Methodology for expert assessment of the formation of value relations among schoolchildren of grades 5-9
(developed by N.A. Alekseeva, E.I. Baranova, E.N. Stepanov)
Target: identification of the level of formation of value relations of students in grades 5-9.
Instructions for use. The class teacher or other teacher responsible for educational work with the student team, performs the role of an expert in the formation of value relations in children. He gets acquainted with the Card for assessing the development of value relations of schoolchildren. This map was compiled in accordance with the requirements of the Federal State Educational Standard for General Basic Education, which apply to the personal results of students.
Map for assessing the development of value relations of schoolchildren
| Value Relations | Relationship levels |
||
| First | Second | Third |
|
| Attitude to cognitive activity | Does not show a constant and sustained interest in knowledge. Knowledge is not a value. In the classroom, he is mostly passive, there may be manifestations of a sharp rejection of the educational process. On the wave Have a good mood shows situational interest in information educational program and completing tasks. Extracurricular activities of a cognitive nature are limited to homework | cognitive interest mainly limited to the educational program. Shows interest in specific subjects. Knowledge is not one of the most significant values of a person. In the process of perception educational material quite active, with the support of the teacher demonstrates good learning abilities. Avoids tasks related to the need for additional independent search for educational information. Participates in extracurricular activities of a cognitive nature as a spectator or executor of the teacher's instructions | Shows a high degree of interest in knowledge. In the process of acquiring knowledge, he is active and organized. A position of responsible attitude to teaching has been formed. In cognitive activity, internal motives play a priority role, rather than external requirements. Participates in olympiads, conferences, intellectual competitions, not only at the insistence of the teacher, but also on his own initiative. Shows interest in self-education activities |
| Attitude to transformative activity and the manifestation of creativity in it | Passive, tries to avoid participation in activities, participates in it only at the request of teachers or student self-government. The position of a spectator or a non-initiative performer is characteristic. Creativity is not shown. Most often indifferent to current events in the class, school, country, world | Active, but not always. The position of an initiative performer is characteristic, especially when he shows interest in activities. Has little organizational experience related to planning and organizing a joint business in small group classmates. Sometimes shows creativity and responsibility, but still needs external control. Can respond to a request for assistance to young children, the disabled and the elderly, for participation in socially significant events | In most cases, he is an organizer or an active and responsible executor of ongoing affairs in the classroom, school and beyond. Possesses organizational skills and abilities. Strives to be creative. In the activities carried out, the priority role is played by internal motives, and not external requirements. Emotional responsiveness to joy, grief and problems of people from the immediate and distant environment is characteristic |
| Attitude to the social and natural environment (based on the norms of law and morality) | Violated ideas about the principles and norms of morality. IN social activities class, school team retains a detached position, at times completely avoids communication and interaction. Situationally active in socially significant activities. Communication is limited to a narrow circle of people, prefers communication in a small group of well-known people. Demonstrates independence from the opinions of others, does not seek to establish constructive relationships. Shows a fragmentary interest in nature, does not think about the need to preserve it | Realizes and accepts the values of the state, collective, family, personality and individuality of another person. Understands the need to comply with the norms of morality and law in life. Shows interest in the social life of the class and school community. Open to communication with other people, but sometimes has difficulty establishing contacts and collaborative relationships. Socially significant activity does not cause a negative or detached attitude. Understands the need for a careful attitude to nature, but does not show his own activity in environmental actions | Respects and accepts values Russian state and society, collective, family, another person as an individual and personality. Guided in life by moral norms and laws. Takes a socially active position (takes part in actions, volunteer movement, is a member public organizations). Has a high level of motivation for communication and cooperation. Shows emotional and active responsiveness to the problems of society, as well as specific people. Appreciates the beauty of nature and strives to make efforts to preserve it by participating in various activities |
| Attitude towards the Fatherland | The image of the Fatherland, values and ideals are blurred. The desire to comprehend the past and present of the Motherland, civic position and responsibility are weak or absent. indifferent to public useful activity, needs the requirements of the teacher or other adults regarding participation in it. Does not express any feelings in relation to the events taking place in the country. Poorly understands his place and role in the social life of the class and school | He tries to master the meaning and image of the Fatherland, basic national values, his place and role in the life of society. Interest in the events of the past and present of his homeland is situational in nature, selectively expresses his opinion in relation to them. Sometimes he gives preference to dubious ideals, does not always show citizenship and responsibility. Usually takes part in socially useful causes, but often for self-interested motives | He is fully aware of the meaning of the concept of "Fatherland", his place and role in the life of society. Strives to comprehend the past and present of his Motherland, reasonably expresses his point of view on this matter. The ideals are the basic national values, outstanding figures of the Fatherland of different eras and spheres of society, human virtues and people from their immediate environment who possess them. He is proud of the successes and experiences failures in the development of his country. Voluntarily and disinterestedly participates in activities for the benefit of the Fatherland |
| attitude towards beauty | The idea of aesthetic values and ideals is not formed. The aesthetic sense is underdeveloped. The desire to preserve and create beauty is weakly manifested. Appearance does not meet generally accepted standards. Often violates rules of conduct | He knows how to see beauty in the world around him and in people's behavior, but he does not always distinguish between the external and internal beauty of a person. The desire for beauty is situational, there is no sustainable interest in art and artistic activity. The aesthetics of appearance and behavior sometimes require external control. Difficulty expressing aesthetic feelings | Has a deep and distinct understanding of culture and aesthetics, follows their norms. Understands the aesthetic values and ideals of domestic and world culture. Possesses artistic taste, takes care of his own appearance and beauty of the surrounding reality. He reads a lot, is interested in art and artistic creativity. Vividly and figuratively expresses his attitude to the beautiful and the ugly |
| Attitude towards oneself, one's way of life, one's own development | Has insufficient ideas about their individual and personal characteristics. Experiencing difficulties in self-expression (does not find adequate forms of manifestation of his abilities). He does not want to think about his future and life prospects. Undemanding to himself, indifferent to his own development. Has a vague idea of the need to maintain healthy lifestyle life | Not fully aware of their personal characteristics and abilities. He often experiences self-doubt, his strengths, which interferes with the manifestation of abilities and the process of self-realization. Shows interest in questions of self-knowledge and self-development. Thinks about the need to maintain health, but does not always follow the principles of a healthy lifestyle | He is aware of his personal characteristics, his "I", is able to express and implement them in various activities. He has a high level of motivation to know himself and his abilities. Strives for self-improvement. Makes high demands on himself. Adheres to the principles of a healthy lifestyle |
Having carefully studied the information contained in the map about the manifestations of value relations of students in the process of their development, and based on the results of their pedagogical observations and diagnostic studies carried out in the classroom, the teacher fills out an expert assessment form for the formation of value relations of schoolchildren. More rational option its completion is a consistent assessment of the formation of value relations among all students: first the first relation, then the second, and then the third, fourth, fifth and sixth, i.e. fill in the table column by column.
