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 myself

The moral formation of a person begins at birth. IN 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 moral lessons, it is necessary to take into account psychological features 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.

Exactly at early age and precisely in primary school when children bare their souls, open their hearts, you need to practice the development of the child's soul. I think that if teach children noble truths from the very beginning, it will clear their hearts of doubt and put them on the right path of life. These are classes in the process of which the soul and heart of the child is nourished by all the best, highest spiritualized images.

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(MOU "Secondary School No. 2")

sky infinity

Compiled by: Mazhaeva T. N.

primary school teacher

Gusinsk

Lesson topic: The infinity of the sky.

The purpose of the lesson: - on the example of the sky, to make it clear to children what treasures are laid in a person (kindness, purity, generosity, love, friendship);

To develop the moral qualities of man through nature.

Literary series:

V. Soloukhin "To live on earth".

Visual range:

theme poster;

- A.I. Kuindzhi "Moonlit night on the Dnieper",

B. Kustodiev "Shrovetide",

V. Kandinsky "Winter Landscape",

R. Kent "Eskimo in a Kayak",

T. Manizer "Sunset in the Indian Ocean".

Aivazovsky "Storm in the North Sea"

Signac "Harbor in Marseille"

Rylov "In the blue expanse",

Savrasov "Country Road",

Large drawing depicting a starry sky;

Drawings "Treasures of the sky".

Music line:- Beethoven Moonlight Sonata.

During the classes.

I. Introduction. Emotional mood for the lesson.

Reading to the music of the poem by V. Soloukhin "To live on earth."

Live on earth, soul strive to the sky -

Here is a man's rare lot.

I lie in the grass among the forest clearing,

Birches rise high

And it seems that they are all a little

Up there, they leaned towards each other

And they close their tent over me.

But clear and blue clearance

Between green birches

Barely rustling sheets.

I see there, then a slow bird,

The clouds are white as sugar.

Sparkling white under the summer sun

And next to the whiteness is still blue,

Tempting, sweeter depth.

Live on earth, stretch into infinity -

Here is a man's joyful destiny.

I'm lying in the grass

Or on the sand in the desert,

Or on a rock, on a stone cliff,

Or on a pebble, where the seashore is,

Arms outstretched, I look up at the stars.

There is no better moment in life...

O depth of universal peace,

When you all melted in the starry sky,

And himself, as the sky lost its borders,

And everything floats and spins quietly.

Otherwise, you're flying up, arms outstretched.

You don't fall too long.

And sweet

And there is no end to the flight (or fall).

And there is no end to life, nor to you ...

Live on earth, soul strive to the sky ...

Why strive? Throw your birches

Fly yourself into the tempting blue.

Buy a ticket soon. From the airfield

Wings will lift you into the sky now.

Here is your blue. Here are the stars. Enjoy.

There's a cloud. You saw him from the ground.

It burned, sparkled, sparkled.

It floated across the sky like a swan.

We fly right through it.

Fog, water. And in general, trouble:

Always stronger shakes in the clouds.

I look down, through the window, at the ground.

The forest is like moss.

The river in the forest is like a thread.

\In the midst of the clearing dot -

Little man!

Perhaps he lies with his arms outstretched,

And looks up.

And it looks beautiful

He has an attractive blue.

I want to go there. I want to go to earth!

Wait. Now let's go up.

For ten thousand. You haven't been there yet.

Let it go!

You yourself dreamed. You were thirsty. You wanted!

Live on earth. Soul to strive to the sky

Here is a man's sweet lot.

I'm very glad to see you guys.

I think that you probably guessed what we are going to talk about today?

That's right, about the sky. The topic of our today's lesson:

The infinity of the sky.

Guys, do you like to look at the sky?

II. Relaxation. The music of Beethovin's "Moonlight Sonata" sounds.

- Let's close our eyes and imagine ourselves looking into the endless sky.

Open your eyes. Tell us, please, how did you see the sky?

III. New material.

1. Conversation on the painting by A.I. Kuindzhi “Moonlit night on the Dnieper”.

Kuindzhi also liked to look at the sky. Let's see what kind of sky the artist saw.

Music by Beethovin "Moonlight Sonata".

« What it is? Picture or reality. In a golden frame or through an open window we saw this month, these clouds, this dark distance, these trembling lights of sad villages and these play of light, this silvery reflection of the month in the jets of the Dnieper, bending around the distance, this poetic, quiet majestic night.

An extraordinary exhibition of one painting was opened in St. Petersburg - "Night on the Dnieper" by A.I. Kuindzhi. The audience literally burst into the hall where the picture was.

The first viewers were shocked by the moonlight effect. The scenic effect was truly amazing. Some even looked behind the canvas, looking for a source of light secretly hidden behind the sky.

Connoisseurs and lovers of art from thousands of miles away, across oceans and continents, made pilgrimages to this unparalleled canvas in Russia.

What feelings do you experience when you look at this picture?

What do you feel on a moonlit night?

2. P Work with the saying of great people about the sky.

“It makes no sense to say that the sky is outside of us, it is inside ... and the person who perceives

the sky is its receptacle, the sky itself and the angel.

Ivankhov: "Spiritual life is your connection with heaven."

3. Conversation about the treasures of heaven.

On the board is a large poster of the starry boundless sky.

- Guys, what do you think are the treasures of heaven? Please list them.(Stars, moon, snow, rain, cloud, sun, rainbow, northern lights, comets, planets, lightning, clouds, meteor shower, etc.)

What treasures of the sky do you like and why?

I attach drawings depicting the treasures of the sky to the poster of the starry sky.

Now complete the sentence:

1. If there were no stars in the sky...
2. If it never rained...
3. If the sun did not shine in the sky, then ...
4. If it didn't snow in winter...

1. A conversation about the treasures of the human soul.

Guys, are there any among the earthly treasures that can be called heavenly?

What are these treasures?

(Good character, bright soul, lofty thoughts, love, friendship, etc.)

What is common between heaven and the human soul?

What feelings does the sky give rise to in the human soul?

5. Slide - show. A conversation about the color of the sky.

What color is the sky, please?

Indeed, the sky is always a different color.

What determines the color of the sky?

1. WEATHER

The color of the sky depends on the clouds, whether it is snowing or raining.

Slide: Aivazovsky "The Ninth Wave".

The artist skillfully depicted the transition from calm to storm. Pay attention to how the color of the sky changes: at first, a calm light lilac, and when moving to a storm, it becomes dark, menacing, almost black. The color of the sea changes with the color of the sky. The connection between the sky and the sea can be seen on the following slides.

Slide: Signac "Harbor in Marseille"

Slide: To Monet "Rocks in Belle-Ile"

1. TIMES OF DAY

The morning sky is different from the sunset, it is pink, bright, and in the evening - of course, from the night sky.

1. SEASON

Summer, autumn, winter and spring sky.

Slide: A. Kuindzhi "Night on the Dnieper"

Slide: B. Kustodiev "Shrovetide"

Slide: V. Kandinsky "Winter Landscape"

The color of the sky affects our mood.

Slide: Rylov "In the blue expanse" - the skybright blue, sunny - the mood is cheerful, joyful.

Slide: Savrasov "Country Road" - the sky is dull gray, damp - the mood is dreary, sad.

Slide: Aivazovsky "Storm in the North Sea" - the sky is dark gray - the mood is restless, the feeling of an impending thunderstorm, fear.

Slide: Nesterov "In the mountains"

Slide: N. Roerich "Arrows of heaven, spears of the earth"

Why did the artist choose this particular color?

Slide: Vasnetsov "Three princesses of the underworld."

C light enhances the unreality, the mystery of what is happening.

Let your soul draw a small gift to the sky.

V. Discussion. Exhibition of works.

VI. Summary of the lesson.

I want to wish you:“Do not lay up for yourselves treasures on earth, where moth and rust destroy, and thieves break in and steal. But store up treasures in heaven... for where your treasure is, there your heart will be also.”

I want your hearts to aspire to heaven, where your treasures are.

VII. Reflection.

Preview:

Municipal institution "Management

education administration of the Municipal

formations of the urban district "Usinsk"

Municipal educational institution

"Secondary school No. 2"

(MOU "Secondary School No. 2")

Mother's heart

Lesson on spiritual moral education children

Compiled by: Mazhaeva T. N.

primary school teacher

Usinsk

Lesson topic: Mother's heart

The purpose of the lesson : to bring up love and reverence for mother and woman;

Tasks:

- continue to nurture the qualities of love: tenderness, a sense of affection, kindness towards a mother, a woman;

- cultivate refinement of feelings;

- develop imagination.

Literary series: - Maykov "Mother";

1. V. Sukhomlinsky "The Legend of Mother's Love";
2. Proverbs about mother's love;
3. A. Platonov "Handless";
4. V. Sukhomlinsky "Mother's Wings";
5. W. Wakenroder "Wonderful Image";
6. Fairy tale "Woe to the Mother of the World".

Visual range:

Slide: Rafael Santi "Sistine Madonna";

Slides N.K. Roerich: "Mother of the World";

"Holder of the World";

"Queen of Heaven";

"Star of the Morning"; "Works of the Madonna".

