Extra-curricular lesson on moral education for younger students with a presentation. Moral education of younger schoolchildren at the lessons of literary reading Ukrainian fairy tale “Spikelet”

Moral education is the most important aspect of the formation and development of the child's personality and involves the formation of his relationship

• to parents
• to the team
• to others
• to society
• to the Motherland
• relationship to work
• to your loved ones
• to yourself

The moral formation of a person begins at birth. At preschool age, children develop initial moral feelings and ideas, elementary skills of moral behavior. The teacher is faced with the task of carrying out this work systematically and purposefully.

The younger school age is characterized by increased susceptibility to external influences, faith in the truth of everything that is taught, what is said, in the unconditionality and necessity of moral standards; he is distinguished by his uncompromising moral demands on others, and his immediacy in behavior. These features are the key to learning and education of younger students.

The moral education of a younger student occurs, first of all, in the process of learning - the main activity at school.

The teaching of a child only with a superficial approach may seem to be a purely individual matter. In fact, the lesson is a place of various collective actions and experiences, the accumulation of experience in moral relationships. In educational terms, all subjects that are studied at school are equally important.

But in the educational sense, the lessons of morality are of particular importance.

Lessons of morality - a new direction in the content of school education. In class I use educational kit, which includes:

• book for reading “The ABC of morality”, author E.P. Kozlov and others.
• workbook
• methodical manual for the teacher.

1. Rules of conduct at school
2. How to be neat
3. Rules of courtesy
4. How to be hardworking
5. Basic moral ideas
6. Communication with others
7. school etiquette
8. Culture of behavior

The process of moral education presupposes the continuity of certain general provisions that run as a single thread through all classes, all lessons and, one way or another, reveal the content of these lessons. At the same time, the content is not only repeated, but also enriched with new features, a new level of generalizations and connections with other phenomena of reality.

I try to select the material for the lessons taking into account both its positive and negative impact on the mind of the child. But at the same time, I try not to deviate from the folk tradition that good triumphs over evil. Already in the first grade, the main attention is paid to familiarizing children with the rules of a culture of behavior:

• at the lesson - in the dining room
• at recess - in the library
• in the locker room - in a public place

We start with the rules of courtesy that children show in a limited number of situations that are familiar to them, with forms of politeness that are also limited (for example, “magic words”), with a series of actions (stand up when greeting, answering, etc.).

Gradually, the course moves from individual rules of behavior to generalized provisions, including a number of rules that unite their sustainable implementation by each person, into moral qualities, and later into a group of interrelated qualities: (for example, a group of qualities associated with the predominance of volitional qualities (decisiveness) or with emotions ( impatience).The combination of qualities may be associated with the place, circumstances in which certain qualities are manifested (content and form of behavior).

Children are gradually brought to the idea that it is the rules of moral behavior that determine relationships with other people.

If the rules are observed, then the relations between people develop good, benevolent, if they are not observed, then the relations develop unfavorable.

From class to class, the transition to self-awareness, self-study, self-education intensifies. Gradually, step by step, the basis for creating the “image-I” is created.

Compliance with the rules is the indicator by which one can judge the upbringing of children. When constructing morality lessons, it is necessary to take into account the psychological characteristics of younger students:

• emotionality
• the predominance of visual - figurative thinking
• concreteness

Therefore, morality lessons often go beyond their traditional framework and are held in a wide variety of forms:

ethical conversations (the main form of work)

• role-playing games
• matinees
• work in small groups
• dramatizations
• contests
• reader conferences
• quizzes, etc.

Of course, the main form of work in the classroom is an ethical conversation. A collective discussion of issues important for children, as it were, unites them in a common opinion, joint acceptance and approval of certain norms. Conversations contribute to the refinement of moral ideas, the enrichment and evaluation of children's experience, the acquisition of knowledge "for the future" for new experiences, prepares them for action, the choice of behavior in new conditions.

The discussions on the following topics were very interesting:

• Friends of Moidodyr
• What is Mutual Aid
• What is justice
• Gotta be selfless
• good and evil
• and others

At the end of the lesson, the guys, as a rule, receive homework:

• draw a picture
• read a book
• do whatever creative work you want.

If the guys, at first, did not complete the tasks, then, of course, they did not receive any reprimands, the main thing is that we always noted those who brought the work. As a result of the work, we came to the conclusion that we need a lesson report on homework. And we began to conduct such lessons once a quarter. On them, the guys performed with their creative work. There were practically no students left in the class who did not do their homework. And from time to time, the work and performances of the children became more and more interesting.

I would like to talk about other forms of work where children can apply their acquired knowledge. Let's dwell on some of them.

4th grade. Section: School etiquette. Topic: How to meet and celebrate the holiday.

This lesson was held by us as a lesson-holiday “My mother is the most, the most ...”

Target: it is necessary that the child understands that a holiday only becomes a holiday if you wait for it, prepare for it, invite friends and relatives to share the fun with you.

In preparation for this lesson, we sent out an invitation to the holiday to all mothers with a request to tell something interesting about their hobby, favorite pastime. The children themselves wrote essays about their mothers, made greeting cards, decorated the class for the arrival of guests. At the celebration, mothers presented their talents:

• told how you can beautifully decorate the festive table,
• read poems of their own composition,
• presented their needlework (knitting, embroidery, sewing, modeling)
• some parents brought their drawings and photographs and told about the history of these works,
• We also had a miracle - culinary specialists with their national dishes.

We are very lucky that one mother works at our school as a chemistry teacher. And we all went to her office, to get acquainted not only with her, but also with the wonders of chemistry. Irina Nikolaevna demonstrated experiments to the children:

• "eruption"
• “growing a large snake”, which appeared during the combustion of a mixture of substances. The kids felt like they were in a wonderland.

There were also such mothers who could not attend the holiday themselves, then the guys showed miracles of ingenuity. We listened to a cassette recording of a song by Leni Ozemblovsky's mother. Demin Maxim brought a video where he and his mother danced together (Maxim has been doing ballroom dancing for several years).

Delight, surprise and pride shone in the eyes of the guys throughout the holiday.

We have not forgotten those mothers who, unfortunately, did not take our idea very seriously, did not come to the holiday themselves and did not prepare anything. We gave the floor to all such children, and they read their essays, which were prepared in advance. At the end of the holiday, our mothers received diplomas - awards: Skilled Hands, Sonorous Voice, Miracles in a Sieve, Gardener-Magician, Cool Poet, Best Dancer, etc.

Each child gave his mother a gold medal (chocolate). And the teacher received a medal in the nomination “The most “cool” mother”.

No less interesting was another lesson in the 4th grade. Section: How to be industrious. Topic: Why a person becomes better when he works

This lesson was held in the form of a project defense: “What a charm this hat is”.

Target: to show the importance of labor for the development of a person's abilities, his relationships with other people.

The class was divided into two groups (participants - girls and jury - boys). All the girls prepared and presented their hats, told how they made them, from what, what image they wanted to convey, they selected music for the demonstration.

The boys were on our jury, they chose the best works, tried to motivate their choice, to be fair. I must say that the jury was on top. Nobody was left without attention. The guys came up with as many nominations as there were participants in the project:

• “The most elegant hat”
• “The most poetic hat”
• “The most exotic hat”
• “The most unearthly hat”
• “The most business hat”
• “The most feminine hat”, etc.

I would like to talk about the lesson in the 3rd grade. Section: Culture of behavior. Theme: The word heals, the word hurts.

Target: show children the meaning of the word in communication, people's relationships, explaining that a word can also be an act.

In this lesson, all the guys made a “politeness” flower out of colored paper. On each petal, they wrote “polite” words. Then the whole class was divided into four teams, and each team chose one of the flower petals. The task for the guys was to prepare a mini-drama in which they would hide their “polite” word, and the other teams would have to guess this word.

Scenes for dramatization can be as follows:

• the student was late to class, he needs to enter the lesson
• the guys are having lunch in the dining room, they need to thank the chef
• the student fell ill, a friend came to visit him, he needs to cheer up his friend, etc.

A few words about work in the 3rd grade. Section: Behavior at school. Topic: The common cause is everyone's concern.

Target: mutual assistance is needed to carry out common tasks.

In our school there is a museum of military glory of the 17th infantry division of the people's militia. Our class was given the task of restoring an album reflecting the heroic path of the 17th Infantry Division.

To complete this task:

1. the guys divided all the work among themselves
2. thought out its implementation on time
3. carried out work on the collection of additional material
4. completed the general task
5. summed up (what was done, how)

To complete this task, the children repeatedly visited the school museum, met with veterans of the Great Patriotic War, activists of our museum. The result of the guys' work - the restored album - is stored in the museum in a place of honor.

In continuation of the military-patriotic education, I would like to say about the work in the 4th grade. Section: School etiquette. Theme: Gifts for celebrations and holidays.

Target: attitude towards the gifts you give and receive. Learn to give what makes you happy. Learn how to give gifts properly.

At the lessons of labor and fine arts, children prepared gifts for the “Defender of the Fatherland Day” - drawings, postcards, applications.

The children brought their handicrafts to the lesson of morality, we discussed with them why it would be much more pleasant for parents (dads) to receive a gift that is made with their own hands than bought in a store.

The children were divided into groups and played skits on how to give a gift and how to receive it.

At the same lesson, work was done in groups to make a gift for the Council of War Veterans. From the figurines and blanks prepared in advance, the guys completed a work-collage on a military theme.

No less interesting is the work that uses the continuity of generations.

Last year, I graduated from elementary school to 5th grade. The children learned a lot in our morality lessons, learned a lot. And now they can become my assistants.

1st class. Section: Communication with others. Subject: Your senior comrades.

This lesson-holiday called "Initiation into disciples." Fifth-graders, together with first-graders, selected poems for our lesson. They helped the kids learn the student's oath, tested them. Prepared joint sketches and drawings.

“We are in big and small business
Sharing joy with a friend
I won't give up friendship
I swear on that too!”

very common in our class.

The fifth grade goes forward and masters new moral standards, and first graders are only at the very beginning of their journey. But both of them are waiting for many new interesting discoveries in the lessons of morality.

In the conditions of a modern elementary school, the process of spiritual and moral development and education of the personality of a younger student is focused on:

Formation of a life position corresponding to the democratic transformations of society;

Education of spiritual and moral qualities on the basis of universal values;

Organization of personal and socially valuable, diverse activities.

Considering the state of theory and practice on the problem under study, a positive experience was gained in organizing the process of spiritual and moral education of younger students, which was the starting point for compiling a cycle of classes:

Conduct spiritual and moral education within the framework of the federal state educational standard of primary general education, which provides for the spiritual and moral orientation of subjects of the general education cycle;

Use the method of personal example;

To introduce active and interactive teaching methods into the educational process more widely;

Use information and communication technologies in education;

To form the key competencies of schoolchildren in the intellectual, communication, spiritual and moral sphere;

Develop a patriotic attitude towards your Country;

To acquaint schoolchildren with the system of norms and rules of moral behavior;

To form in the younger student a spiritual and moral attitude to the world around him, to master the basics of moral, spiritual and patriotic behavior.

The spiritual and moral development of the student's personality, as a priority goal of elementary school, involves the organization of spiritual and moral education, both in the process of studying school subjects and in extracurricular activities of schoolchildren.

The principle of humanism underlies the selection of the content of spiritual and moral education, methods of its implementation in the educational and cognitive process. It is aimed, first of all, at the development of moral consciousness as the basis of moral behavior, its motivation, emotional responsiveness; to the development of patriotism.

For this, various methods of working with students are used:

Personally-oriented, when the content becomes relevant for each student;

Stimulating, when freedom of expression is maintained through dialogue, which contributes to looseness, awakening schoolchildren's interest in spiritual and moral problems and the creation of public opinion;

Methods that develop moral consciousness;

Activating, awakening the creative abilities of the individual, his emotional sphere.

Among the children's ideas about the spiritual and moral relationship of a person to a person, special importance was attached to knowledge about the emotional reactions of people to attention, care, and mercy. This was facilitated by ethical stories, conversations; examples, imitation; reading bible parables, war stories.

Of great importance in the spiritual and moral education of schoolchildren is the literary approach to the perception of the problem.

Getting acquainted with the moral content of proverbs about kindness, work, teaching, younger students begin to realize basic humanistic values, the nature of relations between people, the need for careful attitude to people and objects of their labor.

In the process of purposeful activities for spiritual and moral education, the following active and interactive methods were carried out:

Video viewing and discussion of films about the war, labor;

Discussion of works of military fiction, which contributed to the education of the initial ethical ideas of the trainees (the concepts of good and evil, the meaning of "words of politeness", the rules of polite behavior and their motivation), the development of their emotional perception, the education of patriotism;

The system of ethical norms and tasks, which is diagnostic and training in nature, allows solving the problems of self-assessment and self-examination, repeating, clarifying and forming initial moral and patriotic ideas, introducing moral concepts;

Comparison, analysis, synthesis, generalization, which helps to establish the conformity of actions with moral rules, comparison of heroes, their behavior.

As part of the educational study, a cycle of classes was developed to form the foundations of spiritual and moral education for younger schoolchildren as part of the implementation of the federal state educational standard.

The cycle of classes on the formation of the foundations of spiritual and moral education for younger students included:

extracurricular activities;

cool hours.

Below is a fragmentary presentation of some technological maps of lessons and class hours from the cycle of classes on the formation of the foundations of spiritual and moral education in primary school students.

Fragment of the technological map of the fine arts lesson.

	art
Lesson topic	"Eternal flame"
	1. Tell students what "eternal fire", "unknown soldier" means. 2. To cultivate respect for the soldiers, their state, a sense of patriotism, pride in their homeland ...
Lesson type	combined
Planned results	Personal	Metasubject	subject
	Asking questions; The ability to analyze, compare, build a speech statement in accordance with the delivery lazy tasks.
Lesson stages		Note
1) Introductory conversation.	The theme of our lesson is "Eternal Flame". What do you think "Eternal Flame" means? What does it show? Is it necessary? 45 years ago, on May 8, 1967, the Eternal Flame was lit near the Kremlin wall on the tomb of the Unknown Soldier in memory of the heroes who fell during the Great Patriotic War. In many cities of Russia, the eternal flame is lit irregularly - on days of memory and military holidays - May 9, June 22, the days of memory of significant military operations. Eternal fire - a constantly burning fire, symbolizing the eternal memory of something or someone. And who is the "unknown soldier"? What does the inscription on the memorial “Your name is unknown. Your feat is immortal"?...
III.Practical work.	1. First, draw a semblance of the sun as the basis for the drawing. Circle, and from it 5 rays ...

Fragment of class.

Topic: "Be worthy of the memory of your ancestors."

Targets and goals:

to acquaint with the feat of the participants of the Great Patriotic War of 1941 - 1945, with the heroic destinies of close relatives;

increase interest in the history of the family, city, country,

to involve children and parents in search activities, in performing creative tasks on a historical theme;

to form the patriotic qualities of a person: duty, honor, courage ...

Event progress:

On the board are the words "Be worthy of the memory of your ancestors."

Reader 1. - Victory! Glorious forty-fifth! But we look back: From those war years the soldiers are talking to us today.

Reader 2. - The book of memory is in front of me, The list of names in the posthumous lists. How many of them are gone. My God! Valiant sons of my Russian...

Teacher. ... The first page of the album is dedicated to MP Sobolev, who did not return from the war. Soboleva Sasha and her dad talk about him. “In June 1945, my great-grandfather was called up for military service. My wife and children stayed at home. In the rain and the scorching sun, my great-grandfather walked hundreds of front-line roads in three years. He sent many letters from the war. Now grandmother Marusya rereads them to me. I remembered many lines well: “Marusya, I inform you that I am alive and well, I do everything that is required of me, I do not reckon with any difficulties, and I devote all my strength to serving our Motherland. This is also my task - to liberate the Russian land from enemies ... "...

Fragment of the technological map of the technology lesson.

	technology
Lesson topic	"Dove of peace"
	dove from palms
	1. Teach them to work together, to help each other. 2. Develop thinking, memory, fine motor skills of hands, terminological speech, attention, imagination, creativity. 3. To cultivate respect for nature, respect for the work of other people.
Lesson type	combined
Planned results	Personal	Metasubject	subject
Respect the opinions of others, the results of work.	Listen to the teacher and classmates, express their opinion, determine the success of their assignment; Working according to a plan drawn up jointly with the teacher, use the necessary means, monitor the accuracy of the work; plan practical activities in the lesson; The ability to analyze, compare, build a speech statement in accordance with the tasks.	Ability to prepare the workplace in accordance with the type of activity; Ability to maintain order during work, independently perform available tasks based on a sample; Ability to independently select materials and tools for work; Ability to clean your work area.
Lesson stages		Note
	Hello guys! You should have white paper, a pencil, paints, a pen and scissors on the edge of the table.	Everything is laid out before the lesson.
II. Presentation of new material. 1) Introductory conversation.	Guys, do you remember what I said about May 1 at the Kuban lesson? What is this day? Why is it considered a holiday? How is it celebrated? Who is the symbol of the holiday? What is the motto of this holiday?
III.Practical work.	We take a white sheet of paper, put our left palm on it, take a pencil in the other and carefully trace it. Then we cut out our “paper palm” and color it. Having painted, let's wait a bit, ... we approach our Dove of Peace and stick it on ...

More detailed and complete classes on the formation of the foundations of spiritual and moral education among younger students as part of the implementation of the federal state educational standard are presented in Appendix B.

Thus, the use of active and interactive methods and techniques in the study of the spiritual and moral education of younger students showed that it has great opportunities for the development of spiritual and moral education of younger students.

The study allows us to conclude that a sufficiently high level of spiritual and moral education can be formed if, in the process of getting acquainted with the outside world and society, a central place is given to the spiritual and moral aspect of the content.

Introduction

1The essence and tasks of the moral education of younger students

1.2 Features of the moral development of younger students

3 Criteria and levels of formation of moral qualities of children of primary school age

1 Features of the moral development of younger students in the lessons of literary reading

3 Practical substantiation of the research problem

Conclusion

Application

Introduction

moral education schoolboy reading

They say that if a person has kindness, sensitivity, benevolence, he as a person has become established.

V.A. Sukhomlinsky wrote: “If good feelings are not brought up in childhood, they will never be brought up. In childhood, a person must go through an emotional school - a school of good feelings.

K.D. Ushinsky, who laid the scientific foundations of pedagogical thought in Russia, especially emphasized the role of spiritual and moral education as the basis for the development of individuality.

Today, the issue of moral education of children is one of the key problems facing every parent, society and the state as a whole.

A negative situation has developed in society regarding the moral education of the younger generation. The characteristic reasons for this situation were: the lack of clear positive life guidelines for the younger generation, a sharp deterioration in the moral situation in society, a decline in cultural and leisure work with children and youth; decrease in the physical fitness of young people.

From the country of childhood, we all leave for a great life, full of joy and suffering, moments of happiness and grief. The ability to enjoy life and the ability to courageously endure difficulties is laid in early childhood. Children are sensitive and receptive to everything that surrounds them, and they have a lot to achieve. To become kind to people, one must learn to understand others, show sympathy, honestly admit one's mistakes, be hardworking, marvel at the beauty of the surrounding nature, and treat it with care.

The school microenvironment does not adequately correct the conscious development of moral norms by children, including relationships with peers. The influence of school education on the choice of moral models is weakening: teachers, literary heroes, compatriots famous in history cease to act as role models. In particular, 9% of junior schoolchildren strive to be like teachers in life, and 4% - like literary heroes (boys are mainly attracted by epic heroes, and girls by fairy princesses). But for 40% of primary school graduates, pop singers, fashion models, heroes of foreign action films become idols: "I want to be like Sasha Bely."

Only in 14% of children, the way of their future life in connection with mastering a certain profession includes the meanings of disinterested bringing good to others, serving society. The mercantilization of life orientations is clearly traced: "I want to be a banker, because he is rich and has a good job." In children's ideas about the main human values, spiritual values ​​are being replaced by material ones.

Throughout the ages, people have highly valued moral education. The profound socio-economic transformations taking place in modern society make us think about the future of Russia, about its youth. At present, moral guidelines are crumpled, the younger generation can be accused of lack of spirituality, unbelief, and aggressiveness. Therefore, the relevance of the problem of the formation of moral qualities of younger students is associated with at least four provisions:

1.Our society needs to train widely educated, highly moral people who have not only knowledge, but also excellent personality traits.

2.In the modern world, a small person lives and develops, surrounded by a variety of sources of strong influence on him, both positive and negative, which (sources) fall daily on the immature intellect and feelings of the child, on the still emerging sphere of morality.

