedagogy of Development, Krasnoyarsk

Insufficiently targeted work is being carried out at the school to instill initiative, responsibility, citizenship and patriotism. The society has changed, other children have come to school, and the methods of upbringing have remained the same as 20 years ago.
Alienation of children from school. The school does not become a "home" for the child, and educational work is more and more taken out of the school walls. Now they even try to spend graduation evenings not in schools, but, for example, in the Houses of Culture.
The teacher's work is evaluated only by the results of training, which sets a certain direction for the teacher's activity.
We introduce specialized education and reduce the hours for the main subjects that form a person's personality (literature, music...).

Rosa Sheraizina, rector of the Institute of Continuous Pedagogical Education, Novgorod State University named after V.I. Yaroslav the Wise

Recently, much has been done to socially marginalize teachers, so that only heroic people remain in school. And their layer is very thin. Many teachers feel like failures, people who cannot take their rightful place in society.
Alienation of children and teachers from school, from each other. You can educate to the extent that people are focused on each other, hear and accept the other.

Galina Prozumentova, Head of the Department of Education Management, Faculty of Psychology, TSU

We thank everyone who took part in the survey. Unfortunately, not all answers were included in the publication: we removed repetitions
and off-topic remarks

Expert opinion

Sergey POLYAKOV, Doctor of Pedagogical Sciences, Ulyanovsk

Pedagogical tasks are real. And imaginary

According to the expert, at first he “was going to consistently respond to all positions, opinions, judgments, but then
it seemed that, despite the difference in words, the same underwater topics were repeated in the answers, ”which became the headings of the sections of this commentary.

The mythology continues

I am still convinced that education can only be successful in any sense if educators and managers become great realists (I wrote about this a few years ago in the book "Realistic Education"). However, judging by the results of the survey, our desire to build castles in the air in education is inescapable.
We wish for a unified ideology to emerge, for a harmonious environment, for parents to be active, for a unified children's organization to be recreated, for there to be some finite(!) product and, finally, to solve the problem of fathers and children (!!!).
Alas or fortunately - more precisely, neither one nor the other - all this will not happen in the coming decades, or even never.
So if we want to educate, let's think about something else and spend energy on something else.

Running from problems

However, in order to decide what is worth spending our energy on, we need to identify problems. Problems are what specifically we are not successful at and what in our actions leads to such failure.
Alas, the wording of the answers-requests, unfortunately, is in a completely different, “plaintive” way.
“Children do not cherish and do not appreciate what is at school, they get everything dirty and broken.” But what are we, teachers, doing that children react to school life in such a way?
"Loss of interest in learning." However, what in our actions helps to lose interest in learning?
"The general level of culture and the outlook of students has decreased." Are we helping or resisting this decline?
And so on - the list of complaints is not exhausted.
Our flight from the problematic is also manifested in the fact that, without having time to realize, understand the problem, we are in a hurry to set the tasks of “forming a class team”, “educating tolerance”, “socialization in society” (by the way, what is it?) and so on and so forth. other.
After reading the list of complaints, tasks, having studied the old and new educational myths, I want to join the slogan that I recently had to hear: “Less education!”

Less parenting

Let's remember that amazing, familiar to everyone family example when no one in the family is very concerned about raising children, and they grow up good and reasonable.
Isn't it the same in the work of some teachers, who are more carried away by their wonderful science and therefore see in schoolchildren not the subject of educational actions, but "accomplices" in scientific and cultural deeds? Sometimes, from such bad education, the educational result is even higher than from stubborn exhausting educational work.
I am very skeptical about the educational work at the university (maybe because for some reason the educational efforts of teachers bypassed me at the institute). But recently I read a study that states that the upbringing of students at the university is not the result of some special work, but a consequence of the implementation of its educational function in the university as a whole, that is, the function of developing a morally and problem-oriented specialist.
Maybe at school it is worth talking more not about education, but about the implementation by the school of the function of personality development in all school spaces: in the relationship between teachers and children, in the way and atmosphere of school life, in the image of school teachers ...
And then education will turn out to be not so much a special influence as recognition, understanding and life.

Education is learning and understanding

Vasily Alexandrovich Sukhomlinsky, Arkady and Boris Strugatsky spoke about this.
Remember, there was such a journalistic game: "If I were the director ...". I propose for teachers and managers from education two games to determine the effectiveness of the educator.
First: to calculate how much time the teacher talks to his students just like that, without a special purpose. The more, the better: after all, a teacher, a great master of non-purposeful conversations, has the opportunity to learn and understand another person more.
The second game: "Open the invisible." Assignment: choose among your pupils the most insignificant, obscure, incomprehensible and try to understand only through observation what it is and what drives it. Those who are more successful in this task are better educators.
However, there are some problems that cannot be dismissed.