Card words;

Theme is a poster;

Tables: "Edges of Love";

"Mother's Love";

"Treasures of a Mother's Heart"

Signal cards of three colors;

Children's drawings. Mom portraits.

Music series:

Schubert "Ave Maria"

Beethoven "Moonlight Sonata"

During the classes

1. Introduction.

Today we will continue talking about love.

Love is so big warm word, it hugs with its warm, gentle hands the whole world.

Love is tenderness, it is joy, it is pity, it is sadness, it is the desire to help, save, the ability to give, to share, to understand the world around us with the heart.

What can love be compared to? (with sun)

The sun gives its light, warmth, life to everyone on earth, and everyone is the same, regardless of whether it is a good person or an evil one.

Just as the sun has many rays, so love has many facets.

Guys, tell me the facets of love.

LOVE

To the world to animals

To man to life

To mother to nature

To the Motherland

Love for man, for nature, for animals, for the Motherland, for mother. And all this Love.

Reading poetry to music.

Who guessed what the topic of our today's lesson is!

Mother's love

Mom ... The closest, the most native person who is with you all your life. Let's hear your stories about mom.

II. Homework

In turn, the children show their flower, which mother looks like, and tell about her

Thank you for your stories, I feel how much you love your mom.

I feel your love in my heart, it is born from the love of a mother.

III. New material.

1. A conversation about motherly love

Guys, this is the sun of mother's love for you. Please list what kind of mother's love can be?

MOTHER'S LOVE

sacrificial huge

Magic patient

Forgiving selfless

Gentle heart

In the course of the lesson, we will add on the rays what mother's love can be.

Hear one legend of Mother's love

2. Reading "The Legend of Mother's Love" by V. Sukhomlinsky

(“Textbook of Kindness,” p. 90)

So, what was the mother's love for her son?

HUGE

DEVOTED

SACRIFICE

For the sake of the life of her child, a mother is always ready for a feat, She can sacrifice her peace, health, happiness, for the sake of the happiness of children. In our life there are examples of tragic cases when a mother gave her life for the life of a child.

Now listen to the story of the Goose.

5. Reading the fairy tale by V. Sukhomlinsky "Mother's Wings"

Why was the wounded mother still happy?

6. Creative task "Treasures of the mother's heart"

There is a big heart on the board, and small hearts next to it.

This is a mother's heart. And these small hearts are treasures that are stored in a mother's heart.

Please list on each heart those treasures that live in the mother's heart.

For example :

purity

faith

industriousness

kindness

Love

wisdom

tenderness

generosity

sacrifice

meekness

respect

nobility

Children go to the board and stick their hearts naming treasures.

7. Conversation

- The concept of mother is combined with other concepts:

MOTHER NATURE

Why are nature and the earth compared to mother? What unites them?

Maternal love, the image of a mother is reflected in our works not only by poets, writers, but also by artists in their paintings.

8. Slide program:

Showing to the music of Schubert "Ave Maria" a slide by Raphael "Sistine Madonna" and reading an excerpt from W. Wackenroder "Wonderful Evening"

The image of a mother, a woman in the paintings of artists.

What do you feel when you look at this picture.

Do you think Mary knows what will happen to her son? Does she know about it?

What feeling is imbued with the face of the mother?

Mary's face is imbued with a slight sorrow, or rather, quiet sadness. Her eyes are lowered. The baby calmly and thoughtfully looks into the distance, as if looking into his future and already now, surprised and trustingly accepting it.

Do you not get the feeling that Mary, on the one hand, gently holds her son, and on the other hand, she stretches him out to the world, as if she is already preparing to part with what God has sent her.

We will look at the image of the heavenly Mother, the image of the Blessed Virgin by Raphael Santi.

I want to show you one more image. This is the Mother of the World.

9. Display of a reproduction of the painting "Mother of the World" by N.K. Roerich

Why is the upper part of the face covered by the Mother of the World?

Reading the fairy tale "Woe to the Mother of the World" (textbook of Kindness from 88-89)

10. Conversation about the Mother of the World

The coming era of the Mother of the World, the people are still the era of women. Wars will stop, because a woman carries caress and tenderness. Women will save the world. Every woman and girl should feel that there is a particle of the Mother of the World in her. What girls should become? (kind, gentle, affectionate)

And boys and men should learn affection and kindness from women, not be rude and impolite.

IV. Drawing. Practical part.

Close your eyes and imagine the bouquet of love you would like to give to your mother.

What flowers will your bouquet consist of?

Maybe fiery red poppies, inside of which there is a black ember;

Or maybe from the most ordinary blue forget-me-nots that look like a clear blue lake;

Blush - pink carnations;

From white daisies;

Lilac bells;

Or wonderful roses; Rose is the queen of flowers, she was loved, she was worshiped, she was sung from time immemorial.

Maybe you will give your mother a bouquet

1. lilies of the valley, fragrant in their purity;
2. a bouquet of cornflowers in rye;
3. bird cherry fragrant inflorescence;
4. water lily;
5. blue snowdrop;
6. dandelion full of life, sun.

V. Discussion. Exhibition of works

Wonderful flowers of love you gave to your mothers.

VI. Outcome

Our lesson ends. Today you will come home and look at your mother very carefully, kiss her gently, gently, stroke her golden hands.

You can not say anything to her, she will understand everything. Feel the warmth of your heart. Let the eyes of your heart be washed with tears of gratitude to your mother for what you are.

VII. Reflection.

Children choose a circle according to the color corresponding to the mood, compare it with the mood before the lesson. Stay always in a good mood. The lesson is over. Goodbye.

Preview:

Municipal institution "Management

education administration of the Municipal

formations of the urban district "Usinsk"

Municipal educational institution

"Secondary school No. 2"

(MOU "Secondary School No. 2")

Our friends are trees

lesson summary

on spiritual and moral education of children

Mazhaeva Tatyana Nikolaevna,

primary school teacher

Usinsk

TOPIC OF THE LESSON: Our friends are trees.

THE PURPOSE OF THE LESSON : Disclosure of the spiritual qualities of the child.

LESSON OBJECTIVES:

1. on the examples of the vegetable kingdom (namely, the image of a tree), to make it clear to children what treasures are laid in a person (kindness, purity, tenderness, generosity, courage, compassion, cordiality);
2. develop the spiritual qualities of man through nature.

LITERARY SERIES:St. John of Damascus

MUSIC SERIES: Vivaldi, "The Magic of the Forest"

VISION RANGE:

1. slide program:

1. Ostroukhov "The First Green"
2. A. Venitsianov “In the harvest. Summer",
3. N. Roerich "The Himalayas", "Good Herbs",
4. N. Ge "Sunset on the sea in Livorno",
5. A. Kuindzhi "Night on the Dnieper",
6. Van Gogh "Starry Night"
7. A. Rylov "In the blue expanse"

1. Paintings depicting trees: birch, oak, willow, rowan, linden, maple,
   pine, aspen, spruce.
2. Word cards
3. Tables. The Tree of Life, “Negative and Positive Qualities
   person."
4. Poster theme.
5. Exhibition name
6. A big tree.

DURING THE CLASSES

1. INTRODUCTION

Hello my dear friends!

I'm glad to see you!

My name is Tatyana Nikolaevna. But my mom calls me
birch.

Why do you think?

I agree with you. But a mountain ash lives in my heart.

Why do I consider myself a mountain ash, you will understand, having lived with
me a lesson.

Do you yourself want to perform a small miracle: to discover a tree that will live in your heart?

Then I invite you all to the amazing and mysterious world of wildlife, full of secrets and mysteries, where our best friends live - trees.

P. SLIDE - PROGRAM.

Showing slides to the music of Vivaldi and reading poetic lines

bless you

St. John of Damascus

I bless you forests

Valleys, fields, mountains, waters,

I bless freedom

And blue skies!

And I bless my staff

And this poor bag

And the steppe from edge to edge,

And the sun is light, and the night is darkness.

And a lonely path

Which way, beggar, I go,

And in the field every blade of grass

And every star in the sky.

III. TALK ABOUT THE FOREST

And one artist once decided to draw Komi parma. "What is a forest?" he thought.

Help the artist! What would you advise him to draw?

Yes, he did. I picked up brushes, paints and began to draw. I painted a birch, spruce, pine, willow. Can a forest be made up of trees alone? (This can't be)

I painted beautiful bushes next to the trees, and a lot of bright flowers among the green grass.

I did not forget to draw mushrooms, insects. On the flowers, on the leaves of trees, on the grass, bright butterflies and colorful beetles appeared.

Music "Magic of the Forest"

The forest cannot be without birds. And cheerful birds appeared on the branches of the trees. I also drew a toad, a lizard, a frog.

This is a real forest! He will live, because everything is here: mushrooms, and flowers, and animals. This is a forest! And in a real forest, thousands and thousands of inhabitants are hiding in such a way that it is absolutely impossible to see them. And there are thousands of mysteries in it that very few people can solve.

What kind of person do you think will be able to reveal these secrets?

