Formation of patriotic feelings of younger schoolchildren in the process of familiarization with folklore. Raising patriotism is an important task of the teacher and parent in the development of younger students

The upbringing of patriotism in younger schoolchildren is of great importance, since we are talking about the fate of present and future generations, since our young contemporaries must not only possess this amount of knowledge, but they must become spiritually and intellectually mature. Hence, there is an urgent need for the education of patriotism in younger schoolchildren, which, on the basis of domestic works, folk songs, etc. will educate in the younger generation qualities that at all times distinguished the national character: kindness, openness, dignity, suffering, nobility.

Since continuity of development plays an important role in upbringing, it is necessary to consider the age characteristics of children of primary school age in unity. In psychology, this unity is sometimes forgotten, and only the fund of available psychological manifestations is ascertained. Hence, a lot of misunderstandings and inaccuracies arise when a teacher uses psychological data about students. That is why the teacher needs to creatively apply knowledge about the psychological characteristics of children, take them into account when building the pedagogical process. Otherwise, he may find himself in a difficult situation, when the data of psychology "do not work", moreover, they contradict the situation of the real behavior of students in the classroom.

Age-related psychological characteristics are not a dogma, but only a guideline for a clearer and more rigorous judgment of the teacher about his students. Age-related psychological characteristics of younger schoolchildren depend on the previous psychological development of children, on their readiness for a sensitive response to the educational influences of adults.

Here are the most typical, most common indicators of age-related psychological characteristics of children of primary school age:

• - motor activity;
• - sensory-perceptual activity (ability and need for sensory new impressions, their reproduction, preservation);
• - intellectual-volitional activity (intellectual initiative, curiosity, interest in identifying connections, cause-and-effect relationships, objectification and reproduction of “difficult” situations, highlighting oneself and the field of action, etc.);
• - motivation and emotional-expressive activity (the social range of life motives, their ability to emotionally-expressive identification, "designation", symbolization, combinatorics, substitution);
• - the ability to include all these forms of mental activity in real social activity, behavior, communication in the name of their effectiveness of construction, regulation and social evaluation.

The first four indicators are born and naturally manifest themselves in the "amateur" of children of this age. In the opinion of V.A. Krutetsky, the last indicator is the most complex, integral. It defines in the psychological sense the position of the child already as a schoolchild, whose activity is characterized by all the main features of socially useful activity.

The cultivation of this ability through a negative assessment, censure leads to a violation of continuity with the previous mental development. On the contrary, cultivating the ability for targeted regulation of activity through encouragement, a positive assessment of the success of children, preserves the wealth of previous achievements in the mental development of younger students.

Actions in accordance with the required result form in children such qualities as the stability of behavior, the ability to mobilize, to act.

The process of patriotic education of younger schoolchildren is based on their personal and value attitude to the small and large Motherland. According to E.A. Arkin, a personality-oriented approach allows the formation of the spirituality of a person, allows her to realize her natural, biological and social essence. The purpose of education at the same time is to create conditions for satisfying the need to be a person spiritually rich, morally stable.

The main goal of education with this approach is the development of the student's personality; personality acts as a system-forming factor in the organization of the entire educational process; the leading motives of education, its value are self-development and self-realization of all subjects of education; the formation of strong knowledge, skills and abilities becomes a condition for ensuring the competence of the individual; the full competence of the student is ensured by including his subjective experience; the goal of personality-oriented education is the development of independence, responsibility, sustainability of the spiritual world, reflection.

Personally-oriented education is the process of preserving and ensuring the health of the child. The development of his natural abilities - the mind, moral and aesthetic feelings, the need for activity, mastering the initial experience of communicating with people, nature, art.

The immediate environment and the Motherland as personal values ​​in the structural-content model reflects the child's desire to love the immediate environment, his parents, and through them, his Motherland as a whole. This is a real transforming force that elevates the objective dignity of a person, making him the subject of his own activity. Knowledge, which is considered outside the axiological context, turns into impersonal information, leads to the loss of the moral and spiritual responsibility of the individual for the picture of the world that has formed in her. Value is the criterion of excellence; it provides the necessary means for the evaluative-orientational side of the personality's activity, thereby allowing the child to fully make his life choice, which is, ultimately, the basis of education.

Recently, much attention has been paid to education on the symbols of Ukraine, the Autonomous Republic of Crimea. The emblem of the Autonomous Republic of Crimea bears the motto "Prosperity in unity", but unity is not possible without knowledge, understanding and respect for each other. The problem of educating a citizen, forming a culture of interethnic communication is extremely relevant today. Raising respect for one's people, their identity, the right attitude to the culture and traditions of other peoples is one of the priorities for the formation of an active citizenship, a sense of patriotism and national pride. In the 2008/2009 academic year, based on the methodological recommendations of the Ministry of Education and Science of Ukraine, the first lessons in the primary grades could be devoted to the following topics: grade 1 - "My native school", grades 2-4 - "Ukraine - my homeland".

Taking into account the peculiarities and significance of Crimea as one of the important regions of Ukraine, in order to get acquainted with the history, geography, cultural heritage, traditions, way of life and modernity of the Crimean peoples, the Ministry of Education and Science of the ARC suggested devoting the first lesson in elementary school to the topic “Crimea is our common home ". The teacher independently chose the forms and methods of conducting the first lesson, taking into account the capabilities of the educational institution and the individual characteristics of his class. Let's take a look at some sample tutorials.

At the first lesson, it is advisable for the teacher to focus on such concepts as the Fatherland, native land, culture, traditions. It is important to reveal the meaning of universal human values, such as philanthropy, mercy, mutual respect, understanding, care. The main goal of the lesson is the education of tolerance, i.e. respect, acceptance and proper understanding of the rich diversity of cultures of our peninsula, forms of self-expression and ways of manifesting human individuality.

Indicative objectives of the lesson: to promote the formation of patriotism and national consciousness, tolerance, culture of interpersonal relations, to expand the understanding of younger students about the diversity of ethnic groups and nationalities of the peninsula. To cultivate love for the native land, its historical past, traditions and customs of the peoples inhabiting Crimea, to educate patriots of their Fatherland.

Forms of the first lesson: lesson-travel, lesson-game, lesson-meeting, lesson-excursion, holiday, competition, training, festival, auction of new ideas, fair, action, exhibition, etc.

Material about the big and small Motherland should be included in the lesson, in an accessible and interesting way to acquaint children with the history and traditions of the peoples of Crimea.

We offer patriotic poems about Crimea in Russian, Ukrainian and Crimean Tatar languages. So, from all of the above, we can conclude that the core of all civic education is patriotism.

The school has always developed in children a sense of freedom, unity, equality and brotherhood. The essence of the concept of "patriotism" includes love for the Motherland, for the land where he was born and raised, pride in the historical achievements of the people. Patriotism is inextricably combined with internationalism, a sense of universal solidarity with the peoples of all countries. A special place in education is occupied by the formation of feelings of unity, friendship, equality and brotherhood, uniting the peoples of Crimea, Ukraine, the culture of interethnic communication; intolerance to manifestations of national narrow-mindedness and chauvinistic swagger. In this process, the role of a truly folk multinational culture, true to the truth of life, is great.

But patriotic education can also be carried out in the classroom. The lesson was and remains the most important link in the system of educational work with students. It is during the lessons that the foundation of patriotic consciousness, patriotic feelings and behavior of a citizen - a builder and defender of the Fatherland - should be laid. Practice shows that no interesting extracurricular and out-of-school educational work can ever compensate for the gaps made in the matter of upbringing in the classroom.

At present, we are witnesses and participants in a gradual process of reassessment of values, the revival of civil as well as patriotic views and beliefs. It seems that a sense of national self-consciousness (and its rise is inevitable as a response to major socio-political upheavals of recent times) and a sense of love for the Fatherland should be instilled in a person by family and school.

From a very early age, the art of patriotism should be laid down by parents, and further brought up at school. And, of course, society plays an important role in the history of the various peoples inhabiting Ukraine. After all, a lot depends on the environment in which a person is located.

The patriotic education of schoolchildren should be built taking into account their age-related psychological characteristics. Of course, psychological characteristics are not a dogma, and each child will have his own degree of maturity in the perception of patriotism, depending on the previous mental development of children, on their readiness for a sensitive response to the educational activities of adults.

School age is a time of intensive personal development. A child of this age is emotional. Feelings dominate all aspects of his life, determine actions, act as a motive for behavior. An increased susceptibility to external influences comes to the fore, faith in the truth of everything they teach, what they say, in the unconditionality and necessity of moral standards. It is at this age that great opportunities arise for the systematic and consistent moral education of children. Thus, patriotic feelings begin to take shape at primary school age on the basis of the content of awareness and the stability of emotional experiences.

In the formation of schoolchildren's patriotic feelings, an important role is played by the preschool experience of actions, feelings, and actions. The preschool period in the life of children is the beginning of the formation of his ideas about the house, parents, the city and village where the child was born, about everything that surrounds him and what is called the small Motherland.

Patriotic education should be of a complex nature, permeate all types of activities of a younger student: educational and extracurricular. After all, the life of all the inhabitants of the country depends on the formation of spiritual immunity in the young generation. The purpose of the teacher's work is to form in his students the moral qualities of a patriot of his country.

In the work on the patriotic education of schoolchildren, it is necessary to take into account the psychological capabilities and characteristics of their age. The impressionability and emotionality of the child, his openness and readiness to learn new things, the high authority of the teacher, the desire to take a socially significant position, orientation to social norms, these and other features create fertile ground for the growth of stable patriotic feelings in the process of familiarization with folk culture.

In addition, primary school age is the most sensitive period for the development of positive personality traits, including patriotism. The well-known suggestibility of children, their gullibility, their tendency to imitate, and the enormous authority enjoyed by the teacher and parents create favorable conditions for the successful solution of this problem.

Based on the positive that appears in the child's psyche, the teacher can form a sense of patriotism, camaraderie and an active attitude to reality, a deep respect for working people.

In the work on patriotic education, it is necessary to be guided by the following principles:

• - strengthening the unity and integrity of the Russian Federation;
• - taking into account in the upbringing of the characteristics of various categories of the population (preschoolers, younger schoolchildren, adolescents, etc.);
• - preservation and development of the historically established friendly relations between the peoples of Russia, their consolidation in a single federal state;
• - assistance to the development of national cultures and languages ​​of the peoples of the Russian Federation;
• - humane, respectful attitude to people of different nationalities and races, to their historical heritage, cultures, traditions; a combination in the education of the national, civil-patriotic and universal;
• - the formation of each new generation of national identity, open to the perception of the values ​​of other peoples.