.Education in itself does not guarantee a high level of moral upbringing, because upbringing is a personality quality that determines in a person’s everyday behavior his attitude towards other people based on respect and goodwill towards each person. K.D. Ushinsky wrote: “Moral influence is the main task of education”

.Moral knowledge is also important because it not only informs younger students about the norms of behavior approved in modern society, but also gives an idea of ​​the consequences of breaking the norms or the consequences of this act for the people around them.

The general education school is faced with the task of preparing a responsible citizen who is able to independently assess what is happening and build his activities in accordance with the interests of the people around him. The solution of this problem is connected with the formation of stable moral properties of the student's personality.

The significance and function of elementary school in the system of continuous education is determined not only by its continuity with other levels of education, but also by the unique value of this stage of formation and development of the child's personality.

The main function is the formation of intellectual, emotional, business, communicative abilities of students for active interaction with the outside world. The solution of the main tasks of training should ensure the formation of a personal attitude towards others, the mastery of ethical, aesthetic and moral standards.

The scientific justification for updating the content of primary education is based on the modern idea of ​​developing education as a carrier of certain skills, a subject of educational activity, an author of his own vision of the world, capable of entering into a dialogue with elements of different cultures in accordance with his individual age characteristics.

The problem under study was reflected in the fundamental works of A.M. Arkhangelsky, N.M. Boldyreva, N.K. Krupskaya, A.S. Makarenko, I.F. Kharlamova and others, which reveal the essence of the basic concepts of the theory of moral education, indicate ways of further development of the principles, content, forms, methods of moral education.

A number of researchers highlight in their works the problems of preparing future teachers for the moral education of schoolchildren (M.M. Gay, A.A. Goronidze, A.A. Kalyuzhny, T.F. Lysenko, etc.)

Such teachers as N.M. Boldyrev, I.S. Maryenko, L.A. Matveeva, L.I. Bozhovich and many other researchers consider moral education in different aspects.

In the process of educational activity, various moral qualities are formed in children. Reading as a form of activity includes various aspects of the formation of moral qualities, and in this regard, they should be considered a factor in the moral development of the individual.

Thus, the topic of our final qualifying work is relevant.

The object of the study is the lessons of literary reading.

The subject of the study is the methods and techniques for the formation of moral qualities in the lessons of literary quality.

The purpose of the study is to systematize the methods and techniques for the formation of the moral qualities of younger students.

Research objectives:

.To study the psychological, pedagogical, methodological and special literature on the research problem.

.Consider the essence and tasks of the moral education of younger students.

.To test research methods for studying the moral upbringing of younger students.

Research hypothesis: the level of upbringing of younger schoolchildren will be higher if methods and techniques for the formation of moral qualities are used in the lessons of literary reading.

Research methods:

-theoretical analysis of psychological-pedagogical and scientific-methodical literature;

-study of pedagogical experience;

Conversations.

Chapter I. Theoretical foundations for the formation of moral qualities of younger students

1 Essence and tasks of moral education of younger schoolchildren

In a short dictionary of philosophy, the concept of morality is equated to the concept of morality “Moral (Latin tochez - mores) - norms, principles, rules of human behavior, as well as human behavior itself (motives of actions, results of activity), feelings, judgments, which express normative regulation of people's relations with each other and the social whole (collective, class, people, society).

IN AND. Dahl interpreted the word morality as "moral doctrine, rules for the will, conscience of a person." He believed: “Moral - the opposite of bodily, carnal, spiritual, spiritual. The moral life of a person is more important than the material life. “Relating to one half of the spiritual life, opposite to the mental, but comparing the spiritual principle common with it, truth and falsehood belong to the mental, good and evil to the moral. Good-natured, virtuous, well-behaved, in agreement with conscience, with the laws of truth, with the dignity of a person with the duty of an honest and pure-hearted citizen. This is a man of moral, pure, impeccable morality. Every selfless act is a moral deed, of good morals, of valor.

Over the years, the understanding of morality has changed. Ozhegov S.I. we read: "Morality is the internal, spiritual qualities that guide a person, ethical norms, rules of conduct determined by these qualities."

Thinkers of different centuries interpreted the concept of morality in different ways. Even in ancient Greece, in the writings of Aristotle, it was said about a moral person: “A person of perfect dignity is called morally beautiful ... After all, they talk about moral beauty about virtue: a just, courageous, prudent and generally possessing all the virtues person is called morally beautiful.”

V.A. Sukhomlinsky spoke about the need to engage in the moral education of the child, to teach "the ability to feel a person"

Vasily Alexandrovich said: “No one teaches a little person: “Be indifferent to people, break trees, trample on beauty, put your personal higher.” It's all about one, very important pattern of moral education. If a person is taught good - they teach skillfully, intelligently, persistently, demandingly, the result will be good. They teach evil (very rarely, but it happens), the result will be evil. They do not teach either good or evil - all the same, there will be evil, because it must also be made a man. ”

V.A. Sukhomlinsky believed that "the unshakable foundation of moral conviction is laid in childhood and early adolescence, when good and evil, honor and dishonor, justice and injustice are accessible to the understanding of the child only if the child sees, does, observes the moral meaning" .

The school is the main link in the system of education of the younger generation. At each stage of the child's education, its own side of education dominates. In the education of younger schoolchildren, Yu.K. Babansky, moral education will be such a side: children master simple moral norms, learn to follow them in various situations. The educational process is closely connected with moral education. In the conditions of the modern school, when the content of education has increased in volume and become more complex in its internal structure, the role of the educational process in moral education is increasing. The content side of moral concepts is due to the scientific knowledge that students receive by studying academic subjects. Moral knowledge itself is no less important for the overall development of schoolchildren than knowledge in specific academic subjects. .

N.I. Bondyrev notes that a specific feature of moral education is that it cannot be separated into some special educational process. The formation of moral character takes place in the process of all the multifaceted activities of children (playing, studying), in those various relationships that they enter into in various situations with their peers, with children younger than themselves and with adults. Nevertheless, moral education is a purposeful process that involves a certain system of content, forms, methods and techniques of pedagogical actions.

Considering the system of moral education, N.E. Kovalev, B.F. Raysky, N.A. Sorokin distinguish several aspects:

1.The implementation of the coordinated educational influences of the teacher and the student team in solving certain pedagogical problems, and within the class - the unity of action of all students.

2.The use of methods for the formation of educational activities by moral education.

.The system of moral education is also understood as the interconnection and mutual influence of the moral qualities of children being brought up at the moment.

.The system of moral education should also be seen in the sequence of development of certain personality traits as children grow and mentally mature.

In the formation of the personality of a junior schoolchild, from the point of view of S.L. Rubinshtein, a special place is occupied by the development of moral qualities that form the basis of behavior.

At this age, the child not only learns the essence of moral categories, but also learns to evaluate them.

The process of upbringing at school is based on the principle of the unity of consciousness and activity, on the basis of which the formation and development of stable personality traits is possible with its active participation in activities.

“Practically any activity has a moral connotation,” O.G. Drobnitsky; including training, which, according to L.I. Bozhovich, "has great educational opportunities." The last author presents the educational activity of the junior schoolchild as the leader. At this age, it largely affects the development of the student, determines the appearance of many neoplasms. It develops not only mental abilities, but also the moral sphere of the personality.

As a result of the regulated nature of the process, the mandatory systematic fulfillment of educational assignments, the younger student develops moral knowledge characteristic of educational activities, moral relations, points out I.F. Kharlamov.

Educational activity, being the leading one at primary school age, ensures the assimilation of knowledge in a certain system, creates opportunities for students to master techniques, ways of solving various mental and moral problems.

The teacher has a priority role in the upbringing and education of schoolchildren, in preparing them for life and social work. The teacher is always an example of morality and a dedicated attitude to work for students. The problems of the morality of schoolchildren at the current stage of the development of society are especially relevant. .

A specific feature of moral education should be considered that it is long and continuous, and its results are delayed in time.

An essential feature of moral education is its concentric construction: the solution of educational problems begins with the elementary level of tasks and ends with a higher one. To achieve the goal, all the more complex activities are used. This principle is implemented taking into account the age characteristics of students.

All the factors that determine the moral formation and development of the student's personality, I.S. Marenko divides into three groups: natural (biological), social and pedagogical. In interaction with the environment and purposeful influences, the student socializes, acquires the necessary experience of moral behavior.

The moral formation of a personality is influenced by many social conditions and biological factors, but pedagogical factors play a decisive role in this process, as the most manageable, aimed at developing a certain kind of relationship.

One of the tasks of moral development is to properly organize the activities of the child. Moral qualities are formed in the activity, and the emerging relationships can affect the change in the goals and methods of activity, which in turn affects the condition of the moral norms and values ​​of the organization. Human activity also acts as a criterion of his moral development.

The development of the child's moral consciousness occurs through the perception and awareness of the content of the influences that come from parents and teachers, surrounding people through the processing of these influences in connection with the moral experience of the individual, his views and value orientations. In the child's mind, external influence acquires an individual meaning, i.e. forms a subjective attitude towards him. In this regard, the motives of behavior, decision-making and the moral choice of the child's own actions are formed. The orientation of school education and the real actions of children may be inadequate, but the meaning of perception is to achieve a correspondence between the requirements of proper behavior and internal readiness for this.

A necessary link in the process of moral development is moral education, the purpose of which is to inform the child of a body of knowledge about the moral principles and norms of society that he must master. Awareness and experience of moral principles and norms is directly related to the awareness of patterns of moral behavior and contributes to the formation of moral assessments and actions.

So, if moral development is a specific process of pedagogical influence on students in order to form certain qualities in them, then this influence should be directed to the formation of students' needs in a particular area of ​​activity and behavior, to the development and awareness of the rules of behavior, to the development practical skills and strengthening of the volitional sphere. And the impact will be effective if the teacher knows the features of the moral development of younger students.

2 Features of the moral development of younger students

Primary education is currently structured in such a way that it develops students' cognitive abilities; develops the skills of active mastery of educational material, leads to the integration of the acquired knowledge into an integral system aimed at understanding the world around. The development of thinking, the mastery of various ways of working with educational material has a direct impact on the assimilation of moral knowledge by children; the organization of the educational process and its methods contribute to the accumulation of moral experience. All these tasks are solved in a complex, constantly, at all lessons and after school hours, only the accents change depending on the main goals.

A child, a teenager, a young man, has a different attitude to different means of perception. Knowledge and consideration of what a person has achieved in a given period of life helps to design his further growth in education. The moral upbringing of a child occupies a leading place in the formation of a comprehensively developed personality.

Working on the problem of the moral development of younger students, it is necessary to take into account their age and psychological characteristics:

propensity to play. In game exercises, the child voluntarily exercises, masters normative behavior. In games, more than anywhere else, the ability to follow the rules is required from the child. Violation of their children notice with particular acuteness and uncompromisingly express their condemnation of the violator. If the child does not obey the opinion of the majority, then he will have to listen to a lot of unpleasant words, and maybe even leave the game. So the child learns to reckon with others, receives a lesson in justice, honesty, truthfulness. The game requires the participants to be able to act according to the rules. “What a child is in the game, such is in many respects he will be at work when he grows up,” said A.S. Makarenko.

Inability to engage in monotonous activities for a long time. According to psychologists, children of 6-7 years of age cannot keep their attention on any one object for more than 7-10 minutes. Further, the children begin to be distracted, switch their attention to other objects, so frequent changes in activities during classes are necessary.

Insufficient clarity of moral ideas due to little experience. Given the age of children, the norms of moral behavior can be divided into three levels:

-by the age of 10-11, it is necessary that a teenager be able to take into account the state of the people around him, and his presence not only does not interfere with them, but would also be pleasant;

-it is meaningless to talk about the second level of moral education if the first has not been mastered. But it is precisely this contradiction that is observed in adolescents: they want to please the people around them, but they are not trained in elementary behavior;

-at the third level (by the age of 14-15), the principle is mastered: “Help the people around you!”

There may be a tension between knowing the right way and putting it into practice (this applies to etiquette, etiquette, communication). So, when discussing the upcoming trip to the museum, we remind you how to behave in transport.

Knowledge of moral norms and rules of behavior does not always correspond to the real actions of the child. This happens especially often in situations where there is a mismatch between ethical standards and the child's personal desires.

Don't be indifferent to evil. Fight against evil, deceit, injustice. Be irreconcilable to those who strive to live at the expense of other people, harm other people, rob society.

This is the ABC of moral culture, mastering which children comprehend the essence of good and evil, honor and dishonor, justice and injustice.

To date, the learning process in primary school is largely aimed at mastering knowledge and techniques, methods of educational work, i.e. the emphasis is on the substantive and partially operational components. At the same time, it is assumed that in the course of this process both mental and moral development takes place. In a certain part, this provision is true, but with the purposeful formation of content elements, to some extent, the “spontaneous” development of the operational and motivational aspects inevitably lags behind, which, naturally, begins to slow down the process of assimilation of knowledge, does not allow full use of the inherent in learning activities opportunities for mental and moral development of students.

The problem of the moral development of a younger student in the learning process is interconnected with three factors that are determined by T.V. Morozov.

First, having come to school, the child moves from the "everyday" assimilation of the surrounding reality, including the moral and moral norms that exist in society, to its scientific and purposeful study. This happens in the lessons of reading, the Russian language, natural history, etc. The value of the same goal-oriented learning is also the evaluation activity of the teacher in the process of lessons, his conversations, extracurricular activities, etc.

Secondly, in the course of educational work, schoolchildren are included in real collective activities, where there is also an assimilation of moral norms that regulate the relationship between students and the relationship between students and teachers.

And the third factor: in the process of discussing the situation in the modern school, this is, first of all, the formation of a moral personality. In this regard, it is proposed to increase the proportion of the humanities in the total volume of the school curriculum. Educational activity has every opportunity to develop the moral qualities of the individual in students in the process of studying any subject.

From this point of view, it is necessary to solve the problem of the mental and moral development of students in the process of schooling, in unity, in close interconnection of one and the other. From these positions, educational activity is a factor in the integral development of the child's personality.

Education develops students, first of all, by its content. However, the content of training is acquired by schoolchildren in different ways and affects their development depending on the teaching method. Teaching methods should provide for the construction at each stage of training and for each subject of a system of increasingly complex learning tasks, the formation of the actions necessary for their solution (thinking, speech, perceptive, etc.), the transformation of these actions into operations of more complex actions, the formation of generalizations and their application to new specific situations.

Education affects the development of younger students and its entire organization. It is a form of their collective life, communication with teachers and with each other. In the class team, certain relationships are formed, public opinion is formed in it, one way or another influencing the development of a younger student. Through the class team, they are included in various types of extracurricular and extracurricular activities.

By setting new cognitive and practical tasks for schoolchildren, by equipping them with the means to solve these problems, education goes ahead of development. At the same time, it relies not only on current achievements in development, but also on potential opportunities.

Learning leads development more successfully, the more purposefully it encourages students to analyze their impressions of perceived objects, realize their individual properties and their actions with them, highlight the essential features of objects, master the morality of evaluating their individual parameters, develop methods for classifying objects, education generalizations and their concretization, awareness of the general in one's actions when solving various types of problems, etc.

The entry of a child to school marks not only the beginning of the transition of cognitive processes to a new level of development, but also the emergence of new conditions for the personal growth of a person. The personal development of the child is influenced by educational, gaming, work activities, as well as communication, because. it is in them that the business qualities of students develop, which manifest themselves in adolescence.

Educational activity is significant at all age stages, but especially at primary school age, since at this school age educational activity begins to take shape, and the level of formation depends on the success of all education, not only in the primary level, but also in high school, since educational activity is leading, in the process of which the main neoplasms are formed, the mental development of the child is intensive.

At primary school age, states M.N. Apletaev, educational activity plays a special role, there is a transition from: “situational” knowledge of the world to its scientific study, the process of not only expanding, but also systematizing and deepening knowledge begins. Educational activity at this age creates conditions for students to master the techniques, ways of solving various mental and moral problems, forms on this basis a system of children's relations to the world around them.

A younger student in the process of studying at school gradually becomes not only an object, but also a subject of pedagogical influence, since far from immediately and not in all cases, teacher influences achieve their goal. A child becomes a real object of learning only when pedagogical influences cause appropriate changes in him. This applies to the knowledge that is acquired by children, in the improvement of skills, assimilation of techniques, methods of activity, restructuring of students' relations. The natural and necessary “stepping stone” is important in the development of a child at primary school age.

Involving in educational activities, younger students learn to act purposefully both in the performance of educational tasks and in determining the ways of their behavior. Their actions become conscious. Increasingly, when solving various mental and moral problems, students use the acquired experience.

A significant feature of the subject of activity is his awareness of his capabilities, and the ability (ability) to correlate them and his aspirations with the conditions of objective reality.

E.P. Kozlov believes that the development of these qualities is facilitated by the motivational component of educational activity, which is based on the need of the individual, which becomes a motive if it is possible to realize it and have an appropriate attitude. The motive determines the possibility and necessity of action.

Thus, students become an active participant in the learning process, i.e. the subject of educational activity, only when he owns a certain content, i.e. knows what to do and why. The choice of how to do is determined by his knowledge, and his level of mastery of operational structures, and the motives of this activity.

First of all, this is the motivation of action, which, developing in elementary school, becomes a personality trait by the fifth grade. Younger schoolchildren boundlessly trust adults, teachers, obey and imitate them. The authority of an adult, his assessment of the actions of a younger student is unconditional. The child begins to evaluate himself. Self-esteem is reinforced in early childhood. Self-esteem can be adjective, overestimated, underestimated.

The younger student is an emotional being: feelings dominate all aspects of his life, giving them a special coloring. The child is full of expression - his feelings flare up quickly and brightly. He, of course, already knows how to be restrained and can hide fear, aggression and tears. But this happens when it is very, very necessary. The strongest and most important source of a child's experiences is his relationships with other people - adults and children. The need for positive emotions from other people determines the behavior of the child. This need gives rise to complex multifaceted feelings: love, jealousy, sympathy, envy, etc.

When close adults love a child, treat him well, he experiences emotional well-being - a sense of confidence, security. Under these conditions, a cheerful, active physically and mentally child develops. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities in him, a friendly attitude towards other people.

The motives of behavior develop in school childhood in two directions:

-their content changes, new methods appear in connection with the expansion of the range of activities and communication of the child;

-motives are combined, their hierarchy is formed, and in connection with this, their new qualities: greater awareness and arbitrariness. If a child at an early and younger preschool age was entirely in the grip of momentary desires, could not report on the causes of his behavior, then a certain line of behavior appears in the older preschooler. Public moral motives become leading. A child may refuse an interesting activity, then a game, in order to fulfill the requirement of an adult and do something that is not attractive to him. An important new formation of personality is the subordination of motives, when some become paramount, while others become subordinate.

The emergence of new types of activities in a younger student entails the formation of new methods: gaming, labor, educational, for the process of drawing and designing, the motives for communicating with adults change - this is an interest in the world of adults, a desire to act like an adult, receive his approval and sympathy, evaluation and support. In relation to peers, the motives of self-affirmation and pride develop. A special place is occupied by moral motives associated with the attitude towards other people, the assimilation of norms of behavior, understanding of one's own actions and the actions of other people. Not only positive motives develop, but also negative ones associated with stubbornness, whims, and lies.

At primary school age, broad social motives are of great importance - duty, responsibility, etc. Such a social attitude is important for the successful start of learning. However, many of these methods can only be implemented in the future, which reduces their incentive power. Cognitive interest (interest in the content and learning process) in most children, even by the end of this age, is at a low or medium-low level. A large place in the motivation of a younger student is occupied by personal motives. Among these motives, the first place is occupied by the motive "I want to get good grades." At the same time, the mark reduces the activity of children, their desire for mental activity. Negative motivation (avoidance of trouble) does not take the leading place in the motivation of a younger student.

The formation of moral independence is carried out at all levels of education.

The educational process is built in such a way that it provides for situations in which the student is faced with the need for an independent moral choice. Moral situations for schoolchildren of all ages should in no case be presented or look like teaching or controlling, otherwise their educational value may be nullified.

The result of moral education appears in the attitude of schoolchildren to their duties, to the activity itself, to other people.

Reading and analyzing articles, stories, poems, fairy tales from educational books helps children understand and evaluate the moral deeds of people, points out L.I. Matveev. Children read and discuss articles that raise questions about justice, honor, camaraderie, friendship, fidelity to public duty, humanity and patriotism in an accessible form for them.