I agree with you guys. Only a person with a loving heart, who feels himself an inseparable part of nature, can unravel the secrets of the forest.

IV. GAME "CHARACTER OF A TREE"

Each of you guys has a different personality.

Do you think trees have character?

Let's find together the most characteristic words, qualities that accurately convey the appearance, character, mood of each tree.

And let's take the most common tree in our northern region - birch.

What is the nature of birch and why?

On the desk

Willow

Spruce

Birch

gentle majestic weeping

pure solemn sadness

modest sad

shy

Oak

Rowan

generous mighty

strong solid

Birch: tender, clean, white-bodied, curly, cheerful, modest, shy, thin.

What reminds you of the tenderness of a birch? (flexible soft twigs
people were reminded of tenderness)

About cleanliness? (white dress)

Another most common Komi tree is parma: spruce.What is her personality and why?

Spruce: strict, solemn, majestic.

What is the character of the willow? And why?

Willow: weeping, sad, sad (bent down by the river, as if the red maiden yearned for her betrothed, or the little mermaids turned into weeping willows and mourn for the underwater house)

What can you tell me about the mountain ash?

Rowan: thin, curly, generous. Rowan gives its vitamin and berry wealth to everyone: people, animals, and birds.

The king of the forest is oak. Describe his character, mood, appearance.

Oak : tall, stocky, strong, mighty, sturdy, omnipotent, majestic, solid.

Well done boys. I really liked your answers. You accurately conveyed the character, appearance, mood of the tree.

V. GENERALIZATION

Guys, what can trees teach us?

Rowan - generosity;

Oak - courage, fortitude, firmness;

Birch - tenderness, purity;

Willow - compassion.

You see, guys, every tree has a character, a mood, and even a piece of wisdom is hidden. Thus, we compare a person with a tree.

VI. WORLD TREE

What do you think, let's dream up whether we can imagine our large diverse world in the form of a tree.

If we imagine that our entire common home, our world, is a tree, then we are people inhabiting this earth, who will we represent ourselves on this tree of life? (Fruits, flowers, leaves of this tree).

Guys, look, because we, the people living on planet Earth, are all so different, with different characters, with different nationalities, religions, different colors
skin, how can we all get along together in our common house, so that our house flourishes, is bright and beautiful, like this tree?

(We must be tolerant of each other, love each other, be able to sympathize, accept other people's pain as our own and serve people, live for the sake of other people, and not for ourselves).

Guys, but, unfortunately, our world is imperfect and there is evil next to good. And man is not an ideal being of nature, and there are people who have negative character traits.

What quality of soul would you advise to cultivate in oneself to a person in whose heart lives

sadness joy

malice kindness

rudeness tenderness

cowardice courage

stinginess generosity

ugly search for beauty

beauty

And if each person puts these qualities in his heart, then there will be peace, joy, happiness on our Earth.

VII. PRACTICAL PART

A large tree without leaves appears on the board.

And so, we have presented the "tree of the world", and now let's decorate the "tree of life" of your class. And what it will be depends on you.

Let's decorate it with our hearts. In your heart draw the tree you have chosen as your friend. Get to work. I wish you creative success.

VIII. DISCUSSION. EXHIBITION OF WORKS

I see how the tree of your class blossomed, became elegant, festive, beautiful. I see your kind hearts and your friends - trees.

Guys, who painted the birch? Why did you choose her?

I see that many guys have oak in their hearts. Why did you draw it?

Ivushka won the hearts of the guys. Why did you draw a willow?

And this is my heart. And the mountain ash lives in it. Can you guess why I chose the mountain ash?

I appreciate generosity and kindness in people.

Guys, so that the tree of your class is always so joyful, blooming, what should you be? (what qualities will live on the rays of your heart).

IX. TOTAL

How can we name our exhibition?

("A Tree in a Man's Heart", "The Heart of Our Class")

Our lesson ends. I want to wish you that love always lives in your hearts, love for the world, love for each other, for nature and for our friends trees.

I wish you all the very best. Goodbye. Our lesson is over.

Preview:

Municipal institution "Management

education administration of the Municipal

formations of the urban district "Usinsk"

Municipal educational institution

"Secondary school No. 2"

(MOU "Secondary School No. 2")

Joy magic arc

Lesson on the spiritual and moral education of children

Compiled by: Mazhaeva T. N.

primary school teacher

Gusinsk

Lesson topic: Joy magic arc.

The purpose of the lesson: Raising a love for nature.

Lesson objectives: 1 . In the image of a rainbow, show an amazing and unique miracle.

2 . Using the example of a natural phenomenon like a rainbow, make it clear to children what treasures are inherent in a person (kindness, purity, generosity, beauty, tenderness, etc.)

3 . To cultivate a moral attitude towards the world and towards oneself, through the perception of the beauty of an act, feeling, work.

4 . Learn to see and create beauty.

5 . Introduce the child to human Culture, the system of universal values.

Literary series: E. Shim "Rainbow"; F. Tyutchev.

Music series: I.S. Bach, Vivaldi.

Visual range: A. Savrasov "Rainbow"; A. Kuindzhi "Rainbow",

Vasiliev "Wet Meadow".

During the classes.

I. Opening remarks.

I am very glad to see you again at our Goodness and Beauty classes, where we talk about the eternal and beautiful, about kindness and love, about the wonderful beauty that is everywhere on our earth.

II. Repetition of the past. Beauty talk.

- Where can beauty be found?

Beauty is everywhere: in nature, in art, in human relationships.

Beauty has many facets. The beauty of man, the beauty of nature.

Man is connected with nature. He understands its beauty and expresses it in his works of art, in his work: the artist - in paintings, the composer - in music, the poet - in poetry, the needlewoman in sewing.

And what can be beautiful in a person?

(Everything should be beautiful in a person - both the face, and thoughts, and soul and body.)

What is true beauty in a person?

(True beauty is the soul, pure and beautiful, not the body.)

What qualities characterize a beautiful soul of a person?

(Kindness, love, sincerity, joy, mercy, compassion.)

How is this spiritual beauty achieved?

(The beauty of the soul is achieved by man's work on his perfection.)

What feelings does beauty evoke?

(Joy, desire for creativity - to draw, write, express beauty in something.)

If every person understands that beauty is in the soul and tries to become better, cleaner and kinder, then the whole world will become more beautiful.

The ability to find Beauty in everything is a great art. This needs to be learned. When you go to school, notice what is happening around you. Beauty is everywhere, you just have to see it.

III. Slide program.

Slideshow with music

I want to show you the beauty in art, in reproductions of paintings by artists, in works of folk art.

While watching the slides, let everyone remember what he saw beautiful in his life.

Exercise: Try to find something beautiful every day. Let it become a habit. And at the next lesson, you will tell us what beautiful, wonderful things you saw in nature in a week.

IV. Rain talk.

Bach sounds

It's hard to name just one. The whole world is beauty. I love to look at the stars, I love the autumn forest, and in the summer - a forest glade with flowers. And how beautiful the river is at night, there is fog above the river, a dark sky, bright stars, a moon.

But lately I've been loving rain.

Usually the word rain evokes only a boring image. But in fact, every word about rain contains an abyss of living images.

There are cheerful summer rains, warm spring ones, cold autumn ones, and each has its own character.

And there are still rains drizzling,

blind,

overlay,

mushroom,

disputable (quick, speedy)

stripes (going in stripes)

oblique,

strongly run-in and finally showers (torrential)

And it still happens warm life-givingrain. Rain is often compared to a symbol of purification and love pouring down on the earth.

In summer, be sure to listen to the rain, observe nature after the rain, discover rain poetry.

V. New material.

Music by Vivaldi

Now imagine how - as if a thunderstorm rushed over the plain. Rain and wind rage in the distance, blue clouds are full of moisture and heavy, wet branches of trees and shrubs. But the bright blue sky was already lit up near the horizon, the sun came out and a “distant miracle” appeared - a rainbow.

Visual range: A. Savrasov "Rainbow"

Reading prose to music.

I love rainbows so much

Joy wonderful arc.

colored gate

She will spread over

Earth, sparkles

Shine - fall in love!

Only here is always a rainbow far, far away

No matter how fast you go, no matter how fast

You still won't get close

Don't touch your hand.

That's what I called it - "a distant miracle."

That's how much love for the rainbow can be felt in the writer E. Shim.

Who guessed what the topic of our lesson is?

"JOY MAGIC ARC".

Do you think the sky smiles after the rain?

Can a rainbow be called the smile of the sky?

Do you love rainbow?

For what?

What do you experience when you look at a rainbow?

Have you ever wanted to touch her with your hand?

Visual range: Kuindzhi "Rainbow".

Reading a poem to music: F. Tyutcheva

How unexpected and bright

On the wet blue sky

aerial arch erected

In your momentary triumph!

One end plunged into the forests,

Others went beyond the clouds -

She covered half the sky

And she was exhausted at the height.

Oh, in this rainbow vision

What bliss for the eyes!

It is given to us for a moment,

Catch it - catch it soon!