Form of expert assessment of the formation of value relations of schoolchildren
| Surnames and names of students | Estimates of the formation of relations | Sum of points | Average score |
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| To cognitive activity | To creative activity and creativity | To the social and natural environment | To the Fatherland | To the beautiful | To yourself |
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| 2 | 4 | 4 | 4 | 2 | 2 | 18 | 3 |
|
| 4 | 4 | 6 | 4 | 5 | 4 | 27 | 4,5 |
|
| Total points | ||||||||
| Average score | ||||||||
In this form, opposite the name of each student, in the column with the name of a particular relationship, an expert assessment in points is entered, meaning the following:
6 - the formation of the relationship corresponds to the third level;
4 - the formation of the relationship corresponds to the second level;
2 - the formation of the relationship corresponds to the first level.
It is possible to use grades "3" and "5" if the teacher believes that the development of a value attitude should be characterized as intermediate (borderline) between the first and second (grade "3" is given) or the second and third levels (grade "5" is given).
The subject of expert evaluation can be not one, but several teachers.
Processing and interpretation of results. After the expert marks the sum of points in each row and each column is calculated. Then the coefficient of formation of this or that attitude among the students of the class is determined. It is the quotient of dividing the sum of the scores in the column by the number of grades in it (usually this should be equal to the number of students in the class). Comparative analysis coefficients obtained in this way allows us to assume which of the six value relations are developed to a greater extent, and which to a lesser extent. The average score for assessing the entire set of value relations can be considered as an indicator of effectiveness pedagogical activity on the implementation of the requirements of the Federal State Educational Standard to the results of the personal development of students.
Today, humanity is forced to solve global environmental problems and develop a concept of interaction with nature that would provide a way out of the crisis and further progressive development of mankind. In this regard, there is a rethinking of positions on the most key issues, in particular, on the relationship between Nature and Man.
In Western culture, the opposition between Man and Nature is traditional, a unitary-practical attitude towards it prevails. At the same time, the dominance of the value of the human person over the value of nature is characteristic. In Eastern culture, a person is considered as a special, spiritualized part of nature, while the ideal of minimal interference in natural processes dominates. The value of nature dominates the value of man.
In the same time, modern stage development of human civilization is going through a process of dialogue of cultures, the contact of different philosophies. From this position, the philosophy of Russian cosmism deserves special attention, which is represented by the names of N.A. Berdyaeva, I.V. Kireevsky, V.S. Solovyova, K.E. Tsiolkovsky and others. For the ideologists of this trend, nature and man are equal values. The ideal is the harmonious development of man and nature.
So, academician V.I. Vernadsky considered all stages of the development of human culture as a natural process of the development of the planet: "The earth's surface changed by culture is not something alien to nature and superficial in it, but is a natural and inevitable manifestation of life as a natural phenomenon." “Man,” he notes further, “... like all living organisms, like any living substance, is a certain function of the biosphere.” IN AND. Vernadsky comes to the conclusion that humanity, as part of living matter, will have to take responsibility for the future development of the biosphere 4 .
Thus, in modern culture, the contours of a new view of the world are increasingly clearly defined, within which a new vision of man is being formed as an organic part of nature, and not as its ruler. Therefore, in recent years, the system of environmental education has been considered as a socio-natural phenomenon. This implies not only the unity of the social and biological in the person himself, but also the unity of the child, society and the natural environment, as components of the system of environmental education.
An analysis of philosophical and cultural studies allows us to conclude that environmental issues include all the basic components of culture: a person and the system of his relations with the environment, the ratio of human capabilities and his freedom, momentary and transient values, and the solution environmental issues lies on the path of creating a new culture of relationships that allows a person to overcome his alienation from nature.
The upbringing of a person “as an organic part of nature”, first of all, is inextricably linked with the category of “attitude”. The general philosophical interpretation of this category sounds like this: "the relationship of elements in a particular system" 5 .
Or, it is “a way of participating in the existence of things as a condition for revealing and realizing the properties hidden in them” 6 .
In some literary sources, the category “relationship” is considered widely, for example, in conjunction with the category “Worldview”: “Worldview is, on the one hand, a reflection of the world, on the other hand, a person’s value attitude towards it and acts as a method of cognition” 7 . At the same time, the value attitude is the internal position of the individual, reflecting the relationship of personal and social values. The value attitude in philosophy is also interpreted as the significance of this or that object, phenomenon for the subject, determined by his conscious or unconscious needs, expressed in the form of an interest or goal. The value attitude is historically considered as one of the attributes of the socio-cultural existence of a person, the bearer of the value attitude.