At the lesson, certain business and moral relations constantly arise between students. By jointly solving common cognitive tasks assigned to the class, students communicate with each other, influence each other. The teacher makes a number of requirements regarding the actions of students in the lesson: do not interfere with others, listen carefully to each other, participate in common work - and evaluate the skills of students in this regard. The joint work of schoolchildren in the classroom gives rise to relations between them, characterized by many features that are characteristic of relations in any collective work. This is the attitude of each participant to his work as a common one, the ability to act in concert with others to achieve a common goal, mutual support and at the same time exactingness towards each other, the ability to be critical of oneself, to evaluate one’s personal success or failure from the standpoint of bringing together the structure educational activity. In order to realize these possibilities of the lesson in practice, the teacher needs to create situations during the lesson in which students would have the opportunity to communicate with each other.

Communication of children is possible at all lessons. Children come up with examples, tasks, exercises, and tasks for a certain rule, ask them to each other. Everyone can choose for himself whom he wants to ask a question or a task on the structure of learning activities. Those sitting at the same desk mutually check the answers obtained in solving problems and exercises. The teacher gives the children and such tasks, performing which it is necessary to turn to a friend.

A lesson in which children experience satisfaction and joy from successfully completed common work, which awakens independent thought and causes joint experiences of students, contributes to their moral development.

So, at primary school age, broad social motives - duty, responsibility, etc. are of great importance. With such a social attitude, educational activity is especially significant, because. at a given school age, it begins to form, and the success of all education depends on the level of formation, since educational activity is the leading one in the process that forms the main neoplasms, and the mental development of the child is intensive.

Only a deep understanding of the scientific foundations of the content of moral development in general and a creative approach to determining those specific moral properties and qualities that need to be formed in elementary school students increase the correct orientation of the teacher, both in planning educational work and in organizing effective psychological and pedagogical influence on their students. pupils.

Organizing the moral education of younger schoolchildren, the teacher conducts work on studying the real knowledge of children, reveals possible problems and errors in the prevailing ideas.

3 Criteria and levels of formation of moral qualities of children of primary school age

At the present stage of development of our society, the activation of the human factor acts as one of the conditions for further human progress. In this regard, the general education school is faced with the task of preparing a public citizen who is able to independently assess what is happening and build his activities in accordance with the interests of the people around him. The solution to this problem is connected with the formation of stable moral properties of the individual, responsibility, diligence of schoolchildren.

Education at school is based on the principle of the unity of consciousness and activity, on the basis of which the formation and development of stable personality traits is possible with its active participation in activities. Almost any activity has a moral connotation, including training, which, according to psychologists, has great educational potential. For primary school age, this is especially important, since educational activity acts as a leading one. At this age, educational activity has the greatest impact on the development of schoolchildren, determines the appearance of many neoplasms. Moreover, it develops not only mental abilities, but also the moral sphere of the individual. As a result of the regulated nature of the educational process, the mandatory systematic fulfillment of educational tasks, the younger student develops moral knowledge that is characteristic of educational activities, moral attitudes.

On this basis, the child's assessment of ongoing events, his self-esteem and behavior change. These theoretical propositions, revealed as a result of a number of studies by Soviet psychologists, underlie the principle of the unity of instruction and upbringing. This principle, which is based on the fact that in the process of educational activity it is possible to realize not only the teaching, but also the educational function, is widely used in school practice.

At the same time, the question of the use of moral qualities formed in the learning process in other types of schoolchildren's activities remains unclear. Therefore, the data obtained on the formation of the moral qualities of the student are, to some extent, conditional. When measuring the result of moral education and development, usually only the final result is included, and all intermediate links are not taken into account. In this regard, the effectiveness of the formation of moral qualities is assessed only by external indicators, without taking into account complex internal changes. When identifying the relationship between the condition and personality development, pedagogical influences are not distinguished. In addition, quantitative indicators relating to regularly recurring factors and phenomena that affect the student's personality are not taken into account. It should be borne in mind that some researchers intend to get a manifestation of a certain level of upbringing in a shorter time. In fact, this effectiveness can be obtained in a tangible form only after the student has “passed through” a certain age stage of development.

The lack of development of indicators for measuring moral qualities, as well as methods for studying and processing diagnostic material characterizing the formation of this personality, does not make it possible to objectively establish the achieved level of formation.

Thus, the optimal conditions for the formation of the moral qualities of students and its indicators should be considered from pedagogical positions, involving the use of a system of various accounting tools.

It is absolutely impossible to conduct a deep and versatile study of the level of formation of the moral qualities of a student using any one isolated method, therefore the most effective system of study is the one that combines the use of various options for pedagogical observation, conversations with students, parents, special questionnaires, analysis of written works of students performed in the course of educational and extracurricular activities.

In this regard, a study was undertaken on the formation of the moral qualities of younger students in the lessons of literary reading. We set ourselves the following goals: to determine the level of formation of moral qualities that develop in educational activities, i.e. determine the initial level of moral ideas, emerging from the personal experience of children; determine the degree of effectiveness of pedagogical conditions in the process of forming moral qualities in children.

As the source material, on which the initial ideas of younger schoolchildren were studied, such moral qualities as "responsibility" and "benevolentness" were chosen, which are always important in a person's life and are relevant at the present stage of society. An analysis of the literature made it possible to identify the main meaningful characteristics of these qualities. When determining responsibility, it was pointed out to the voluntary acceptance of obligations when an objective necessity was manifested, strict observance of the obligations assumed, taking into account real conditions, readiness to account for the current and future results of one's activities, correlation of one's conditions and their possible consequences with the interests of other people.

The moral norm "goodwill" was characterized to a greater extent by the relationship between people. Benevolence is defined by our knowledge as the desire to see positive qualities in another, faith in the possibility of changing a person for the better and in his ability, readiness to help with advice and deed.

We were guided by these signs of moral qualities in determining the characteristics of the moral experience of the subjects.

Depending on the completeness of the emerging qualities, the social non-manifestation and moral position shown by the personality, on the ratio of external regulation and internal self-regulation, three levels of the formation of moral qualities can be distinguished (high, medium, low).

An indicator that a student has a relatively low level of knowledge about moral qualities is that children usually do not see a moral problem where it is. We show this fact as an indicator of a low level of knowledge about moral qualities and methods. Moral relations among schoolchildren of this group have their own distinctive features.

When characterizing the act of the hero of the story that violates the moral norm, students usually evaluate it positively or neutrally, not seeing the moral norm. Others, although they feel that the hero of the story is not doing quite right, but try to find an excuse for him.

At the middle level, schoolchildren stand out whose knowledge, attitudes and ways of behavior differ for the better, in comparison with students with a low level of moral qualities. First of all, the moral knowledge of these schoolchildren generally corresponds to the norm. Knowledge about the ways of behavior of the subjects is also quite developed. Their knowledge of moral experiences usually corresponds to the norm, but at the same time, students do not distinguish shades in experiences and are most often limited to statements: “bad” and “good”. Although, in general, the moral knowledge of these students, in terms of the degree of compliance with the norm, is higher than that of the group with a low level of moral qualities. But at the same time, the generalization of their knowledge is quite low. The moral knowledge of these students is at the level of representations, although in its depth and breadth it is much different from the knowledge of students with a low level of moral qualities.

Thus, the remaining will form a group with a high level of moral qualities. All manifestations of moral qualities in these students are characterized by a high degree of compliance with the norm.

They suggest 3-4 essential signs of responsibility and goodwill. This fact indicates the deep content of moral norms. The moral relations of schoolchildren in this group are characterized by the degree of compliance with the norm and stability. Value judgments are quite critical, and when substantiating them, students proceed from the moral content of the norms.

Signs of different levels of formation of the selected set of qualities are summarized in Table 1.1. It presents indicators and signs of the formation of different levels of moral qualities.

Table 1.1. Levels of formation of moral qualities

High levelMedium levelLow levelWillingly carries out orders, responsible, friendly. Exemplary behavior, shows interest in knowledge, studies well, is diligent. Be conscientious about work. Kind, sympathetic, willingly helps others. Truthful with adults and peers. Simple and modest, appreciates these qualities in others. Reluctantly fulfills orders. Follows the rules of conduct subject to exactingness and control. He does not study to the full extent of his strength, requires constant monitoring. Works in the presence of competition. Doesn't always keep promises. Simple and modest in the presence of elders. Avoids public assignments, irresponsible, unfriendly. Often violates discipline. Shows no interest in learning and diligence. Does not like to work, tends to evade. Rude in dealing with friends. Often insincere, arrogant, dismissive of others.

Although these levels of formation do not take into account all the qualities of a person, they allow us to see the essence of the phenomenon under study, to understand the motives of students' behavior through their attitude to activities, peers, and themselves.

However, in the real process of education, such types of moral behavior rarely appear in their pure form. Therefore, singling out students with higher, average and low moral upbringing; the teacher needs to clearly define both the totality of their positive properties and qualities, as well as those with moral shortcomings, to overcome which they need to work in the future.

The meaning of the study of students lies in the knowledge of the matter to outline (predict) the prospects for educational work and carry it out taking into account the characteristics of schoolchildren. The teacher must know what qualities should be formed in a student who has completed primary school and received an initial upbringing.

Chapter II. Pedagogical conditions for the formation of moral qualities of younger students in the lessons of literary reading

1 Features of moral development in the lessons of literary reading

The moral development and upbringing of students is a paramount task of the modern educational system and is an important component of the social order for education. Education plays a key role in the spiritual and moral consolidation of Russian society.

In the standards of the second generation, a new concept of education has been developed. One of the main tasks of teachers becomes: to promote the formation of a spiritual and moral personality, based on the spiritual and cultural traditions of a multinational people.

Russian teachers have come to realize that the only correct education is based on a spiritual understanding of the meaning of life, on the preservation of Christian values ​​and traditions. In order to achieve significant results in the spiritual development of a student, it is necessary to introduce a systematic approach to spiritual and moral education in the main subjects at school and, above all, in the cycle of humanitarian subjects: the Russian language, literature, history, and fine arts.

It is important to start work on the formation of moral values ​​in the primary grades, since the formation of his attitude to the world depends on what the child sees and hears in childhood. Thanks to the study of Orthodox values, children gain a deeper knowledge of the world in which previous generations lived and worked, are proud of their history, their people, and recognize themselves as a part of it. Through this, they learn to love and protect their land, and in the future to protect.

One of the tasks in shaping the personality of a younger student is to enrich him with spiritual and moral ideas and concepts. Moral education develops the consciousness and feelings of children, develops skills and habits of correct behavior. A small child does not yet have moral ideas. Children are brought up by school, family and community. The degree of mastery of them in children is different, which is associated with the general development of the child, his life experience. In this regard, the role of the lessons of literary reading is great. Often we say: "The book is the discovery of the world." Indeed, while reading, the child gets acquainted with the surrounding life, nature, the work of people, with peers, their joys, and sometimes failures. The artistic word affects not only the consciousness, but also the feelings and actions of the child. A word can inspire a child, cause a desire to become better, to do something good, helps to understand human relationships, and introduces the norms of behavior. The formation of spiritual and moral ideas and moral experience is facilitated by the communication to children of knowledge about the moral qualities of a person.

Fairy tales have a huge impact on children, they are well perceived and assimilated by children. Fairy tales carry deep folk wisdom, permeated with Christian morality. Joint analysis of fairy-tale situations and characters of characters with children contributes to the formation of the skills of correct behavior in certain situations. Lessons in the 3rd grade, dedicated to the fairy tales "Ivan - Tsarevich and the Gray Wolf", "Sivka - Burka", "Sister Alyonushka and Brother Ivanushka", etc., become lessons in spirituality and patriotism. Children experience aesthetic pleasure by reading Russian fairy tales, learn to respect their elders, comprehend the foundations of a righteous life. The Christian meaning of Russian folklore finds its continuation in literary tales. Fairy tales teach readers to follow the commandments given to man by God, to live in harmony with themselves and the world. When reading "The Tale of the Fisherman and the Fish", "The Tale of the Dead Princess and the Seven Bogatyrs", "The Tale of Tsar Saltan" by A.S. Pushkin's children draw conclusions that goodness is rewarded to those who live following the moral laws: "Do not kill", "Honor your father and mother", "Do not lie", "Do not envy", and those who violate the commandments come retribution. The heroic epic of the Russian people gives children an example of true patriotism. Epic heroes are the embodiment of the moral properties of the Russian people: selflessness, courage, justice, self-esteem, hard work. Studying the story "Ilya's three trips" in the 4th grade, children make up a description of Ilya Muromets. The amazing world of the spirituality of the Russian people opens up to schoolchildren when studying the lives of Saints Sergius of Radonezh, Peter and Fevronia of Murom. Students bearing Orthodox names are invited to find out the meaning of the name, the life of their patron saint. Children enjoy doing these tasks. They learn a lot of interesting things about the past from old people, a lot of useful things in life, they learn the first labor skills from grandparents, while the latter help children learn the secrets of nature. Grandmothers introduce children to the origins of folk poetry and teach them their native language. And most importantly - they, these people who have lived a long difficult life, teach children kindness. The kindness and love of elders for children teaches children to be kind, sympathetic, attentive to other people. After reading Shergin's story "Pick a berry - you'll pick a box" children write essays about their grandmother, imbued with love, kindness, respect. Thus, based on all of the above, we can conclude that the lessons of literary reading contribute to the spiritual and moral development of students.

In Russian society, there has recently been a tendency to move away from the foundations of cultural traditions, the roots of their ancestors, folk thought, including proverbs and sayings as the focus of folk wisdom. Fewer and fewer people delve into the deepest meaning of folk sayings. Proverbs are a brilliant manifestation of the creativity of the people. Many great people were in awe of wisdom and beauty, the picturesque pictorial power of proverbs.

There is no area of ​​human existence that proverbs would not touch.

Firstly, proverbs decorate our speech, make it bright and emotional. Secondly, proverbs in a concentrated form express the centuries-old wisdom of the people, their observations of the world, the surrounding nature and the relationship between people. Ancestors seem to speak to us, defending their point of view on this or that, teaching us, sharing their life experience. Thirdly, the content of proverbs is very diverse. These are advice, wishes, moralizing, philosophical generalizations, judgments. The largest part of proverbs is devoted to the moral essence of a person: good and evil, truth and falsehood, pity and compassion: What is in the cradle, such is in the grave, What is the seed, such is the tribe, Lives in a barn, and coughs like a maid, Who is without a guard in the cradle, that whole century is not in business, It's not that the sheep ate the wolf, but the fact is how she ate it. Therefore, their use in a course devoted to moral education through familiarization with Russian culture seems to be so successful. In many proverbs, the memory of the historical events of bygone days still lives - “Tatar honor is worse than evil”, “An uninvited guest is worse than a Tatar”, “Disappeared like a Swede near Poltava”, and relatively recent, during the Great Patriotic War flew around all fronts aphorism of the Panfilov political officer Klochkov - Diev: “Russia is great, but there is nowhere to retreat, Moscow is behind!”

Thus, proverbs are not a frozen layer of Russian speech, but a living one, constantly replenished and changing. Aphorisms come into our speech from literary sources. Suffice it to recall the popular expressions of I.A. Krylova, A.S. Griboedova, A.S. Pushkin (“Red summer sang, I didn’t have time to look back, as winter rolls into my eyes”, “I would be glad to serve - it’s sickening to serve”, “Who are the judges?”, “Your mournful work will not be lost”, etc.), which are firmly included in colloquial use.

Work on moral education at the lessons of literary reading contributes to:

-introducing children to the moral foundations of Orthodox culture;

-develops a position of non-acceptance of evil, cruelty, vulgarity;

-gives children firm guidelines for good in the patterns of Orthodox life based on faith, hope, love;

-promotes the perception of interest in national history;

-fosters love and respect for the Motherland, its people, culture, language, shrines;

-contributes to a change in the sphere of interests of the child - from empty pastime at the TV screens and computer to reading useful, for the soul;

-creates the basis for the emergence of friendly relations between children (see Appendix 1).

2 Organization of literary reading lessons for the development of moral qualities in younger students

The process of moral education is the social implementation of pedagogically purposeful activities to organize the moral training of the younger generations, the result of which is the assimilation of social moral experience by a growing person and the formation of the moral qualities of his personality.

It is difficult to overestimate the role and importance of literary reading lessons in solving the problems of education and upbringing. Firstly, in these lessons, students get acquainted with the moral and ethical values ​​of the culture of their people and humanity as a whole. Secondly, literature, as a kind of art, contributes to a deep, personal assimilation of these values, since the process of perceiving a literary text involves both mind, feelings, and will, which means that the process of general and moral development of the child’s personality and his upbringing take place in parallel. .

The direct influence on the acquisition of moral values ​​lies with the teacher. The result of this process depends on how the teacher organizes it. The emotional state of a cheerful knowledge of the world is a characteristic sign of the spiritual life of a child's personality.

The teacher's word is a kind of instrument for influencing the upbringing of the child's personality. It is through conversations with the teacher, the spiritual development of the child, self-education, the joy of achieving goals, noble work that opens a person's eyes to himself. Self-knowledge, self-improvement, the ability to remain alone with one's own soul, is devoted to the work of the teacher, his special conversations.

An important part of the teacher's work on the formation of moral development is the definition of the main methods of moral education.

Methods of upbringing must be distinguished in accordance with the formation of what structural and psychological components of the moral quality of the individual they provide. In this regard, all methods of moral development can be divided into the following groups:

Methods of stimulating the activity of younger schoolchildren and the formation of their moral needs and motives for behavior and activity.

Methods of organizing the cognitive activity of younger schoolchildren and the formation of their moral consciousness.

Methods of organization of activities and communication of students and the formation of the experience of their moral behavior.

By organizing a variety of activities and communication of younger students, the teacher has the opportunity to use specific ways (methods) of educational influence on the personality of a younger student. Only in activity and communication methods of moral development find their practical implementation. From this point of view, the means of moral education should be understood as educational and various types of extracurricular activities of younger students, as well as their communication.

Methods and means of moral education receive their constructive and logical completeness in organizational forms, or forms of organization of education. As organizational forms of educating the moral qualities of junior schoolchildren, there are forms of organizing educational activities: lessons, excursions, subject circles, homework, as well as forms of organizing extracurricular activities and communication, implemented through various educational activities: class hours, ethical conversations, meetings with outstanding people, conferences, matinees, olympiads, exhibitions, collective and individual assignments, competitions, collective creative activities, etc. .

Fiction is one of the most important means of moral development. The work is built on the basis of the criterion of artistry as a way of mastering reality through images. As a form of cognition of reality, such a work expands the child's life experience, creates for him a spiritual and emotional environment in which the organic fusion of aesthetic and moral experiences enriches and spiritually develops the child's personality.

Getting acquainted with fiction, students get acquainted with such moral concepts as goodness, duty, justice, conscience, honor, courage. Great opportunities are associated with it for the development of the emotional sphere of the child's personality, figurative thinking, expanding the horizons of children, forming the foundations of their worldview and moral ideas.

Art, any, each of its kind creates by special means an artistic picture of the world, which a person perceives as a special reality. The reader, especially the little one, imagines the characters, sympathizes, or, conversely, gets angry and may even identify with him.

Psychologists say that by the first grade a child is ready for quite serious work on a literary text. It is from the age of seven that a child can already form an awareness of his ideas and experiences when reading a literary text and comprehend the content and artistic form of a work, and most importantly, at this age he has the ability to enjoy the artistic word (see Appendix 2). After reading and analyzing A. Gaidar's story "Conscience" in the course of a conversation and considering various life situations, the students found the answer to the question "Where does conscience come from?": from our knowledge of the rules of behavior, moral laws - after all, if a person does not know them, then he does not understand that he is violating some moral principles, which means that he does not worry about it, i.e. he has no conscience. At the end of this lesson, the children write a mini-essay "If there was no conscience."

But it is not just that the spiritual and moral content, and even more so the social and moral experience, “flows” from a work of art into the soul of a child. The main condition for solving the problems of the moral development of students in the lessons of literary reading is the organization of a personally significant reading for the student and a deep analysis of works of art.

Moral values ​​form the basis of true works of art, but the reader must be able to extract them, translate them into their own language, and make them their own. This is not an easy job that requires certain spiritual efforts and skills. This work in the lessons of literary reading can be organized by the teacher. The essence of this work is to organize the full perception of children of works of art that they read in the classroom and at home. And most importantly, it is necessary that the teacher's work be systematically organized according to two priority grounds: moral and aesthetic, since moral development is the goal of studying literature at school, and literary education, the content of which is the organization of a full-fledged perception of a literary text by students, is a way, a means solution to this goal. It is necessary to organize the educational process in such a way that children think about serious moral problems, argue, experience and empathize with the heroes, want to live according to their moral rules (see Appendix 3).