The education of schoolchildren's patriotism is of great importance, since we are talking about the fate of present and future generations, since our young contemporaries must not only possess this amount of knowledge, but they must become spiritually and intellectually mature. From here? an urgent need for the education of schoolchildren's patriotism, which, on the basis of domestic works, folk songs, traditions, will educate in the younger generation the qualities that distinguished the national character: kindness, openness, dignity, compassion, nobility.

The process of patriotic education of schoolchildren is based on their personal and value attitude to the small and large Motherland. According to E. A. Arkin, a personality-oriented approach allows the formation of the spirituality of the individual, allows her to realize her natural, biological and social essence. The purpose of education at the same time is to create conditions for satisfying the need to be a person spiritually rich, morally stable.

The main goal of training with this approach is:

• - development of the student's personality;
• - personality acts as a system-forming factor in the organization of the entire educational process;
• - the leading motives of education, its value are self-development and self-realization of all subjects of education;
• - the formation of strong knowledge, skills and abilities becomes a condition for ensuring the competence of the individual;
• - the full competence of the student is ensured by including his subjective experience;
• - the goal of personality-oriented education is the development of independence, responsibility, sustainability of the spiritual world, reflection.

Person-centered parenting? it is a process of preserving and ensuring the health of the child. The development of his natural abilities? mind, moral and aesthetic feelings, the need for activity, mastering the initial experience of communicating with people, nature, art.

The immediate environment and the Motherland as personal values ​​in the structural-content model reflects the child's desire to love the immediate environment, his parents, and through them, his Motherland as a whole. This is a real transforming force that elevates the objective dignity of a person, making him the subject of his own activity. Knowledge, which is considered outside the axiological context, turns into impersonal information, leads to the loss of the moral and spiritual responsibility of the individual for the picture of the world that has formed in her. Value? it is the criterion of perfection; it provides the necessary means for the evaluative-orientational side of the personality's activity, thereby allowing the child to fully make his life choice, which is, ultimately, the basis of education.

The school has always developed in children a sense of freedom, unity, equality and brotherhood. The essence of the concept of "patriotism" includes love for the Motherland, for the land where he was born and raised, pride in the historical achievements of the people. Patriotism is inextricably combined with internationalism, a sense of universal solidarity with the peoples of all countries. A special place in education is occupied by the formation of feelings of unity, friendship, equality and brotherhood, uniting the peoples of Russia, the culture of interethnic communication; intolerance towards manifestations of national narrow-mindedness. In this process, the role of a truly folk multinational culture, true to the truth of life, is great.

Patriotic education can be carried out in the classroom. The lesson was and remains the most important link in the system of educational work with students. Practice shows that no interesting extra-curricular and out-of-school educational work can ever compensate for the gaps made in the matter of education in the classroom.

At present, we are witnesses and participants in a gradual process of reassessment of values, the revival of civil as well as patriotic views and beliefs. It seems that a sense of national self-consciousness and a sense of love for the Fatherland should be brought up in a person by family and school.

Parents and teachers are the educators of the same children, and the result of the upbringing of a moral and patriotic personality can be successful only when the teacher and parents become allies.

The interaction of the family and the teacher is important at all stages of school life, but they are of particular acuteness, special significance for the first years of study.

The most important function of the family is the upbringing and development of children, the socialization of the younger generation. Children receive their first lessons in citizenship in the family. The moral norms of society initially appear to the child in the form of demands made by parents, appear embodied in the entire way of life of the family, and, even without being conscious, are assimilated as the only possible way of behavior. It is in the family that habits and life principles are formed. How relationships are built in the family, what values, interests are in the foreground here, it depends on how children will grow up. In families where there are relics of the older generations, and children admire their heroic deeds - the upbringing of the patriotic feelings of the child at a high level.

Motherland, Fatherland... In the roots of these words are images close to everyone: mother and father, parents, those who give life to a new being. The feeling of love for the Motherland is akin to the feeling of love for one's own home. These feelings are united by a single basis - affection and a sense of security. This means that if we instill in children a sense of attachment, as such, and a sense of attachment to their home, then with appropriate pedagogical work, over time, it will be supplemented by a sense of love and attachment to their country.

The main factor in the successful upbringing of children is civic behavior, moral purity, the deeds and deeds of adults who surround them, and, above all, parents and teachers. The origins of citizenship and patriotism of children are in us, adults, in our love for the Motherland, in a sense of pride in its successes and a sincere desire to share all its troubles, stand up for it, provide it with all possible assistance, actively, actively share all its worries, in our striving to preserve and increase the spiritual and material culture of their people.

The essence of patriotic education is to sow and nurture in the child's soul the seeds of love for the native nature, for the native home and family, for the history and culture of the country, created by the labors of relatives and close people, those who are called compatriots.

One can speak of success in the formation of patriotism only if the schoolchildren are brought up with the appropriate skills and habits of behavior, i.e., their own experience of these relations. Any experience, as we know, is developed through prolonged exercises or other types of behavioral activities.

Thus, patriotic feelings begin to take shape at primary school age on the basis of the content of awareness and the stability of emotional experiences, as well as the systematic acquaintance of schoolchildren with the place and role of our country in the world. Without love for the Fatherland and respect for its history and culture, it is impossible to educate a citizen and patriot, to form a sense of dignity in a child, to instill positive qualities in him.

An important factor in the patriotic education of schoolchildren is museum pedagogy.

For the formation of patriotism and culture of interethnic relations, it is necessary not only to know their essence and content, but also those internal psychological and pedagogical components that, in their totality, act as carriers of these qualities. These components are: need-motivational, cognitive-intellectual, emotional-sensory, behavioral and volitional. Consider the system of educational work on the formation of each of these components. Need-motivational component of patriotism and culture of interethnic relations. Its formation is carried out, first of all, in the system of studies, as well as in the process of various forms of extracurricular work by creating situations in which students would experience feelings of love and pride in their homeland, admire its heroic history, courage and bravery of patriotic sons, its outstanding role in the development of world civilization.

The program on history contains rich material on these issues: the Battle of Kulikovo, the feat of arms of Alexander Nevsky, the courage of the merchant Minin and Prince Pozharsky, the heroic repulse of the invasion of Napoleon's hordes, the nationwide struggle against the Nazi invaders, etc. The ideas of patriotism and interethnic community, which are revealed in fiction and sung in poetry, have a huge emotional impact on the excitement of the need-motivational sphere of students (Pushkin A.S., Lermontov M.Yu., Tolstoy L.N., Gogol N.V. , Sholokhov M.A., Kupala Ya., Kolas Ya., Tvardovsky A.T. and others).

Students really experience feelings of attachment to their native land when they are involved in local history work, make trips to memorable places of their native land, meet people who have accomplished military and labor feats. Participation in this work, if it is highly informative and colorful, arouses in students a feeling of admiration, a desire (need) to imitate such people. Cognitive-intellectual component of patriotism and culture of interethnic relations. This component includes an in-depth understanding of the essence of these moral qualities and ways of their manifestation in various types of activity and behavior of the individual. In this regard, again, the great opportunities for training sessions in all subjects of study, especially in history, literature, languages, etc., are widely used. Do not students, for example, admire the discoveries of Lobachevsky N.I. in mathematics, Mendeleeva D.I. in chemistry, Popova A.S. in radio engineering, S. P. Koroleva in space technology, which strengthened the priority of domestic science in the world!

There are many opportunities for this in extracurricular activities: conversations, reports and lectures on patriotic topics, literary and art concerts, folklore and ethnographic evenings, organizing search work for pathfinders, hours of poetry, music, etc. It is important, however, that this work should not be carried out abstractly, but should contribute to the students' awareness of such specific patriotic manifestations and personality traits as devotion to the motherland, courage, courage, bravery, feat, honor and dignity, etc. At the same time, it is necessary that this concern awakens in students a sense of attachment to their native places, accompanied by vivid emotional and sensory experiences. It was this position that Leo Tolstoy had in mind when he wrote: "Without my Yasnaya Polyana, I can hardly imagine Russia and my attitude towards it." In a slightly different form, the same idea was expressed by the outstanding Russian writer Leonov L.M.: "Great patriotism begins with love for the place where you live."

A very great potential for the development of the intellectual and emotional component of patriotism and the culture of interethnic relations is contained in the native language. Formation of patriotic views and beliefs among students. The stability and maturity of moral consciousness on issues of patriotism and the culture of interethnic relations is achieved only if the knowledge of students on these issues acquires the character of personal views and beliefs and acts as motives and attitudes of behavior. For the education of patriotic views and beliefs, it is essential that knowledge about the essence and methods of manifestation of these qualities is not simply acquired by students, but acquires a personal meaning, passes through their emotional experiences and becomes the guiding principles of their activities and behavior. Educational work in this case should not only be colorful and romantically elevated, but also be distinguished by the depth and persuasiveness of factual material and be saturated with vivid and exciting examples of patriotic heroism and valor.

For the education of patriotic views and beliefs, it is very important to create pedagogical situations that would include elements of discussions, a certain struggle of opinions, students defending their judgments, as a result of which they begin to form their own point of view, strengthen their own internal position. In this regard, we must not forget that for the emergence and strengthening of the views and beliefs of the individual, it is very important that she finds herself in such an emotional and intellectual tension that would leave a deep mark on her need-motivational sphere, determine the direction of consciousness and become an irresistible inner the strength of her life aspirations and ideals. Formation of students' ability to volitional manifestations in the field of patriotism and culture of interethnic relations.

The main means for solving this extremely important and complex task is the skillful inclusion of students in various types of practical activities and the formation of their skills and habits, the experience of patriotic behavior and the strengthening of a culture of interethnic relations. This includes various types of labor and socially useful activities, maintaining educational equipment in good condition, caring for monuments to soldiers who died in battles for their homeland, environmental protection, tourist and local history work, historical and ethnographic expeditions, celebration of historical and anniversaries, meetings of students with representatives various nations and national formations, communications with military units, etc. If this activity is meaningful and regular and is combined with the development of the need-motivational sphere in students, the intellectual and emotional component of patriotism and the culture of interethnic relations, it undoubtedly contributes to the strengthening of views and beliefs, as well as the development of a multifaceted experience of behavior associated with the manifestation and improvement of these most important moral qualities.