In most literary sources, the concept of "relationship" is considered in close connection with the concept of "personality". So, I.F. Kharlamov gives the following definition of the concept of “relationship”: “relationship can be interpreted as an expression of certain connections that are established between a person and other people, as well as various aspects of the surrounding world and which, affecting the scope of its needs, knowledge, beliefs, actions and volitional manifestations, in one way or another affect its behavior and development” 8 . At the same time, as the author emphasizes, a fixed and habitual attitude that determines the stability of human behavior in any changing conditions is a personal quality.
The concept of "attitude" is considered as a component of the category "personality" in other sources. Thus, the author of the “Pedagogical Psychology of Education” (Lishin O.V.) says that “personality is not so much what a person knows and what he is trained as his attitude to the world, to people, to himself, the sum of desires and goals” 9 .
I.D. Zverev, I.G. Suravegina also consider the attitude of schoolchildren to nature as an aspect of the formation of responsibility as a stable personality trait.
A different interpretation of the concept of "relationship" (without the category of "personality") is presented in the works of Shchurkova N.E. “A value relation is a stable, selective, preferential connection of a subject with an object of the surrounding world, when this object, speaking in all its social meaning, acquires a personal meaning for the subject, is regarded as something significant for life and society and the individual” 10.
The interpretation of the concept of "relationship" in the "Psychology of Relations" (author V.N. Myasishchev) is interesting. He identified the following types of human relations to the surrounding reality: to the world of things, natural phenomena, to people, social phenomena, to oneself, singled out the types of human mental relations to the surrounding reality - these are needs, tastes, inclinations, tastes, principles, emotions, interest , beliefs, actions 11 .
A value attitude is a subjective awareness of values in an emotional or rational form. They are both a process of perception, understanding of the world through the prism of values and the result of this process as a person's position in relation to values as personally significant. In terms of value, first of all, it reflects public life, social reality, they are culturally and historically conditioned.
In the structure of the value attitude, the following components are distinguished: cognitive, emotional-evaluative, personal-semantic, activity. cognitive the component implies the fixation in the mind of the student of knowledge about the essence of the value in question. At the same time, knowledge about value can be represented at different levels - at the level of ideas, concepts, at the level of ideas. Emotionally evaluative the component is associated with the formation of a positive emotional assessment of the indicated value. Different levels of such an attitude are distinguished - a positive emotional background, a situational emotional assessment, a stable emotional assessment. Content personal-semantic component includes: search, awareness by the student of the personal meaning of value, acceptance of value as personally significant. Activity Component reflects the regulation by the subject of his own action. Activity is evidence of the existence of a relationship. An important point of action is its awareness, since a conscious action is able to subordinate the unconscious action. The content of the activity component includes: "embedding" values in the value structure of the personality; assessment of the relevant facts, events, phenomena of the surrounding reality from the standpoint of a particular value, on this basis, the choice and justification of one's own model of action; reflection, which implies an attitude to one's own action, its mental analysis and, if necessary, appropriate correction through the search for new ways to solve the situation; building a temporal perspective of one's own life activity.
Considering the dynamics of the relationship, V.N. Myasishchev defined the levels of his development:
Conditionally reflex. It is characterized by the presence of initial positive or negative reactions to various stimuli.
Specifically emotional. Where reactions are conditionally evoked and expressed as an attitude of love, affection, enmity, fear, etc.
Concrete-personal, arising in activity and reflecting selective attitudes towards the world around.
Self-spiritual, on which social norms, moral laws become the internal regulator of behavior.
P.I. Pidkasty in his works emphasizes that a common mistake in the practice of education is the substitution of attitudes towards the values of modern life with a set of personality traits. “The quality of a personality is a consequence of the relationship that a person has to something, and the formation of a desired consequence to something is futile” 12 . Attitude, according to the author, is a connection established in the mind of the subject with the object of the surrounding world, manifested in the form of rational (verbal), emotional (experiences and states), practical (behavior, actions, activities). At the same time, according to the author, value relations are of a generalizing nature, they include the entire amount of what is significant for human life.
Value attitude to nature, according to P.I. and psychological comfort, to feel like a part of nature and a product of nature.
The concept of “relationship” acquired a slightly different sound in the works of Dezhnikova N.S., Yakovleva E.V., Simonova L.P. Scientists consider the quality of a child's relationship to nature, people to himself as indicators of the development of his ecological culture. So, Simonova L.P. considers the value attitude to nature as a component of ecological culture along with such categories as ecological knowledge and skills, ecological thinking and environmentally justified behavior. The author emphasizes that the origins of ecological culture originate in the centuries-old experience of the people - in the traditions of caring for nature, the natural wealth of their native land. “They understood that by destroying nature, a person destroys his future. For thousands of years, folk traditions have evolved, folk pedagogy has been created, aimed at preserving all life on earth” 13 .
This approach in pedagogy has a long tradition (J.A. Komensky, J.-J. Rousseau, etc.). “Call me a barbarian in pedagogy,” wrote K.D. Ushinsky, - but I learned from the impressions of my life a deep conviction that a beautiful landscape has such an enormous educational value for the development of a young soul, with which it is difficult to compete with the influence of a teacher.
The concept of "relationship" has, as a rule, two variants of its qualitative content: either "responsible" or "careful" attitude towards nature. The formation of a responsible attitude to nature is put forward as a leading educational task in the concept of environmental education of schoolchildren, developed by L.P. Simonova-Saleeva. , Yuzhakova T.P., Zverev I.D., Suravegina I.T. “The soulless rationalism with which children in elementary school sometimes amaze us is often the result of our own pedagogical efforts. Yes, knowledge is important. Without them, there is no ecological culture of man. They are the foundation for the formation of environmental responsibility... But, you see, responsibility for nature is not equal to love for it” 15 .