In the lesson of literary reading, children, under the guidance of a teacher, read books with great moral potential. In order to perceive aesthetic and moral values, it is necessary that children in the lesson:

-thought about what they read;

-sympathized with the heroes;

-evaluated their actions;

-comprehended their problems;

-relate their lives to their lives;

-tried to act in accordance with perceived moral standards.

Reading and analyzing the work, the child should think about the important issues of life: about truth and lies, love and hatred, the origins of evil and good, the possibilities of man and his place in the world.

The study of fables in elementary school is of great educational value. Fables contain rich material for influencing the emotional sphere of the child and educating him of high moral qualities by the power of the artistic word (see Appendix 4). In the introductory conversation, the teacher talks about what kind of works can be attributed to this genre, gives brief information about I. Krylov as a great fabulist, a true patriot of his homeland, who ridiculed human vices in his fables, taught to respect his best qualities in a person. After reading the fable, it is important to find out the characteristic features and actions of the characters, leading students from the plot basis of the fable to the motives of the characters' actions.

In-depth logical and linguistic work on comprehension and comprehension of what is read, as well as transferring the actions of characters into reality, allow students to actively engage in thought processes, evaluate what they read, draw conclusions and generalizations, and contribute to the education of high moral qualities in them.

In the 2nd grade, studying the story of L. Panteleev “Honest Word”, the teacher finds out the author’s position on what character traits he appreciates in people, talking about a boy and a military man. From this work, children will learn how important it is to keep the word that you gave, no matter how difficult it may be for you. Children will forever remember the phrase: “It is not yet known who he will be when he grows up, but whoever he is, you can guarantee that he will be a real person.” And how can a person be a patriot without being a real person who will always fulfill the promise he once made. This work allows students to develop a sense of patriotism, love for the Motherland, which is important in the development of moral qualities. Homework is to write an essay on the topic "What I value in people." They should reflect the moral principles that the children were imbued with in the lesson (see Appendix 5).

In addition to empathy, the basis for the formation of moral beliefs is evaluation. Assessing the actions of literary characters, the student correlates his ideas about “what is good, what is bad” with the moral values ​​of his people and humanity and, ultimately, perceives “alien” as “his own”, gets an idea of ​​the norms of behavior and relationships between people that form the basis of his moral ideas and personal qualities. The task of the teacher is to organize a full-fledged, deep perception by children of all the information contained in the text, to help them imagine the pictures drawn by the author, to emotionally respond to the feelings of the author and characters, to understand the author's thought. In other words, to form reading skills and abilities, the main of which are:

-the ability to imagine a picture drawn by the author of the work;

-the ability to understand the main idea of ​​the work, its idea; understand your position and convey it in the form of oral and written speech.

In the process of primary education, information-reproductive methods are reduced to a minimum. They are used only in cases where students do not have a basis for organizing constructive mental activity, or due to the complexity of the material. A conversation is especially fruitful when, in the course of it, not only what is read is reproduced, but also students' thinking, comparison of facts, etc. are stimulated. In the practice of teaching younger students, independent work of students on the instructions of the teacher, analysis of the text of fiction is used.

The dominant methods in the lessons are heuristic methods: solving cognitive problems, completing assignments, problem presentation, heuristic conversation, etc. An effective method of moral education is specially composed cognitive tasks. In the course of their solution, younger students apply the moral concepts known to them when considering the actions of literary characters, expressing their personal attitude towards them.

Teacher O.A. Sharapova believes that in the lessons of literary reading, when introducing children to moral concepts and values, it is necessary to use staging. She identifies the following stages of lessons of this type, which ensure the assimilation of new moral concepts:

.Identification of moral problems in the class. The teacher thinks over what cases and situations from the life of children he can reflect when working with the work.

2.Listening to a literary work. The work is read by theater artists, which gives the work additional brightness and emotional coloring. Then the children are asked questions to understand the content of the work.

3.It is proposed to divide into groups to play a literary work. The class is divided into artists and spectators. Children can be invited to think about what they would do if they were in the place of the heroes of the work, how they would behave in a similar life situation. Gradually we lead the students to compare how they consider it necessary to act correctly and how they themselves act.

.Discussion of characters. It is important to show that when playing a work, it is necessary to confirm the character of the characters, both in words and actions. The result of such work is that schoolchildren themselves begin to look for a correspondence between words and actions, they themselves try to characterize the heroes of the work and their own.

5.The audience chooses the best team, which most successfully showed the character of the heroes of a literary work.

6.To consolidate the knowledge gained about the characters of the characters, students can be asked to draw their favorite character.

In the process of playing various moral situations, the child's imagination is activated. This is of great importance for positive changes in himself due to the appearance in him of an “image of himself”, acting according to moral laws.

Thus, the process of moral education at the lessons of literary reading has its own specific features. They consist in the selection of methods, means and forms of moral education. All this must be taken into account by the teacher when organizing literary reading lessons.

2.3 Practical rationale for the research problem

This study was conducted on the basis of school No. 5, in the 4th grade. There are 18 people in the class.

To establish the level of moral upbringing of a schoolchild, it is necessary to find out the degree of understanding by him of those moral norms that determine one or another moral quality of a person.

Among the students, 3 methods were carried out:

-Method "What is good and what is bad?"

-Justice method.

-Methodology "What we value in people"

Methodology "What is good and what is bad?".

Purpose: using a questionnaire to establish the moral ideas of students (about sensitivity, integrity, honesty, justice).

Progress. Students are encouraged to write down well-known examples of:

.A fundamental act committed by you or someone else.

.Evil done to you by others.

.Good deed that you have witnessed.

.A completely dishonorable act.

.A fair act from your friend.

.A weak-willed act of a person you know.

.The irresponsibility shown by one of your friends.

Processing of received data. Qualitative analysis of students' answers makes it possible to determine the degree of formation of their concepts of certain moral qualities. Evaluation: 1) misrepresentation; 2) correct, but insufficiently complete and clear; 3) a complete and clear idea of ​​the moral quality.

The results of the study are as follows: in the class, 20% (7 people) of children showed a low level of formation of concepts of moral qualities, 35% (5 people) had an average level and 45% (6 people) had a high level (see Fig. 2.1. )

Figure 2.1. Diagram of the results of the study of students' moral ideas (method "What is good and what is bad?")

Most students have fuzzy ideas about moral qualities.

Justice method.

Purpose: to find out the correctness of students' understanding of the category "justice".

Progress. The story “The Cup” is read aloud to the children: “There were twenty-five children in the senior group of the kindergarten, and there were twenty-four cups. Brand new cups with blue forget-me-nots, with gold rims around the edges. And the twenty-fifth cup was quite old. The picture on it was badly erased, and the edge in one place was slightly beaten off. No one wanted to drink tea from an old cup, but someone got it anyway.

If only it would break sooner, a nasty cup, - the guys grumbled.

But here's what happened. The girl Lena was on duty, and she put new cups for everyone. The guys were surprised. Where is the old cup?

No, she didn't break, she didn't get lost. Lena took it to herself. This time they drank tea quietly, without quarrels and tears.

Well done, Lena, guessed to make everyone feel good, the guys thought. And since then, the attendants have been drinking from an old cup. She was called "our duty cup."

After reading this story, students will have a discussion on the following questions:

.How can one word describe Lena's act?

.Choose a card with a word that most accurately describes Lena's action. (The words “polite”, “bold”, “fair”, “modest” are written on the cards).

.What other act of justice can you talk about?

The results of the study are as follows: in the class, 14% (3 people) of children showed a low level, 50% (9 people) an average level and 33% (6 people) a high level (see Fig. 2.2.).

Figure 2.2. Diagram of the results of clarifying the correctness of students' understanding of the category "fairness"

Based on the results obtained, the following conclusion can be drawn: eight students partially formed the concept of "justice". Four students (boys) did not quite accurately answer the questions. And the girls were able to talk about any fair act and justify this act.

Methodology "What we value in people".

Purpose: to study the value orientations and moral ideals of students.

Progress. The most favorable time for work is class hour. Its subject matter can vary.

Appeal-instruction: “The task you are about to complete will help our common work.

Seriousness, concentration and objectivity must be shown. From among the guys you know well, choose two; one is a true friend, and the other is a person with negative traits. Point out those qualities in them. Which you like or dislike, and give three actions of both that characterize these qualities.

Processing of received data. An analysis of the results makes it possible to draw up not only a picture of the declared values ​​of the individual, but also the types of real actions. Their reliability is based on the indication of very specific actions, and not on generalized characteristics.

The results of the study are as follows: in the class, 50% (9 people) of children showed a low level, 30% (5 people) an average level and 20% (4 people) a high level (see Fig. 2.3.).

% of students were able to name positive qualities (helps a friend, kind, never cheats, does not deceive anyone (independence and honesty)); negative: deceives, shifts the blame on others, offends, does not fulfill orders.

Figure 2.3. Diagram of the results of students' value orientations (method "What we value in people")

% of students - name one positive and one negative quality.

% of students - either did not name at all, or one quality (laziness)

Conclusion: the majority of students do not have value orientations.

In this regard, teachers and parents have something to think about.

The moral education of schoolchildren is one of the priority areas in the modern sphere of Russian education. It is based on the development not only of moral and moral values ​​and motives, but also on the development of the basic moral qualities of a person's personality. Who, if not a teacher, who has the opportunity to influence the upbringing of a child, should give the problem of moral education a crucial role in their activities.

However, not all teachers are able to organize correct and fruitful work on the development of moral qualities in the team. Most often, this work consists mainly of a series of ethical conversations, although the teacher in his work must use a variety of forms of work to educate morality.

Literary reading lessons, in which students, under the guidance of a teacher, read a large number of works with great moral potential, provide great opportunities for the development of moral qualities.

In order to perceive aesthetic and moral values, it is necessary that children in the lesson think about what they read, empathize with the characters, evaluate their actions, comprehend their problems, correlate their lives with their lives, try to act in accordance with perceived moral standards.

It is difficult to overestimate the role and importance of literature lessons in solving the problems of education and upbringing. Firstly, in these lessons, students get acquainted with the moral and ethical values ​​of the culture of their people and humanity as a whole. Secondly, literature, as a kind of art, contributes to a deep, personal assimilation of these values, since the process of perceiving a literary text involves both mind, feelings, and will, which means that the process of general and moral development of the child’s personality and his upbringing take place in parallel.

But it is not just that the spiritual and moral content, and even more so the social and moral experience, “flows” from a work of art into the soul of a child. The main condition for solving the problems of moral education of students in the lessons of literary reading is the organization of a personally significant reading for the student and a deep analysis of works of art.

Conclusion

The problem of moral education was studied by philosophers, and psychologists, and pedagogues-scientists. Now it is especially relevant, because. in modern conditions, when the socio-political situation in the country has significantly complicated the educational process, when the younger generation, having absorbed all the shortcomings of society in its critical period, is becoming more and more unpredictable, the problems of morality, moral culture, moral education are being promoted to one of the first places , as the basis, first of all, for the humanistic education of young people in an environment of market relations, which requires not only independence, flexibility, efficiency, but also the education of a personality focused on universal human moral values, so that the market economy also has a human face: for the good of man.

The meaning of studying the moral qualities of students is to outline the prospects for educational work and carry it out taking into account the characteristics of younger students.

The task of teachers of a modern elementary school is to educate in children the independence of decisions made, purposefulness in actions and deeds, the development in them of the ability for self-education and self-regulation of relations.

Literary reading lessons contain great potential for cultivating a culture of feelings in students. The works of A. S. Pushkin, M. Tsvetaeva, L. N. Tolstoy, N. N. Nosov and other writers introduce children to such complex phenomena and feelings as life and death, anger and compassion, soullessness and mercy.

Questions addressed to students in literary reading lessons lead to the discovery of some new dependencies, to mastering a deeper vision of the phenomena of a person's emotional life. The readiness to "feel into" another, to recognize his emotional state is acquired by younger students with the help of such educational tasks that require children to identify themselves with others.

A lot depends on the teacher. Only his deepest and sincere emotion, empathy and heartache can touch the souls of the students.

Thus, systematic work on moral education in the process of working on a literary work makes it possible to raise the level of moral education of younger students, to educate them in kindness, honesty, a sense of duty, responsibility; to form a sense of patriotism; learn to respect people.

List of used literature

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.Babansky Yu.K. Pedagogy: A course of lectures - M .: Education. 2000.

4.Babayan A.V. On moral education / A.V. Babayan, N.G. Debolsky // Pedagogy. - 2005. - No. 2. - S.67-78.

5.Bozhovich L.I. On the moral development and education of children // questions of psychology - M .: Education, 2005.

.Bondyrev N.I. Moral education of schoolchildren - M: Education, 2001.

7.Vinogradova N. A. Preschool education: Dictionary of terms / N. A. Vinogradova. - M.: Airms-press, 2005. - 400s.

8.Volkogonova O.D.,. Fundamentals of Philosophy: Textbook / O.D. Volkogonov, N. M. Sidorova. - M.: Forum, 2006. - 480s.

9.Education of the student's personality in moral activity: Method of recommendation / Om. state ped. in - t named after Gorky - Omsk: OGIPI, 1977

10.Dal V.I. Explanatory dictionary of the living Great Russian language - M .: 1999, vol.

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.Kozlov E.P. Education of the moral consciousness of schoolchildren. M.: Enlightenment. 2003.

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Attachment 1

"Brothers Cyril and Methodius - the creators of the Slavic alphabet" (Grade 4)

Purpose: to form an idea of ​​the history of the creation of the Slavic alphabet.

Lesson objectives:

Educational: to inform the initial ideas about the holy Equal-to-the-Apostles Cyril and Methodius, the enlighteners of the Slavs and the creators of the Slavic alphabet;

Developing: develop cognitive processes and creative abilities;

Educational: to promote the development of spiritual and moral qualities.

Type of lesson: a lesson in the assimilation of new knowledge.

Methods: explanatory and illustrative.

Forms of organization: individual, frontal.

Equipment: image of Saints Equal-to-the-Apostles Cyril and Methodius, geographical map, excerpts from the historical sources "The Tale of Bygone Years" and "The Life of Constantine-Cyril".

During the classes:

Organizing time.

Introduction to the problem.

Solve the riddle.

Not a bush, but with leaves, not a shirt, but sewn, not a man, but tells.

This is a book.

Since childhood, we get used to the letters of our alphabet and do not think about how we manage to convey any sounds and words. We learn a lot of new and interesting things from books. Our parents read books to us when we were little. When we went to school, we ourselves learned to read and write.

It's hard to believe, but once upon a time we didn't have printed books.

There was a time when our ancestors, the Slavs, did not have a written language. They didn't know the letters. They wrote letters, but not in letters, but in drawings. So they were called ... / picture letters /. Each object of our ancestors meant something, symbolized. For example, one ancient chronicle says: “The Khazars found glades in the forests, and the Khazars said: “Pay tribute to us.” They thought about the clearing and gave each hut a sword. The Khazars carried this tribute to their prince and elders. The Khazar elders said: “This tribute is not good, we found it with one-sided weapons - sabers, and these weapons have double-edged weapons - swords, they will take tribute from us and others.”

In a narrow monastery cell,

In four blank walls

About the land of ancient Russian

The story was written by a monk.

He wrote in winter and summer,

Illuminated by dim light.

He wrote from year to year

About our great people.

What is the name of the record of events by year? (Chronicle)

What is the name of one of the first chronicles in Russia? ("The Tale of Bygone Years")

What was the name of the chronicler who wrote it? (Nestor)

He wrote in letters. When did letters appear?

It is believed that already in the 9th century there were books written in "Russian letters". But they did not reach us. And books of a later period were already written in the letters of the Old Slavonic alphabet "Cyrillic".

Why was she called that? (children's answers)

(Audio bell sounds)

The bell ringing is spreading.

They are glorified for their work.

Remember Cyril and Methodius,

In Belarus, in Macedonia,

In Poland, Czech Republic and Slovakia,

In Ukraine, Croatia, Serbia.

Praise the feat of the first teachers,

At school, they did not always teach literacy the way they teach now. Here is how Natalya Konchalovskaya describes learning in Russia.

In the old days, children learned

They were taught by a church clerk.

Came at dawn

And they repeated the letters like this:

A yes B - like Az and Buki,

V - as Vedi, G - verb.

And a teacher for science

I beat them on Saturdays.

So weird at first

Our letter was!

Here's what pen wrote -

From the goose wing!

This knife is not without a reason.

It was called "pencil":

They sharpened their pen,

If it wasn't spicy.

It was difficult to get a diploma

Our ancestors in the old days,

And the girls were supposed to

Don't learn anything.

Only boys were taught.

Deacon with a pointer in his hand

In a singsong voice I read books to them

In Slavonic.

What did you learn from this poem?

What language were books read at that time?

Where did the Slavic alphabet come from? This is what we're going to talk about today in class.

The main stage of the lesson.

There was a time when the Slavic peoples were illiterate, unable to read and write. They did not even have an alphabet, the letters of which could be used when writing. The alphabet for the Slavs was compiled, helped to learn to read and write - Saints Cyril and Methodius. In general, Slavic writing has an amazing origin. Thanks to the monuments of Slavic writing, we not only know up to a year about the beginning of the appearance of the Slavic alphabet, but also the names of the creators and their biography.

What are these monuments of Slavic writing?

(On the board: "The Life of Constantine-Cyril", "The Life of Methodius", "A Praise to Cyril and Methodius", "The Tale of Bygone Years".)

Across wide Russia - our mother

The bell ringing is spreading.

Now brothers Saints Cyril and Methodius

They are glorified for their work.

Remember Cyril and Methodius,

Brothers glorious, equal to the apostles,

In Belarus, in Macedonia,

In Poland, Czech Republic and Slovakia,

Praise the wise brothers in Bulgaria,

In Ukraine, Croatia, Serbia.

All nations that write in Cyrillic,

What are called from ancient times Slavic,

Praise the feat of the first teachers,

Christian enlighteners.

From the biographies of the creators of Slavic writing, we know that the brothers were from the city of Thessalonica. Now this city is called Thessaloniki. Let's find it on a map. Byzantium ended here, and then came the vast lands of the Slavs, our ancestors.

Methodius was the eldest of seven brothers, and the youngest was Constantine. Constantine was educated at the court of the Emperor of Constantinople. A brilliant career awaited him, but he chose to retire to a monastery. But Konstantin did not manage to spend much time in solitude. As the best preacher, he was often sent to neighboring countries. These trips were successful. Once, traveling to the Khazars, he visited the Crimea. There he baptized up to two hundred people, and also took with him the captive Greeks released to freedom.

But Konstantin was in poor health, and at the age of 42 he became very ill. Anticipating his near end, he became a monk and changed his worldly name Konstantin to the name Cyril. After that, he lived another 50 days, said goodbye to his brother and students, and quietly died on February 14, 869.

Methodius outlived his brother by 16 years. Enduring hardships, he continued the great work - the translation into Slavic of sacred books and the baptism of the Slavic people.

And now let's turn to historical sources from which we can learn about the beginning of Slavic writing. Let us turn to the main witness of the initial history of Russia, The Tale of Bygone Years.

(Students read the passage with the teacher's comments)

From this passage we learn that once the Slavic princes Rostislav, Svyatopolk and Kotsel sent ambassadors to the Byzantine king Michael. The tsar called to himself two learned brothers Constantine and Methodius and sent them to the Slavic land.

This happened in 863. This is where Slavic writing originates from.

Now let's turn to another source. This is the Life of Constantine-Cyril. Here, too, the request of the Moravian prince Rostislav to send a teacher who can expound the faith in the Slavic language is described.

(Reading by students with teacher's comments)

In the life of Constantine-Cyril, we see that the creation of the Slavic alphabet by him is described as a great miracle and revelation of God.

And the alphabet was called Cyrillic. The oldest book in Russia, written in carillic - the Ostromir Gospel of 1057. This Gospel is stored in St. Petersburg, in the State Russian Library named after M.E. Saltykov-Shchedrin.

Cyrillic existed almost unchanged until the time of Peter the Great. Under him, changes were made to the styles of some letters, and 11 letters were excluded from the alphabet.

In 1918, the Cyrillic alphabet lost four more letters: yat, i (i), izhitsu and fita.

Research activity.