As noted above, an important role in the process of educating patriotism and a culture of interethnic relations is played by the formation and development of students' needs and positive motives associated with these qualities. This problem is not simple. Needs for self-improvement, as you know, arise in a person when, under the influence of external influences or internal urges, he experiences contradictions between what he is and what he should be, between the achieved and necessary level of personal development.

Thus, when it comes to the formation of patriotism and a culture of interethnic relations, the essence of educational work in this case should be to create such pedagogical conditions that would really contribute to the excitation of these internal contradictions among schoolchildren and encourage them to develop themselves of the indicated qualities. For these purposes, teachers and class teachers use a wide variety of forms and methods of educational and extracurricular educational work. Here the students are studying the wonderful story of Gogol N.V. Taras Bulba. The patriotic feat of Taras and his son Ostap, as a rule, does not leave students indifferent. It arouses in them a feeling of sincere admiration and gives concrete ideas about such features of patriotism as selfless devotion to the motherland, courage and courage in defending its honor and independence. In the system of training sessions, schoolchildren get acquainted with the biographies of prominent scientists, writers, public figures who left a deep mark in the patriotic service to their homeland, their people.

Students really experience feelings of attachment to their land, to their homeland, when they are engaged in local history work, make trips to their native land. In order to introduce schoolchildren to the study of the life of other peoples and to promote the formation of their need to master the culture of interethnic relations, the class teacher of one of the secondary schools used the following situation. The class went to rest in Makhachkala (Dagestan). There was organized a tour of students around the city. The guide introduced the children not only to the monuments of architecture and the history of the city, but also to the national customs and traditions of the highlanders. The seventh-graders became seriously interested in the history of the Dagestan people. The teacher skillfully used the situation to support this interest. Upon returning home, the students read books on the history of Dagestan, about the architectural monuments of this region, about art crafts and discussed them in class. Then they began to collect material about the customs of this people. It turned out that the most valuable among the Dagestanis are such moral qualities as respect for elders, respect for the guest, moral and material mutual assistance to each other, attention and care of older children in relation to younger ones, etc. Based on the materials collected by the children, a class hour was held.

As you can see, the forms and methods of educational work used by teachers and class teachers were different, but all of them somehow created situations that evoked positive emotions and experiences in students, encouraged them to actively participate in cognitive and practical activities and contributed to the development of patriotism and culture. international relations.

Gazimov Ildan

Formation of a sense of patriotism among schoolchildren (with an educational program)

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Municipal Autonomous General Educational Institution

"Lyceum No. 78 named after A.S. Pushkin"

city ​​of Naberezhnye Chelny, Republic of Tatarstan

Scientific and practical conference "EUREKA"

Section: psychology and pedagogy

RESEARCH WORK

Work theme:

Formation of a sense of patriotism among schoolchildren

MAOU "Lyceum No. 78 named after. A.S. Pushkin,

6th grade, Naberezhnye Chelny

Scientific adviser:

Shaydullina Landysh Nakipovna,

English teacher

I qualification category

city ​​of Naberezhnye Chelny

2013

Introduction…………………………………………………………………………. 3

Chapter 1. Patriotism as a quality of a real citizen…………………...7

1. 1.1. The concept of the term "patriotism"……………………………………………..7

1. 1.2. Advanced foreign experience in the education of patriotism………………22

Chapter 2. Patriotic education of schoolchildren…………………………..26

1. 2.1. Questionnaire of students and analysis of results……………………..........26
2. 2.2. Program "Patriot 2014" for lyceum students………………………………37

Conclusion………………………………………………………………………………40

List of sources used…………………………….…………………45

Appendix……………………………………………………………………………...47

Introduction

The historical significance of every Russian person is measured by his merits to the Motherland, his human dignity - by the strength of his patriotism.

The problem of patriotic education of youth is now becoming the most important problem, and today they are trying to solve it at the highest state level. For example, Russian President Vladimir Putin spoke October 12, 2012 at Krasnodar with the following appeal: “We must build our future on a solid foundation. And that foundation is patriotism. No matter how long we discuss what can be a foundation, a solid moral foundation for our country, we still can’t think of anything else. This is respect for our history and traditions, the spiritual values ​​of our peoples, our thousand-year-old culture and the unique experience of the coexistence of hundreds of peoples and languages ​​on the territory of Russia.” [http://ros-idea.ru/site/163]

Negative processes in society in recent years have led to the fact that a significant part of the population, and especially young people, have been destroyed or lost such traditional moral features as romanticism, selflessness and patriotism, readiness for heroism, honesty, conscientiousness, faith in good and justice, the pursuit of truth. In the minds and actions of many adolescents and young people, such negative phenomena as selfishness, disrespectful attitude towards the older generation and working people, the desire for profit, and a low cultural level are still stable.

In many ways, the sense of responsibility and duty to parents, family, team, society, and Fatherland has been lost. Time makes its own adjustments to many factors in the formation of public consciousness at a new, critical stage in Russian reality. A generation of young citizens has grown up who are not familiar with the best achievements of national and world culture.

It becomes more and more obvious that the state and society need to revive patriotism as an important social and moral value orientation aimed at the formation of Russian statehood.

Based on the identified problem, we formulatedtopic of our study: "The formation of a sense of patriotism among schoolchildren."

Relevance of the topic:patriotic educationof the younger generation is considered and approved at the highest state level. V. V. Putin, at a meeting with public organizations, said: “We must build our future on a solid foundation. And such a foundation is patriotism.” According to the new Federal State Educational Standard (FSES), educational institutions should educate citizens and patriots, reveal the abilities and talents of young Russians, and prepare them for life in a high-tech competitive world.

Object of study- patriotism

Subject of study: the process of forming a sense of patriotism among schoolchildren.

The purpose of this study: to develop and experimentally test a program of patriotic education among students.

The study was based on the following hypothesis : the sooner work begins on the formation of patriotic qualities among schoolchildren, the more stable they will be.

Purpose, object, subject of research,as well as the proposed hypothesis allowedset the following tasks:

1. get acquainted with the term "patriotism" and "patriot" in different sources;
2. study the scientific literature on the topic;
3. to analyze important aspects of domestic and foreign experience in the education of patriotism among young people;
4. make several questionnaires for different school ages;
5. conduct a survey of students of the Lyceum No. 78 named after A.S. Pushkin and the Youth Sports School "Ice Hockey";
6. analyze the questionnaire data;
7. make a model of a patriot student;
8. draw up a program "Patriot-2014" for 1 year (2013-2014) to form a sense of patriotism;
9. submit the program "Patriot-2014" for consideration, adjustment and approval by the administration of the Lyceum No. A. S. Pushkin;
10. carry out activities under this program throughout the year;
11. conduct a second survey after the pedagogical experiment and analyze its results;
12. draw conclusions on the program "Patriot-2014";
13. send the finalized program "Patriot-2014" to the Department of Education of the Administration of the Central District of the Executive Committee of Naberezhnye Chelny, to the Ministry of Education of the Republic of Tatarstan, to the Ministry of Education of the Russian Federation.

Methodological basis of the study are general scientific provisions on the role of the school in the formation of patriotic qualities of the individual and Federal Constitutional Laws.

In the course of scientific work, the following methods were used:

Theoretical: analysis of literature on the topic under study, comparison, analysis of the data obtained;

Empirical: conversation, questioning, ranking of the obtained results, pedagogical experiment.

This scientific work belongs to empirical research, as it is focused on conducting one's own experiment.

Main research base: the study was conducted at the Municipal Autonomous General Educational Institution "Lyceum No. 78 named after A.S. Pushkin", as well as at the Children's and Youth Sports School "Ice Hockey".

Scientific novelty and theoretical significanceresearch is as follows:

Analyzed different terms of patriotism;

Studied the methods of patriotic education of a foreign state;

Studied the Federal Constitutional Laws of the Russian Federation;

We developed our own educational program "Patriot-2014" for the formation of patriotic qualities in schoolchildren.

Applied value of the workconsists in the questionnaires developed by primary school teachers and class teachers, as well as the use of the Patriot-2014 program by the head teacher for educational work to form patriotic qualities among lyceum students.

Approbation of work:the program "Patriot-2014" is designed for the 2013-2014 academic year, mainly for the primary level of the lyceum.

Scientific research is planned to be carried out in 3 stages:

1. analysis of scientific literature and Internet sources (theoretical);
2. analysis of the survey and development of the program "Patriot-2014" (theoretical, partly empirical);
3. control, approbation of the program and re-questioning of students (empirical).

The work consists of an introduction, two chapters, a conclusion and an appendix.

Chapter I. Patriotism as a Quality of a True Citizen

1. The concept of the term "patriotism".

Patriotic education of Russian citizens

“Russia will not exist when the last patriot is gone”

N.M. Karamzin

In tsarist Russia, in the Russian national self-consciousness, the concept of patriotism was often associated with the traditions of Orthodox culture and consisted in the readiness to give up oneself, to sacrifice everything for the sake of the country. Many public and state figures, such as N.M. Karamzin, S.N. Glinka, A.I. Turgenev, A. S. Pushkin called through their work "to lay down their lives for the Fatherland."

In Soviet times, speaking of patriotism, they relied on the interpretation of V.I. Lenin: "Patriotism is love for the motherland, one of the deepest feelings, fixed for centuries and millennia of isolated fatherlands."

Hegumen Nektary (Morozov) believes: “...that person who is not a patriot of his Motherland is its potential traitor. Average is not given. When the time of trial comes, each person either becomes a patriot and makes sacrifices to save his country, or betrays it. Therefore, we must decide: who are we? [ http://www.pravoslavie.ru]

During the Great Patriotic War, when the question of the fate of our Fatherland was being decided, the people and the army displayed patriotism of unprecedented strength, which was the basis of spiritual and moral superiority over Nazi Germany. Remembering the difficult days of the battle for Moscow, G.K. Zhukov noted that “it was not mud or frost that stopped the Nazi troops after their breakthrough to Vyazma and reaching the approaches to the capital. Not the weather, but the people, the Soviet people! These were special, unforgettable days, when the common desire of the entire Soviet people to defend the Motherland, and the greatest patriotism raised people to a feat.

What is "patriotism"? What definition do scientific sources give us?

Patriotism is love for the Fatherland and a willingness to subordinate one's private interests to its interests, the defense of the Motherland from enemies. Patriotism implies pride in the achievements and culture of one's Motherland, the desire to preserve its character and cultural characteristics, the desire to protect the interests of the Motherland and one's ownpeople. The historical source of patriotism is the fixed existence of separate states for centuries and millennia, which forms attachment to the native land, language, traditions .