The sense of responsibility has a social nature, it is due to the requirements of society for the individual, which allows us to talk about environmental responsibility for the existence of earthly civilization and life on earth, the continuation of the human race, responsibility to future generations of people. At the same time, if one follows the idea of the harmonious development of the personality, then and only then can a sense of responsibility testify to a high level of environmental education, when it is consonant with other properties and qualities of the personality 16 .
In the mid-90s of the 20th century, a new methodological direction in pedagogical science arose - environmental psychopedagogy, within which criteria for the selection of content are developed, as well as approaches to the creation of principles, methods and forms of environmental education. The purpose of environmental education is the formation of environmental consciousness of the individual. Education of attitude to nature, according to the authors, acts as one of the main tasks, along with such tasks as the formation of adequate environmental concepts, as well as the formation of a system of skills (technologies) for interaction with nature.
The authors of "Environmental Pedagogy and Psychology" (Deryabo S.D., Yasvin V.A.) propose the term "subjective attitude" as an indicator of the formation of a value attitude towards nature. A subjective attitude in psychology is understood as a subjectively colored reflection by a person of the relationship of his needs with objects and phenomena of the world, which is a factor that determines behavior.
natural objects belong to it to the sphere of “human”, equal to it in its intrinsic value and, accordingly, interaction with them is included in the scope of ethical norms and rules;
natural objects can act as reference persons for her, changing her views, assessments, attitudes towards herself, things, nature, other people;
natural objects can act for her as full partners in communication and joint activities.
Latitude. One person is attracted only by individual animals or plants (a small breadth of objective attitude), the other is attracted by a wide variety of natural objects.
Intensity. The subjective attitude to nature can manifest itself with different strengths.
Awareness. People can be aware of their attachment to nature to varying degrees.
Aesthetic development natural objects and their complexes;
Cognitive activity, due to interest in the life of nature, pleasure from the process of cognition
Practical interaction with natural objects, which is based not on the desire to get any “useful product”, but on the need to communicate with it
Participation in environmental protection activities, dictated not by considerations of "far pragmatism" (it is necessary to preserve nature so that future generations can use it), but by the need to take care of nature for its own sake.
The above areas of interaction are a meaningful characteristic of the value attitude to nature, and are determined by S.D. Deryabo as a modality of this relation.
Thus, the concepts of "attitude" and "value attitude" are widely represented in various literary sources. These concepts are considered from the point of view of different sciences (philosophy, pedagogy, psychology) in different ways. In some literary sources, they are interpreted through the category of "personality" (or as "part of the subject's consciousness"), in others - as a "potential of mental reactions", or in others - as part of a person's culture. It is thought that for this study the most expedient will be the model of education of a value attitude to nature, developed by the authors of "Environmental Pedagogy and Psychology" (Deryabo S.D., Yasvin V.A.). As indicators for determining the level of formation of a value attitude to nature among younger schoolchildren, we have chosen, on the one hand, the level of subjectification of natural objects, and on the other hand, the modality of attitude towards nature, which implies the attitude towards natural objects as
beauty objects,
objects of protection,
objects of cognitive activity
objects of practical interaction.
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"Studying the level of formation of the emotional-value attitude to music among younger schoolchildren"
Baranova Alena Yurievna, teacher primary school MBU "School No. 59", undergraduate of the department "Pedagogy and teaching methods"
Togliatti State University, Togliatti (Russia)
Humanitarian Pedagogical Institute
Emotional-value attitude is a component of the personality structure, manifested in a sense of dignity, respect for the perceived object, or, conversely, in censure, condemnation, low value.
One of the indicators of a person's spiritual and moral culture is the interest in musical art. We cannot say that we have known music if it is not emotionally perceived, experienced and meaningful, in which case we cannot imagine it. artistic and aesthetic significance and is only an indicator of a person's erudition.
Music, like any other kind of art, reflects reality, but by specific means inherent only to it. In music as an art form, both its educational and cognitive aspects are important. And the unity of these components gives a high degree of impact of works of art on a person.
The game represents the most important aspect of the upbringing of spirituality, the formation of a system of moral, aesthetic, universal values. Passing from preschool activities in school, the game does not lose its relevance, it becomes not only a means, but also one of the forms of teaching younger students, contributes to the formation learning activities, activates the cognitive activity of primary school students.
According to the Federal State Educational Standards, the upbringing of an emotional and valuable attitude to art is one of the goals of studying music and one of the tasks of developing a younger student.
Formation of an emotional-value attitude in relation to musical activity has as its goal the development of the child through play activities and various forms of including children in the creative process. Forms of work with children involve the attraction of knowledge from various kinds arts and involving children in the process of their own artistic creativity aimed at mastering the surrounding world and one's own personality.
E.B. Abdullina, G.V. Agadilova, Yu.B. Alieva, D.B. Kabalevsky, E.V. Nikolaeva, O.P. Radynova show that the problem of the formation of emotional and value to music of primary school students is not for pedagogical science new, and its individual topics are framed in psychological and pedagogical works.
A.M. Burov, A.N. Malyukov, E.B. Zhurova in their works touch upon some aspects of the development of the value attitude of children to artistic and aesthetic activities.
Despite a lot of work done, this topic does not lose relevance. In our time, this problem attracts with its practical significance. In a modern school, the learning process is aimed at the intellectual sphere of educational and cognitive activity of younger students, forming musical knowledge, sometimes without affecting the emotional-evaluative and value spheres.
Research problem: what is the effectiveness of the formation of an emotional and value attitude to art through gaming activities in music lessons in elementary school.
Object of study: the formation of an emotional and value attitude to music among younger students.
Subject of study: the process of forming an emotional and value attitude to art through play activities in music lessons in elementary school.
Research hypothesis: the process of forming an emotional and value attitude to art through play activities in music lessons for younger students will be effective if combined traditional methods learning and play activities.
The purpose of the study: to identify the conditions for the formation of an emotional and value attitude to art through play activities in music lessons for younger students.