Real problems

They are not at all where they are looking for, not at school, but in society, in the world of the socialization of children. Socialization is not in the sense that it has recently been seen in schools, where it is sometimes interpreted as preparation for the profession and the behavior of future voters in elections, but in a broad social field, about which A.V. Mudrik's brilliant book "Socialization of Man".
A teacher who has not read this book is unlikely to be able to adequately navigate the social space in which modern young people live. And without orientation, he will not be able to see the real problems and set realistic goals.
It turns out that the point is not how mass culture, the media, militants, the "Internet", social stratification and other "horror stories" of the new time influence, but whether we can form the attitude of the guys to these realities - not a negative attitude based on emotions, and intellectual, analytical, allowing you to detect influences on yourself and learn to resist social manipulation.
Raise your hand, only honestly, who this academic year has carried out at least one educational action or one lesson in which you, together with the guys, learned to analyze social influences and develop an attitude towards them.
That's it.
But maybe this requires a new theory of education?

New Parenting Theory

Maybe so.
At least something like that is pecking.
I.D. Demakova speaks about space of childhood which is important to know, understand and feel.
D.V. Grigoriev promotes the idea events as a true subject of the work of education (value-filled situations that create experiences and intellectual impulses).
M.V. Shakurova argues that the combination of social, cultural and educative occurs in the mind of a schoolchild as act of sociocultural identity, that is, in the student's response to the questions “Who am I? Who am I with? Where is my human sample? (and it is precisely assistance in solving such issues, according to M.V. Shakurova, that is the real work of a teacher).
I.Yu.Shustova shows that the traditional concepts of the collective and the group are not sufficient to describe the modern "environment of cohabitation" of schoolchildren. She suggests using the phrase existing in psychology event community, which combines the theme of collectivity and the theme of events.
Psychologist M.R. Bityanova and teacher B.V. Kupriyanov give special meaning role playing as a method to plunge teenagers and high school students into value conflicts and push them to the game, and then the life choice of personal, value-colored views, positions.
The most remarkable thing is that all these researchers are not only authors and propagandists of new ideas that may someday form a new theory of education, but also practitioners who turn their ideas into events of living together with young people in tense “promoting” situations.

Expert opinion

Boris KUPRIYANOV, Candidate of Pedagogical Sciences, Kostroma State University

Difficulties that can become a resource for development

This expert opinion is based on the so-called resource approach, which is quite productive for analyzing the activities of a class teacher. Supporters of this approach believe that almost everything that surrounds the class teacher can be considered as a resource for solving the urgent problems of educating each student.
and the entire class team.

The strong always blame the powerless. What about the powerless?

A person who believes that his life is exclusively his own work is called an internal. And the external is sure that the line of his fate is drawn by life circumstances, for the most part, little dependent on him.(from the dictionary).
When comprehending the results of a survey of teachers who perform the duties of class teachers, it is easy to fall for a provocation by externality - to blame circumstances for the difficulties of their own educational work.
And above all, judging by the questionnaires, this concerns the relationship of the class teacher to the interaction of pupils with social reality.
Class teachers state: “There is no feeling of citizenship, the habit of separating oneself from the state ...”, “Competitive relations of the market system are transferred to school ...”, “There is no protection from aggressive media”.
But even in this situation, the teacher can not only go with the flow, but also show an internal approach: interaction with social realities is the same resource as, for example, relationships with parents. In fairness, we note that the problem is not only in the subjective image of unscrupulous media in the minds of teachers, but also in a number of objective difficulties. And yet, it seems that, as in the case, for example, with subcultures, it is necessary to work with the media, develop a methodology for working, and not just “take into account” their existence.
Consider line of interaction between the class teacher and parents. If we follow the external logic, parents appear to be “not active enough”, “do not want to participate in solving problems”, “do not want to go to school”, “stop taking care of the child”.
And absolutely blatant facts of parental behavior: children are abandoned or beaten, they are sent to work or beg. Words are redundant here. One can only hope that there are not very many such parents.
There are answers in the internal logic (we take responsibility for ourselves): “the school does not always attract parents”, “live communication is often replaced by sending e-mails”. In a responsible logic, class teachers state the insufficient “efficiency of finding a dialogue with parents”, the need to “establish uniform requirements for the child on the part of teachers and parents”.
A special place in the activities of the class teacher is interaction class teacher - students. It is not so easy to interpret the situation here. On the one hand, we should recognize the unfavorable changes in the generation of modern schoolchildren. Few will argue with the fact that "the general level of culture and outlook has decreased." The following remark sounds more alarming: “In younger adolescents, there is an increased contact aggressiveness: they can grab a classmate by the hair, start beating.”
However, there are also internal statements: "... it is possible to break through to the hearts, although this requires colossal dedication."
Grade relations between the class teacher and school reality also suffers from externality. For example, the poor work of the canteen is outraged. Class teachers negatively perceive the shortcomings in the organization of school self-government, the absence of public children's and adolescent organizations. Teachers are critical of educational policy guidelines: “Older teenagers are focused on friendship, communication, and we focus on profiling and the Unified State Examination for them.”
At the same time, the question arises: maybe adolescents can meet the needs for friendship and communication at the class level, without blaming the state or the school?