Patriotism (from the Greek. Patriotes - compatriot - patris - homeland) - love for the motherland; attachment to the place of one's birth, place of residence.

Education is the process of purposeful, systematic formation of personality in order to prepare it for active participation in social, industrial and cultural life. In this sense, education is carried out in the process of organized joint activities of the family and the school, preschool and out-of-school institutions, children's and youth organizations, and the public.

Education is closely related to learning; many of its tasks are achieved mainly in the process of learning, as the most important educational means. At the same time, the entire way of life of society, the development of science and technology, literature, art, the media and propaganda - print, radio, television - have an educational impact on a person. At a certain level of a person's spiritual development, a person's need for self-improvement arises, which largely depends on self-education.

Education also plays a leading role in the individual moral, mental and physical development of a person.

Lyceum student - This is a student, a graduate of the Lyceum. At the word "lyceum student", probably, each of us first of all will remember Alexander Pushkin in the years of his youth - in the famous Tsarskoye Selo Lyceum, surrounded by faithful comrades - just as young and daring, ardent and talented ...

In our understanding, patriotism is a moral quality, it is a secret feeling that is deep in the human soul. Patriotism is judged not by words, but by deeds of a person.

We think that a patriot can be considered a person who constantly strengthens his physical and moral health, is well brought up, educated and enlightened, has a normal family, honors his ancestors, raises and educates his descendants in the best traditions, keeps his home (apartment, house, yard) and constantly improving their way of life, lifestyle and culture of behavior, working for the good of their Fatherland, participating in public events or organizations of a patriotic orientation.

Patriotism includes:

a sense of attachment to the places where a person was born and raised;

respect for the language of their people;

care for the interests of the Motherland;

awareness of duty to the Motherland, upholding its honor and dignity, freedom and independence (defence of the Fatherland);

manifestation of civic feelings and loyalty to the Motherland;

pride in the social and cultural achievements of their country;

pride in one's Fatherland, in the symbols of the state, in one's people;

Respect for the historical past of the Motherland, its people, its customs and traditions;

Responsibility for the fate of the Motherland and its people, their future, expressed in the desire to devote their work, the ability to strengthen the power and flourishing of the Motherland.

Patriotic education, being an integral part of the general educational process, is a systematic and purposeful activity of state authorities and public organizations to form citizens of a high patriotic consciousness, a sense of loyalty to their Fatherland, readiness to fulfill civic duty and constitutional duties to protect the interests of the Motherland.

Let us turn to the history of the education of patriotism in our country. Russia has always been a spiritual country with highly developed cultural traditions.

The development of culture and education of the peoples of Russia has a long history. Even in Kievan Rus, the first mention of the organization of education and upbringing of children dates back to the 10th century. An important stage in the history of education is associated with the reforms of Peter I.

Already in the time of Peter I, patriotism is considered above all virtues and practically becomes the Russian state ideology, the words "God, Tsar and Fatherland" reflect the main values ​​of the time. The Russian soldier served not for the sake of his honor or the emperor, but in the interests of the Fatherland. “Now the hour has come that will decide the fate of the Fatherland,” Peter I addressed the soldiers before the Battle of Poltava. - And so you should not think that you are fighting for Peter, but for the state handed over to Peter, for your family, for the Fatherland ... And know about Peter that his life is not dear to him, if only Russia would live in bliss and glory, for prosperity your his…". This approach to military service was enshrined in the Military Charter of 1716, Russian laws, as well as in the "Institution for Battle" and the "Military Article" written personally by Peter I.

In pre-revolutionary Russia, there was a system of educational institutions that made it possible to effectively solve the problems of patriotic education. These institutions successfully trained both military and civil service specialists for the Russian state. We are talking about the system of cadet education and imperial lyceums.

Cadet corps in Russia began to be created in the 18th century to prepare young people, first of all, for military and civil service. On the initiative of Peter I, in 1701, the "Navigation School" was established, which later became the Naval Cadet Corps.

In addition to the cadet corps, the so-called Imperial lyceums developed. The most famous of them is the Imperial Tsarskoye Selo Lyceum, which has been operating in Tsarskoye Selo since 1811, and since 1843 was located in St. Petersburg. In Russian history, the lyceum is known, first of all, as the school that brought up A.S. Pushkin. The lyceum was founded by order of Emperor Alexander I and was intended for the education of noble children. The program was focused primarily on the training of government officials of the highest ranks.

One of the clearest examples of the education of patriotism in history is the era of Peter the Great.

Peter I became tsar in 1682 when he was only 10 years old. Russia at that time was going through a difficult moment in its history: it was very far behind in its development from other European countries.

There were almost no engineers and scientists in Russia, the army was poorly armed and trained, and there was no navy at all.

The young tsar understood that it was necessary to bring Russia out of backwardness, to build plants and factories. It was necessary to return to Russia the lands on the shores of the Baltic Sea, captured by Sweden. To solve all these problems, Russia needed, first of all, educated people. He constantly studied himself and forced others to learn.

Peter I brought a lot of new things into the life of Russia: the order of government changed, a large number of plants and factories appeared, many new educational institutions were opened. An army and a navy were created, which won the war with Sweden for access to the Baltic Sea. Addressing the soldiers before the battle, Peter said: “You are not fighting for Peter, but for the state entrusted to him, for the Fatherland ... And know about Peter that life is not dear to him, only Russia would live in glory and prosperity.”

As a result of all this multifaceted activity of Peter I, Russia turned into a great European power.

In 1721, the Senate for outstanding services solemnly awarded the tsar the title (title) of Peter the Great, Father of the Fatherland and Emperor of All Russia. Russia was proclaimed an empire - that was how large and strong states were called.

In 1782 in the center of St. Petersburg, a monument to Peter I was erected, which is depicted galloping on a rearing horse. Fifty years later (1833) A. S. Pushkin wrote a wonderful poem "The Bronze Horseman". The poem reveals the theme of freedom, love for the motherland, and the image of Peter becomes a symbol of self-willed, autocratic power.

Alexander Sergeevich Pushkin left a fundamental mark on history. The topic of defending the motherland and native history worried Pushkin the Lyceum student. A. S. Pushkin, covering the topic of Peter I, wrote: “Russia entered Europe like a lowered ship, with the sound of an ax and with the thunder of cannons. But the wars undertaken by Peter the Great were beneficial and fruitful. The success of the people's transformation was a consequence of the Battle of Poltava, and European enlightenment landed on the banks of the conquered Neva".

Love for his Motherland, the Russian people, freedom - with all this, Pushkin made Russian literature GREAT, forever raised our literature to a new, high level.

Pushkin's fiery love for his fatherland:

While we burn with freedom

As long as hearts are alive for honor,

My friend, we will devote to the fatherland

Souls wonderful impulses!

In the understanding of the poet: the joy of life and happiness a person can comprehend only in a free society. Therefore, in the poem, the thought of the fatherland is brought to the fore, the service of which becomes the need of the poet's soul..

In my understanding, patriotism, courage, heroism are words that are close in meaning.

Patriotism is to be ready to defend the Motherland from enemies.

Courage means to be valiant, steadfast, strong, courageous, courageous, resolute.

Hero - a person who performs feats, unusual in his courage, valor, selflessness.

The strength of the patriotism of our people was especially clearly manifested during the Great Patriotic War, the war had the character of a people's war. “Get up, huge country, get up for a mortal battle!” - sang our grandfathers and great-grandfathers, who did not spare their lives for the sake of victory.

In the history of Russia, during the Great Patriotic War, the Great Victory over fascism was achieved thanks to the heroism of the Russian people, which was massive and was a natural manifestation of the patriotic spirit of our people.

On June 22, 1941, German fascists attacked our Motherland. They attacked like thieves, like robbers. They wanted to seize our lands, our cities and villages, and either kill our people or make them their slaves. The Great Patriotic War began. It lasted 4 years.

The road to victory was not easy. Enemies attacked us unexpectedly. They had more tanks and planes. Our armies were retreating. The battles were on the ground, in the sky, at sea. Great battles thundered: Moscow, Stalingrad, the battle of Kursk. Heroic Sevastopol did not surrender to the enemy for 250 days. Courageous Leningrad held out in a terrible blockade for 900 days. Millions of people, including children, worked at factory machines and in the fields of the country. In the most difficult days, the people firmly believed: “The enemy will be defeated! Victory will be ours!"

And then the day came when the offensive of the invaders was stopped. The Soviet armies drove the Nazis from their native land. Our soldiers reached the borders of Germany and stormed the capital of the Nazis - the city of Berlin. The Nazis admitted their complete defeat on May 9, 1945. On the roof of the Reichstag, at the very top, the Banner of Victory confidently fluttered - a symbol of the invincibility of Soviet weapons. Since then, this day has become our great holiday - Victory Day.

Miracles of patriotism, heroism, courage were shown by our people, defending their native land from the Nazis.

Teenagers and even children took part in the fight against enemies. Many of them were awarded military medals and orders for courage and bravery. Valya Kotik at the age of twelve left as a scout in a partisan detachment. At the age of fourteen, for his exploits, he became the youngest Hero of the Soviet Union. .

Patriotism is relevant in our time. This is the feeling that makes the people and every person responsible for the life of the country. Without patriotism there is no such responsibility. If I do not think about my people, then I have no home, no roots. Because the house is not only comfort, it is also the responsibility for the order in it, it is the responsibility for the children who live in this house. A person without patriotism, in fact, does not have his own country.

It is possible that it is education in the spirit of patriotism that awakens in us the choice of such noble professions as a soldier, doctor, teacher, educator, scientist ...

When Georgia unceremoniously invaded the territory of South Ossetia in August 2008, a young conscript soldier Ivan Antsiperovich, protecting the civilian population, was wounded in the shoulder. The bullet that got stuck was not an easy one, but an explosive bullet. Despite this, risking his life, Ivan's colleague took the wounded soldier to the hospital. On the way to the hospital, friends came under fire, but Ivan's friend did not lose his head and knocked out the enemy. The doctors faced a difficult task: to amputate a hand? The decision was made: to operate! Nurses and patients were evacuated to a safe distance. Surgeons in camouflage and helmets performed the most difficult sapper operation. This happened on August 11, and now Ivan celebrates his birthday on this day, because he was saved three times thanks to the courage, heroism, patriotism of his friend and the surgeons who fought for his life!