Research objectives:
1. To study the psychological and pedagogical literature on the research problem.
2. To identify the level of formation of the emotional and value attitude to art among younger students.
3. Select and test methods aimed at forming an emotional and value attitude to art through play activities in music lessons for younger students through play activities.
4. Analyze the results and draw conclusions.
Research methods: analysis of psychological and pedagogical sources on the research problem, method of observation, content analysis, questioning; psychological and pedagogical experiment, including ascertaining, forming and control stages.
The basis of the pilot study was the students of the 3rd "A" class of MBU secondary school No. 59. The study involved 21 students aged 8 to 10 years, including 10 girls and 11 boys.
To identify the level of formation of the emotional-value attitude to music among younger schoolchildren, the following were used: diagnostic methods: a method of content analysis in the processing of children's mini-compositions after listening to musical works; questionnaire consisting of 3 open and 1 closed questions; method of observation in assessing emotional responsiveness in the process of listening to music in the classroom.
Observation of students in music lessons showed that when listening to works, students sparingly show emotions (drooping heads, barely noticeable body movements, distraction of attention).
The survey was aimed at understanding what students expect from music lessons. Most of the children chose the options:
"What do you like about music lessons?"
Like to sing;
"What kind of music do you like?"
What would you like to do in music lessons?
Draw after listening to music
Play music games;
When analyzing the compositions, three levels of the value attitude of younger schoolchildren to musical and aesthetic activities were identified.
Low level (8 people) is characterized by:
Ø Inability to translate your idea into a coherent text; the presence of simple everyday words (fast, slow, calm, cheerful, kind).
Ø No drawings.
The average level (13 people) is characterized by:
Ø The presence of a storyline in the text, the presence of figurative expressions.
Ø The presence of a drawing, its correspondence to the title or content of the work.
High level (0 people) is characterized by:
Ø The presence of a storyline, the ability to model a musical image on their own.
Ø The presence in the drawing of a rich color scheme, the dynamism of the drawing, the recognition of images.
Ø The ability to verbally describe the picture.
To increase the level of emotional and value attitude to art among younger students, a program is being developed training sessions, designed for music lessons, at the end of which a control cut will be made to identify the changes that have occurred.
List of used literature
1. Bakhtin V. V. - Emotional and valuable attitude of younger schoolchildren to musical activity in extracurricular complex classes in art // Proceedings of PSPU im. V. G. Belinsky. 2011. No. 24. S. 554-557.
2. Kabalevsky, D.B. Basic principles and methods of the music program for secondary school// Programs educational institutions. [Text] D.B. Kabalevsky -M., Enlightenment, 2004.
3. Sample program of elementary general education on music.http://standart.edu.ru
The aim of our experimental study was experimental verification efficiency pedagogical conditions formation of the value attitude of high school students to the small Motherland.
Pilot-experimental research base: MAOU Novoseleznevskaya secondary school of the Kazan district of the Tyumen region. The experiment involved students of 10 "A" and 10 "B" classes aged 15-16 in the amount of 15 students in each class.
To solve the tasks set, the experimental work included the ascertaining, forming and control stages.
The purpose of the ascertaining stage of the experiment was the primary diagnosis of the level of formation of the value attitude of high school students to the small Motherland.
To identify the level of formation of the value attitude of high school students to their small Motherland, we used the criteria and indicators developed by M.A. Olive:
Table 1
Criteria and indicators of the formation of the value attitude of high school students to the small Motherland
|
Criteria |
Indicators |
Techniques |
|
cognitive criterion |
regional knowledge, Awareness by high school students social significance preservation of the cultural and historical heritage of the small Motherland. |
Questionnaire "Are you familiar with the culture native land?» |
|
emotional and motivational criterion |
|
Mini-essay "My native land", Methodology of M. Rokeach "Value Orientations" |
|
activity-practical criterion |
striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness. the desire to contribute to the revival of the village, participation in events aimed at improving the village, helping the participants of the Second World War |
technique " Personal growth students” (P.V. Stepanova). Act of Volunteers, Surveillance |
Based on the degree of manifestation of the above indicators, the levels of the value attitude of high school students to the small Motherland were identified:
High level (8-10 points): knowledge of local lore, awareness by high school students of the social significance of preserving the cultural and historical heritage of the small Motherland; the presence of a sense of pride and respect for the work of the peasant, the consolidation in the minds of young men and women of such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness. the desire to contribute to the revival of the village, participation in events aimed at improving the village, assistance to the participants of the Second World War.
Intermediate level (5-7 points): local lore knowledge is available, but there is no awareness by senior students of the social significance of preserving the cultural and historical heritage of the small Motherland; there is no sense of pride and respect for the work of the peasant, but they are aware of such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness, not with a desire to strive to contribute to the revival of the village, participate in activities aimed at improving the village, helping the participants of the Second World War .
Low level (0-4 points): there is no knowledge of local lore, there is no awareness by high school students of the social significance of preserving the cultural and historical heritage of the small Motherland; there is no sense of pride and respect for the work of the peasant, they do not realize such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness, not to strive to contribute to the revival of the village, to participate in activities aimed at improving the village, helping the participants of the Second World War.
To determine the levels of formation of the value attitude of high school students to their small Motherland, the following methods were used: a survey “Are you familiar with the culture of your native land?” (see Appendix 2), a mini-essay “My native land” (see Appendix 3), M. Rokich's method "Value orientations" (see Appendix 4), the method "Personal growth of students" P.V. Stepanova (see Appendix 5), the “Act of Volunteers” methodology (see Appendix 6), observation (see Appendix 7).
To diagnose the cognitive criterion, the questionnaire “Are you familiar with the culture of your native land?” was used, the purpose of which was to assess the completeness of high school students' knowledge about the culture of their native land.
Schoolchildren were offered 9 questions reflecting the completeness of their knowledge and the systematic knowledge of the value of the cultural heritage of their native land, ways of actively learning the values of the culture of their native land.