Look, it's faded

Another minute, two - and so what?

It's gone, somehow it's all gone.

What do you breathe and live.

Why do you think the rainbow disappears so quickly?

Would you like a rainbow to always be in the sky?

What would the life of people and nature be like if the rainbow, like the sun and moon, appeared for a longer time?

Fizminutka.

VI. The game "Red, yellow, blue."

- How many colors does the rainbow have? (7)

I distribute colored circles for the seven colors of the rainbow. To whom I distributed the circles, they should run out and stand in the order of the colors of the rainbow.

K O F G G S F

Conversation

Are there many rainbow colors on earth?

The first color in the rainbow is red. Please name what on earth can be red (fire, flowers, vegetables). Whoever has a red ball counts how many objects of his color were named.

Now name what on earth can be orange?

Yellow?

Green?

Blue?

Blue?

Purple?

What color is the most on earth?

Which color is smaller?

Why do you think there is more of this color?

VII. Game "Gifts of the Rainbow"

Come up with as many definitions for the word rainbow as you can. What rainbow?

On the board the word RAINBOW

Please list the RAINBOW GIFTS to the inhabitants of the earth.

For example, a rainbow gives:

Smile Spirit of creativity

Love Delight

Good mood Happiness

Beautiful palette of colors Tenderness

Flowers Beauty

Joy Purity

What qualities of a person resemble a rainbow and explain your opinion

Kindness

Generosity

smilingness

Tenderness

Purity

beauty

VIII. Independent work. Drawing.

Imagine that a rainbow flashed in your heart. Draw your heart.

IX. Exhibition

-What is the name of our exhibition?

"Rainbow in the Heart of Man"

X. Homework

-Which of the colors of the rainbow do you like best?

-At home, let each of you choose one of the colors of the rainbow and draw a fairy tale of your own color, for example, a green fairy tale, in different shades of green.

XI. Lesson summary

-Imagine that a rainbow lives in the soul of every person, which, if it is forgotten, can go out forever.

-Tell me, what should a person be like so that the rainbow that lives in his soul never goes out?

-I wish you to be kind, honest, generous, merciful, compassionate, then the rainbow in your soul will never go out.

Preview:

Municipal institution "Management

education administration of the Municipal

formations of the urban district "Usinsk"

Municipal educational institution

"Secondary school No. 2"

(MOU "Secondary School No. 2")

family sun

Joint holiday for parents and children

Compiled by: Mazhaeva T. N.

primary school teacher

Gusinsk

The theme of the event: The sun of the family.

Target:- to reveal the meaning of the concept of "family" and its purpose;

- foster love and respect for parents;

- to develop the moral qualities of a person.

Literary series:- proverbs;

- poems about the family;

Visual range:- poster theme;

- family photos;

- word cards: love

friendship

support

understanding

caring for others

respect

self-sacrifice

care

heat

kindness

industriousness

agreement

tenderness

- mood dictionary: hardworking kind kindhearted radiant

shining harmonious

joyful happy

generous selfless

modest fair

purposeful beautiful

beautiful faithful

gentle friendly

pure honest

hardworking friendly

- drawing of a large sun with rays;

- cards with the image of: sun, star, rainbow, spring, flowers, swans, bees, mountain ash, goldfish, mountains;

- exhibition of drawings "Family Tree"; "Our Families"

Music line:any classical music, consonant with poems and visual range.

During the classes.

1. Organizing time. Statement of the educational task.

- Hello, our dear parents, grandmothers, children. Today we have an unusual lesson. We have come together to talk about the most important and most precious thing in the world. I want to ask each of you whatis the most precious thing in the world for you? (we pass the flower from hand to hand and answer this question)

Have you guessed what we are going to talk about in class today? (about family)

What can a family be compared to? (With sun, rainbow, flower...)

"Sun of the Family"

- This is the theme of our class hour.

Slide 2.

Today we will try to answer the question:

“How should family members be in relation to each other so that the sun that lives in the family never goes out?

III. New material.

1. The spiritual basis of the family. Conversation.

- Guys, how do you understand the word "family"?

Are you curious to know what your family members think about it? For example, siblings and parents?

Then attention to the screen. The report is…

Video clip.

- And what does the big encyclopedic dictionary think about it?

slide 4.

A family is a small group based on marriage or consanguinity.

whose members are connected by a common life,

mutual assistance, moral and legal responsibility.

Slide 5.

Most modern families consist of the spouses of their children.

Slide 6-7.

- Big family, which includes several generations of relatives.

This is the family tree of the family…….

slide 8.

- What is the spiritual basis of the family?

- What will be the assumptions?

- The question is not easy. There were several opinions in our class.

Let's try to answer it.

Music.

Slide 9-16.

- Let's start off with,

1. what is a soul?How to catch that elusive higher essence that lives in every person. Maybe the soul is a marvelous flower of beauty or a divine spark of the spirit?Or maybe it's the tree of life?

Two souls - female and male. Two precious trees of life. Each is full of its own light, its own unique beauty.

2. The branches of two trees are intertwined, penetrating deeper into each other. For the purpose of the meeting is the knowledge of the essence of the other, in order to become one with him, to become a family.What is the purpose of the family?A faint golden circle is visible around the branches of the two trees of life - this is the light of the future new soul, their future child. While it is barely noticeable, but this light is the meaning and continuation of their meeting.
3. When two souls merge into one, a new lush and beautiful family tree appears.
4. The birth of a new person. caught fire little sun in the nest of a family woven with branches of two souls. Both of them, with infinite tenderness and care, embrace and cradle this spark of a new soul.
5. A new man is growing, a new tree of life. Both parents bowed their branches to the new tree. Carefully and tenderly they embrace him, and the golden light of their love fills the branches and roots of the new soul, becomes its light.
6. A man grows up, and like a solar tree has risen between his parents. And they have grown old, have lost their splendor. There are very few branches left on the mother tree. They burned in sacrificial love. Less and less branches and roots remain with the souls of the parents. They have fulfilled their earthly destiny, and their souls fly away to another world.

1. As if the sun shines over the earth the golden tree of life. And although the souls of his parents flew far away, they remember him and pray for him from afar. And the crown of the new tree is filled with maternal and paternal roots. They gave him life and with their warmth helped to flare up in him the light of divine love.

Slide 17

- What is the purpose of the family? (birth of a new person)

- What is the main quality of human relations, in your opinion, is the spiritual basis of the family (love, care, warmth, tenderness ...)

- Only LOVE living in a family can truly make everyone happy!

Slide 18

2.Happy family. Proverb work.

"Happy is he who is happy at home"

says a folk proverb.

- Guys, are you happy that you have a family?

- Prove that the family is the happiness of a person.

- What is the happiness of the family: in children, wealth, health or something else?

And our parents make us happy.

Music.

slide 19.(slide with a picture of a beautiful nature)

For you my parents

Meadows and beauty!

Oh, how much, how much joy

My family brought me

All the clouds have dissipated

And a ray of your good appeared!

And there is no better

Than a ray of your kindness

Than a ray of your warmth

Thank you parents!

Thank you my family!

3. "Secret envelope." Homework.

- Each of you is preparing a “Secret envelope” for your relatives and friends. In it, you wrote down the kindest words, confessions and wishes to your loved ones. Before we give these envelopes to parents, I think it will be very pleasant for them, let's listen to a few warm lines about our dear people.

Thanks for the heartfelt lines.

4. Friendly family and happy family.

- It's good when the family is in harmony. When the family is friendly.

slide 20.

« What is the treasure for, if the family is in harmony.

- What do you think, which family is richer: the one that has a lot of money, but no consent, or the one that has a "lad" but no money?

- Were there such moments when there was no money, but everyone was surprisingly good and comfortable with each other?

- In what family people know how to truly enjoy life? (Those who live in harmony, those who can be called a friendly family)

- Unfortunately, it also happens that trouble comes to the family. For example, someone became seriously ill, or there was an earthquake, a hurricane, a flood.

Slide 21.

"Where there is love and advice, there is no grief."

What a wise proverb.

- What do you think, which family is happier, the one that does not know grief, or the one that knows how to cope with grief? (she knows how to cope with grief, where there is mutual understanding, support, care, self-sacrifice,)

- What family, in your opinion, will never be afraid of grief? (love and consent)

- What qualities should all members of this family have? (mutual understanding, mutual respect, self-sacrifice, caring for others, warmth, kindness, diligence)

slide 22

5. The game "What are our families like." Group work.

I distribute cards to children with the image of: the sun, stars, rainbows, a spring, flowers, swans, bees, mountain ash, goldfish, mountains.

1 group

- Write a few epithets that characterize a family that looks like mountains.

- To the rainbow?

2 group

-Write a few epithets that characterize a family that looks like a spring?

- For flowers?

3 group

- Write a few epithets that characterize a family that looks like swans?

- On the bees?

4 group

- Write a few epithets that characterize a family that looks like a mountain ash?

- For a goldfish?

Checking group work.

Slide 23-30.

(mountains) (purposeful)

(rainbow) (harmonious, joyful, happy, joyful…)

(spring) (pure, honest ...)