Ivan chose to work in the Ministry of Emergency Situations (nowadays, work in the system of the Ministry of Emergency Situations is becoming very popular among young guys, this is a very difficult job, dangerous, for real men, here you need to have good physical training), decided to devote his life to serving the people, protecting the motherland, explaining this by the fact that even at school, visiting the sports section, the coach day after day gave them moral guidelines: to be brave, courageous, brought up the spirit of patriotism in his wards, never ceasing to remind them how it is important and necessary to love your family, hometown, republic, country. The spirit of patriotism was always present: at trainings, at away tournaments, sports competitions for the honor of the native city, the republic. According to the coach: sports education forms in an athlete such qualities as stamina, courage, discipline, the ability to endure the most severe trials, education in the spirit of pride in his native country, necessary to achieve victory.

In sports, young people achieved success and world victories not for dollars and material goods, but for the desire to be the first and glorify their Great Motherland. Therefore, there is a surge of world achievements in hockey, football, rhythmic gymnastics and other sports.

Sport is life, it is health! And the goal of sport is to achieve victory in the largest sports competitions: world or Olympic. In honor of the winners, the anthem is performed, the anthem of the native country, which is an integral part in the education of patriotism.

The sports games of the XXVII World Summer Universiade - 2013 became a bright, unforgettable event of our country, our Republic of Tatarstan. The Russian team at the Universiade in Kazan once again showed the best result, having won 292 medals, of which 155 were gold, 75 were silver, 62 were bronze.

It was at the first World Summer Student Games in 1959 in Turin that it was decided to perform the anthem in honor of the winners of the Games.

The State Anthem of the Russian Federation is one of the main official state symbolsRussian Federation, along with flag And coat of arms(Federal Constitutional Law of the Russian Federation of December 08, 2000 "On the National Anthem of the Russian Federation"). (See Appendix 1)

This Federal Constitutional Law establishes the State Anthem of the Russian Federation, its description and the procedure for official use. During the official performance of the National Anthem, those present listen to it standing up, men without hats. If the performance of the anthem is accompanied by the raising of the State Flag of the Russian Federation, those present turn to face it.

The development of children's sports to create not only a healthy nation, but also the upbringing of the younger generation in the spirit of patriotism, in the spirit of pride in their native country, is considered and approved at the highest state level.

V.V. Putin in his message noted that the theme of patriotism is becoming one of the dominant in the state, and therefore it is necessary to promote a healthy lifestyle among children and youth, the need to involve in sports. It is necessary to educate the younger generation healthy, courageous, courageous, in the spirit of patriotism, never ceasing to remind how important it is to love your family, hometown, republic, country. Sport, physical activity form in children such qualities as stamina, courage, discipline, the ability to endure the most severe trials, education in the spirit of pride in their native country, necessary to achieve victory. V. V. Putin also stated the need to develop mass sports, sports of high achievements, since this is closely connected with both patriotic education and preparation for service in the Armed Forces.

I would like to draw your attention to such a sport as hockey. Why hockey? Let's try to explain. Hockey is an undeniably exciting and spectacular sport game, but the important thing is that the boys get great pleasure chasing the puck, events are rapidly unfolding, masterful power struggle, virtuoso skating ... And what joy overwhelms the young hockey player when he manages to score the first in his lives the puck in the opponent's goal! This is a sport that develops endurance, instant reaction, dexterity, flexibility, confidence... Hockey is a team game, and above all, it teaches you to cooperate, interact with each other, only in this case you can achieve your goals. Teamwork is the ability to competently interact with each other, attentive and respectful attitude towards each other, the ability to avoid conflict situations, team cohesion.

Hockey is not only a popular and spectacular game, but above all a smart, subtle calculation, it is a game akin to chess, where the best players calculate their actions on the court 3-4 moves ahead. When the whole team plays in such a well-calculated, well-oiled rhythm, it looks like a single highly organized and trouble-free mechanism. A long and exhausting road to victory: with many hours of intense training, numerous injuries and selfless work. Real men really play hockey. And following the instructions of the coach, the athletes go to victory confidently and decisively, taking first places on the podium.

Today it is difficult to imagine modern sports without hockey. Ice hockey is the most spectacular winter sport and one of the most spectacular of all sports in general. Ice hockey has become widespread in America, Europe, and Russia. The history of hockey dates back to the Middle Ages, when in Holland in the 16th century, games with sticks and balls on ice gained wide popularity among people. However, over time, this entertaining game lost its popularity in Holland and gradually migrated to England, where the locals also experienced the pleasure of playing with a club and a ball.

The development of hockey did not stop, and in 1899 the world's first ice palace was built in Montreal, which then accommodated ten thousand spectators, which at that time was a huge figure. In 1914, the National Hockey League was formed, which included all professional clubs in Canada and the United States, the winners of the annual NHL championship received the Stanley Cup, this tradition has survived to this day. The first hockey match at the Olympic Games was played in 1920, Canadians became champions, and Canadians also won world championships in 1924 and 1928. In 1936, the British won the world title. Soviet hockey players made their debut at the world championships in 1954 and immediately won it, beating the Canadian team in the final with a score of 7:2. The national team of the USSR (Russia) most often became the Olympic champion - 9 times.

The program, created for hockey players, is aimed at creating conditions for the formation of a healthy lifestyle, physical and spiritual improvement of the individual, strengthening the physical and moral condition of the nation, and patriotic education of Russian citizens.

Without the formation of the patriotic consciousness of Russian citizens, the unity of the people, the preservation of the nation and a single state is impossible.
Hockey veterans who valiantly defended the sporting honor of the country should be actively involved in modern life. Their invaluable experience, their patriotism, their devotion to the motherland must be passed on to future generations.
The example of Russian hockey veteran stars, our great winners, can become an incentive for current generations of athletes to achieve new heights and new victories in the fight for gold medals in world championships and the Olympic Games.

Tar a sov Anatoly Vladimirovich - Soviet athlete, one of the founders of the Soviet school of ice hockey, Honored Master of Sports, Honored Coach of the USSR, Candidate of Pedagogical Sciences, Colonel

The legendary hockey player Valery Kharlamov, a student of Tarasov, is an indisputable example for young hockey players.

The Russian feature film "Legend No. 17" tells about the rise to glory of the Soviet hockey playerValeria Kharlamovaand about the first matchUSSR Super Series - Canada 1972.

Vladimir Putinattended a special screening of the film, which was organized on the eve of the Ice Hockey World Championship among juniors. In addition to young hockey players, veterans of the Soviet national team were invited to the premiere (Boris Mikhailov, Vladimir Petrov, Vladislav Tretyak,Vyacheslav Fetisov), Tatyana Tarasova, sports minister Vitaly Mutko, Minister of DefenseSergei Shoiguand other prominent figures from the world of sports, culture and politics.

The head of state and his guests liked the film. Putin noted that "Legend No. 17" is a good movie that will certainly find its audience both among sports fans and among those who are proud of the achievements of our country.

Our victories in hockey should become an example and a role model in the pursuit of new victories and achievements not only in other sports, but also in any other areas of activity, in defending the national interests of Russia.

Children's hockey is our tomorrow. Mass amateur hockey is the soil from which future Olympic champions sprout.

I would like to remember how in 2012 at the Youth Ice Hockey World Championship the Russian teambeat Team Canada with the score - 6:5. Despite all the difficulties and not always objective refereeing, the hockey players of our team survived the dramatic ending and deservedly defeated the Canadians. I was also pleased with the fact that after the match the guys sang the Russian anthem, looking insanely tired, but happy for their country...

The head coach of the Russian national team, Valery Bragin, in an interview with Sportbox.ru noted that the Canadians beat us without hesitation. “The best test is such matches, stressful situations where you need to be able to fight and endure to the end, do everything to win.”

It is pleasant to note that Russia is gradually restoring the status of a sports power. We again feel the taste of great victories in the international arena. This time, young guys were involved in this, who are ready to “gnaw ice with their teeth” in order to then shout the Russian anthem together in Canada! They are heroes, they are patriots of their country!

We also want to note that the reason for the success of the Russian team at the World Hockey Championship in Sweden and Finland in recent years is the appointment of Zinetula Bilyaletdinov as the head coach of the hockey team - this is a very wise decision.

In the successful performance of the team, the coach plays a decisive role. He is both the author of the hockey game and the main fan of the team.

Bilyaletdinov was a wonderful defender: everyone remembers how in Soviet times he was let out on the field when ours had to play in the minority. And he saved more than once! But the most important thing, perhaps, is that Bilyaletdinov played at a time when the main advantage of Soviet hockey was a creative, bewitching, lacy team game. Hockey combined the best of sports and art. Bilyaletdinov still remembers what hockey patriotism is. And he knows how to ignite the team!

I would like to note that in our city of Naberezhnye Chelny much attention is paid to the development of children's sports, as the mayor of the city Vasil Shaykhraziev is a supporter of a healthy lifestyle.

Concluding the topic “Sports patriotism”, I can’t help but write a few lines about my coach, Molchanyuk Evgeny Vyacheslavovich, who for us, for young hockey players, is not just a coach, but an older friend, a mentor who believes in us, worries about us. For him, not only developed physical fitness is important.hockey player, and above all a flexible mind, subtle calculation, because hockey is a game akin to chess, where the best players calculate their actions on the court 3-4 moves ahead.

According to the coach: sports education forms in an athlete such qualities as stamina, courage, discipline, the ability to endure the most severe trials, education in the spirit of pride in his native country, necessary to achieve victory.

It is the coach who confidently leads us to victories. In the successful performance of the Chelny team in the 2012-2013 seasonthe coach played a decisive role. Taking first place in traditional tournaments, as well as having passed all the stages of the Russian Zonal Ice Hockey Championships, becoming the champions of the Republic of Tatarstan among juniors in 2001, we were happy that we defend the honor of our native city with dignity and pride!

1. Advanced foreign experience in the education of patriotism

Love It or leave It (Love Her or leave Her)

American saying

The words "patriot", "patriotism" in all European languages ​​sound similar and the basis for them is Greek: patriotes - compatriot and patris - homeland. For everyone living on earth, these words mean affection and love for the place of residence or for the place of one's birth, for one's Motherland. Americans have a great saying "Love It or leave It" - "Love Her or leave Her", as they respond to any talk that America is not a perfect country. A wise saying, short, simple, clear and most importantly - uncompromising .