(Group work)

Before you is a fragment of the daily workers' newspaper "Pravda" No. 1 dated April 22, 1912. In it, we see that such letters as - er -, -er-, -yat- were still used. The letter -yat- was called the letter "drenched in tears of countless generations of Russian schoolchildren"; how long did it exist? What did the letters er - and er- stand for and how were they read?

Give an answer by studying fragments of articles by A. Leontiev

“About a thousand years ago, in the era of Kievan Rus, all the syllables of the Russian language ended in a vowel sound. For example, the word sheep had three syllables and it was written like this: sheep. The letter ь (er) in the Old Russian language denoted a short vowel sound similar to (i). Therefore, the word mouse then sounded like a mouse, five - like five. And the letter ъ (ep) was also not always a "silent" solid sign. In ancient Russian times, it denoted a sound intermediate between (y) and (s). And the words were written like this: ram, son (sleep), pulk (regiment). By the way, this sound and letter were preserved in the related Bulgarian language. The name of the country is spelled like this: Bulgaria.

L.V. Uspensky "Word about words" ch. “The letter-scarecrow and its rivals” (Didactic material. L.Yu. Komissarova, R.N. Buneev, E.V. Buneeva, for the textbook “Russian language”, grade 4).

“Everyone has probably heard about the scarecrow letter, the scarecrow letter, about the famous “yat”, drenched in tears by countless generations of Russian schoolchildren. However, not everyone now knows what it was. In our current letter, there are two signs for the sound "e": - e - and-e -, or -e reversed: But until 1928, there was one more letter -e- in the Russian alphabet:

For reasons that will now seem completely unclear to you, the word seven was written exactly like this: seven, and the word smya is completely different, through yat-.

Take a look at this short list of examples.

In a shallow pond, write with chalk. The firs are high and we ate soup. This is not my cat, this cat is dumb.

In the examples of the right column, instead of the letter - e-before, it was always written -yat-.

Try, saying these sentences several times in a row, to hear the difference in the sounds -e- in the left and right columns.

The work program of extracurricular activities in the spiritual and moral direction

moral lessons

Explanatory note……………………………………………………….3

Planned results of mastering the program of extracurricular activities "Lessons of morality" by students……………………………………….7

Curriculum plan………………………………………………….15

References…………………………………………………………..26

Appendix……………………………………………………………… …27

Explanatory note

The problem of spiritual and moral education in the conditions of modern society has acquired special significance. The loss of moral guidelines, the depreciation of such concepts as conscience, honor, duty, led to negative consequences in society: social orphanhood, increased criminality and drug addiction among adolescents, loss of positive motivation for learning.The Concept of Spiritual and Moral Development and Education of a Russian Citizen defines the modern national educational ideal. ithighly moral, creative, competent citizen of Russia, accepting the fate of the Fatherland as his own, aware of the responsibility for the present and future of his country, rooted in the spiritual and cultural traditions of the multinational people of the Russian Federation .

Work on spiritual and moral education should begin at primary school age with the acquaintance of children with moral norms and rules of behavior and the formation of moral habits. In the children's team, the child has the opportunity to test his knowledge, ideas and inclinations of a moral order on his own experience, which ensures the transition of external moral requirements into internal ones.

Relevance The program is determined by the fact that one of the most important tasks of education at the present time is the development by children of the spiritual values ​​accumulated by mankind. The level of a person's morality is reflected in his behavior, which is controlled by his inner motives, his own views and beliefs. The development of such views, beliefs and habits is the essence of moral education.

Novelty program is that it is aimed at supporting the formation and development of a highly moral, creative, competent citizen of Russia. The program ensures the implementation of one of the areas of spiritual and moral education and development: the education of moral feelings and ethical consciousness of a junior schoolchild.

The program "Lessons of morality" is based on the program of E. Kozlov, V. Petrova, I. Khomyakova "The ABC of morality", and can be implemented by an elementary school teacher in cooperation with parents. It is possible to attract interested students and teachers of additional education. The teacher conducts classes outside of school hours once a week. The class is attended by the whole class or a group of students 8 - 10 people.

"Lessons in Morality" should be emotional, based on involuntary attention and memory, include game elements. It is necessary to use bright visualization and electronic resources. As homework, children can be encouraged to complete a drawing, read a book or a story with their parents. It is important to acknowledge everyone who completed their homework. In the lessons of morality, the activity of the student, his participation in discussions of life situations is important. These are the lessons of clarification, explanation and teaching. The main task of the teacher is to awaken the child's interest in the inner world of a person, to make them think about themselves and their actions, their moral essence.

The program includes 135 lessons of 35 - 45 minutes and is designed for four years of study.

Target programs : education of moral feelings and ethical consciousness in younger students.

Tasks :

To form initial ideas about moral norms and rules of moral behavior, about ethical norms of relationships in the family, between generations, ethnic groups, carriers of various beliefs, representatives of social groups.

To promote the assimilation of the rules of conduct in an educational institution, at home, on the street, in a settlement, in public places, in nature.

To reveal the essence of moral actions, behavior and relationships between people of different ages on the basis of mutual assistance and support.

To teach the techniques and rules of conducting a discussion, to express one's opinion with reason and to listen carefully to the opinion of the interlocutor.

Classes are held in the form of lessons, trainings, extracurricular activities and game programs that allow students to gain experience in moral behavior.

The implementation of the program involves the formation of an initial idea of ​​the basic values ​​of national culture in the process of conducting conversations, excursions, correspondence trips, participation in creative activities, such as theatrical productions, literary and musical compositions, art exhibitions, watching videos.

The program is based on the following principles of spiritual and moral development and education:

The principle of orientation to the ideal. The ideal is the highest value, the perfect state of a person, family, school team, social group, society, the highest norm of moral relations, an excellent degree of moral understanding of what is due. Ideals determine the meanings of education, what it is organized for. Ideals are preserved in traditions and serve as the main guidelines for human life, spiritual, moral and social development of the individual.

Axiological principle . Values ​​determine the main content of the spiritual and moral development and education of the personality of a younger student.The principle of following a moral example . Following the example is the leading method of moral education. The content of extracurricular and extracurricular activities should be filled with examples of moral behavior. An example as a method of education allows you to expand the moral experience of the child, encourage him to internal dialogue, awaken moral reflection in him, provide the opportunity to choose when building his own system of value relations, and demonstrate to the child the real possibility of following the ideal in life.

The principle of identification (personification). Identification - a stable identification of oneself with a significant other, the desire to be like him. At primary school age, the figurative-emotional perception of reality prevails, the mechanisms of imitation, empathy, and the ability to identify are developed.

The principle of dialogical communication. Dialogic communication between a junior schoolchild and peers, parents (legal representatives), a teacher and other significant adults plays an important role in the formation of value relations. The development of a person's own system of values, the search for the meaning of life is impossible outside the dialogical communication of a person with another person, a child with a significant adult.

The principle of polysubjectivity of education. In modern conditions, the process of development and education of the individual has a poly-subjective, multi-dimensional activity character. The younger student is included in various types of social, informational, communicative activity, the content of which contains different, often conflicting values ​​and worldviews.

The principle of system-activity organization of education. Education, aimed at the spiritual and moral development of students and supported by the whole way of school life, includes the organization of educational, extracurricular, socially significant activities of younger students. Integration of the content of various types of activities of students within the framework of the program of their spiritual and moral development and education is carried out on the basis of educational ideals and values.

These principles define the conceptual basis of the way of school life. In itself, this way of life is formal. The teacher gives him vital, social, cultural, moral strength.

Planned learning outcomes for students

extracurricular activities "Lessons of morality"

The upbringing of moral feelings and ethical consciousness among junior schoolchildren as a direction of spiritual and moral development and education of students should ensure the appropriation of appropriate values ​​by them, the formation of knowledge, initial ideas, experience of emotional and valuable comprehension of reality and social action in the context of the formation of the identity of a citizen of Russia.

During the implementation of the program "Lessons of morality" students will achieve educational outcomes and effects.

Educational results are divided into three levels.

First level of results - the acquisition by students of social knowledge (about moral norms, socially approved and disapproved forms of behavior in society, etc.), a primary understanding of social reality and everyday life. To achieve this level of results, the interaction of the student with his teachers as significant carriers of positive social knowledge and everyday experience is of particular importance.

Second level of results - obtaining by students the experience of experiencing and a positive attitude to the basic values ​​of society, a value attitude to social reality as a whole. To achieve this level of results, the interaction of students with each other at the level of the class, educational institution, i.e. in a protected, friendly environment in which the child receives the first practical confirmation of the acquired social knowledge, begins to appreciate them.

Third level of results - obtaining by students the initial experience of independent social action, the formation of socially acceptable models of behavior in the younger student. Only in independent social action does a person really become a citizen, a social worker, a free person. To achieve this level of results, the interaction of the student with representatives of various social actors outside the educational institution, in an open public environment, is of particular importance.

With the transition from one level of results to another, educational effects increase significantly:

at the first level, education is close to learning, while the subject of education as a teaching is not so much scientific knowledge as knowledge of values;

at the second level, education is carried out in the context of the life of schoolchildren and values ​​can be assimilated by them in the form of individual morally oriented actions;

At the third level, the necessary conditions are created for the participation of students in morally oriented socially significant activities and for them to acquire elements of experience in moral behavior and life.

The transition from one level of educational results to another should be consistent, gradual, this must be taken into account when organizing the education of the socialization of younger students.

In the first grade, children are especially receptive to new social knowledge, they strive to understand the new school reality for them. The task of the teacher is to support this trend, to promote the child's achievement of the first level of results by the educational forms used by him.

In the second and third grade, as a rule, the process of development of the children's team is gaining strength, the interpersonal interaction of younger students with each other is sharply activated, which creates a favorable situation for achieving the second level of educational results. By the fourth grade, the junior schoolchild has a real opportunity to enter the space of social action, that is, to achieve the third level of educational results.

Achieving three levels of educational results ensures the emergence of significant effects spiritual and moral development and education of students - the formation of the foundations of Russian identity, the appropriation of basic national values, the development of moral self-consciousness, the strengthening of spiritual and socio-psychological health, a positive attitude to life, trust in people and society, etc.

by the end of grade 1 learners should know:

1. The difference between the concepts of "ethics" and "etiquette".

2. Rules of politeness and beautiful manners.

3. Commandments and related parables.

Be able to:

1. Respect yourself, believe in your strengths and creative abilities, recognizing this right for others.

2. Observe table etiquette, behave with dignity in public places.

3. Adhere to the "golden rule" in dealing with others.

4. Be kind.

5. Keep the commandments.

6. Have compassion for animals, do not offend them.

7. Adhere to the daily routine, be able to organize your work at home.

8. Be neat, keep order in your workplace, keep your books and notebooks clean.

9. Do not forget at home school supplies, books, notebooks needed for scheduled lessons.

As a result of the passage of program material by the end of grade 2 learners should know:

1. Etiquette requirements for oral and written invitations and communication with guests.

2. Commandments and rules of etiquette.

3. About kindness and cruelty, respect for elders and arrogance, reflected in fairy tales (“A devoted friend” by O. Wilde, “A bag of apples” by V. Suteev, “The girl who stepped on bread” by G. X. Andersen).

4. Aphorisms.

Be able to:

1. Keep the commandments.

2. Observe etiquette in the theater, cinema, at the exhibition, in the museum, on the street.

3. Perform communication.

4. Write an invitation, meet guests, entertain them, behave properly at a party, give and receive gifts.

5. Perform mental exercises as one of the ways of self-control in self-education.

As a result of the passage of program material by the end of grade 3 learners should know:

1. Previously studied commandments and aphorisms.

2. What should be a well-mannered person.

3. Etiquette requirements for conversation, including talking on the phone.

4. A summary of the parables and fairy tales read in the lessons in support of their moral convictions.

5. Proverbs about friendship, fidelity to a given word, kindness, gratitude.

6. Rules of polite refusal, disagreement. How to contact different people.

Be able to:

1. Follow the rules of politeness and beautiful manners.

2. In practice, apply the methods of self-education and self-control.

3. Be able to talk on the phone, following the rules of etiquette.

4. Respect someone else's opinion, while disagreeing with it.

5. Show tact and goodwill in communication.

6. Be compassionate to the grief of others.

7. Do not offend animals and birds.

8. Distinguish between good and evil, give a correct assessment of the actions of literary heroes, be able to mentally put yourself in a similar situation.

9. Show positive moral qualities in worthy behavior, deeds.

As a result of the passage of program material by the end of grade 4 learners should know:

1. Rules of ethics and culture of speech.

2. Requirements for manners, what distinguishes correct behavior from gallant.

3. About the sources of our moral knowledge.

4. On conscience as the basis of morality.

5. Testaments of ancestors. "Instruction" by V. Monomakh.

6. Poems about the motherland (optional).

7. Aphorisms.

8. About the benefits of patience, endurance, the ability to foresee the consequences of one's actions.

Be able to:

Distinguish between good and bad deeds.

To embody their ethical knowledge in everyday behavior, in habits.

Treat parents, elders, peers and younger with respect.

Fulfill the commandments.

Give a correct assessment of the actions of literary heroes and peers, be able to mentally put yourself in a similar situation.

Students will develop universal learning activities, namely:

Personal universal learning activities:

The graduate will have:

Orientation in the moral content and meaning of both one's own actions and the actions of people around;

Knowledge of basic moral standards and orientation to their implementation;

Development of ethical feelings - shame, guilt, conscience as regulators of moral behavior;

Empathy as understanding the feelings of other people and empathy with them;

The graduate will have the opportunity to form:

- moral consciousness at the conventional level, the ability to solve moral dilemmas based on taking into account the positions of partners in communication, focusing on their motives and feelings, stable adherence to moral norms and ethical requirements in behavior;

- empathy as a conscious understanding of the feelings of other people and empathy for them, expressed in actions aimed at helping and ensuring well-being.

Regulatory universal learning activities:

The graduate will learn:

Accept and save the learning task;

Take into account the guidelines for action identified by the teacher in the new educational material in cooperation with the teacher;

Plan your actions in accordance with the task and the conditions for its implementation, including in the internal plan;

Adequately perceive the proposals and assessment of teachers, comrades, parents and other people;

Make the necessary adjustments to the action after its completion based on its assessment and taking into account the nature of the mistakes made, use suggestions and assessments to create a new, more perfect result, use a record (fixation) in digital form of the progress and results of solving the problem, own sounding speech in Russian, native and foreign languages;

Cognitive universal learning activities:

The graduate will learn:

Search for the necessary information to complete educational tasks using educational literature, encyclopedias, reference books (including electronic, digital), in the open information space, including the controlled space of the Internet;

Build messages in oral and written form;

To carry out the analysis of objects with the allocation of essential and non-essential features;

Communicative universal learning activities:

The graduate will learn:

Adequately use communicative, primarily speech, means to solve various communicative tasks, build a monologue statement, own a dialogic form of communication;

Allow for the possibility of people having different points of view, including those that do not coincide with his own, and focus on the position of a partner in communication and interaction;

Take into account different opinions and strive to coordinate various positions in cooperation;

Formulate your own opinion and position;

Negotiate and come to a common decision in joint activities, including in situations of conflict of interest;

To assess the planned results of mastering the program "Lessons of morality" it is recommended to use the diagnostic tools included in the manual "How to design universal educational activities in elementary school: from action to thought".

Criteria

Indicators

Meters

Formation of moral norms and rules of conduct

Knows the basic moral norms and rules of conduct

Diagnostics of moral upbringing:

Diagnosis of moral self-esteem;

Diagnostics of ethics of behavior;

Diagnosis of attitude to life values;

Diagnostics of moral motivation.

Observations of teachers and parents.

Complies with moral standards and rules of conduct

Methodology for studying the level of education.

Observations of teachers and parents

Oriented in the moral content and meaning of their own actions and the actions of those around them

Questionnaire "Evaluate the act"

(differentiation of conventional and moral norms,

according to E. Turiel, modified by E. A. Kurganova and O. A. Karabanova, 2004).

observation of teachers and parents.

To evaluate the effectiveness of the program "Lessons of morality" in application diagnostic materials and test tasks for each section are given.

Educational and thematic plan

1 class

Tasks:

1. To acquaint children with universal norms of morality.

2. Teach the techniques and rules for conducting a discussion, respect yourself and your friend.

3. To instill in students the desire to be a cultured person in society, to be neat, organized, polite.

p/p

Name of sections and topics.

Qty

hours

theoretical

Practical

Section #1

Rules of conduct at school

6

Rules of conduct in the classroom and during the break.

+

Rules of conduct in public places.

+

Wardrobe rules.

+

Rules of conduct in the dining room.

+

Rules of conduct in the library.

+

Rules of conduct in the school yard.

+

Section #2

About being kind to people

10

What is good and evil.

+

What is good and evil.

+

"If you are polite."

+

"If you are polite."

+

Good and bad deeds.

+

Good and bad deeds.

+

You and your friends.

+

You and your friends.

+

+

Remember others - you are not alone in the world.

+

Section #3

How to be industrious

7

"Learning is light and ignorance is darkness".

+

+

"How to be diligent and diligent."

+

Our work in the classroom

+

Our work in the classroom

+

My work every day at home.

+

My work every day at home.

+

Section 4

Rules of neatness and accuracy.

5

Appearance culture.

+

Appearance culture.

+

Every thing has its place.

+

Every thing has its place.

+

Know how to value your own and other people's time.

+

Section 5

Rules of conduct on the street and at home.

2

+

How to behave on the street and at home.

+

Section 6

School etiquette.

3

+

How to greet people and get to know them.

+

What have moral lessons taught us?

+

Grade 2

Tasks:

1. Introduce the rules of politeness and beautiful manners.

2. To teach the commandments of morality, the fulfillment of promises, etiquette in the theater, cinema, at an exhibition, in a museum.

3. Teach the rules of conduct at a birthday party.

p/p

Name of sections and topics.

Qty

hours

theoretical

Practical

Section #1

Communication culture

9

Etiquette (review).

+

Oral and written birthday invitation.

+

+

Meeting and entertaining guests.

+

Away behavior.

+

Away behavior.

+

How to give gifts.

+

How to give gifts.

+

Section #2

4

Commandments.

+

Commandments.

+

I gave you my word, keep it.

+

I gave you my word, keep it.

+

Section #3

Friendly relations

11

+

“Everyone needs friendship. Friendship is strong with loyalty.

+

Dedicated friend.

+

About kindness and heartlessness.

+

About kindness and heartlessness.

+

About respect for elders.

+

About envy and modesty.

+

About envy and modesty.

+

About kindness and cruelty.

+

In the world of wise thoughts.

+

In the world of wise thoughts.

+

Section 4

understand another

10

golden rules.

+

golden rules.

+

+

We learn to understand the mood of another by external signs.

+

+

About tactful and tactless behavior.

+

+

We learn to find the good in a person, even if we do not like him.

+

In the world of wise thoughts.

+

Review of the ethics course for the year.

+

3rd grade

Tasks:

1. Facilitate the assimilation by younger students of the range of duties and rules of conduct at school and at home.

2. To teach to distinguish between good and evil, to give a correct assessment of various actions, to respect someone else's opinion, being in disagreement with it.

3. To reveal the essence of the correct polite refusal, disagreement of communication with different people, compassion for someone else's grief.

p/p

Name of sections and topics.

Qty

hours

theoretical

Practical

Section #1

Communication culture

9

Conversation etiquette.

Reaching out to different people.

+

Reaching out to different people.

+

Polite refusal, disagreement.

+

etiquette situations.

+

etiquette situations.

+

Aphorisms.

+

Talking on the phone.

+

We play the role of an educated person.

+

Section #2

self-education

7

What does it mean to be polite?

+

+

My strengths and weaknesses.

+

The importance of small pleasures.

+

+

About good and bad habits.

+

Aphorisms about self-education.

+

Section #3

Universal norms of morality

10

Commandments: how we fulfill them.

+

+

About compassion and cruelty.

+

You can't lie, but if...?

+

You can't lie, but if...?

+

+

Is wealth always happiness?

+

Hurry to do good.

+

Hurry to do good.

+

You can't even pull a fish out of a pond without difficulty.

+

Section #4

How can the heart express itself?

How can someone else understand you?

8

How can the heart express itself?

In a difficult situation, we will try to figure it out.

“And sympathy is given to us, just as grace is given to us.”

"Think well - and thoughts ripen into good deeds."

Dialogues about good manners, good and evil.

Aphorisms.

What We Learned in Ethics Classes.

4th grade

Tasks:

1. To acquaint children with the concept of a correct and gallant person, with the moral content of ancient myths, aphorisms.