To the question “Do schoolchildren need to study the culture of their native land?” the majority of high school students answered "Yes" 61%, "No" 39%. This is a good indicator.
To the question “Do you talk with your relatives, comrades about your region?” the majority of students answered "No" 76%, "Yes" 24%.
To the question “Do you know what peoples live in our region?” “Yes” 56% “No” 44%.
To the question “Are you familiar with the traditions of your native land?” “Yes” 34% “No” 66%.
To the question “Do you think it is necessary for you to study in detail the traditions and customs of the peoples inhabiting your village?” Almost all students answered “Yes”, only 9% answered “No”
To the question “Do you know your customs, the life of your village?” “Yes” was answered by 47%, “No” by 53%.
To the question “Would you like to know the features of life, the way of life of folk art of the inhabitants of our region?” The answer "No" was not chosen by anyone, "Yes" 100%.
To the question “Are you ready to take part in the preparations for the holidays?” 67% answered "Yes", 33% answered "No".
To the question “Do you think that studying the history and culture of your native land contributes to the formation of citizenship and patriotism?”, 75.5% chose the answer “Yes”, 24.5% “No”
The results of the study according to the method "Are you familiar with the culture of your native land?" are presented in table 2 and in fig. 1.
table 2
The results of the study of the level of formation of the value attitude of high school students to the small Motherland according to the method "Are you familiar with the culture of your native land?" at the ascertaining stage of the experiment
Rice. 1.
As shown by the quality and quantitative analysis of the results of the study of the formation of the value attitude of high school students to their small Motherland according to the method “Are you familiar with the culture of your native land?”, 1 subject of the control group - 6.7% and 2 subjects of the experimental group - 13.3% showed a high level. Schoolchildren show a constant and steady interest in learning the values of the culture of their native land.
The average level was shown by 4 subjects of the control group - 26.7% and 2 subjects of the experimental group - 13.3%. Schoolchildren show little interest in the culture of their native land.
A low level was shown by 10 subjects of the control group - 66.7% and 11 subjects of the experimental group - 73.3%. Schoolchildren have no interest in learning the values of the culture of their native land or its weak manifestation.
To diagnose the emotional-motivational criterion, we used the technique of mini-essay "My native land", the purpose of which is to assess the personal understanding of the value and significance of the culture of the native land of older students.
The students were asked to write short essay about the native land.
Previously, students were introduced to the styles of speech: business, artistic, journalistic and their features, with visual means language: epithet, metaphor, comparison, etc., with an interview - one of the types of information in the press.
They paid special attention to the relevance of the theme of the culture of the native land, its compliance with the chosen style of presentation.
They advised students to think deeper into the meaning of words, to select exact sentences to express their thoughts.
The level of formation of the value attitude of high school students to the small Motherland according to the essays was assessed as follows:
High level - 11 or more offers;
Average level - 5-10 sentences;
Low - 4 or less offers
The results of the study of the formation of the value attitude of high school students to the small Motherland according to the method "My native land" are presented in Table 3.
Table 3
The results of the study according to the method "My native land" at the ascertaining stage of the experiment
For clarity, we present the results in Figure 2.
Fig.2
As the results of the study of the formation of the value attitude of high school students to the small Motherland according to the method "My native land" show, 1 subject of the control group - 6.7% and 1 subject of the experimental group - 6.7% showed a high level. Schoolchildren show emotional experiences and feelings when describing their native land.
The average level was shown by 6 subjects of the control group - 40% and 3 subjects of the experimental group - 20%. Schoolchildren have a slight emotional attitude to the culture of their native land.
A low level was shown by 8 subjects of the control group - 53.3% and 11 adolescents of the experimental group - 73.3%. Schoolchildren have no emotional manifestations when describing their native land, sentences are dry and do not have value assessments of the culture of their native land.
The results can be visualized in tables 4 and 5.
Table 4
The results of M. Rokeach's methodology "Value orientations" on terminal values
|
Values |
Control |
Experimental group |
|
|
active active life |
|||
|
life wisdom |
|||
|
health |
|||
|
interesting job |
|||
|
beauty of nature and art |
|||
|
financially secure life |
|||
|
having good and true friends |
|||
|
public acceptance |
|||
|
knowledge |
|||
|
productive life |
|||
|
development |
|||
|
entertainment |
|||
|
happy family life |
|||
|
the happiness of others |
|||
|
creation |
|||
|
self confidence |
Table 5
The results of the methodology of M. Rokeach "Value orientations" on instrumental values
|
Values |
Control |
Experimental naya group |
|
|
neatness, the ability to keep things in order, order in business |
|||
|
upbringing |
|||
|
high demands |
|||
|
cheerfulness |
|||
|
diligence |
|||
|
independence |
|||
|
intolerance to shortcomings in oneself and others |
|||
|
education |
|||
|
responsibility |
|||
|
rationalism |
|||
|
self-control |
|||
|
courage in defending one's opinion, one's views |
|||
|
firm will |
|||
|
tolerance |
|||
|
broadmindedness |
|||
|
honesty |
|||
|
efficiency in business |
|||
|
sensitivity |
The table shows that in the control group, the subjects chose health, an active active life, the presence of good and true friends, self-confidence as the most significant for themselves; public recognition is quite important for them. Among the instrumental values, education, good breeding, honesty and self-control were chosen.
The subjects of the experimental group prioritize the presence of good and true friends, health, love, material security of life, interesting work, and the most important values for them are good manners, accuracy, cheerfulness, responsibility and education.
To diagnose the active-practical criterion, we used the diagnostics by V.P. Stepanov "Personal growth of schoolchildren". The results of the method are presented in table 6 for the experimental group and in table 7 for the control group.