We blame the reflection, the mirror and ...

It is very significant that class teachers are aware of the own problems: “the lack of desire of teachers to think in new, economic categories, while developing the psychology of poverty in themselves and in children”, “low motivation for self-change”, inability to hear adolescents.
At the technological level, there are also many difficulties: “the use of modern technologies, and various ones…”. Teachers admit that the events are held in the old fashioned way, at the same time, "the influence of mass culture is such that many of the educational activities at school are perceived by the children as unnecessary games." School educators note that the tasks of everyday regulation of schoolchildren's behavior cause difficulties: “How to cope with fights, obscenities, beer, smoking?” The following phrase regarding the self-relationship of a school teacher sounds very alarming: “There is no work in the future, no faith in the future.”
The thesis about the difficulties caused by "educational methods and technologies in the context of the humanization of school education" is very indicative. This is an obvious manifestation of mythologizing pedagogical activity. The word "humanization" is everywhere. Leaders demand at least to talk about it, and even better - to demonstrate. But in a simulacrum situation, this is practically impossible. One can learn to call trends trends, but it is extremely difficult for a teacher left alone with the problem of designing and building Potemkin villages to show something that does not exist.
Another myth of modern school reality is associated with a psychological panacea: “The issue is very serious, only a psychologist is able to solve it ... We all stop, sit down and start waiting for a psychologist in a blue helicopter ...” I won’t argue, there are cases when the help of a professional psychologist is required, but there were a time when no one had heard of psychologists, but in an everyday way psychological problems were solved. When they thought and took responsibility, they more often resolved complex conflicts.
Another hot topic that I would like to support - interaction of the class teacher with the leadership in the field of regulation of activities. Replicas sound like a cry for help: “Filling out a bunch of unnecessary papers by both the class teacher and the teacher. Let work!!!”, “Paperwork…”, “Paper and electronic reports take up a lot of time that could be given directly to work with children.” There are constructive suggestions: "The requirements for the work of each class teacher cannot be the same, since children in different classes are not the same." Teachers also complain about the "lack of interaction in the school methodological association of class teachers, psychologist, social teacher, head teacher." Administrators also note: “Inconsistency in the actions of services and structures that should be involved in raising a child ...” I think that from the lips of ordinary educators, with some reservations, complaints about insufficient coordination can be accepted. Although I am convinced that the task of the class teacher is precisely in coordination, and his activity is the management of the resources of the school and the environment for the implementation of the tasks of educating students. As for the dissatisfaction of administrators with inconsistency, who else can solve the problem of coordination?
Another trend can be called quite alarming - "The rollback of the apparatus of officials to the times of dictatorship and strict regulation ...".
Teachers are seriously experiencing the situation of relations with the school administration: “The administration has too many powers, and the teacher is becoming more powerless. What kind of person can be brought up by a teacher who cannot defend himself!”

Without images of the future?

The opinions of school directors, demonstrating the complexity of goal-setting school education: "The so-called secular humanism has demonstrated complete failure in all countries of the world where it dominates", "Lack of an ideological base (what are we educating?)", "The family has not formed a request to the school for education", "Education based on academic subjects , has no access to the educational aspect”, “Introducing specialized education and reducing the hours for the main subjects that form the personality of a person (literature, music ...)”, “Uncertainty of the final product of education”.
Another topic that worries administrators is the staffing of education and training. You feel anxiety especially when thinking about the fact that a person can work at school without teacher education. Maybe I'm wrong, but I doubt it!
Very eloquent is the opinion of B.I. Khasan about the absence of “images of a desirable future, which can be oriented in education. There are no intermediaries - adults, through which connections are made with the older generation, with a positive society.
In general, the situation is reflected astonishingly: no one really orders education; ideologically, it is completely incomprehensible what to focus on; the content of education in this aspect is also not a tool; There are no professional educators ... Maybe, really, well, it’s upbringing: we can’t educate, what to worry about ... And only such exaggeration allows us to see that in reality everything is not so bad.