(flowers) (beautiful, beautiful ...)

(swans) (loyal, gentle, friendly ...)

(bees) (hard-working, friendly ...)

(rowan) (generous, selfless ...)

(gold fish) (modest, fair ...)

Slide 31

Fizkultminutka.

- What is needed for life?

-Sun!

- What do you need for friendship?

- Heart!

- What is needed for the heart?

- Happiness!

- What do you need to be happy?

- World!

- What do you think, what should be the family to be compared with the sun?

friendly, kind, loving, kind-hearted…)

- Have you ever met solar families?

- Would you call your family "sunny"?

Slide show(family photos of children)

7. The result of the lesson.

slide 32.(Sun)

- Imagine that the sun lives in the family of every person, which, if they forget about it, can go out forever.

- Tell me, how should family members be in relation to each other so that the sun that lives in the family never goes out?

Slide 33

Should live in a sunny family

Love

friendship

support

understanding

caring for others

respect

self-sacrifice

care

heat

kindness

industriousness

agreement

tenderness

- I wish that love, care, tenderness, and warmth always live in your family. Then the sun of your family will never go out.

- For you, dear parents, we have prepared a concert.

- Thank you. Classroom is over. I wish you all good mood and invite you to tea

Preview:

Municipal institution "Management

education administration of the Municipal

formations of the urban district "Usinsk"

Municipal educational institution

"Secondary school No. 2"

(MOU "Secondary School No. 2")

Flowers in human life.

Lesson on the spiritual and moral education of children

Compiled by: Mazhaeva T. N.

primary school teacher

Gusinsk

Lesson topic: Flowers in human life.

The purpose of the lesson: revealing the spiritual qualities of the child.

Literary series: - poems about flowers;

V. Soloukhin "Bouquet", "Flowers"

Visual range:1 Slide - program. A series of slides depicting different colors.

1. Theme is a poster;
2. Slides - reproductions of paintings by artists:

1. Van Gogh "Irises"

1. Van Gogh "Sunflowers"

1. Alexander Kuprin "Nasturtiums"

1. M. Saryan "Flowers".

3. Scheme "What flowers teach us."
4. Card words.
5. Quotes.

musical series:

2. music for relaxation;

3. P.I. Tchaikovsky "Waltz of the Flowers"

Flowers in human life.

During the classes.

1. Organizing time.
2. introduction.

Hello dear friends. I want to ask you: do you like flowers?

Today in the lesson we will talk about the most beautiful, tender and beautiful thing on earth - about flowers. Lesson topic:

Flowers in human life.

They give us joy, beauty and tenderness.

« He who loves flowers and guards them increases his happiness and receives bliss.

I invite everyone to the flower ball.

3. A slide program depicting various colors and reading poems about them. Music. Tchaikovsky "Ball of Flowers".

And the main guest at this ball -rose.

Rose is the queen of flowers. She was loved, she was worshiped, she was sung from time immemorial.

Roses are sisters of the dawn.

Their color is equivalent to the color of dawn.

Roses open

Only in the first rays of dawn,

And opening up marvelously,

They laugh, they cry

Sadness and joy shaking

In deep satin colors.

And now another flower.

“Look at a star, it's not just a luminous dot, emitting either blue, or white, or pink light. In the middle it is bright yellow, golden. Ancient people noticed small light blue flowers with a yellow circle in the middle, which, swaying from a light breeze, resembled the color and vibrations of stars."Aster!"they exclaimed, which means "star" in Russian.

"Tears of the Virgin" (about lilies of the valley).

The Most Holy Mother of God sobbed quietly, standing at the cross of the crucified Son. Her burning tears dripped large drops onto the ground, and pure white lilies of the valley arose at the site of their fall. What could be simpler and at the same time more charming than a lily of the valley? A few white bells, like porcelain, on a long stem and a couple of green leaves - that's all. These lovely white bells combined the purity and holiness of the tears of the Most Holy Theotokos. Its aroma refreshes and heals the soul. And when the little white flowers of the lily of the valley fell, in their place, from the very heart, fiery-red drops of the tears of the Virgin poured out.

Lotus.

Forget-me-nots.

Pansies.

Snowdrop.

Which flower do you like the most? And for what?

IV. A conversation about flowers.

What do you feel when you look at flowers?

Name different epithets for the word flowers.

flowers

Bright

Fragrant beautiful

Beautiful light-loving

Delicate fragrant

Miraculous loved ones

magical gorgeous

Which flowers and which of these epithets correspond most of all?

Can flowers be ugly?

What do flowers give us?

I have written on the board the qualities of the human soul. Please list the qualities that flowers teach us?

What are we being taughtflowers?

dream

nobility

kindness tenderness

beauty

love

Flowers bring people not only joy and beauty. Flowers bring happiness to a person. Love for flowers is one of the best human qualities.

What do you think is most like a flower in a person?(soul).Explain your answer.The human soul is compared to a flower. The human soul is the same flower reaching for light and warmth.

What happens to a flower if you don't take care of it?

What happens to a person's soul if you don't take care of it?

How do you understand the words "care for the soul"?(Strive to do only what will bring joy and happiness to people, improve your spiritual qualities, try to realize your purpose and purpose)

“Love for each other, the desire to make other people happy, the ability to give joy - that's the necessary conditions For happy life any person"

What do you need to do in order to be happy? (be in love)

Plants also have a soul, their own living and unique life.

And flowers have a language with which they communicate with us.

What qualities do you think you need to have in order to understand the language of flowers and talk to them?

Poets, writers, artists, composers knew this language well and wrote many beautiful works that were dedicated to flowers and nature.

V. Slide program of reproductions of paintings by artists to the music of Tchaikovsky "Ball of Flowers"

Looking at these reproductions, we seem to find ourselves in a magical meadow on a sunny, summer day.

1. G. Flegel "Still life with flowers and cacti"
2. G. Flegel "Still life with flowers and a snack"
3. Van Gogh "Irises"
4. Van Gogh "Sunflowers"
5. Alexander Kuprin "Nasturtiums"
6. A. Kuprin “Still life. Artificial flowers and fruits on a yellow background.
7. A. Kuprin "Flowers against the backdrop of a heel"
8. Martiros Saryan "Autumn flowers and fruits"
9. M. Saryan "Flowers".

Do you think the artists knew the language of flowers?

What qualities do you think a person needs to have in order to understand the language of flowers and talk to them? (try to be hardworking and responsible, and never forget to take care of your plants)

VI. Conversation. Generalization.

What do you think life on earth would be like if there were no flowers?

What role do they play in human life, insects, nature?

All meadow flowers, field, forest, many garden flowers have a very pleasant smell.

The smell of flowers is of great importance in nature. Scientists observed the flowering of grasses, flowers and the behavior of insects.

Each insect (butterfly, bug, bee, bumblebee) has its own flowers, which they distinguish by smell.

By smell, you can determine the state of the flower - is the flower healthy, is it good in this soil, is the flower happy or sad.

From suffering, flowers lose their scent.

In ancient times they saidthat smell is the Soul of a flower.

Therefore, when you have to cut flowers for a bouquet, ask the flowers for forgiveness, do not cut or tear extra ones and do not tear at all if you know you will soon throw them away.

In the scriptures of religions, the symbol of a flower is often used. What do you think they mean?

(A flower is a symbol of a person's soul frequency.)

There are many myths, legends, fairy tales about flowers, herbs, in which a person's life is connected with flowers.

VII. Relaxation. Music.

Now imagine a sunny summer day. You are lying in a meadow covered with a thick carpet of herbs and flowers. You can't help but want to put together a bouquet of your favorite flowers.

Reading a poem by V. Soloukhin "Bouquet".

What did the bouquet of different herbs and flowers teach the poet?

There is nothing unnecessary and ugly in the created world. Each creation is beautiful and beautiful in its own way. This amazing diversity is the greatest beauty.

VIII. Practical work.

And now let the magic paints and pencils help you tell the whole world how you understand the language of flowers and herbs in the following tasks.

1. Draw your favorite bouquet.
2. Draw the flower of your soul.

IX. Exhibition of works. Discussion.

Friends, if you had to see a garden in which all plants are exactly the same in shape, color and smell, would it seem beautiful to you? Of course not. Rather, it is dull and monotonous. A garden beautiful to the eyes and pleasing to the heart is a garden where flowers of all shades, shapes and smells grow side by side.

And now let's admire our exhibition. Are the flowers the same?

pay attention tobeauty in diversity.

X. Outcome.

So it must be among the children of men! If you meet people of a different nationality or with a different skin color, do not distrust them, be glad to them, let them feel your kindness.

Think of them as multicolored roses in the beautiful garden of humanity, and rejoice in your belonging to them.

Compiled by: Mazhaeva T. N.

primary school teacher

Gusinsk

Lesson topic: Purposefulness.

The purpose of the lesson:

2) Give the concept of purposefulness, the purpose of life;

4) Develop imagination.

Literary series:- V. Vysotsky;

1. R. Byrne;
2. N.K. Roerich;
3. Shchetinin;

Visual range:1 Slide - program. Series of slides by N.K. Roerich;

4. "Himalayas";
5. "Tibet".