Table 6
The results of diagnostics according to the method "Personal growth of schoolchildren" in the control group (stating stage of the experiment)
Visually, the results of diagnostics according to the "Personal growth of schoolchildren" method in the experimental group (stating stage of the experiment) can be presented in Fig. 2
Rice. 2
Table 7
The results of diagnostics according to the method "Personal growth of schoolchildren" in the experimental group (stating stage of the experiment)
Visually, the results of diagnostics according to the method "Personal growth of schoolchildren" in the experimental group (stating stage of the experiment) can be presented in Fig. 3
Rice. 3.
As we can see, the discrepancies in the diagnostic results of the control and experimental groups are insignificant.
The purpose of this technique is to determine the activity and motives for the participation of students in life. educational institution, and in our case, MAOU Novoseleznevskaya secondary school of the Kazan region.
Before the start of the experiment, we talked with the subjects of the control and experimental groups. They began their conversation with the words: “Guys, do you want to plunge into the world of the history of your school and your village? Then it is you who can become unique explorers and masters of your search!”
10 people in the control group responded to this proposal, which is 66% of the total number of subjects and 12 people in the experimental group (80%). According to the results, it can be concluded that the subjects of the experimental group are most interested in the history of their school and their village.
We also observed the subjects who participated in the experiment (see Appendix 7).
Qualitative and quantitative analysis of the results of observation indicates that in the control group with high level formation of value attitude to the small Motherland 2 subjects (13%). Subjects with this level have knowledge of local lore, are aware of the social significance of preserving the cultural and historical heritage of the small Motherland; there are feelings of pride and respect for the work of the peasant, fixing in the minds of young men and women such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; there are valuable and significant qualities of the personality of a citizen and a patriot as: accuracy, politeness, attentiveness, desire for co-creation and cooperation, exactingness, purposefulness. They strive to contribute to the revival of the village, participate in activities aimed at improving the village, helping the participants of the Great Patriotic War. With an average level of 5 people (33%) - subjects with this level have knowledge of local history, but do not realize the social significance of preserving the cultural and historical heritage of their small Motherland; such subjects do not have a sense of pride and respect for the work of the peasant, but they are aware of such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness, do not want to contribute to the revival of the village, participate in activities aimed at improving the village, help the participants of the Second World War . With a low level of 8 people (53%). The subjects of this level lack local history knowledge, there is no awareness of the social significance of preserving the cultural and historical heritage of the small Motherland; there is no sense of pride and respect for the work of the peasant, they do not realize such values-feelings as: altruism, humanism, kindness, trust, duty, pity, cheerfulness, sincerity; striving for socially significant activities; the presence of valuable, significant qualities of the personality of a citizen and a patriot, such as: accuracy, politeness, attentiveness, the desire for co-creation and cooperation, exactingness, purposefulness, do not seek to contribute to the revival of the village, participate in activities aimed at improving the village, help the participants of the Second World War.
In the experimental group with a high level of 5 subjects (33%), with an average level of 6 subjects (40%) and with a low level of 4 people (26%).
Thus, a qualitative and quantitative analysis of the results of the ascertaining stage of the experiment showed that the subjects in the control group with a high level of formation of a value attitude to the small Motherland were 1 person, which is 6% of the total number of subjects in the experimental group. A student of this level has a formed civic position, a stable system of socially significant values and interests, the ability to objectively assess the social phenomena of reality, to emotional perception of the social and natural environment, the rural world, the desire for a creative creative activity associated with the preservation of the historical and cultural heritage of the small motherland. With an average level of formation of a value attitude to the small Motherland, 9 subjects make up 60% of the total number of subjects in the experimental group. Such students are characterized by the uncertainty of civic position, the locality of cognitive and communicative interests, subjectivity in the assessment of social phenomena, an unstable need for socially significant activities, an insufficient manifestation of emotional perception of reality, an indifferent attitude to historical and cultural heritage small homeland. There were 4 people with a low level of formation of a value attitude to the small Motherland in the experimental group, which is 26% of the total number of subjects in the experimental group. Such students are characterized by the absence of a clearly expressed civic orientation of the individual, the narrowness of personal interests, a negative attitude towards socially significant activities, skepticism in assessing social phenomena, the absence of a vivid emotional perception of the social and natural environment of the village, and a negative attitude towards the historical and cultural heritage of the rural world.
In the experimental group of subjects with a high level of formation of value attitudes to the small Motherland, 0 people. With an average level - 7 people, which is 46% of the total number of subjects in the control group. Students with this level have not decided on their civic position, the locality of cognitive and communicative interests, subjectivity in assessing social phenomena, an unstable need for socially significant activities, insufficient manifestation of emotional perception of reality, indifferent attitude to the historical and cultural heritage of their small homeland. With a low level of formation of a value attitude to the small Motherland - 8 people, which is 53%. Subjects with this level do not have a clearly expressed civic orientation of the personality, the narrowness of personal interests, a negative attitude towards socially significant activities, skepticism in assessing social phenomena, there is no brightness of emotional perception of the social and natural environment of the village, a negative attitude towards the historical and cultural heritage of the rural world ( see Appendix 9).
The results of the ascertaining stage of the experiment can be visually presented in Table 8 and in Fig.4.
Table 8
Results at the ascertaining stage of the experiment
Fig.4.
The implementation of the pedagogical conditions for the formation of the value attitude of high school students to their small Motherland will be considered in the next paragraph.
The process of formation of basic national values occupies one of the leading places in the system modern education. In the logic of our study, the views on spirituality, morality and values of such scientists as F. Anisimov, N.A. Berdyaev, B.T. Likhachev, V.D. Didenko, I.S. Narsky. These values are derived from national life society in all its historical, ethnic and cultural diversity. In the sphere of national life, one can single out the sources of morality and humanity, i.e. those areas of social relations, activity and consciousness, reliance on which allows a person to resist destructive influences and productively develop his consciousness, life, the very system of social relations.