2. Teach the techniques of self-control and self-education.

3. To reveal the essence of moral deeds, behavior and relationships between people, positive moral qualities in decent behavior.

p/p

Name of sections and topics.

Qty

hours

theoretical

Practical

Section #1

Communication culture

9

Traditions of communication in the Russian family. "Domostroy".

+

Culture of communication in the modern family.

+

About tolerance for neighbors.

About tolerance for neighbors.

+

Argument culture.

+

etiquette situations.

+

In the world of wise thoughts.

+

In the world of wise thoughts.

+

Section 2

self-education

7

"Know yourself".

+

Self-education.

+

Setting a goal and drawing up a self-education plan for the week.

+

How do I work on myself.

+

About patience.

+

Think about the end of each business before you start.

+

“Illuminate your mind with memory. And reconsider the whole past day.

+

Section 3

Universal norms of morality

10

On the sources of our moral knowledge.

+

Conscience is the basis of morality.

+

"The stronger you are, the better."

+

“I am annoyed that the word honor is forgotten.”

+

Testaments of the ancestors.

+

Russians about love for the Motherland.

Your small home.

+

"My first friend, my priceless friend."

+

Aphorisms about conscience, about the motherland, about friendship.

"Friendliness is the golden key that opens people's hearts."

+

Section 4.

Art and Morality

8

The moral content of ancient myths.

+

For which the people loved Ilya Muromets and honored their epic heroes.

+

Positive heroes in epics and fairy tales.

+

Negative characters in literary works.

+

"Evil, like good, has its heroes."

+

Art and morality.

+

“Here is a man. What do you say about him?

+

Overview of the etiquette course.

+

Program content

1st class (33 hours)

Section 1: Rules of conduct at school (6h)

Rules of conduct in the classroom and during the break. Wardrobe rules. Rules of conduct in the dining room. Rules of conduct in the library. Rules of conduct in the school yard.

Section 2: About a good attitude towards people (10h)

What is good and evil. "If you are polite." Good and bad deeds. You and your friends. Remember others - you are not alone in the world.

Section 3: How to become a hard worker (7h)

"Learning is light and ignorance is darkness". How to be diligent and diligent. Our work in the classroom My work every day at home.

Topic 4: Rules of neatness and accuracy (5h)

Appearance culture. Every thing has its place. Know how to value your own and other people's time.

Section 5: Rules of conduct on the street and at home (2 hours)

How to behave on the street and at home.

Section 6: School etiquette (3h)

2nd grade (34 hours)

Section 1: Culture of communication (9h)

Etiquette (review). Oral and written birthday invitation. Meeting and entertaining guests. Away behavior. How to give gifts.

Section 2: Universal norms of morality (4h)

Commandments. I gave you my word, keep it.

Section 3: Friendly relations (11h)

“Everyone needs friendship. Friendship is strong with loyalty. Dedicated friend. About kindness and heartlessness. About respect for elders. About envy and modesty. About kindness and cruelty. In the world of wise thoughts.

Section 4: Understand the Other (10h)

golden rules. We learn to understand the mood of another by external signs. About tactful and tactless behavior. We learn to find the good in a person, even if we do not like him. In the world of wise thoughts. Review of the ethics course for the year.

3rd grade (34 hours)

Section 1: Culture of communication (9h)

Conversation etiquette. Communication with different people. Polite refusal, disagreement. etiquette situations. Aphorisms. Talking on the phone. We play the role of an educated person.

Section 2: Self-education (7h)

What does it mean to be polite? My strengths and weaknesses. The importance of small pleasures. About good and bad habits. Aphorisms about self-education.

Section 3:

Commandments: how we fulfill them. About compassion and cruelty. You can't lie, but if...? Is wealth always happiness? Hurry to do good. You can't even pull a fish out of a pond without difficulty.

Section 4: How can the heart express itself? How can someone else understand you? (8h)

How can the heart express itself? In a difficult situation, we will try to figure it out. And sympathy is given to us, as grace is given to us. Think well - and thoughts ripen into good deeds. Dialogues about good manners, good and evil. Aphorisms. What did you learn in ethics class?

4th grade (34 hours)

Section 1: Culture of communication (9h)

Traditions of communication in the Russian family "Domostroy". Culture of communication in the modern family. About tolerance for neighbors. Argument culture. etiquette situations. In the world of wise thoughts.

Section 2: Self-education (7h)

Know yourself. Self-education. Setting a goal and drawing up a self-education plan for the week. How do I work on myself. About patience. Think about the end of each business before you start. “Illuminate your mind with memory. And reconsider the whole past day.

Section 3: Universal norms of morality (10h)

On the sources of our moral knowledge. Conscience is the basis of morality. The stronger you are, the better. I am annoyed that the word honor is forgotten. Testaments of the ancestors. Russians about love for the Motherland. Your small home. My first friend, my priceless friend. Aphorisms about conscience, about the motherland, about friendship. Friendliness is the golden key that opens the heart of people.

Section 4: Art and Morality (8h)

The moral content of ancient myths. For which the people loved Ilya Muromets and honored their epic heroes. Positive heroes in epics and fairy tales. Negative characters in literary works. Evil, like good, has its heroes. Art and morality. “Here is a man. What do you say about him? Overview of the etiquette course.

Bibliography

How to design universal educational activities in elementary school: from action to thought: a guide for the teacher / [A.G. Asmolov, G.V. Bumeranskaya, I.A. Volodarskaya and others]: ed. A.G. Asmolova.- M.: Enlightenment, 2008.- 151 p.

The concept of spiritual and moral development and education of the personality of a citizen of Russia [Text] - M .: Education, 2011. 25 p.

Kozlov E., Petrova V., Khomyakova I. ABC of morality. / E. Kozlov, V. Petrova, I. Khomyakova // Education of schoolchildren.-2004-2007.- No. 1-9.

Approximate basic educational program of primary general education [Text] / compiled by E.S. Savinov .- M .: Education, 2010. 204 p.

Approximate program of education and socialization of students 9 primary general education) [Text] - M .: Education, 2009. 50 p.

Suslov V.N. Etiquette learning the rules of conduct. 1-4 classes. Tests and practical tasks / VN Suslov. - M.: Enlightenment, 2010. 68 p.

Tislenkova I.A. Moral education: for the organizers of educational work and class leaders / I.A. Tislenkova. - M.: Education, 2008. 108 p.

Federal State Educational Standard of Primary General Education [Text] - M .: Education, 2009. 41 p.

Cheremisina, V.G. Spiritual and moral education of children of primary school age [Text] / comp. V. G. Cheremisina. - Kemerovo: KRIPKiPRO, 2010. - 14-36.

Shemshurina, A.I. Ethical grammar [Text] / A.I. Shemshurin. - M .: Research Institute of Theory and Methods of Education, 1994. - 140p.

Application

Test for knowledge of the rules of behavior in public places (Grade 1)

This test will show you how much you know the rules of behavior in public places, whether you behave culturally.

Should umbrellas, briefcases, large bags, etc. be taken to the cloakroom (in a museum, at an exhibition)?

1) follows if they are accepted into the wardrobe

2) you shouldn't if they don't bother you

3) should

Can you touch museum exhibits?

1) you can, if you are sure of the strength of the material from which they are made

2) undesirable

3) under no circumstances

Is a noisy expression of delight permissible in a museum, at an exhibition?

1) acceptable

2) undesirable, in any case, restraint is preferable

3) noisy behavior is acceptable everywhere

Do I need to listen to the guide if his story is not interesting to you?

1) need

2) not needed

3) you should try to make it clear to the guide that his story is not exciting enough

Do I need to come to the theater, to the concert in advance?

1) not needed

2) need

3) desirable but not required

What clothes do they wear to the movies?

1) dressed up

2) in sports

3) in everyday life

What is the best thing to wear when going to the theatre?

1) sweater and jeans

2) light low-cut clothes

3) smart clothes for the season

4) preferably a trouser suit

Is it possible to appear in the theater in a dress with an open back?

1) yes

2) no, the dress can only have a neckline on the front

3) for the theater, a dress without a neckline is preferable

Do you have to take off your hat at the cinema?

1) both the boy and the girl must

2) at the discretion of the boy and girl

3) a boy - definitely, a girl - if she has a high hairstyle or a big hat (hat)

4) for a girl - necessarily, for a young man only a fur hat and a hat (you can not take off a cap, beret and a knitted hat)

Can a girl wear a headdress in the theater?

1) no

2) as much as you like

3) in any, except for a fur hat

4) only in a small, which is part of an evening dress

How do they walk down the row in front of the seated spectators?

1) back to those sitting, leaning forward so as not to block the stage

facing the seated

2) sideways to those sitting, leaning forward so as not to block the stage

Should one apologize to those sitting in the theater, in the cinema, passing through the middle of the row?

1) follows

2) should not

3) desirable

Should you thank those who stood up to let you in to your seat at the cinema?

1) necessarily

2) desirable

3) should not

Is it possible to occupy both armrests of a chair in a cinema?

1) you can, if you have time to do it first

2) desirable

3) undesirable

Is it possible to ask for binoculars and a program from a neighbor in a row?

1) you can - there is nothing special about it

2) you can’t - everyone buys the program and binoculars himself

3) at your discretion

Is it possible to applaud when the curtain has not yet risen?

1) can

2) can't

3) undesirable

Is it possible to applaud when the curtain is up and the performance is about to begin?

1) can't

2) undesirable

3) you can - as a sign of approval of the scenery

Can I comment on the play?

1) you can, if your neighbors are interested

2) undesirable if you are not sure about the reaction of your neighbors

3) you can not - wait for the intermission

Is it possible to sing along with artists at a concert, in a theater?

1) you can if you have good hearing and voice

2) preferably - to cheer up the artists

3) can't

Is it possible to eat in the lobby (besides the buffet)?

1) can

2) undesirable

3) can't

How to express your delight from the concert?

1) loud whistling and stamping of feet

2) shouting "bravo" and standing up

How to show your disapproval in connection with the content of the play or the performance of the actors?

1) whistle and stomp your feet

2) get up and leave the room immediately

3) be silent and not applaud

Is it possible to go to the wardrobe if the curtain has not come down?

1) can

2) can't

3) allowed in extreme cases if you are in a hurry for the train or the last bus

4) at your discretion

1.Choose and underline the correct answer (or write down your own).

Counts. 1. Greetings.

2. Parting words.

3. Words of apology.

4. Words of gratitude.

5. Words of request.

1

2

3

4

5

Words on cards

Thanks

Please

Thanks to

Hello

Good afternoon

Sorry

please

Goodbye

Sorry

Good evening

Be kind

It's a pity

Very grateful

Good morning

See you

If it doesn't bother you

Can you help me

I'm glad to see you

I'm really sorry

Farewell

You have five beautiful postcards. You need to split them between you and your sister. How will you do:

- give all the cards to your sister;

- give her one postcard;

- you will offer her to choose 1 - 2 postcards herself;

- choose your own postcards, and give the rest to your sister;

- _________________________________________ .

2. write down answers.

2.1. You found the money that your friend lost. What would you do?

____________________________________________________________ .

2.2. At home you told about this case. What would your loved ones say?

mother ____________________________________ ;

dad _____________________________________ ;

grandmother __________________________________ ;

grandfather __________________________________ .

3. Choose correct answer and underline his.

What do you like most often:

joyful;

evil;

calm;

crying;

laughing;

dissatisfied;

(write down another word for your state).

Assignments for the section "About a good attitude towards people." (1 class)

1. Choose the right answers and underline his.

Kindness is:

good attitude towards others, desire to help them;

desire and desire to help only close relatives or a friend;

desire and desire to help any person;

the ability to do nothing;

unwillingness to be kind.

2. Finish sentence:

A benevolent person is always __ .

How can you call such a person who strives to do good, wishes good to others? _________________ .

3. Remember fairy tales where characters (heroes) act, wishing good to others.

Name the story.

Name good heroes.

Name the bad guys

Explain why some can be called good and others unkind.

Let's show how children build their arguments using the example of the fairy tale "Cinderella".

Fairy is kind. She pleased Cinderella with a trip to the ball.

The stepmother and her two daughters are unkind. They are (fill in the offer) _______________

Make drawings for fairy tales.

4. Tell a case from your life: who and how did you good; How did you help someone else?

5. What children's books do you know that tell about good deeds. name and write the names of the heroes.

6. Cross out extra:

wish well

sympathize

empathize

steal

7. Insert missing letters in the cells: d_br_desirable.

8. come up with a short story in which Pinocchio is sad because he does not know how to help Malvina, who is in trouble (she fell and soiled her beautiful dress, scratched her leg). Particular attention should be paid to the good deeds and words of Pinocchio: affectionate treatment with a desire to console, real help, etc.

9. Draw your favorite toy. Try to keep her cheerful and kind.

Tasks for the section "Rules of neatness and accuracy." (1 class)

1. Finish suggestions:

Taking care of things is...

We call a thrifty person who...

2. underline correct answer or finish writing his.

You became a magician for one hour and ended up in the school library.

What will you do?

I will “cure” all “sick” books.

I'll look for a comic book.

... (fill in the things you think need to be done).

3.come up with a story about how you and your classmates came to the library to “treat” books. How did you do it? How did the books thank you?

4.1. Name it what is made by a person from the things around you at school, objects.

4.2. List professions of people who made these things and objects.

5. Read the text and answer to a question.

Masha bought a new knapsack. Her desk mate was also presented with a satchel. The children really liked their new bags, they were happy to put school things in them and take them out.

By the end of the second term, Masha's bag was just as beautiful as at the beginning of the school year. Kostya looked at her with envy. His bag was wretched, stained with dirt, with broken and ripped zippers.

Kostya asks Masha: “Why is your bag like new, but I don’t?”

Masha answers: “For me, a satchel is a bag for school books and things, but for you it’s also a ball and a sled, you use it during a fight.”

What word can you call Masha's attitude to her backpack, and what - Bones?

6. Compare the meaning of the words: thrift is greed. How is thrift different from greed?

7. compose tale of greed, think of a name for it, write down it, ending with a conclusion (rule).

8. come up with a short story, showing what sad consequences a person’s inaccuracy in relation to things, books can lead to.

If you can, do to him illustration, i.e. picture.

9. Read the poem and find the basic rule it contains.

Things don't grow on their own.

To do things requires work.

Pencil, notebook, pen,

Desks, boards, table, window,

Book, bag - take care;

Don't break, don't crush, don't tear.

Mobile phone proficiency test? (4th grade)

Now there is a special, "mobile", cellular etiquette, which children must strictly observe. The test will show how well you know "cellular" etiquette.

Do you answer the phone while studying?

- Yes

- No

Is the sound signal on your device set to a low volume?

- Yes

- No

Do you find it inappropriate and harmful to talk on the phone while shopping?

- Yes

- No

Do you have headphones for your mobile phone?

- Yes

- No

Can you talk to strangers?

- Yes

- No

Do you tell the caller where you are?

- Yes

- No

In anticipation of an important call, do you go in advance to a place that is calm for you?

- Yes

- No

Do you think it's wrong to "not hear" warnings to turn off your phone in a movie theater, airplane, etc.?

- Yes

- No

When you talk on the phone, do you look not only at your feet, but also around?

- Yes

- No

You fundamentally do not start a conversation until you leave the elevator, the vestibule of the train?

- Yes

- No

- it depends

Do you think that on a date a mobile phone is a completely superfluous thing?

- Yes

- No

- I don't know

If you are not alone and there are strangers nearby, do you apologize and go to another room to continue the conversation, or ask the caller to call back later?

- Yes

- No

- it depends

A mobile phone for you: an ornament, a piece of jewelry and an element of clothing style?

- Yes

- No

After you said you can't talk right now, do you make sure to turn off your phone?

- Yes

- No

- it depends

If your mobile interlocutor did not turn off the device, but after hearing your voice, interrupted the conversation, you will not immediately call him back?

- I won't

- will

Diagnostics of moral upbringing at the end of grade 4

Method number 1. Diagnostics of moral self-esteem

Instruction. The teacher addresses the pupils with the following words: “Now I will read you 10 statements. Listen carefully to each of them. Think about how much you agree with it (how much it is about you). If you fully agree with the statement, rate the answer 4 points; if you agree more than disagree, rate the answer 3 points; if you agree a little, rate the answer 2 points; If you don't agree at all, rate your answer 1 point. Opposite the question number, put the score by which you rated the statement I read.

Questions:

I am often kind to peers and adults

It is important for me to help a classmate when he is in trouble.

I think it's okay to be intemperate with some adults

There's probably nothing wrong with being rude to someone I don't like.

I find that being polite makes me feel good around people.

I think that you can swear at an unfair remark addressed to me

If someone in the class is teased, then I tease him too

I enjoy making people happy

It seems to me that you need to be able to forgive people for their negative actions.

I think it's important to understand other people, even if they're wrong.

Results processing:

Numbers 3, 4, 6, 7 (negative questions) are processed as follows:

An answer rated at 4 points is assigned 1 unit, 3 points - 2 units, 2 points - 3 units, 1 point - 4 units.

In the remaining answers, the number of units is set in accordance with the score. For example, 4 points is 4 units, 3 points is 3 units, etc.

Interpretation of results:

From 34 to 40 units - a high level of moral self-esteem.

From 24 to 33 units - the average level of moral self-esteem.

From 16 to 23 units - moral self-esteem is at a lower level

average.

From 10 to 15 units - a low level of moral self-esteem.

Method number 2. Diagnosis of ethics of conduct

Instruction. The teacher announces to the children: “I will read you five unfinished sentences. You have to think and complete each of these sentences yourself. There is no need to rewrite the first part of the sentences.

Texts:

1. When I see one of the guys in a ridiculous situation, then I ...

2. If someone laughs at me, then I ...

3. If I want to be accepted into the game, then I...

4. When they constantly interrupt me, I ...

5. When I don't want to communicate with my classmates, I...

Interpretation:

First question. A negative result is manifested if the response contains: indifference, aggression, frivolous attitude. Positive result: help, sympathy.

Second question. Negative result: aggression, various methods of psychological suppression. Positive result: no reaction, withdrawal from the situation; expressing their feelings, opinions without rudeness and aggression.

Third question. Negative result: pressure, aggression, cunning. Positive result: self-affirming behavior based on equal relations, open position.

Fourth question. Negative result: the absence of any reaction, aggression, irritation, threat, pressure. Positive result: expressing your wishes, opinions, feelings, attitudes without aggression and

rudeness.

Fifth question. Negative result: rudeness, aggression, tactlessness. Positive result: tactful, soft, clear statement of your wishes.

Method number 3. Diagnosis of attitude to life values

Instruction. Imagine that you have a magic wand and a list of 10 wishes, from which you can choose only 5. The teacher writes out the list on the board in advance.

A wish list

answers

Be the person you love.

Have a lot of money.

Have the most modern computer.

Have a true friend.

The health of my parents is important to me.

Have the ability to command many.

Have many servants and dispose of them.

Have a good heart.

Learn to empathize and help other people.

Have what others will never have.

Interpretation:

Numbers of negative answers: 2, 3, 6, 7, 10.

Five positive answers is a high level.

4, 3 - average level.

2 - below average.

1, 0 - low level.

Method number 4. Diagnostics of moral motivation

Instruction. I will read you the 4th questions. You need to choose one of the given answers.

Questions:

1. If someone cries, then I:

a) trying to help him;

b) think about what could have happened;
c) I don't care.

2. I play badminton with a friend, a boy of 6-7 years old comes up to us and says that he does not have such a game:

a) I will tell him not to bother;

b) I will answer that I cannot help him;

c) tell him to ask his parents to buy him such a game;

d) promise that he can come with a friend and play.

3. If someone in the company is upset because they lost
in Game:

a) I will not pay attention;

b) I will say that he is a weakling;

c) explain that there is nothing to worry about;
d) I will say that we need to learn this game better.

4. Your classmate was offended by you, you:

a) think about his feelings and what you can do in this
situations;

b) be offended in response;

c) prove to him that he is wrong.

Results processing:

Key of positive answers: 1-a, 2-d, 3-c, 4-a.

4 points - high level;

2, 3 points - average level;

0, 1 point - low level.

I have developed 14 classes on different topics: "To whom happiness comes", "The miracle of a smile", "My mother is the best in the world", "Industriousness. How to become industrious", "How to learn to be kind", "Wealth of kindness", "Human heart", "Friendship", "Pride", "Love", "Brothers and sisters", "Family education" . These notes can be used for extracurricular activities, class hours, use the material in the lessons of the ORKSE.