1. Theme is a poster;
2. Drawing-poster "Tree of Wisdom", "Planet Earth";
3. Card words;

Music line:Vivaldi

During the classes

1. Introduction. Music.

Close your eyes. Imagine a clear sunny day, blue sky, gentle sun smiling at you. You feel his warmth. Smile at him too. And now, between you and the Sun, a boundless and boundless field of Love has arisen. Feel it. Open your eyes. Maybe we will have the same amazing and wonderful moments today.

Guys, when the sun rises, what parts of the earth are the first to see its rays. Valleys or mountain peaks?Of course, the tops of the mountains.

Similarly, people are the purest, most noble and bright, the first to see and grasp the truth.

We continue the conversation about the well-wishers of the human soul, about the qualities of human wisdom.

The topic of our today's reflection is quality, one of the most noble, the most important in the fate of every person.

And what quality will you understand, having lived with me the magical moments of touching the amazing, incomprehensible and mysterious, beautiful paintings of N.K. Roerich.

Look carefully and think about how you see the mountains in the artist's paintings.

II. slide program.

Showing slides to the music of Vivaldi.

III. Mountain talk.

(attached to the topic of the lesson).

Mountains ... There seems to be no plot here and everyone sees his own, what he wants to see.

The artist seems to be telling us: mountains are living beings with their own mood and their own inner life, invisible to humans.

How did you see the mountains in the paintings of N.K. Roerich? Choose definition words that convey not only the appearance of the mountains, but also the character, mood (solemn, majestic, pure, feeling powerful, silvery, smoky).

Into the hustle and bustle of cities

And in the streams of cars

We are returning - there is simply nowhere to go,

And we descend from conquered peaks,

Leaving in the mountains, leaving your heart in the mountains,

So leave unnecessary disputes,

I already proved everything to you:

Mountains can only be bettermountains,

Which have not yet been.

These penetratingly sensitive verses of our Russian bard V. Vysotsky perfectly show the greatness of the importance of mountains in human life.

Guys, what qualities should a person have to conquer a mountain peak? (bold, purposeful, decisive, perseverance with a strong spirit, have willpower, thirst for victory… "Learn Perseverance from Stones" - wrote N.K. Roerich

Listen to the quatrain:

Life starts over

For those who ascend.

And all that howled and screamed,

Rising here, sing.

- How do you understand the lines - "Life begins for those who make a shoot"?

What kind of ascension do you think we are talking about here?

Human life is an ascent uphill, to the top of the spirit.

- How do you understand"spiritual ascension"?

- Guys, what kind of symbol can mountains be for people? (Mountains are a symbol of ascent).

There are mountain peaks, and there are peaks of the spirit.

In order to rise to the top of our spirit, what should a person set for himself from childhood? (target).

Introduction to the topic of the lesson.

Now name the topic of our conversation. When a person is deprived of this quality, he will not achieve anything."Purposefulness". "The purpose of life is to live for a purpose.» R. Byrne.

IV. Goal Conversation

- Think and tell me your goal.

This is the tree of wisdom. I will write down all the goals on the branches of the tree.

Drawing-poster "tree of wisdom"

What do you think it is to have a lofty goal? (it should be noble to bring benefit, joy, happiness to everyone. Live not for yourself, but for the common good)

Only that person will rise to the top of the spirit who realizes that the purpose of life is service, service to humanity.

Do you think your life's purpose is high?

What qualities develops in a person striving for a high goal? (kindness, compassion, generosity, purity, perseverance, will to win, love)

What do you think life on earth will be like if all people aspire to lofty goals?

V. Game "Chain of Good Goals"

This is our world and your kind hands that will make it beautiful, clean, friendly, happy.

Let's decorate our globe with flowers. On each flower, write a good goal that will bring good to the world or your wish to the world.

Drawing-poster "Planet Earth"

VI. Drawing, Practical part.

And now I invite you to play the role of artists, and turning on your imagination, drawing a picture: the mountain peak of your spirit illuminated by light rays, a mountain road along which you step by step rush towards your goal.

VII. Outcome

Looking at this transcendental, endless, huge mountain world, in your drawings, I want to end the lesson with the words of the wonderful teacher Shchetinin.“Apparently there are no mountains in our life, but there is one endless peak, and we go step by step towards it. And what seems to us a transcendental peak is just a ledge on a huge, infinitely high mountain of our spirit. This is our own peak. We create it ourselves, we build it ourselves, and, reaching a height, we immediately say: "Come on, let's go further, even further, even further."

This is how you go - you go

And the blue mountains in our lives are always ahead.

Are we truly human?

Is it possible that the fire of dreams burns in our soul.

If we believe, hope, love, the top of our mountains is always ahead.

Don't forget it.

Preview:

Municipal institution "Management

education administration of the Municipal

formations of the urban district "Usinsk"

Municipal educational institution

"Secondary school No. 2"

(MOU "Secondary School No. 2")

Miracle of love

Lesson on the spiritual and moral education of children

Compiled by: Mazhaeva T. N.

primary school teacher

Gusinsk

Lesson topic: Miracle of love.

The purpose of the lesson:1) Continue acquaintance with the qualities of wisdom;

2) To consolidate the meaning of the feeling of love, its greatness and significance in the life of a person and the world around him.

3) To cultivate the desire for spiritual growth;

4) Develop imagination.

Literary series:- proverbs;

1. Wise thoughts about love;
2. "The Tale of the Wind";
3. "Tale of Love".

Visual range:

1 Topic - poster;

1. Words - cards;
2. Drawing of a large sun with rays;
3. Drawing of a big heart with rays (Temple of the Heart from the rays of Love);
4. Love fairy flower;
5. Candles;
6. Souvenir sun;
7. Small suns for reflection on the whole class;
8. Card words.

Music line: - Vivaldi "The Seasons";

Beethoven "Moonlight Sonata";

Schubert "Ave Maria".

During the classes

1. Organizing time.

II. Statement of the educational task.

Actualization. Creation of a problem situation.

Guys, guess what I brought you to class today? It is round, bright, radiant, necessary for all living on earth. (Sun)

It was not by chance that I spoke to you about the sun, because one of the great qualities of the human soul can be compared with its power. It is as great as the sun. It lives in our heart. We give its light to other people, nature, the world around us.

Have you guessed what we will talk about today in class? (About love)

Guys, do you think love can work wonders?

What is the miracle of love?

How many opinions are there in our class?

What question arises?

Who is right?

What will be the topic of our lesson?

Miracle of love

Today in the lesson we will try to answer the question “What is the miracle of love?”

III. The discovery of new knowledge by children.

1. Game "Fairy of Love"

- What do you love most in the world?

- And now, whoever receives the magic flower of the Fairy of Love, let him tell us about what he loves more than anything in the world.

2. A conversation about the heart. A force greater than love"

“There is no force in the world more powerful than love” (I. Stravinsky).

Only love creates life.

Guys, where do you think love is born?

The feeling of love is born in our heart, words of tenderness, affection, kindness, warmth come from the heart.

Love has many words, and they all come from the warmth of the heart. There are such expressions: “cordial warmth”, “heartfelt gratitude to you”, “a person with a kind heart”. When we feel good, joy is felt in the chest, in the heart, when we feel bad, they also say: “the heart hurts”, “cats scratch at the heart”.

The heart is the highest part of the human soul. It is the center of love and compassion, devotion and heroism. No wonder an evil selfish person is called heartless.

1. The game "Building the temple of the Heart from the crystals of love."

So, love is born in the heart.

Guys, what kind of crystals of love do we use to build the temple of the Heart? What can a person love?

Drawing of a big heart with rays (temple of the Heart from the rays of Love).

Love has many rays:love for Nature, love for the Motherland, love for the Mother, for the world, love for the Earth… and it's all through knowledge,through the experience of other people and ourselves, through books, music, painting.

A wonderful teacher, educator V.A. Sukhomlinsky said to the children, addressing everyone: “We come into the world and at first we are small children in order to, becoming adults, leave our mark on the Earth, live life as real people.. The worm lives, the chicken lives, and the ox lives, but their life is as far from human life as the worm's mink, chicken roost, and bullock's stall are from the cabin of a spaceship.Strive to become thinkers, workers. To do this, you need to learn to love. Love and give your love.

2. Reading the story of love.

“Many boys and girls lived in the big city house. Among them was a teenage girl - Little Hunchback. She was really small and really humpbacked. Like other boys and girls, she went out into the yard to take a walk and play. Other girls came out to play, among them were three beauties: Blue-eyed Beauty, Blue-eyed Beauty and Black-eyed Beauty. Each of them was convinced that she was the most beautiful - and everyone should admire her beauty. The little hunchback, without taking her eyes off, looked at these beauties. How she longed to give one of them her love! She went to one and then to the other, tried to play with them, but none of them paid attention to the Little Humpback, as if she was not there at all.