Any, even the most callous heart is responsive to kindness, a child's heart is doubly

In the current situation of socio-cultural and economic life, the problems of educating the younger generation have acquired particular relevance. Attention to the problems of education has increased on the part of the state, educational authorities, and pedagogical science. But despite this, the whole society expresses dissatisfaction with the state of education of modern youth.

It is known that the social experience of past generations plays a significant role in education. Russia for more than 70 years was a closed country, only a few of its inhabitants were fluent in foreign language, had the opportunity to go abroad, read various foreign literature, communicate with foreigners. Now the situation has changed radically. For Russians, especially young people, since “youth is a child of our troubled times”, the world is becoming more and more open. They not only visit other countries, but study and work there. They, like a sponge, absorb new values ​​for themselves, assimilate the customs and traditions of different peoples. The accessibility of other cultures creates conditions not only for identifying a person with other cultures, which allows him to better understand, assimilate and accept the values, traditions, customs of another culture, but also contributes to the isolation of a person from other cultures, puts him in a situation of correlation with them, the latter contributes and a better understanding of their own national culture. But not only high-level culture becomes available, but also mass culture, which also includes low-level samples. They are sometimes more desirable for modern children and youth and are easily mastered. In this regard, questions arise. What kind of youth will determine the development of society in the 21st century? Who and how should solve the problems of raising children today? What ideals and principles determine or should determine the educational goals and organization of educational work with children, adolescents and youth?

These and other questions are for the family, for the education system, for public organizations, for other social institutions, for science and practice. They are discussed and resolved at the federal and regional levels, at the level of municipalities, specific educational institutions and teaching staff. As a priority, the question of the organization of educational work is faced by those who are destined to manage social sphere in particular the education system.

The upbringing of children, in the narrow sense of the word, is defined as a process of purposeful formation of a personality, worldview, moral character, and certain character traits. At the same time, as a rule, we are talking about either family education, or the purposeful activities of teachers, their educational work in institutions and organizations. different types, types and departments Education as social relations in which some people directly or indirectly, directly or indirectly influence others in order to form or change their certain personal qualities and behaviors (sp, Barinov).

Education, as one of the components that make up the process of socialization of children, adolescents and youth, takes place today in unusually contradictory conditions. Weakened upbringing in the family. The negative phenomena of life adversely affect the formation of a new generation.

The problem of educating patriotism in modern Russia is one of the most acute and complex. Today, not many people are true patriots. In the 90s of the last century, both important positive changes and negative phenomena occurred in Russia, which are inevitable in a period of major socio-political changes. The collapse of the USSR, economic failures, the fall of the country's prestige in the world, criticism and unfriendly policies from many Western countries, local armed conflicts also do not contribute to the formation of patriotic feelings. These phenomena had a negative impact on public morality, civic consciousness, on the attitude of people to society, the state, law and labor, on the attitude of man to man.

In Russian society, a lack of principles and rules of life consciously accepted by the majority of citizens began to be felt, there is no agreement on issues of correct and constructive social behavior, the choice of life guidelines.

Therefore, the key task of modern Russian education is to provide spiritual and moral development and education of the personality of a citizen of Russia.

The new Russian comprehensive school is becoming the most important factor providing socio-cultural modernization of Russian society, therefore the spiritual and moral development of the individual, the education of patriotism is one of the main guidelines for modern education.

Schooling is one of the most important stages in a person's life. As a rule, the school becomes a "second home" for the child. And it is here that he is instilled with such important human qualities as honesty, conscientiousness, collectivism, respect for the older generation, courage, love for his people and his Motherland, courage. No less importance is also given to respect for one's own family, parents and family traditions, because harmonious loving family is a cell of a highly moral, successful and prosperous society. It is at school that the foundation is laid for social activity, which is aimed at serving the interests of the Motherland. Here, children realize the importance of honest work, learn to perceive it as the main key to achieving success in life. Also, within the framework of spiritual and moral education, students should receive a positive attitude towards a healthy way of life, acquire an active position in those matters that relate to their health. And, of course, get the full...

My work, as a class teacher, is based on the consideration of the issues of educating schoolchildren of patriotism through the involvement of students in the system of collective creative affairs.

Collective activity “contributes to the formation of the processes of decentralization of the child, i.e. the ability to be in the position of another person, to see the situation through his eyes”, develops the ability to empathize, sympathy. Patriotism is a feeling and a formed position of loyalty to one's country and solidarity with its people.