The problem of forming a positive attitude of a junior schoolchild to basic national values raises a number of questions: “How to educate a person so that he can successfully function in a diverse system social relations?”, “How to evaluate social education?”, “What is the specificity of this process at primary school age?” and etc.
Basic national values are the main moral values, priority moral attitudes that exist in cultural, family, socio-historical, religious form in the way of life and traditions of the multinational people of the Russian Federation, transmitted from generation to generation and ensuring the successful development of the country in modern conditions. In children of primary school age, the problem of value orientations is of particular relevance. It is during this period of time that the child develops appropriate habits and behavioral skills that are developed through prolonged exercises or other activities.
G.N. Mousse singles out neoplasms that substantiate qualitative differences in the levels of assimilation of basic national values. “Thus, a neoplasm that characterizes the achievement by a junior schoolchild of the optimal level of mastery of basic national values is self-consciousness. It is understood by us as social consciousness transferred inside, as a personal way of integrating socially significant activities, hierarchization of behavioral motives. The achievement by a primary school student of an average level of mastery of basic national values is of a rational and logical nature: the student acquires the ability to self-knowledge (studying oneself, seeing through the eyes of others, ideas about the boundaries and possibilities of one's behavior). The innovation that characterizes low level development of basic national values is the transition from the emotional to the rational: the reflection of knowledge occurs through cognitive processes, concrete thinking. Achievement by a junior schoolchild of a critical level of mastery of basic national values is of an emotional-syncretic nature: the upbringing of a child is carried out only through the emotional sphere, visual-figurative thinking.
With regard to the content, methods, forms, means of education in theory and methodology, quite significant experience has already been gained, it only requires adaptation to the conditions of the present, to the features of the modern stage of primary education and its subject - a student of primary school age. A much more serious aspect of the problem under study seems to us to be the determination of the criteria for mastering the basic national values by junior schoolchildren.
Criteria are considered as signs on the basis of which changes in personality are evaluated. The indicator, in turn, can be interpreted as a characteristic of the criterion in one or more aspects.
Jr school age- a period of intensive socialization, the assimilation of various moral norms. Therefore, it is this age that is sensitive (favorable) for the spiritual and moral development and education of the individual, the formation of the direction of the cultural and value orientations of the younger student in accordance with moral principles. At this age, children are preparing for their independent living. In this regard, it is necessary to saturate his consciousness with norms, on the basis of which the younger student will form ideas about the need to fulfill them. The child should have a desire to master these qualities, that is, it is very important that there is a motivation for inclusion in a variety of activities.
As a result, we identified the criteria for the formation of the attitude of a junior schoolchild to basic national values: knowledge, relational and behavioral (Table 1).
Table 1
Criteria, indicators and levels of formation to basic national values in a junior schoolchild
|
Criteria |
|||
|
knowledgeable |
Erroneous, confused knowledge, their absence |
Partial, steep, approximate, exemplary, available but with a hint. |
Deep, full, systemic, clear. |
|
Relational |
Negative, lack of respect for values |
Neutral, occasional, situational |
Positive, regular, persistently positive |
|
Behavioral |
Controversial, not involved in activities |
Situational on a case-by-case basis |
Active, proactive, independent |
Knowledge, the main criterion, determines the volume and availability of knowledge about basic national values. It characterizes the evaluative-normative component, which is reflected in the knowledge of the moral and immoral phenomenon. This criterion also describes the degree of awareness of the content of the child's knowledge and the role in his life of "basic national values: patriotism, social solidarity, citizenship, family, work. creativity, science, traditional Russian religions, art, literature, nature, humanity” .
The relational criterion is determined by the attitude of a person to the world as a whole. All this is reflected in the distinction between good and evil, truth and falsehood in the public consciousness and the consciousness of an individual. Value is the content of the inner side of the spiritual person and his activities in real life. This criterion includes the attitude of a younger student to the big and small Motherland, to the people and society, to parents, elders and younger, to work, especially educational, to scientific knowledge, to traditional Russian religions, to culture, traditions, to environment, to people. The relational criterion is decisive; not only other components depend on him, but all his personal characteristics are refracted through this prism. This component combines both pronounced emotions and, as a rule, weakly expressed volitional qualities.
The behavioral criterion describes the actions and activities of a younger student in the aspect of applying his knowledge about the "small homeland", participation in social and environmental actions, subbotniks, landscaping months, in mass sports events of various levels, celebration of the Days military glory Russia, etc. “The behavior of a junior schoolchild is determined not only and not so much by knowledge of basic national values - often this knowledge does not guarantee appropriate behavior. Students elementary school impulsive, tend to act under the influence of immediate impulses. And although children have an idea of the basic national values, there is a gap between their consciousness and behavior.
The whole variety of personal manifestations of a younger student in terms of their attitude to basic national values can be conditionally divided into the following levels:
The low level characterizes the lack of knowledge about basic national values; erroneous and often confused elementary knowledge about state symbols Russian Federation. Negative attitude towards patriotism; lack of respect for the values of the family, people, society. Behavior at this level appears to be contradictory; the child does not participate in civil and patriotically oriented activities.
The middle level characterizes partial knowledge of basic national values; knowledge is available, but abrupt and exemplary, junior schoolchild prompting is often needed. Attitude at this level manifests itself as neutral; depends on the case, the situation. Behavior is situational and occurs on a case-by-case basis.
A high level is characterized by deep knowledge of the values of the family, people, society, humanity, etc.; full understanding of the traditions of their people; pronounced significance of activities for the benefit of the family, people and society. The basic national values at this level include a stable positive attitude, the desire to take part in all events dedicated to this topic; active behavior, independence in actions.
The described criteria make it possible to evaluate the effectiveness of the process and content of the upbringing of the younger generation, during which moral, civil, national, social, family and basic values are formed, manifested as material and spiritual.