An American is not shy about being a patriot. Southerners of the United States everywhere - on houses, streets and cars - hang out the flags of the side that lost the Civil War. This is their manifestation of patriotism. Graduates of US schools, colleges and universities proudly wear T-shirts and sweaters with the names of their educational institutions. This is their personal patriotism. Residents of cities and towns are happy to wear clothes with their names and coats of arms. This is their geographical patriotism. And they absolutely do not worry about the fact that others may not appreciate this or that university or city. Their patriotism is based on the feeling: "This is my city, my university, etc." Americans generally love to talk about the places where they live and work. For them, it is important not so much to tell what they do, but to tell the story of creation - when it was founded, who built it, who founded it, how many years it was in operation, etc. This, I think, is due to the fact that Americans try to be proud of their history, and even half a century for them is already deep antiquity.

But it's hard to imagine an American who buys a T-shirt from, say, Harvard University and wears it pretentiously if he graduated from another educational institution. Although Harvard is, of course, cool. This is what foreign tourists usually do. It is they who buy T-shirts with symbols and emblems of prestigious American universities and cities, company names and proudly flaunt them. In fact, they pay their own money for the right to advertise the same Harvard or Stanford, New York or San Francisco. Universities, cities and counties make good money selling symbols. However, for most Americans, this is not just business, but a manifestation of loyalty and patriotism.

An American teenager, from childhood, encounters people with a different skin color, a different religion, speaking English with different accents and representing a completely different culture. In a certain sense, he grows up in an environment of strong cultural and ethnic diversity, which he perceives as normal. From childhood, this determines his limits of tolerance towards others. However, at the same time, any American child understands that all these people came from their countries to his country. Because his country is better. The best. He knows that everyone is striving here, because here life is better, wages are higher, you can achieve a lot that people never dreamed of there, across the ocean. In other words, he begins to form a feeling that the world outside his country is worse, poorer, more dangerous, etc. At the same time, an American teenager has been the object of the country's education system for many years, based on the principles of political correctness, humanism, charity, and the desire to do good. and help people - in a purely American interpretation of all these concepts.

Of course, national sport, which is one of the main components of American everyday, information and entertainment culture, does not remain aloof from patriotism. Sports in the US are a multi-billion dollar business and an integral part of the lifestyle. It is divided into professional and student, and Americans take both of them seriously - for them, sport has long become another reason for national pride and patriotism (in this, of course, they are not much different from residents of other countries).

The vast majority of Americans either participate in some form of sport themselves—according to their age, hobbies, or financial means—or follow them with great interest. All newspapers in the country have huge sports sections, which, as a rule, far exceed the volume of news, and even more so international pages. Especially much is written about the sports loved by Americans - American football, basketball, hockey and golf.

The American model of patriotism, to a large extent, is not of a state nature, but of a personal, purely private character. No one is forcing Americans to hang national flags on their homes or rehearse patriotic songs in amateur orchestras - they do it based on their own needs. On Independence Day and other holidays throughout the country, the numerous and American-style flamboyant parades and spectacular parades are voluntarily funded by local businesses and run by volunteers. At the main fireworks of the country, which is held in Washington, people come from all over and take a place at the National OBR in the center of the capital almost in the morning. I'm not talking about presidential inaugurations!

US patriotism is maximally democratic. In Russian-speaking regions, Victory Day is celebrated on May 9 or Old New Year, although these dates have nothing to do with the United States. In America, there is a law according to which immigrants can take a day off on the occasion of a national or religious holiday in their homeland. The personal patriotism of an American, albeit a “new one,” is higher than collective obligations.

In other words, personal patriotism has long been a part of everyday US culture, and not a state program. The founding fathers of the American state, elevated not without reason to the rank of political geniuses, did the main thing in this area: they gave people the ideology of personal freedom, the rule of law and the independence of the judiciary, a stable constitution and faith in the effectiveness and superiority of the American system of government. All this has been working for more than one generation. This is the basis of American patriotism, and not some educational and patriotic projects invented by officials. American children grow up in this atmosphere, and with all the natural skepticism that distinguishes a young age, they quickly become patriots of the country, the system that exists in it, its principles and fundamental ideas. As a result, American teenagers in general grow up to be more patriotic than teenagers in many other countries.

Of course, Russia has its own great history and its own political culture. Her path was different. Yes, and America is far from the ideal that she would like to be. Just two or three generations ago, Americans bribed police officers, judges got caught in corruption, and local elections were won by representatives of the mafia. The country has been riven by a range of seemingly insurmountable divisions, from the Vietnam War to racial conflicts. Some of these contradictions still manifest themselves from time to time. However, the United States managed to pull together and overcome most of the internal conflicts in a relatively short time. The patriotism of a multinational, multi-religious America turned out to be in looking for the common for all, and not the different, and to place a common bet on this. The lack of a monopoly of power at the top, shared values ​​at the bottom, and the rule of law changed the country relatively quickly.

Chapter 2

2.1. Questionnaire of students and analysis of results

We must build our future on a solid foundation.

And that foundation is patriotism.

Vladimir Putin

The great teacher A.S. Makarenko, considering the goals of education in the Soviet school, noted that each pupil "should be a brave, courageous, honest, hardworking patriot." .

At the beginning of our study, we put forwardThe purpose of this study is to develop and experimentally test a program of patriotic education among students.

It would not be enough just to study the literature on the formation of a sense of patriotism in schoolchildren. To identify the forms and methods of patriotic education, it was also necessary to obtain practical data. For this purpose, we conducted a survey among students of the 2nd, 6th and 11th grades of the MAOU “Lyceum No. 78 named after A.S. Pushkin "(61 people) and pupilsYouth "Ice Hockey"(19 people).

A total of 80 people took part in the survey. The date of the survey is October 29, 2013.

Questionnaire 1 (see Appendix 5) answered the young respondents - students of the 2nd grade (22 students) of the Lyceum No. A. S. Pushkin.

1. To the question "What is the Motherland?" interesting remarks were received:

“I don’t know” was the only answer.

1. To the question "What is the name of your homeland?" the following responses were received:

Russia (19 students, 86.4%),

Naberezhnye Chelny (1 student, 4.5%),

Don't know (2 students, 9.1%).

3. To the question "Who is a patriot?" pupils of the 2nd “A” class basically answered “I don’t know” (18 pupils, 81.8%), two answered that a patriot is a defender of the Motherland. There were interesting answers:

Patriot is an iron man (1 student),

A patriot is one who composes poems and songs (1 student).

4. To the question "Who is an anti-patriot (non-patriot)?" pupils of the 2nd "A" grade mostly answered "I don't know" (17 pupils, 77.3%).

An interesting answer: an anti-patriot is a person who knows nothing about his homeland and does not love it.

Ridiculous answer: anti-patriots are those who protect us from patriots.

5. To the question "Do you love Russia?" The whole class unanimously answered "YES". To the question "Why?" many students responded:

Because this is my homeland, I was born and live here.

The answers were interesting:

Our country is very large and there are many interesting things in it, rich in its nature;

Because it has me, my mom, my dad, in general, the whole family!!!

Our country is beautiful and there is no heat here.

6. To the question "Are you a patriot of your country?" the following responses were received:

I don't know (15 students)

Yes (5 students)

No (2 students), this is how those students answered the question “Who is a patriot?” gave the answer: iron man; one who writes poems and songs.

Questionnaires 2-L and 2-X (see Appendices 6 and 7) are intended for students in grade 6:

questionnaire No. 2-L - for students of the 6th grade of the Lyceum No. 78 named after. A. S. Pushkin

(19 people), questionnaire No. 2-X - for members of the Chelny hockey team (19 people) (see Appendix).

1. To the question "What is the Motherland for you?"

It turned out that both lyceum students and hockey players consider our huge country Russia to be their homeland. In second place is the answer “Naberezhnye Chelny” for hockey players, because they stand for the honor of the city, the team is called “CHELNY”, the coat of arms of Naberezhnye Chelny is depicted on the sports uniform.

2. To the question "Do you feel proud of the country when the anthem sounds?" unequivocally, both the students of the Lyceum and the students of the Sports School answered “YES” (100%).

1. To the question “How should one listen to the anthems of Russia and Tatarstan?”

Thus, the majority of hockey players (89.5%) gave a complete answer: "You should listen to the anthem while standing, taking off your headgear, looking at the flag of the Russian Federation or the Republic of Tatarstan." This is due to the fact that the Chelny team listens to the anthems of the Russian Federation and the Republic of Tatarstan at traditional tournaments, zonal championships, throughout the year, before each game with an opponent.

1. To the question "What would be your choice if you were offered to move to another class (to another hockey team)?"

lyceum students	hockey players
1. I am a patriot of my class, I would never change to another (78.9%, 15 students)	1. I am a patriot of my team, I would never switch to another (89.5%, 17 students)
2. would transfer to another class, but would very much regret such an act (10.5%, 2 students)	2. would move to another team if it is stronger than mine (10.5%, 2 students)
3. - if I was allowed, I would study a little in another class, and then I would return to my own (5.3%, 1 student) I would switch without hesitation (5.3%, 1 student)

Thus, more than half consider themselves patriots of their class, their team. Two students from the Lyceum could not decide or doubt.

1. To the question "Are your teachers (coach) an authority for you?" responses were received:

1. To the question “Which teacher do you trust? Why?" and “Is your coach an authority for you? Why?" the following answers were given:

lyceum students	hockey players
1. Razina Gabdulkhaevna (54%) - kind, sympathetic, finds a solution in a difficult situation, always listens and helps, the best class teacher	1. Evgeny Vyacheslavovich - 89.5% (17 students), answered that the coach is fair, honest, strict, will help and support, a friend and mentor, like a second father who teaches us to be patriots of our team, hometown, republic, country
2. Landysh Nakipovna (16.7%) - honest, fair, good friend, will always help, an ideal teacher, interesting in the classroom - a fascinating dialogue	2. I don't know (10.5%, 2 students).
3. Sergey Ivanovich (12.5%) - kind
Also answered were: Sofia Salikhovna Fanisa Aminovna I equally value and respect all teachers and equally trust all teachers, as they teach us only good and necessary things.

For the majority of students of Lyceum No. 78 named after. A. S. Pushkin, teachers are an authority for students. For most hockey team students, the coach is an authority for the guys.

Thus, most of the students consider themselves patriots. 1 student from the Lyceum and 1 student from the Sports School doubt or cannot decide. These students to the questions: “Do you love Russia?” and “Do you feel proud of your country when the national anthem is played?” "YES" answers were given.