And so the Little Hunchback fell in love with a distant twinkling star. She saw her in the evening sky and whispered to her the ardent words of her love: “I want to be yours, Twinkling Star! I love you and want to be loved." And there was so much love in the heart of the Little Hunchback that this love stretched like a ray to the rays of the Twinkling Star. Starlet lived unimaginably far away, she flickered with a barely noticeable spark, but the power of Little Hunchback's love was so great that - imagine, children, it was really like that - Little Star felt the warmth of a shining ray of love and answered: “Well, Little Hunchback, I feel your love, I feel so good from your love and you will be mine. I am filled with your Love and send you my Love.” And then great Happiness sparkled in the girl's eyes. In the morning the children went out to play again, and the Little Humpback looked into the eyes of Blue-Eyed Beauty, Blue-Eyed Beauty, and Black-Eyed Beauty and was horrified by the feeling of regret - cold ice floated in their eyes.

The little hunchback whispered: "How unfortunate they are, these girls"

Guys, why did the Little Hunchback take pity on the beauties?

And what kind of eyes did the Little Hunchback have?

What made Little Hunchback so happy?

We see how important is not external beauty, but internal.

What is real beauty? (True beauty is in devotion, in the desire to bring joy to another person.)

“Love people. Love for people is your moral core, i.e. your heartfelt attitude towards people. Live in such a way that your core is healthy, clean and strong.

“Love one another” is the commandment of Christ.

3. Game Candle of Love.

Children stand in a circle. I distribute a small candle to each. Then I light a candle for one of the children. The child whose candle was lit should say something bright about his neighbor in the circle, and then light his candle with his candle.

The game ends when all the candles in the circle are lit. After that, the children blow out the candles and sit down in their place.

Guys, we built the temple of the Heart from the rays of love. We talked about what a person can love. But what is love? We will answer this question after we listen to the story.

6. Conversation "What is love?"(Reading "Tales of the Wind", the book "Textbook of Kindness" p. 65)

“The cold north wind lived in the world. Wherever he appeared, everywhere he brought grief and misfortune. Trees, flowers, animals and even people froze from his breath.

"Why are you so angry? a little gray bird once asked him. - You don't love anyone. You probably don't know what love is."

"Love? – the cold north wind was surprised. It was the first time he heard such a strange word. - And what is it?" he called, but the little gray bird had already flown away.

"What is love?" - the wind asked the gentle forest bell, opening its petals towards the morning sun.

“Ask the sun, it knows,” the bell laughed.

"What is love?" the wind asked the tallest pine tree, which stretched its branches towards the warmth of the sun.

“Ask the sun, it knows,” the pine tree smiled.

"What is love?" - the wind asked the silent mountain, which looked into the sky and thought about something.

“Ask the sun, it knows,” the mountain answered quietly.

"What is love?" the wind finally asked the sun.

“Love is when you forget about yourself and give all the caress of your heart to others - a flower, a tree, grief. They are warm and happy because I love them.”

So said the sun and fell silent. The cold north wind thought. For a long time he flew over the mountain, the pine tree and the tender forest bell. And then he disappeared.

There was no more cold and misfortune on earth. The weather was warm, sunny and windless.

No one knew what happened to the cold wind. The sun alone knew that the wind fell in love with the mountain, the pine tree and the tender forest bell. One sun knew that the wind simply forgot about itself.

- Guys, do you think the wind understood what love is?

- Why did you decide so?

- What is love? What does it mean?

To love means to forget about yourself. Do we always love like this? Most often, we think of ourselves and demand love from others.

There are two types of love - earthly and heavenly.

Earthly is when we love and want to be loved. There is another love - when they love without demanding anything in return.

IV. Primary fastening.

Game "Ode to Love"

Sounds like Beethoven's Moonlight Sonata. The word is written in large letters on the blackboardLOVE

Sit comfortably. Close your eyes. Relax. Fill your heart with a tender, light, warm, joyful feeling. Feel love in your heart.

- Guys, what do you think, what is love like?

gentle

shining

Joyful

magical

Sacrificial

beautiful

Big

Light

fabulous

the only

forgiving

devoted

And now, from all the words and definitions written on the board, make up an ode to love.

Love works wonders. Thanks to love, beautiful works of art are made - poems, poems, paintings, musical works.

Composer Schubert loved one girl. He proposed to her, but the girl's father refused him. Schubert came home and wrote the music "Ave Maria". Beethoven dedicated the Moonlight Sonata to the Italian girl Juliet.

Guys, remember a fairy tale in which love works wonders. ("The Scarlet Flower")

V. Practical part.

Drawing "Flowers of love".

Guys, remember, I read you a fairy tale about the fiery heart of Danko?

Visualize with your inner vision the flower of love in your heart.

What is he?

Draw it. Imagine through this flower your inner world, the beauty of your soul, the light of your soul.

Or draw a love flower, and then write on its petals everyone who or what you love, what you love to do more than anything in the world.

VI. Generalization.Exhibition of works.

I collect flowers of love and show them to the children one by one, reading the inscriptions on the petals. From the drawings, children guess who owns this or that flower of love.

The flowers turned out wonderful.

How can we name our exhibition?("Flowers of Love")

VII. Outcome.

Imagine that the flower of love in a person's soul can wither. What qualities should a person have so that the light of the flower of love never goes out?

kindness

Mercy

compassion

Spiritual purity

The beauty of the soul

generosity

Joy

What is love for every soul?(Love is true happiness for every soul)

VIII. Reflection.

Children choose the sun according to the color corresponding to the mood, compare it with the mood before the start of the lesson.

Guys, now please raise the sun that matches your mood.

Thank you. I wish you good mood. May LOVE always live in your heart.

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 literary heroes- 4% (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 age features 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.

On moral formation personalities influence many social conditions and biological factors, but the decisive role in this process is played by pedagogical ones, 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 in schoolchildren 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 education of the child occupies a leading place in the formation of a comprehensive 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 primary school largely aimed at the assimilation of knowledge and techniques, methods of educational work, i.e. the emphasis is on the substantive and partially operational components. It is assumed that in the course of this process there is also mental development and moral. 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 work 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 classroom team, they are included in different types 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, during which the main neoplasms are formed, mental development the child goes intensively.

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.

Significant feature the subject of activity is both 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 students' skills 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 teamwork. 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 students, the teacher conducts work to study the real knowledge of children, reveals possible problems and misconceptions.

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, consisting of personal experience 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, willingness to account for the current and future results of their activities, correlation of their 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 the student has relatively low level 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 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. All less 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”, “ Uninvited guest worse than a Tatar", "Disappeared like a Swede near Poltava", and relatively recent ones, during the Great Patriotic War the aphorism of the Panfilov political officer Klochkov - Diev flew around all fronts: “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.

Organization Methods cognitive activity 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. The organizational forms of educating the moral qualities of younger students are the 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: cool watch, ethical conversations, meetings with prominent people, conferences, matinees, competitions, 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 emotional sphere the child and the upbringing of high moral qualities in him 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: “In senior group kindergarten there were twenty-five guys, 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 read under the guidance of a teacher a large number of works with great moral potential, represent 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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Annex 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 Rus'? ("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 Rus'.

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 Rus' - 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 baptism 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 Rus', 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 Rus', 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 activities.

(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 Scarecrow Letter and Its Rivals" ( Didactic material. L.Yu. Komissarov, R.N. Buneev, E.V. Buneev, to 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.

Synopsis of an extracurricular lesson on spiritual and moral education for younger students "Friendship is a wonderful word"

Target: the formation of an understanding of the value of friendship, the consolidation of children's knowledge about the positive and negative qualities of a person's character.Tasks: Tutorial: determine the essence of the concept of "friendship", the qualities of a true friend; help children realize what qualities are important in friendship.Developing: develop communication skills necessary for the formation of friendship and collectivism in the children's environment;Educational: to form moral qualities (the ability to be friends, to cherish friendship) and friendly relations in a team of peers, to cultivate collectivism, mutual assistance.Equipment: presentation, pedagogical situations, musical accompaniment, cards with proverbs about friendship, cards with fairy tale characters, illustration depicting islands, flower templates.Lesson progress 1. Organized class start
1.1. Get students ready for class Good afternoon dear guests! We are glad to see you. (slide 1)Guys, today we have an unusual lesson. We've got guests, let's greet them.(Children welcome guests)Our guests want to see what kind of guys you are. Let's say together: (slide 2)We are friendly!We are attentive!We are diligent!We are excellent studentsEverything will work out for us.Well done boys. Now you can sit quietly in your seats.2. Introductory part of the lesson Today we have an unusual lesson and a very interesting, serious topic, and in order to find out, you need to guess a crossword puzzle. (slide 3) I will read riddles to you, and you will answer by raising your hands, but I will ask those who raise their hand correctly.1. Little girlNail growth.Born from a grainHer home is a flower.Who is this? (Thumbelina)2. He is cheerful, groovy,And a propeller in the backlifts the mood,Likes sweet jamThe kid always laughs.Who is this? Tell me!(Carlson)3. She is beautiful and sweet.And her name is from the word "ash". (Cinderella)4. She was a dwarf's girlfriendAnd, of course, you know.(Snow White)5. The father has a strange boy,Unusual, wooden,On land and underwaterLooking for a golden keyEverywhere the nose sticks its long ...Who is this?..(Pinocchio)6. With blue hairAnd with big eyes."Brush your teeth! Wash your hands!"Loves to lead! (Malvina)

Guys, what is the keyword? That's right, today our conversation is dedicated to friendship and friends. (slide 4) We will decide what should be real friendship and define the laws of friendship.3. The main part of the lesson
3.1. Conversation about friendship

What is friendship, everyone knows?