Download:

Preview:

Wealth of Kindness

Target: help children understand such qualities as generosity, sincerity, kindness, charity.

Lesson progress

1. There is a proverb on the board:

A good deed is happiness.

Have there been times in your life when, having done a good deed, you felt like a happy person?

Who do you think is a rich person?

Would you like to get rich? If you found a treasure, what would you spend it on?

Who should be more generous: the poor or the rich?

Who finds it harder to be generous?

Do you think that if a person shares his wealth, does it decrease?

What is charity? Do you know people who do charity work? Can you participate in charity events? What can each of you do?

2. Work in groups.

What treasures does our earth consist of? Write a few of the most basic and justify why people could not live without these riches.

Performance of groups and discussion of works.

3. Reading the Japanese fairy tale "The poor and the rich."

A rich man and a poor man lived in the same village. The rich man had a lot of money.

Once a rich man called a poor man to his place. The poor man thinks: “I didn’t decide to give me a present. That's what he's calling for." Came and says:

What a blessing it is to have so much money!

What are you! - the rich man answers, - what happiness it is! I thought that the richest man in the village is you! You have two whole wealth: the first is health, and the second is children. And I have only money. What kind of rich am I?

The poor man listened, listened, and thought: “And it’s true, I’m not so poor.” And he went home - to tell the old woman about everything. The old woman just threw up her hands.

Didn't you, old man, know that the greatest happiness is children and health?

We have lived happily ever after! - decided the old people.

Here you and I are what rich people, we gave gifts to all the kids! - the old man and the old woman rejoiced.

Since then they have been nicknamed the rich poor in the village.

4. A conversation about a fairy tale.

What was the old man's real wealth?

What do you think, if the old man found a treasure or received a large inheritance, how would he dispose of his wealth?

Is the rich man in the story really a rich man? Is it possible to say about him that he is rich poor?

Do you think it's better to be rich poor or poor rich? Why?

What kind of person do you consider yourself?

5. Reading the Mansi fairy tale "Bunny"(you can prepare her dramatization)

Lived - there was a bunny. On the lake shore in the sedge he constantly jumped. Once, while eating sedge, he cut his lip. Went to the fire to complain:

Fire, burn the sedge on the lake shore!

What harm did the sedge do to you? the fire asked.

She cut off my lip, - the hare answered.

You have such an insatiable belly, - said the fire.

The hare went to the water and said:

Water, come, put out the fire!

She cut my lip!

The bunny went to two boys with arrows and bows, and said to them:

Children, shoot the water!

What harm did the water do to you?

Water does not come, fire does not extinguish!

What harm did the fire do to you?

The fire does not ignite the sedge on the lake shore!

What harm did the sedge do to you?

She cut my lip.

You have such an insatiable belly!

The bunny went to the mouse and said:

Mouse, mouse, gnaw the string on the bows of the boys so that they could not shoot.

The mouse took pity on the bunny and went to gnaw the string of the bows. But didn't have time. The boys grabbed their bows, pulled the string and shot arrows into the water. The boys shoot into the water - the water comes, the fire goes out to put out. The fire got scared and jumped to the sedge. The sedge caught fire, and the bunny jumps in the sedge. The bunny was confused, ran out of the fire, set his legs and ears on fire.

6. A conversation about a fairy tale. Outcome.

What proverbs came to your mind when you listened to this story?

Have you met such people?

What would you wish them? Can they change? Have you ever wished well for someone? What about evil?

What kind of people would you like to meet more often in your life? Why?

Preview:

Brothers and sisters

Target: develop the ability to empathize, help and support their brothers and sisters, treat them with respect and love, be kind and sensitive.

Lesson progress

1. Conversation.

Do you have brothers and sisters?

Do you think it is better to be one child in a family, or vice versa, to have brothers and sisters?

2. Work in groups.Children are divided into groups. One will name the advantages of living with one child in the family, and the second will name the advantages of living when a child has brothers and sisters.

After the presentation of the groups - the continuation of the conversation.

Are you friends with your brothers and sisters? What are they teaching you? What are you teaching them?

Were there moments when they came to your aid, supported and reassured you?

How did you help them?

Who would you like to have - a brother or a sister? Why?

Who do you think lives easier in the family - older or younger children? Why do you think so?

3. Reading a fairy tale.

A. Stoyanov "Pumpkin"

There were five brothers. Four brothers were tall and stately, and the fifth was small, the size of a pumpkin. That's why they called him Pumpkin. And so the nickname came up to him that no one remembered what his name was. One day the older brothers said:

We have a long way to go. We will meet many people along the way. Why do we need Pumpkin, because of him we will be ridiculed. Let's leave him at home and the four of us will go - we are a match for each other. And they did not take the younger brother.

They walked and walked, and came to a deep river. The elder brother smiled and said:

You see, if Tykovka were with us, we would have to carry him in our arms.

The next evening they entered a dense forest. The second brother said:

If Pumpkin were with us now, he would get lost in the thicket. The long road is for the tall and the strong.

The forest ended, they began to climb the mountain along large boulders. The third brother could not stand it and says:

It's good that Pumpkin stayed at home. We didn't have to drag him on our backs over the boulders.

They walked and walked and lost their way. Around - a wide field. Everywhere, as far as the eye can see, only the grass sways, and the bushes rustle. No mound, no skyscrapers from which you can look around the surroundings. There is a thin tree in the middle of the field, but none of the brothers could climb it. Then the fourth brother said:

This tree cannot withstand tall and strong. Only Pumpkin could have climbed to the top and found his way. I should have taken it with me. We did wrong!

We did wrong! the older brothers answered and lowered their heads guiltily.

4. Conversation.

And what do you think?

How did the elders treat the younger brother? Was it difficult for them to carry him across the river, boulders, help in the dense forest?

Can elders treat younger ones with disdain? Should you consider yourself taller and smarter because you are older?

Can small children be better than older ones in some way? Give an example.

Do you think Pumpkin could make this journey with his brothers?

4. Creative work in groups (4-5 people each)

Come up with your own version of the fairy tale about how Pumpkin helped the brothers during a difficult journey.

5. Summing up the creative work. If the children have not finished the task, you can invite them to complete the work at home and illustrate it.

Preview:

Family upbringing

Target: continue to cultivate attention, respect for parents, understanding and desire to see them as a friend, cultivate kindness, gratitude and the ability to listen to the advice and demands of adults.

Lesson progress

1. Conversation.

Do you think being a mother or father is difficult? When do parents have the hardest time with their children, and when are they happy?

2. Work with proverbs.

Children are good - father-mother's crown;

Hoods - the end of the father-mother.

What do you think, what should be the children to be the "crown" for parents?

What quality of children will make this crown “sparkle and shimmer”? Who does it depend on the most?

3. There are 4 columns on the board :

edification remarks requirements living example of parents

Each child is invited to go to the blackboard and put a “+” in the column that, in your opinion, brings up the best.

Summing up.

In what case, in your opinion, parents can demand? Is it really worth asking anything from your children?

Can good parents raise bad children? What is it coming from?

4. Reading the Kurdish fairy tale "Father and Son".

The father, returning with a ten-year-old son from the field, saw an old horseshoe on the road and said to his son:

Pick up this horseshoe.

Why do I need an old broken horseshoe? the son replied.

The father did not say anything to him and, picking up the horseshoe, went on.

When they reached the outskirts of the city, where the blacksmiths worked, the father sold this horseshoe for three kopecks.

After walking a little more, they saw merchants who were selling cherries. The father bought a lot of cherries from them for the three kopecks that he got for the horseshoe, wrapped them in a scarf, and then, without looking back at his son, continued on his way, occasionally eating one cherry at a time. The son walked behind and looked greedily at the cherries. When they had gone a little way, one cherry fell out of the father's hands. The son quickly bent down, picked it up and ate it.

(You can give the children the opportunity to guess what happened next)

After some time, the father dropped another cherry, and then another, and began to drop one cherry at a time, continuing on his way.

The son bent down at least 10 times, picked up and ate dropped cherries. Finally, the father stopped and, giving his son a handkerchief with cherries, said:

(you can ask the children what the father said)

You see, you were too lazy to bend down once to pick up an old horseshoe, and after that you bent down ten times to pick up the very cherries that were bought for this horseshoe. From now on, remember and do not forget: if you consider easy work hard, then you will meet harder work; if you are not satisfied with the little, you will lose the big.

5. A conversation about a fairy tale.

Did you like your father's educational method?

How do you think he influenced his son? Did the son understand that he was wrong to be too lazy to pick up the old horseshoe?

What would you do if you were in your father's place?

Tell about your parents. What qualities have you acquired thanks to them?

What should children be like so that the hearts of their parents hurt less for them?

6. Creative work.

Draw the heart of your parents.

Final exhibition. Children's comments are welcome.

Preview:

Pride

Target : to develop and improve in children mercy, kindness, modesty, the ability to empathize and sympathize.

Course progress.

1. Proverbs on the board:

Do not be proud of the title, but be proud of the knowledge.

The proud is looking for a bright place, while the wise is visible from a dark corner.

Read the first proverb.

What can you be proud of?

What kind of person can be called proud?

Does a person need pride?

Do you think parents should be proud of their children? And children for parents?

What are you most proud of in your parents? What about your parents?

Does pride make you a better person? Give examples from your own life.

Can a humble person be proud?

2. Reading a fairy tale.

V. Sukhomlinsky

"Petal and Flower"

Bloomed white dahlia flower. Bees and bumblebees flew over it, took nectar. The flower has 42 petals. And now one Petal was proud!

I am the most beautiful. Without me, the flower does not bloom. I am the most important. So I'll take it and leave, what to me?

Petal pulled himself up, climbed out of the Flower, jumped to the ground. He sat down in a rose bush and watched what the Flower would do.

And the Flower, as if nothing had happened, smiles at the sun, calls bees and bumblebees to her.

Petal went and met Ant.

Who are you? Ant asks.

I am Petal. The main. The most beautiful. Without me, even the Flower does not bloom.

Petal? I know a petal in a flower, but on two thin legs, like you, I don’t know.

Petal walked, walked, dried up until evening. And the flower blooms. A flower without one Petal is a flower. A Petal without a flower is nothing.

3. A conversation about a fairy tale.

Why did Petal become proud?

Have you ever felt like you are the most important person in the company? Did you like this feeling?

Name your favorite trees, flowers, animals. Imagine what they can be proud of.

Do you think being proud is good or bad?

4. Creative task.Group work - children are invited to come up with a continuation of this fairy tale.

When the work is finished, each group must read out their own version of the continuation of the tale.

Discussion.

5. Continued work with proverbs. Outcome.

How do you understand the meaning of the second proverb?

What qualities do you think make a person noticeable in any place?

What kind of person can be said that the world around him glows?

If a man is proud of something, should he boast of it?

Preview:

Friendship

Target: educate children in friendly relations, learn to cherish friends, cherish them, develop a sense of responsibility, the ability to selflessly help others.

Course progress.

1. The lesson begins with reading a fairy tale.

I. Radchikov "If you want to have friends"

One tree stood by the road and was sad because it had no friends. Of course, people walked along the road, but everyone had their own business, and no one stopped at the tree. Sometimes it thought to leave wherever its eyes looked. But the trees cannot walk, they cannot run away even when they see people with axes coming towards them. This was until spring. As soon as spring came, the tree was covered with leaves, put on a beautiful green hat. But still it remained lonely.

One day the tree saw a hawk chasing a sparrow. The sparrow screamed in fear. Not knowing where to go, he darted into the green leaves of the tree.

The tree was pretty. All night it whispered with a sparrow, and in the morning the bird built a nest on it and sat down to breed chicks.

One day a cart stopped near a tree. The driver unharnessed his horses, tossed them hay, and lay down to take a nap. Other people were driving by, saw a thick shadow and also decided to rest. Passers-by sat in the shade and began to tell different stories, and the tree listened and rejoiced that it was no longer alone. It tried to put a thicker shadow, otherwise people would decide that the shadow was bad and leave.

Since then, everyone who walked along the road stopped to rest under a tree. True, a tree cannot keep pace with a person on the road, but it can cover him with its shadow along the way!

So the tree made friends. It realized that if you want to have friends, you need to cover them with your shadow.

2. A conversation about a fairy tale.

How has the tree changed when it began to help people? How many friends did he have? What is the happiness of the tree?

What advice would you give to someone who wants to have friends?

How many friends do you have? Tell about them.

What do you think friendship is? What is selfless friendship?

Have there been times in your life when someone completely unselfishly helped you? What did you feel? Have you ever done something similar for people?

3. Children are invited to listen to another fairy tale.

V. Sukhomlinsky "Girl and Chamomile"

On a clear sunny morning, a little girl went out to play in a green meadow. Suddenly he hears: someone is crying. The girl listened and understood: crying comes from under a stone that lies on the edge of the clearing. The stone is small, like a rabbit's head, but very hard. The girl came up to the stone and asked:

Who is crying under the stone?

It's me, Chamomile, - a quiet, weak voice was heard, - Release me, girl. The stone crushes me...

The girl threw back the stone and saw a delicate pale stalk of Chamomile.

Thank you, girl, - said Chamomile, straightening her shoulders and taking a deep breath. “You freed me from stone oppression.

How did you get under the rock? the girl asked.

The stone deceived me, - Chamomile answered. - I was a small chamomile seed. In the autumn I was looking for a warm corner. The stone gave me shelter and promised to protect me from cold and heat. And when I wanted to see the sun, he almost crushed me. I want to be your girl!

The girl came to Chamomile, and together they met the sun.

It's good to be yours! Chamomile often said.

What if you grew up in the woods or by the side of the road? If you were a draw? the girl asked.

I would have died of grief, - Chamomile said quietly. But I know that nobody's colors exist. They are always somebody. There is that fiery dome - she is friends with the sun. The sun whispers to her: "You are mine, fiery poppy." I hear that whisper as the sun rises and the poppy opens its petals. But that cornflower is a friend of the spring wind. He is the first to fly to the cornflower, wakes him up and whispers: “Wake up!”

A flower cannot live if it is nobody's.

4. Conversation.

Do you agree with Chamomile's opinion that "no one's flowers exist"?

Do you have flower friends?

What was the girl like? Can you call her a true friend?

Is it hard to be a true friend? Why?

Who do you think is friends with whom in nature? Is there someone in the natural world with whom everyone is friends, with whom no one wants to be friends, with whom it is very easy or very difficult to be friends?

5. Work with proverbs.

A true friend is better than a hundred servants.

Tell me about a time when a friend helped you a lot.

Friend is known in trouble.

Is a friend known only in trouble?

Have friends helped you in trouble? And you?

There is no friend, so look for it, but you found it, so take care.

Do you take good care of your friends?

How did you meet your friends?

6. The game "Secret friend"

Write down the first and last name of each child on separate pieces of paper. Roll them up, put them in a box and offer to pull out one leaflet. After reading it, the child should not tell anyone the name written on the leaf. The child whose name they pulled out becomes their "Secret Friend" from now on. For three days, everyone should, without betraying themselves, show as much attention as possible to "secret friends" so that they feel like the most needed people in the world. Every day you need to do at least one pleasant surprise to your friend.

After three days, the children can try to guess who their secret friend was. In the next lesson, you can ask what was the most important and most difficult thing for them in this task.

Preview:

To whom does happiness come?

Target: to bring to the understanding of children that such qualities as kindness, diligence, mercy form the basis of a full-fledged happy life of any person.

Lesson progress

1 .Introductory conversation.

Do you think that all people want to be happy?

On the board - proverbs:

"Happiness is better than wealth"

"Every man is a blacksmith of his own happiness"

"Happy talent is given from God"

Do you agree with these statements? How do you understand the meaning of these proverbs?

2. Children are asked to write down 10 wishes that they think will bring them happiness. Another option is also possible: choose 5 main values ​​\u200b\u200bthat are needed for happiness:

*good family

*big house

*a good education

* perseverance

*money

*respect for people

*friends

*beautiful appearance

*kindness

Why did you choose these particular values?

3. Reading a fairy tale.

D. Bisset. "Yak".

Yak lived far in the mountains. More than anything else, Yak loved to sit in a secluded place among the rocks and listen to the sea. Somewhere he found a sea shell - very beautiful, with a steep curl - and when he put it to his ear, he listened to the sound of the sea waves.

Yak listened to the sound of the shell and dreamed of getting to the seashore ...

And then one day, taking his favorite shell with him and saying goodbye to the rest of the yaks, he set off.

Yak did not know the way, but decided: "I will go until I reach the sea." And he walked like this all day, and in the evening he nibbled grass, listened to the sound of the sea and fell asleep.

He walked another day and another, but he still did not reach the sea. There were mountains and mountains all around.

Once Yak stopped to drink from a mountain stream. His mood was unhappy. He put his shell to his ear and, sitting down on the shore, began to listen. And the stream ran its way, jumping over the stones. Suddenly the stream asked:

What are you doing here?

Listen, - answered Yak.

Let me listen, - asked the stream.

The yak brought the shell to the water, and the stream listened.

It's the sound of the sea! the stream rejoiced. - Well, yes, the sound of the sea!

Do you know the way there - asked Yak.

Do I know the way! - the stream was indignant. - Yes, I'm just running there. Follow me and you will go straight to the sea.

Thank you, - said Yak and followed the stream.

Gradually, the stream became wider and wider and, finally, turned into a full-flowing river, along which boats sailed. Yak hired a boat and sailed further in the boat. She was with a big red sail, and when the wind blew, Yak sat and rested.

Finally he reached the sea. What a miracle it was! The yak sat down on the sand and watched the waves. They were as noisy as the surf in his shell. Yak was happy.

The sea was hot, and Yak went to the hairdresser to cut his long hair. And then he came back and rolled on the back of the kids - 2 pennies per circle. And soon he had enough money for ice cream, which he had long wanted to try.

Life was going well. Yak liked it here, by the sea. But most of all, Yak loved the long evenings, when it was already dark and everyone went home, and he sat alone in front of his cave, listening to the sound of the sea and watching the ships leaving the horizon.

When it got completely dark, the stars lit up one after another, and the sea splashed and splashed against the shore.

4. Conversation on the content of the tale.

What do you think, if Yak only dreamed of the sea, but remained in the cold mountains, would he be truly happy?

How is the Yak different from other yaks?

Should a person seek his happiness or will it come by itself? How do you understand the proverb “Water does not flow under a lying stone”?

Imagine that you are listening to the shell from this fairy tale. She talks about the happiest day of her life. What story will it be?

5. Bottom line. The teacher offers to listen to the parable.

God molded a man out of clay and left him with an unused piece. "What else to blind you?" God asked. “Blind me happiness,” the man asked. God did not answer, and only put the remaining piece of clay in the man's palm.

Who do you think your happiness depends on? Can someone "blind" your happiness?

What is the greatest happiness in your life?

Do you think there is any one common happiness for all people on earth?

Draw the Fairy of happiness.

Exhibition of drawings.

At home, you can offer to draw a flower of happiness and come up with a fairy tale about it.

Preview:

How to learn to be kind

Target: to develop and improve in children a kind, attentive and sensitive attitude towards others.

Lesson progress

1. Introductory conversation.

Do you think a good person is born or does this quality need to be developed?

Imagine that the sun and kindness are one and the same. What would happen to the world if there was no kindness?

2. Game: "How to get infected with kindness"

One child says something kind to another. Then both join hands and together they come up with and say something nice to another child. Then the three of them say something kind to the fourth, and so on until all the children are covered. Then all the children stand in a circle, holding hands.

Conclusion: kindness spreads very quickly, unless, of course, you try to be kind yourself. Standing in a circle, you can sing a song.

3. Reading a parable.

There are seven donations in the world that even a poor person can make.

First, it is service by one's own work.

Secondly, spiritual sacrifice is a sensitive and attentive attitude towards others.

Thirdly, the sacrifice of the eyes is a kind look.

Fourth, face sacrifice is a constant warm smile on the lips.

Fifth, word sacrifices are words of attention and participation.

Sixth, sacrificing one's place is giving one's place to others.

And seventh, sacrificing one's home is giving shelter for the night to others.

All these donations can be made by anyone.

(On the board, you can briefly indicate all these donations and first invite the children to explain their meaning, and then read the explanation from the parable)

Do you agree with the thoughts in the parable?

Have you ever made similar donations? Was it difficult to do it?

Do you know such people? What did they sacrifice?

Who would you compare a good person to? And the evil one?

They say there are three types of people: some are like a drought, others are like a little rain, and others are like a rain that captures everything around.