Questionnaire 3 (see Appendix 8) was proposed to be filled in by students of the 11th grade of the Lyceum. A. S. Pushkin "(20 people).

1. To the question "What is, in your opinion, patriotism?" the following responses were received:

1. Love for the Motherland (28.3%)
2. Respect for one's Motherland, pride in one's country (23.3%)
3. Love for national culture (15%)
4. Love for your family, loved ones (10%)
5. Love for hometown, home (8.3%)

1. To the question "What, in your opinion, is the most appropriate definition of patriotism?" the students answered:

1. 35% (7 students) - Patriotism is a moral and political principle, a social feeling, the content of which is love for the fatherland, pride in its past and present, willingness to subordinate its interests to the interests of the country, the desire to protect the interests of the motherland and its people. (Encyclopedia of sociology).
2. 30% (6 students) - Patriotism is devotion and love for one's fatherland, for one's people (Dictionary of Ozhegov and Shvedova).

3. 15% (3 students) - Patriotism, in which the main thing is love for one's own country (that is, separating oneself from other states and peoples), and therefore is the cause of ongoing wars, which, in fact, gives the right to one country or nations to oppress another in the name of their own power, wealth and glory. Patriotism cannot be good. Patriotism is an unnatural feeling, artificially instilled in a person. (L. Tolstoy).

3. To the question “In your opinion, what is true patriotism manifested in?” responses were received:

1. In strengthening the family and raising children in the spirit of patriotism - 45% (9 students);

2. In constructive criticism of shortcomings in the country - 20% (4 students);

In the celebration of historical events - 10% (2 students),

In work with full dedication of forces in their specialty - 10% (2 students).

4. To the question "Which of the areas of patriotic education influenced you personally?" the students answered:

7. Media - 10%.

Summing up, we can say that the greatest influence is exerted by works of a patriotic orientation, an example of a family, school, sports, and the media.

5. To the question “What should the state do, in your opinion, to instill patriotic values ​​among young Russians?” responses were received:

1. improving the living conditions of the population (creating jobs, raising wages, providing housing);

2. Creation and display of more patriotic films, distribution of fiction on patriotic themes;
3. increasing the authority of the army in society (creating a positive image of military personnel in the media, films, literature);
personal example, examples of war heroes;
4. conducting military-patriotic games;
5. fostering a sense of patriotism from kindergarten;

6. creation of patriotic circles, organizations, clubs;
7. raising the prestige of the country (increasing the role of Russia in the international arena).
6. To the question "At what age, in your opinion, is it most effective to start cultivating a sense of patriotism and love for the Motherland in a young citizen?" the students answered:

1 . 7-10 years old (40%, 8 students),

2. 1-3 years old (20%, 4 students), 11-14 years old (20%, 4 students),

3 . 3-6 years (15%, 3 students)

7. To the question “Where do you thinkto a greater extentIs there an upbringing of a sense of patriotism? the students answered:

1. in the family (65%, 13 students),
2. at school (30%, 6 students),
3. in institutions of additional education (5%, 1 student).

Summing up, we can say that the greatest influence on the upbringing of a sense of patriotism occurs in the family and at school.

8. To the question “Who among your relatives or acquaintances do you consider a true patriot? Why?" responses were received:

1. My family, grandmother, grandfather, father;

2. Friend (he served, he is a blood donor);

3. All;

4. Nastya Pastukhova.

9. To the question "Who, in your opinion, is called an anti-patriot?" responses were received:

The one who

1. Indifferent to native nature (18.3),

2. Tries to avoid military service (16.6%),
3. Does not know the history of his country (15%),
4. Leaves to live and work abroad (15%),

5.Does not go to the polls (11.7%),
6. Does not know the text of the anthem of his country (10%),
7. Prefers foreign rather than domestic literature and

Art (10%).

10. To the question “Who among your relatives or acquaintances do you consider an anti-patriot? Why do you think so?" responses were received:

1. There are no such people among my relatives and friends (80%, 16 students);

2. Some classmates who want to go abroad (20%, 4 students).

11. To the question “Do you think that the inhabitants of your republic differ from the inhabitants of other regions of Russia?” the students answered:

1. do not differ (40%, 8 students);
2. differ for the better (35%, 7 students);
3. find it difficult to answer (20%, 4 students).

12. To the question “Do you think the students of your school have a developed sense of patriotism?” the students answered:

1. yes (55%, 11 students),
2. no (25%, 5 students),
3. don't know (20%, 4 students).

More than half of the students believe that the feeling of patriotism is developed among the students of the Lyceum.

13. To the question “Are, in your opinion, the teachers of your school patriots?” responses were received:

1. yes (80%, 16 students),

2. don't know (15%, 3 students),

3.not all (5%, 1 student)

To the question "Why do you think so?" the students answered:

It is enough to attend geography lessons;

They work, teach and educate us,

Teachers work on patriotic themes.
14. To the question:

the students answered:

1. Sports games in Kazan (Universiade - 2014), Olympic Games (75%, 15 students).
2. When reading works about the Great Patriotic War (2 students).
3. Military operations in Georgia (2008), the Syrian issue (Russia proposed a diplomatic way out of the situation), the achievements of Russian scientists.
   

the students answered:

1. Yes (no comment) - 3 students.
2. When foreigners consider Russia to be a drinking and uncultured country (2 students).
3. When the football team lost the championship.

Single answers were given about bad roads, in the field of politics.

15. To the question “Write, please, the first three associations that arise in you when you hear the word “Motherland”, the answers were given:

1. Russia,

2. Home, family,

3. Patriotism, V.V. Putin.

Thus, the greatest importance is attached to such concepts as: love for Russia, home, family.
16. To the question "Do you love Russia?" the following answers were given:
1. yes (85%, 17 students),

2. don't know (10%, 2 students),

3. no (5%, 1 student).

Most students answered in the affirmative that they love Russia.

17. To the question "Do you consider yourself a patriot of your country?" the students answered:
1. yes (55%, 11 students),

2. no (25%, 5 students),

3. I don't know (20%, 4 students).

Thus, the majority of students (55%) consider themselves patriots. 20% doubt or cannot decide.

On the basis of the studied literature and the analysis of questionnaires, we have compiled a program of patriotic education of lyceum students "Patriot 2014".

Our hypothesis (The sooner work begins on the formation of patriotic qualities in schoolchildren, the more stable they will be) has been theoretically confirmed so far, in June 2014 we plan to draw conclusions on the effectiveness of the educational program"Patriot 2014".

1. Program "Patriot 2014" for lyceum students

My friend, we will devote to the fatherland

Souls wonderful impulses!

A.S. Pushkin

A school graduate is not only a person - an intellectual, a family man, a comrade, a friend, a city dweller, a successful person, a student, a healthy person, but Patriot Man . We believe that Patriot Man is priority forming a model of a school graduate, specifically our lyceum (see Appendix 7).

The program "Patriot 2014" is a program for the formation of a sense of patriotism among schoolchildren. The program "Patriot 2014" was compiled specifically for students of the "Lyceum No. 78 named after A.S. Pushkin" based on the analysis of the results of the survey in grades 2, 6 and 11.

Monitoring of the Internet space has shown that many leading Russian schools already have similar patriotic programs.

The basis of the Patriot 2014 program is the statement of Academician D.S. Likhachev: “Educating love for the native land, for the native culture, for the native city, for the native speech is a task of paramount importance, and there is no need to prove it. But how to cultivate this love? It starts small - with love for your family, for your home. Constantly expanding, this love for the native turns into love for one's state, for its history, its past and present, and then for all of humanity.

Program goal: contribute to the formation of deep patriotic feelings for their Fatherland from primary school age.

Tasks:

1. Primary school students must know by heart the words of the national anthem of the Russian Federation;
2. Students in grades 1-4 should develop the skill of correctly listening to the national anthems of Russia and Tatarstan;
3. Primary school students should know the state symbols (flag, coat of arms) of Russia and the national symbols (flag, coat of arms) of the Republic of Tatarstan;
4. Primary school students must have the surname, name, patronymic of the President of the Russian Federation and the surname, name, patronymic of the head of the Republic of Tatarstan;
5. Students in grades 1-4 should know such concepts as "patriot", "anti-patriot", "Motherland", "Fatherland", "power", "president", "coat of arms", "flag", "anthem", "veteran" , "Eternal flame";
6. Pupils from primary school should know such important dates as June 22, 1941, May 9, 1945, April 12, 1961, etc.;
7. Young lyceum students should be proud of the anthem, school uniform and traditions of the lyceum.
8. Pupils in grades 4-6 must know the charter of the lyceum by heart.

Approximate program implementation plan:

1. 2013-2014 academic year.Each solemn and / or official event in the assembly hall of the lyceum begins with the national anthems of Russia and Tatarstan (the hymns are played in the assembly hall).
2. 2013-2014 academic year.Important dates for the country and the republic should begin with the national anthems of Russia and Tatarstan - for all classes before the start of the 1st lesson (the hymns are played on the lyceum radio).
3. In each classroom of the initial block, place flags / posters with the flags of Russia and Tatarstan.
4. Place the flags of Russia and Tatarstan in the assembly hall of the lyceum.
5. November December.Master classes in the initial block on the topic "How to listen to the anthems of Russia and Tatarstan."
6. November December. Every Friday in the initial block 1st lesson begins with the anthem of Russia (with words). Gradually, the students develop the ability, and then the stable skill of correctly listening to the national anthem of Russia, as well as knowledge of the text is brought to automatism (the anthem sounds in the classroom).
7. January February.Cool hours in grades 1-4 on the topic

"Patriotism = love + pride + care."

1. January. Competition for the best performance of the Russian anthem among primary school students in parallel.
2. January. Class hours on the topic: "Lyceum charter - a mini-constitution." (grades 4-6).
3. February. Competition for the best performance of the anthem of Tatarstan among primary school students in parallel.
4. February. Creative presentation of the lyceum form "My school image" (grades 2-6).
5. March. Competition of drawings of symbols (flag, coat of arms) of Russia and Tatarstan.
6. March. Watching a series of patriotic filmsStanislav Schubert(a talented young screenwriter, director of Russian patriotic and anti-fascist films) - for grades 5-11 (http://www.patriot-nsk.narod.ru, see Appendix 10).
7. April. Class hours in grades 1-4 on the topic "I am a healthy citizen" (about the consequences of smoking).
8. April. Visit to the interactive museum of military glory in the State Children's and Children's Museum No. 1 (grades 5-6).
9. May. Competition for the best performance of military songs among primary school students (grades 1-2, grades 3-4).
10. May. Class hour for grades 5-6 (May 9. Win at any cost! ”(See Appendix 13)
11. May. Laying flowers at the Eternal Fire.
12. June. (work of the pedagogical group and Timurovites) Day of Memory and Sorrow (June 22) - an event for grades 1-4. (See Appendix 14)
13. June. (work of the pedagogical group and Timurovites) Visiting the interactive museum of military glory in the State Children's and Children's Museum No. 1.