Maybe it's funny to ask?

Well, what does it mean

This word? So what is it?

1 student:

Friendship is if your friend is sick

And he can't come to school

Visit him willingly

Bring school lessons

Patiently explain tasks

Take on some of his worries.

Give him your attention

Days, weeks, month or year...

2 student:

If your friend is something, sorry.

Badly done or said

We must honestly, directly, without a doubt

Tell the truth to his face.

Maybe he can't understand everything.

Maybe he will be offended all of a sudden.

You still have to tell the truth

After all, that's what a best friend is for.

3 student:

Friendship in joy and friendship in sorrow.

A friend will always give the last.

A friend is not the one who flatters, but the one who argues,

The one who does not deceive will not betray.

Well done guys, and now I'll give you the definition of friendship from Ozhegov's dictionary:Friendship is a close relationship based on mutual trust, affection, common interests (slide 5)Who do we consider friends? Children's responses are heard.You pronounce the word "friendship" - and you immediately remember the funny cartoon characters: this is the funny Cheburashka and Crocodile Gena, (slide 8) this is the musical Lion cub and the wise Turtle. The world of cinema, the world of books, our world in which we live, gives us wonderful communication - communication with a friend.A friend is a favorite book that you read and you are interested in with it, a friend is a mother who will definitely help you in difficult times, a friend is a school teacher, an educator who will help you look into the secrets of knowledge, a friend is (slide 9) an old teddy bear with an ear torn off who will listen to you when you feel bad.3.2. The game "Who is friends with whom?" (slide 10) We read a lot of different fairy tales and I suggest you play the game "Who is friends with whom?" Each on the desk is a white piece of paper on which fairy-tale characters are depicted. Let's remember which of these fairy-tale characters is friends with whom and connect friends with arrows.Winnie the Pooh Piglet,Baby Carlson,Cat Leopold - mice,Baba YagaLion cub - turtleCinderella-mice,Malvina - Pinocchio,Cinderella - miceCheburashka - crocodile GenaMalvina-PinocchioLet's see what we got. Who is out of place here? Why is no one friends with him? Children's answers.3.3. The game "Dark and light bags" (slide 11)On my board is a bag of good qualities, which we will fill with qualities that help make friends. I offer you cards with words. Choose the qualities that a real friend should have and attach the signs to the bag. Now let's read the rest of the words. These are dark, bad qualities that we must eradicate from our lives. Let's crush these leaves and throw them away."Light qualities" "Dark qualities"Honesty SlothNeatness CunningKindness Disobediencecaring deceitfulnessFriendliness Envy

Politeness. Patience.

Mindfulness Rudeness

Anger Hatred Greed

3.4 Role modeling.

Each group acts out the situation.

Story "Friends"

Once Sasha brought an electronic game "Football" to school. Maxim immediately ran up to him and shouted: “We are friends, let's play together!”.

Let's! Sasha agreed. Other guys also came up, but Maxim shielded the game from them.

I am Sasha's friend! he said proudly. - I will play with him.

The next day, Denis brought transformers to the class. And again Maxim was the first near him.

I am your friend! he said again. - Let's play together.

But then Sasha came up.

And accept me.

No, we will not accept, - said Maxim.

Why? Sasha was surprised. You are my friend, you said it yourself yesterday.

That was yesterday, - Maxim explained. - Yesterday you had a game, and today he has robots. Today I am friends with Denis!

Conclusion: you need to be friends not because it is profitable, but disinterestedly. You need to be friends because this person is close to you, his interests, views, inner world are close.

The story "Identical"

There lived two inseparable girlfriends, first graders. Both of them are small. Rosy-cheeked, fair-haired, they looked very much alike. Both mothers were dressed in the same dresses, both studied only for fives.

We are the same in everything, in everything! - the girls said proudly. But one day Sonya, that was the name of one of the girls, ran home and boasted to her mother:

I got an A in math, but Vera only got a C. We are no longer the same...

The mother looked at her daughter carefully. Then she said sadly:

Yes, you've gotten worse.

I? Sonya was surprised. But I didn't get a three!

Vera got a triple, but she got it because she was sick ... And you were delighted - and this is much worse.

Conclusion: Know how to empathize with a friend, support him.

The story "Before the first rain"

Tanya and Masha were very friendly and always went to school together. Either Masha came for Tanya, then Tanya - for Masha. One time when the girls were walking down the street, it started heavy rain. Masha was in a raincoat, and Tanya was in one dress. The girls ran.

Take off your cloak, we will cover ourselves together, - Tanya shouted on the run.

I can't, I'll get wet! - Bending her head with a hood, Masha answered her.

At school, the teacher said:

How strange, Masha's dress is dry, and yours, Tanya, is completely wet. How did it happen? You were walking together, weren't you?

Masha had a cloak, and I walked in one dress, ”said Tanya.

So you could cover yourself with a raincoat, - said the teacher and, looking at Masha, shook her head. - It can be seen, your friendship until the first rain!

Both girls blushed deeply: Masha for herself, and Tanya for Masha.

Conclusion:help a friend in difficult times.

3.5. Physical education dance "Friendship" (slide 18)And now it's time for us to relax a little, a cheerful mouse invites us to dance.3.6. Quiz "Fairy-tale heroes" (slide 19)1. Once four musicians got together and became friends. They gave concerts together, chased out robbers together, lived together - they didn’t grieve ... Name these musician friends. (Bremen Town Musicians: Rooster, Cat, Dog, Donkey.) (slide 20)2. Which girl rescued her friend from ice captivity? Do you respect her actions and why? (Gerda rescued her friend Kai.) (slide 21)3. This hero fell on the bed and, clutching his head, said: “I am the sickest person in the world!” He demanded medicine. They gave him, and he answered: “A friend saved the life of a friend!” Who are we talking about? And what medicine was given to the patient? (Carlson. The medicine is raspberry jam.) (slide 22)4. Which two friends were lying on the sand and singing a song about the sun? Name them? (Lion cub and turtle.) (slide 23)5. The girl with blue hair had many friends, but one was always there. Who is he? (Poodle Artemon.) (slide 24)Well done boys! There are a lot of books about friendship and friends. By reading them, you make friends in the person of literary heroes.3.8. Game "Collect a proverb" (slide 25)There are many proverbs about friendship. Game "Collect proverbs". You guys have heard and know that proverbs contain folk wisdom. I wanted to introduce you to them, but last night, when I was compiling them, I accidentally dropped and mixed up all the words in proverbs ...Can you help me collect them?

Friend is known in trouble.

Life is hard without a friend.Remember friendship, but forget evil. (Hang out on the board)4. The final part of the lesson Our lesson is coming to an end. And in conclusion, we will derive the laws of friendship that you promise to fulfill and abide by.Laws of Friendship : (slide 27)Help a friend in need.
Be able to share the joy with a friend.
Don't laugh at your friend's shortcomings.
Stop a friend if he does something bad.
Know how to accept help, advice, do not be offended by criticism.
Don't fool your friend.
Know how to admit your mistakes, make peace with a friend.
Don't betray your friend.
Treat your friend the way you would like to be treated. - A friend is easy to lose, much harder to find. If you have a friend, take care of your friendship with him, appreciate it.4.2. Reflection "Mood Islands" Guys, look at this mood islands. You have flowers on your desks that you must stick on the island whose name matches your mood at the moment. (Children come to the painted islands and stick flowers according to their mood).4.3. Parting On this our lesson came to an end and finally I want to quote you a poem.“Who believes in friendship fervently, who feels a shoulder next to him,He will never fall, in any trouble he will not be lost,And if he suddenly stumbles, then a friend will help him get up,Always in trouble, a reliable friend will lend a hand to him.Guys, let's thank our guests for attending our lesson.

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. Thishighly 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.

Contribute to the assimilation of the rules of conduct in an educational institution, at home, on the street, in a village, in in public places, Outdoors.

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 allowing students to gain experience in moral behavior.

The implementation of the program involves the formation of an initial idea of ​​the basic values ​​of the national culture in the process of conducting conversations, excursions, correspondence trips, participation in creative activity, such as theatrical performances, 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 standards, 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 class level is of particular importance, 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/n

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

culture appearance.

+

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/n

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/n

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.

+

Great importance little joys.

+

+

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/n

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 (4 hours)

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 (10 hours)

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 main educational program 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) desirable pantsuit

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

Thank you

Please

Thank you

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 offer:

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 (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 offers:

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 quarter, Masha's bag was as beautiful as at the beginning 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. drawing.

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

- 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, different ways 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.