Who are these people? (Children can make their guesses)

Drought people - they give nothing to anyone, no food, no drink, no clothes.

People are like a little rain - they give something to some and not to others.

People are like heavy rain - they give everyone who needs shelter, food, drink ...

4. Bottom line. What kind of people have you met? Which ones do you like best? Is it hard to be kind? Draw at home how you feel about three types of people.

Preview:

Love

Target: continue to acquaint children with human virtues, develop an understanding that love is the source of all the brightest things on earth.

Lesson progress

1. Conversation.

Today at the lesson we will think about love. Let's start with the box. It contains the most precious thing in the world. What do you think it is? (children's guesses)

Look into it and you will see what is most valuable.

(There is a mirror in a beautiful box. Each child takes turns looking into it.

This moment is very important. The fact is that values ​​in a person are not only accumulated, but also transformed, and this transformation largely depends on the nature of a person’s assessment of his qualities as ideal values, or as values ​​that require their development, or as non-values ​​that need to be overcome, etc. .d.

A simple technique helps to reveal the child's attitude towards himself. Many life situations that he will face depend on this, and even more - his fate. Until now, no one has told him that the main value is himself. Therefore, a person begins to look for values ​​everywhere, but not in himself.)

Who do you think loves you the most?

What would a world without love look like?

2. Reading a fairy tale.

G. Grebenshchikov "The Tale of Ruff"

The sun smiled at the earth. Spring came. Everyone swam to the sources of the rivers. In the youngest, in the cleanest, in the fastest waters to spawn. Big and small fish swim, sturgeon and perch, tench and burbot…

A small, prickly ruff swims. He gets angry at everyone, gets scared of everyone, interferes with everyone, pricks all the neighbors with needles - the most harmful fish is the ruff ...

Decent fish shout to him:

Where are you going, ruff?.. Where are you in a hurry?

Ruff bristled:

And what do you care? .. I'm swimming, where everyone is swimming.

Then the fish shout to him with mockery:

Do you really think to put your caviar into all the seas? But who needs your prickly and unpleasant offspring?

And the ruff seemed to spring his needles - once one neighbor, once - another, soiled beautiful fish with mucus, they parted in front of him. Do not fight with a ruff ... Away from his mucus ...

The ruff slipped forward, and suddenly the fish saw how a ray of the sun played like a rainbow on the back of the ruff. Here are those on! This means that the sun sent its blessing to the ruff first, and then to the rest of the decent fish ... Well, what can we do? The fish screamed:

Rejoice, ruff! And the sun loves you...

And they set off with a ruff in a merry fish dance. Oh what was there! How the fish danced and played! How their scales shone, and with what emeralds the water shimmered in the sun!

3. A conversation about a fairy tale.

Why did the fish not want the prickly ruff to swim with them?

Why was Ruff in such a hurry?

How did the sun meet the ruff? Why didn't they turn away from him?

Do you think the ruff stopped being angry?

How did the sun love? Can this be learned?

Do you know people whose love is like the sun? Do you like such people?

With whom can you compare the sun from a fairy tale?

4. Creative work.

Draw the sun, and by its rays write everyone you already love or would like to love?

5. Summing up the creative task. Exhibition "Sunny Love".

Preview:

My mom is the best in the world.

Target: cultivate a gentle, careful, caring attitude towards mother.

Lesson progress

1. Conversation with children.

Who do you love the most in the world?

And who can say whose mother is the best?

Of course, each of you has the right to say that it is his mother who is the best in the world. Today we will talk about your best mothers in the world. But first listen to the story.

2. Reading a fairy tale (with musical accompaniment)

A. Kalaliychev "Mother's Tear"

In the summer, a fire broke out in the house, under whose roof the swallow built a nest. The mother managed to take out the chicks, but one of them burned the wing of a red-hot ember. The little swallow could not fly.

The summer has passed. Autumn has come. The swallows began to gather on a long journey. One morning, an old swallow carried her crippled daughter into the garden and said:

My child, we are flying south today. You will have to stay here. In this jar I have prepared for you a soft bed of fluff. There you will lie. When you're hungry, go outside and eat something. In the spring we will return to you.

Thank you mother! - said the little swallow, hid her head under the wing of her mother so that she would not see the tears, and became quiet ...

The birds have flown away. The swallow was left alone. The bad days dragged on. The rain froze. A raindrop has rolled onto the edge of the aster and is about to fall.

Oh, how tired I am! Drop sighed.

Where are you from? From afar? asked the swallow.

And don't ask! I made a long journey from the great ocean where I was born. To tell you the truth, I'm not a raindrop - I'm a tear.

A tear? Whose tear? - the swallow was alarmed.

Mother's tear. One day, a tired and sad swallow sat on the mast of an ocean steamer. I hid in the right eye of the poor bird. The swallow began to ask:

Brother wind, you will fly over my house, look at my lonely chick and tell him to beware of the black cat that often spins in the garden. When I left, I forgot to warn her. Tell me that my heart is torn with grief ...

And where was your swallow? the wind asked.

In an old earthenware jug lying around in the garden.

Then I rolled out of the eye of an old swallow. The wind picked me up and blew me away. For nine days I flew, and then, finally, I fell near the jug. Oh, how tired I am! I would like to sleep...

The heart of the sick swallow began to beat violently. She raised herself, opened her beak and carefully picked up her mother's tired tear.

Thank you, mother! she whispered, burying herself in the down and falling asleep, warmed up, as if her mother had covered her with her wing.

3. Conversation after reading.

Do you think the little swallow will be able to overwinter? What will help her? Why is it difficult for her without her mother?

How do you feel when you don't see your mom for a long time?

4. A story about mom.

Tell me about your mom. What is your mom doing? What does she love the most?

Did your mother tell you about her childhood and her youth? What did you find interesting?

Do you like looking at pictures of your mother in childhood and adolescence?

(you can prepare in advancephoto exhibition "Our mothers come from childhood")

How do you feel when other people praise your mother in front of you? Are you proud of her?

Can you comfort your mom when she's worried or worried about something? What are you doing for this?

Do you like how your mom cooks? Are there any dishes that she cooks especially for you?

Do you find it difficult to be a mother? What is the most important thing in a mother's life?

We are accustomed to the constant care of mom. Can you take care of your mother yourself?

5. Listening to the tale of V. Sukhomlinsky "Seven daughters".(possible staging of a fairy tale).

"Seven Daughters"

The mother had seven daughters. One day a mother went to visit her son, who lived far away. She returned home only a week later. When the mother entered the hut, the daughters, one after the other, began to say how much they missed their mother.

I missed you like a dome in a sunny meadow, - said the first daughter.

I was waiting for you, like dry land waiting for a drop of water, - said the second.

I cried for you, like a little bird crying for a bird, - said the third.

It was hard for me without you, like a bee without a flower, - said the fourth.

I dreamed of you, like a rose dreaming of a dew drop, - said the fifth.

I looked out for you like a cherry orchard looks out for a nightingale, - the sixth chirped.

Here the student can pause. The teacher asks the children:

What do you think the seventh daughter said? (Children make their guesses)

Listen to the end of the story.

And the seventh daughter said nothing. She took off her mother's shoes and brought her water in a basin to wash her feet.

Who was the seventh daughter? What are you doing for your mom?

6. Creative work. Group work.Each group writes the qualities for which children love their mothers. Creation of a "collective" portrait of mother. Children complete the phrases: “My mother knows how ...”, “Mom’s heart ...”, “I love my mother for ...”, “My mother is the most ...”

7. Bottom line. Discussion of works.

8. In conclusion, a group of children performs song about mom from the movie "The Wolf and the Seven Kids". The performance is accompanied by a slide show showing mothers with their children.

Preview:

My family. Family tree.

Target: develop and improve qualities and virtues in children, be able to communicate, respect each other, treat family members carefully and carefully.

Lesson progress

1. The lesson starts withreading A. Isahakyan's fairy tale "At the Sun".

Questions after reading:

What do you think a family should be like to be compared to the sun?

Have you ever met a "sun family"? What are the most important qualities of the "solar family".

You can invite children to start a notebook "happy family". In this notebook, write down and sketch your thoughts about the family raising children. This notebook is interesting to see how the idea of ​​a family changes over time.

2. "I'll introduce you to my family"- children are invited to draw their family on a small piece of paper. Then they take turns showing their drawings.

Looking at the picture, each child should ask the author at least one question about his family. Then an exhibition of drawings is made, and later an album is glued together - “Our Families”

3. Acquaintance with the life of different families(you can use 2-3 examples of modern movie stars, athletes, etc.)

Conclusion:

All families are different.

Not all families have the same number of people

Not all families have a father and mother

A friendly, happy family is one of the greatest joys in a person's life.

4. Family tree.

Invite the children to collect information about their family for two weeks in advance to build a family tree. Invite the children to try to learn as much as they can about the people who started their family. On the tree you need to indicate the dates of birth and death. You can indicate the professions and places of birth of your relatives. The tree must be built starting from the root. Then ask the children to explore their family tree and answer the questions:

Are there more men or women in your family?

What professions are most common?

Are there traditions in the family that are passed down from generation to generation?

Do your family members live in the same city or in different cities?

Is it important to keep in touch with all relatives?

5.Result.

Show the children a seed and ask what it takes to grow a good plant out of it. And if you deprive him of care, can a good plant grow?

Does a family need to take care of each other? Do you teach this in your family?

Preview:

Search for beauty

Target: to develop the moral qualities of children, the ability to see the beautiful and strive for it.

Lesson progress

1. Children are invited to considerbeautiful photographs, paintings, etc.

What is the most beautiful thing in the world for you? And what is the most beautiful thing in a person?

Try to find the most beautiful in your friends.

2. Reading a fairy tale. While reading, you can show slides depicting flowers, turn on light classical music.

V. Sukhomlinsky "Boy and bells of lilies of the valley"

Spring has come. A green arrow appeared from the ground. It quickly split into two pieces. The leaves are wide. And between them appeared a small, thin sprout. He rose, bent down to one leaf, and one morning blossomed with white bells. These were lily of the valley bells.

The little boy saw the white bells. He was struck by the beauty of the flowers. He couldn't take his eyes off the lilies of the valley. The boy reached out his hand to pluck the lilies of the valley. Flowers whispered:

Boy, what do you want to rip us off for?

I like you. You are very beautiful.

Okay, tear it down. But before you break, tell me how beautiful we are.

The boy looked at the lily of the valley bells. They were wonderful. They looked like a white cloud, and the wing of a dove, and something else amazingly beautiful. The boy felt it all, but he could not say. He stood near the lily-of-the-valley bells, enchanted by the beauty of the flowers. He stood and was silent.

Grow up, bells, - the boy said quietly.

3. A conversation about a fairy tale.

Why do you think the boy didn't pick the flowers?

What changed in the boy's soul when he looked at the lilies of the valley?

Have you ever wanted to pick beautiful flowers, but were you able to restrain yourself? What stopped you?

Why do people often have such desires?

Conclusion. If you carefully consider the different flowers, they no longer want to pick.

View slides of flowers (or photographs).

What do they look like?

Do you think if a boy picked a lily of the valley, would he be able to notice the amazing beauty? Why?

4. Work with proverbs.

The bee flies to the flower, and the human soul looks at the beauty.

Close your eyes and try to remember how many times in a week you noticed something beautiful.

He is not good who is handsome in face, but he is good who is good for work.

Have you met people who act beautifully?

What deeds and deeds can be called beautiful? Can a person become more beautiful because of this?

5. Creative work.

Will the world become more beautiful if all people learn to see beauty? Draw this world.

6. Exhibition of children's works.

Preview:

Diligence. How to be industrious.

Target: to develop and educate love and respect for work, the desire to bring joy to loved ones, to learn to occupy oneself with interesting work.

Lesson progress

1. Work on proverbs.Proverbs are gradually posted on the board (or appear on the interactive board, on slides). Children explain their meaning.

Whoever loves to work cannot sit idle.

Do you often sit at home doing nothing or always find something to do?

What do you think, what kind of person is more interesting to live: the one who always finds something to do or the one who likes to mess around? Why?

A bird is recognized in flight, and a person is recognized at work..

What should be a person to work well and with joy?

Were there cases when you could tell by the work done what kind of person did it?

What comes without difficulty never brings happiness.

Tell us about something you have repaired or made yourself.

What do your parents do with their hands? What have you learned from them?

When did you first make something with your own hands?

2. Consideration of the exhibition "Our hands are not for boredom"(the exhibition must be booked in advance)

Do you consider yourself a hardworking person? What is the most important thing for you?

What qualities does a person need to learn to do something well?

(You can write them on the board)

Think about who has such qualities, and what needs to be developed further.

3. Joint activity.

Try to make rules or advice for a person who wants to become industrious.

Discussion of work.

4. Conversation about professions.

Show the children pictures of different types of professions or uniforms and ask them to guess the profession.

Do you know people who have several professions at once?

And who do you want to become?

Why do you think some people suddenly change careers?

(You can tell children about outstanding people, about their achievements and attitude to work)

5. Reading a fairy tale.

B. Sergunenkov "Carpenter"

There lived a carpenter. He built many houses in his life. He loved his work very much, tried to make everyone live in warmth and comfort.

Once he cut down the house of a neighbor. Day cuts, night. The neighbor sees: the carpenter is working tirelessly, he was afraid that he would not work hard, would not get sick. The neighbor says to the carpenter:

You could eat a little.

And the carpenter replied:

I like work better than bread.

You would drink a little.

To me, work is sweeter than water.

You could get some sleep.

I enjoy work more than sleep.

The neighbor took pity on the carpenter and locked him in the shed by force. Thought he'd make the carpenter rest. And he found boards in the barn - he is making a door.

The carpenter's neighbor put him to sleep, like he lulled a little one. The carpenter sleeps, but even in his sleep he cannot sleep. He holds a small block of wood in his hands and cuts out a ridge on the roof in a dream. The neighbor tied the hands of the carpenter. Now he can't do anything! And, true. The carpenter lies bound, and his hands cannot be moved. Then a neighbor at a construction site heard the knock of a carpenter's ax. I ran to look: who works there instead of a carpenter? He looks and does not believe his eyes: the ax itself amuses itself without a master, the saw saws, the logs are placed in a row crown after crown. He understood: not to tear the master away from his work. And left in peace. So the carpenter still works in hunting.

Target: to affirm in the hearts of children universal values: kindness, love, beauty, mercy.

Lesson progress

1. Introductory conversation.

The word "HEART" is written on the board in large letters.

Children are invited to pick up epithets, write them on the board.

Have you ever thought about what kind of heart you have?

What does it mean when they say, "This man is heartless"?

2. The teacher draws a big heart on the board.

This is the heart of the family. List all the treasures that are stored in this heart.

The teacher writes all the treasures in the heart drawn on the blackboard.

Children are divided into 3-4 groups, and each of them composes a small fairy tale about how the heart keeps this treasure.

3. Reading a fairy tale.

A. Karaliychev "The Winged Prisoner"

There was light snow outside. Near the house, three sparrows were sorting through straws with their beaks, looking for grains dropped into the threshing machine. Ivancho stood at the window, wiping the misted glass with his palm, and watched with curiosity as the ruffled birds approached his trap. And he made a trap from two blackened tile tiles: on one he poured a handful of yellow millet, and placed the other at an angle over it, lightly supporting the upper edge with two horns. One of the sparrows, seeing the millet, chirped happily and rushed to peck at it. Inadvertently, he touched one horn. The top tile of the tile fell, covering the sparrow. He was trapped. Ivancho cried out with joy, as he was, in his socks, he ran out into the yard and rushed to the trap. Grabbing the trap with the winged prisoner, he ran back into the warm room, closed the door tightly behind him, and lifted the top tile. Sparrow fluttered out of the trap with a noise. He decided that he was free, quickly soared up and hit his wings on the ceiling. The prisoner dangled towards the window, began to beat against the glass. Exhausted, the poor bird fell, and Ivancho grabbed her.

Yep, got it! - he said, - now I'll take scissors and cut your wings, then we'll see how you will fly!

The huge scissors with which my mother cut the fabric hung on a nail.

Just wait, - Ivancho threatened the sparrow, - mother will return and get the scissors. He put the bird in his bosom, sat down by the window and thought.

Knock-Knock! Ivancho's heart was beating.

Who is it knocking? asked the sparrow.

I knock, answered the heart.

And who are you?

I am Ivancho's heart.

You know, the bird complained, Ivancho wants to cut my wings with scissors.

Oh, this Ivancho for me! The heart took a deep breath. - He would only be naughty.

Can you help me?

No, I can't, my heart answered. - Ivancho's ears seem to be stuffed with cotton, no matter how much you shout, he won't hear. I'll call for help dream.

Evening was approaching. Sleep Ivancho became invisible before him and touched his eyelashes. His heart told him what Ivancho was up to.

Can you help Ivancho? it asked.

Okay, - the dream whispered softly and closed Ivancho's eyelids.

(Children can be asked how they think how sleep can help a little sparrow. After the assumptions, you can continue reading)

The little boy fell asleep, and it seemed to him that he was walking barefoot along a crooked snow-covered path in a dense forest. He wants to eat, refresh himself, he wants to warm his cold hands, but in the white forest covered with snow there is neither bread nor fire. He walked and walked, and suddenly, out of nowhere, between the old trees, white with snow, a small red house appeared. Ivancho looks, and in front of the house lies a large wooden trough. One edge of it is raised and supported by a perch. There is a plate under the trough, and on it is a good piece of cheese, white as snow, and a slice of bread. Ivancho's stomach failed from hunger. He crept up to the trough and looked around: there was not a soul around. Without thinking twice, the poor fellow darted under the trough and held out his hand to the plate. Before he could touch the bread, the trough fell and covered him. Ivancho needs to fight, he wants to scream at the top of his voice, but he cannot make a sound. Then the door of the red house slammed. The gray-haired old woman lifted the trough, grabbed Ivancho by the legs, looked into his eyes and howled:

So you are the same boy who catches the poor sparrows? Well, wait, I'll teach you a lesson!

(Children can again make suggestions about how the old woman can punish Ivancho)

She dragged him across the snow to her little house. She pulled a huge pair of scissors from the wall, made from two crossed sabers.

What are you going to do? Ivancho asked, trembling like an aspen leaf.

I will cut off your hands with which you grab defenseless birds and clip their wings!

And the gray-haired old woman snapped her terrible scissors. Ivancho broke free and was about to run, but the old woman grabbed him with her bony hand.

Stop! she called.

He looked around. There is no one in the room. Ivancho remembered about the sparrow. And he shrank in his bosom and squeaks plaintively. Ivancho rubbed his sleepy eyes for a long time. Then he got up, put his hand into his bosom, took out the hushed bird, affectionately pressed his cheek against it, opened the window and released it. Sparrow fluttered and melted in the cold winter twilight.

Target: to develop human virtues, to teach to give a good mood, to support in difficult times, to be attentive and responsive.

Lesson progress

1. Introductory conversationbegins with viewing reproductions of paintings depicting smiling people: a portrait of L. Tolstoy, a painting "Wheat" by T. Yablonskaya, "La Gioconda" by Leonardo da Vinci (or others)

What do the smiles of the people in these pictures say?

What role do you think a smile plays in people's lives?

What would life be like if people didn't smile?

2. Listening to V. Shainsky's song "Smile".Children can sing along.

What do you think it takes to learn to smile?

How often do you smile? What makes you smile?

Can a smile heal a person?

In what professions is a smile necessary? Why do you think so?

Examination of illustrations, which depict people of different professions.

Can a smile be called a miracle? Why?

Is it possible to speak with smiles? Try it. (Children can demonstrate this "talk with smiles")

Have you noticed how the smiles of old and young people differ? How?

Why do people use the expression "give someone a smile"?

Did you give your smile? Who would you give it to now? Donate.

Have you received a smile as a gift? Is it nice to receive such gifts?

Do you find it difficult to give such gifts?

3. Reading a treatise on smilingunknown author.

A smile costs nothing but gives so much.

It enriches those to whom we give it without making us poorer.

A smile brings happiness to the house, gives rise to friendship between people.

It gives inspiration to the weak, courage to the hopeless, sunshine to the sad.

It cannot be bought, begged, borrowed or stolen, for it has no value unless it is freely given.

Some people are too tired to give you a smile. Give them yours. For no one needs a smile as much as those who have nothing to give but it.

4. Bottom line.

Give your definition of a smile.

Is it only humans who can smile? Have you ever seen how animals, plants, clouds smile?

Do you like when people smile?

Draw your parents (or friends) smiling.

Can organize the exhibition "The Light of a Smile".

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