Patriotic feelings, love for the Motherland develop in high school students in close connection with those neoplasms that are inherent in this age stage: the desire for the heroic, the thirst for achievement in life, the need for self-affirmation, finding one's place in the team of peers, recognition of comrades, focusing on the requirements of the team and increasing attention and demands on oneself, greater social activity.

Work on civic-patriotic education is carried out through the organization of training sessions, extracurricular and extracurricular activities. main form academic work the lesson remains, which in the educational system becomes an educational complex, where educational influences are integrated into a holistic educational process. Therefore, to improve the educational nature of training, it is advisable:

Strengthen the humanitarian orientation of all academic disciplines: include in traditional subjects material that helps children understand themselves, the motives of their behavior, attitudes towards others, and design their lives.

Use active forms and methods educational activities, its openness, a variety of educational and methodological materials, forms and techniques of academic and non-academic work that develops knowledge and skills that increase the social and cultural competence of the individual.

The educational system covers the entire pedagogical process, integrating training sessions, extracurricular life of children, a variety of activities and communication, the influence of the social and subject-aesthetic environment.

The moral education of schoolchildren and young people against the background of the intensive development of the mass media has become a constant, acute problem. The media play a special role in the process of globalization. We can say that they provide it with information. It is through the media that a person not only receives information about the world, other countries, peoples, their culture, but also becomes a virtual participant in the main events taking place in a particular country. Unfortunately, the mass media do not always present the best examples of world culture to a person. Much more often we are dealing with mass culture, with its worst examples, especially domestic television sins with this. Raising a moral person against such a background is quite difficult. Another essential component of moral education is the development of humanistic value relations of the individual to the world, to people, to himself. Thus, the ideology of modern education should be humanism. Moral education can be based on values: a person, family, Fatherland, Earth, peace, work, culture, knowledge (V.A. Karakovsky).

But since we are talking about humanistic values, it is necessary to pay more attention to the fundamental value of humanism - the value of a person. For a child, it manifests itself in two forms: as the value of another person and as the value of one's own.

I want to note, no matter how well cool watch in patriotic education, no matter how much the school does, the strongest foundation for worldview is laid precisely in the family. Parents can also do a lot to develop a sense of patriotism in children. Go with them on a tour of interesting historical places in the country, talk about the exploits of great-grandparents during the war, show photos from the family archive. Some of the parents may offer their child to watch an interesting documentary about historical events, someone will show how much joy you can get by sharing clothes or other things with orphans and disabled children. All these small steps on the way to the formation of a great personality are of great importance. The patriotic education of children should take place both at school and outside its walls, in the family circle. Only in this case, the child will be able to realize its significance and adopt the most important moral, cultural and civic values....

Bibliography

1. Selivanova N. " Contemporary Issues upbringing in educational institutions Educational work at school No. 5, 2012;

2. Grishchenko V.N. candidate of pedagogical sciences "Modern practice of education in educational institution» g. Innovative projects and programs in education No. 3, 2010

Why is it necessary to make much more efforts to raise a child today than 10-15 years ago? As it turns out, the main problem is Negative influence media and TV on society, and in particular on the child. Today, children are left to their own devices - the Internet, TV viewing, print media, electronic media, computer games, street, discos. This is what the youth are doing today. It’s not worth talking about the contents of the Internet, everyone knows perfectly well that anyone will find everything according to their needs there.

What does the entertainment industry offer children?

TV production for younger children - .

Comparison of several Russian and Western cartoons with approximately the same plot.

"Wait for it"- constant competition in cunning - who will outwit whom, peaceful coexistence; And "Tom and Jerry"- mocking jokes, propaganda of violence and the advantages of the strong over the weak.

"The Scarlet Flower"- beauty tenderness, responsibility, fidelity, kindness; And
- deformity physical and moral. In the cartoon, animal abuse is presented as a harmless joke. Inflating snakes and frogs, exploding birds, eggs in nests.

"Underwater Brotherhood" Is this a show about an underwater prison? No, it's a children's cartoon! And what a colorful name! He gathered so many spectators! Are these funny balloons? No, this is Barash, Krosh, Nyusha, Losyash - some kind of prison nicknames instead of normal names. Of all the more or less standard series, of particular interest is the story of "Black Lovelace"!?? It is unlikely that before this cartoon your children knew who a womanizer was. Don’t worry, if they didn’t even know such a word, then after watching this “masterpiece”, they will definitely have this question. And if you cannot explain this to them, there will be those who will definitely enlighten them on this issue.