Conclusion

From childhood, the foundation of the future personality, a citizen of one's country, is laid. One of the main tasks facing the teacher is to promote the education of love for the Motherland, for the native land, for one's people. These feelings, from which patriotism can grow, are formed in the conditions of the family, in the group of peers, at school.

The educational traditions of Ancient Rus' are more than two thousand years old. The historical elements of patriotism in the form of attachment to the native land, language, and traditions began to form in antiquity. Pedagogical thought in Rus' of the X-XIII centuries puts forward an individual as the goal of education, education of faith in victory, in the invincibility of Russian heroes.

The core of all Russian education is patriotism. The concept of "patriotism" includes love for the Motherland, for the land where he was born and raised, pride in the historical achievements of the people.
Academician D.S. Likhachev wrote: “Love for the native land, native culture, native speech begins with small things - with love for one's family, for one's home, for one's kindergarten, school. Gradually expanding, this love turns into love for the native country, for its history, past and present, for all of humanity.”

Spiritual, creative patriotism must be instilled from early childhood. But like any other feeling, patriotism is acquired independently and experienced individually. It is directly connected with the spirituality of a person, its depth.

At the beginning of our study, we put forward the following hypothesis - the sooner work begins on the formation of patriotic qualities in schoolchildren, the more stable they will be.

To prove it, it was not enough just to study the literature on patriotic education, the Constitutional laws of the Russian Federation and foreign experience in this matter. To confirm our hypothesis, it was also necessary to obtain practical data. For this purpose, we conducted a survey among the students of the MAOU “Lyceum No. 78 named after A.S. Pushkin" (61 people) and pupils of the Sports School "Ice Hockey" (19 people). (See Appendices 5,6,7 and 8)

As a result of a survey of students of the 2nd grade "Lyceum No. 78

them. A.S. Pushkin”, we came to the conclusion that junior students do not know who a patriot is, and therefore to the question “Do you consider yourself a patriot of your country?” the majority (68.2%) answered “I don't know”, which once again confirms our hypothesis. However, interesting answers were given.to the question "What is the Motherland?":

Homeland is the country in which we were born and live (13 students answered this way, 59%).

Homeland is our green home (so answered 3 students, 13.6%)

Motherland is native land (2 students, 9%).

As a result of a survey of students of the 6th grade "Lyceum No. 78

named after A.S. both the students of the Lyceum and the students of the Sports School answered "YES" (100%).

To the question "What is, in your opinion, patriotism?" answers were given:

1. love for the motherland (24.1%), respect for the motherland, pride in one's country (24.1%);
2. love for family, relatives (13.8%);
3. love for the native city, home (10.3%).

Thus, the greatest importance is attached to such concepts as: love for the Motherland, respect and pride for one's country, love for one's family, one's hometown.

To the question "Do you love Russia?" the unequivocal answer "YES" - 100% was received.

To the question "Are you a patriot of your country?" the following responses were received:

1. Yes (94.7%, 18 students);
2. Don't know (5.3%, 1 student).

Thus, the majority of young citizens of Russia at the age of 12-13 consider themselves patriots.

As a result of a survey of 11th grade students (20 people) of the "Lyceum

No. 78 im. A.S. Pushkin "it turned out that the pupils of the 11th grade, as well as the pupils of the middle level, the greatestimportance is attached to such concepts as: love for the Motherland, respect and pride for one's country, love for one's family, one's hometown.

To the question “Which of the areas of patriotic education influenced you personally?” interesting answers were given:

1. Literature of a patriotic orientation - 20%,

2. An example of family and friends - 18.3%,

3. Meetings with veterans of the Great Patriotic War - 16.6%,

4. Sports, sports competitions - 15%

5. Military sports games - 10%,

6. School, example of teachers - 10%,

7. Media - 10%.

Thus, works of a patriotic orientation, an example of a family, school, sports, and the media have the greatest influence on young people.

To the question “At what age, in your opinion, is it most effective to start cultivating a sense of patriotism and love for the Motherland in a young citizen?” the majority of pupils noted their age: 7-10 years old, i.e. 1-4 classes.

To the question “Where, in your opinion, is the upbringing of a sense of patriotism to a greater extent?” pupils notedthat the greatest influence on the development of a sense of patriotism occurs in the family and at school.

To the question “Do you think the students of your school have a developed sense of patriotism?” students answered more than half of the students (55%) believe that the feeling of patriotism is developed among the students of the Lyceum.

To the question "Do you consider yourself a patriot of your country?"the majority of students (55%) consider themselves patriots.

Summing up, it is important to note the great importance of all four questionnaires, since they made it possible to outline a program for the development of patriotic feelings among schoolchildren "Patriot-2014".

We would like to thank our class teacher Siraeva Razina Gabdulkhaevna, scientific supervisor Shaydullina Landysh Nakipovna, our parents, lyceum students and my classmates who took part in the survey for their assistance in the work done.

The work done allows us to conclude that the patriotic education of a child occurs mainly in the family and at school, and from a very young age. That's whyteachers and parents need to work together in order to raise a great patriot from a small citizen.

Only through the joint efforts of the school and the family can one instill effective love for close people, for the small Motherland, for Russia. It is important to awaken in schoolchildren a sense of pride in our Motherland, who gave the world great military leaders and thinkers, doctors and teachers, liberators of the world from fascism and space pioneers.

We have something to be proud of!

The concept of patriotism should become "fashionable", "stylish" for today's youth. The younger generation should understand that it's cool to be healthy, courageous, smart, confidently move towards the intended goal, love and respect your home, your city, your Fatherland, and drink beer, smoke cigarettes, show disrespect for the older generation, etc. This is the fate of the weak and uneducated people.

From the moment of birth until death, every person is given a name. The name of a person has a serious influence on the character and fate of its owner.

The name Ildan translated fromTurkic means "Glory and pride of the country, people". Perhaps this somehow influenced the choice of this topic, and maybe in the future I will be able to glorify my country with sports or professional victories. But for now I'm just studying at school, and my goal is to glorify my city and the republic at sports competitions and my lyceum at city scientific conferences.

List of sources used

1) Antonova M. V., Lomokhova S. A. Issues of patriotic education in the Russian and foreign education systems. V.G. Belinsky. 2006. No. 6.

2) A large dictionary of foreign words, publishing house "Russian language", 1992. Moscow

3) Great universal school encyclopedia publishing house "World of Encyclopedias", Moscow, 2006

4) Zharikov A.D. Raise your children to be patriots. M., 1980.

5) Zhukovskaya R.I., Vinogradova N.F., Kozlova S.A. Native land, M., 1990.

6) Korovina V. Ya. Pushkin at school. M., "Enlightenment", 1978. 303p.

7) Korovin V. I. A. S. Pushkin in life and work. M., "Russian Word", 2004.

8) Krasnobelmov A. V. I know the world: Sport. M., Astrel Publishing House LLC, 2003.-397 p.

9) Kondrykinskaya L.A. Where does the Motherland begin? M., 2004.

10) Kumanev G. A. Hour of courage. M., Onyx Publishing House, 2008, 192 p.; 1941-1945. M., Publishing house of political literature, 1982.

11) Kukushin V.S. Theory and methodology of education. V.S. Kukushin. - Rostov n / D: Phoenix, 2006. - 508, p.: ill. - (Higher education)

12) Kunitsyn A.P. Instruction for pupils // Anthology of pedagogical thought in Russia in the first half of the 19th century. M.: Pedagogy, 1987. -S. 141-145.

13) Lenin V.I. Valuable confessions of Pitirim Sorokin. - Full. OBR. Soch., T.37. – S. 188-197.

14 ) Makarenko A.S. Problems of school Soviet education // Soch. - M .: Publishing House of the APN of the RSFSR, 1951. - V.5. - S. 109-225.

15) Mishchenko L.I. Patriotic education of junior schoolchildren: Dis.cand. Ped. Sciences. - M., 1982. - 208 p.

16) Journalism of the period of the Great Patriotic War and the first post-war years. M., "Soviet Russia", 1985.

17) Explanatory dictionary of the Russian language. V. I. Dal. M., EKSMO Publishing House, 2005. - 736 p.

18) Textbook on literature. I. O. Rodin. M., LLC "Publishing House" Onyx21vek ", 2003.–416p.
19) Shumilova, E.F. In the native land / E.F. Shumilova. - Ustinov: Udmurtia, 1987. - 195.

1. What is Motherland?

1. What is the name of your country?

_______________________________________________________________________

1. Who is a patriot?

_________________

1. Who is an anti-patriot (not a patriot)?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1. Do you love Russia? (circle 1 answer):
   1) yes

2) no

3) don't know

Why? _____________________________________________________________________________________________________________________________________________________________________________________________________________

6. Are you a patriot of your country? (circle 1 answer):
1) yes

2) no

3) don't know
Thank you!

Questionnaire 2-L

You need to choose ( circle

1. What is homeland for you?(choose 1 answer)

1. my school
2. home, family
3. Russia
4. city ​​of Naberezhnye Chelny
5. home village
6. my sports team
7. Republic of Tatarstan
8. my class

1. ? (choose 1 answer)

1. Don't know

(write your answer)

_______________________________________________________________________________________________

(select 3 answer option)

4) glorification of the victories of the Motherland
5) collective way of life

7) love for the Motherland

15) love for the people

5. What would be your choice if you were offered to move to another class? (choose 1 answer)

1) would transfer to another class without hesitation, even if he is weaker than mine

2) if they let me, I would study a little in another class, and then I would return to my own

3) would transfer to another class without hesitation if he is stronger than mine

4) I am a patriot of my class, I would never go to another

5) would have moved to another class, and then would have very much regretted such an act

1. Yes all
2. yes, some
3. Don't know

7. Which of your teachers do you trust the most? Why?

(write your answer).

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1) yes

2) no

3) don't know

9. Are you a patriot of your country? (choose 1 answer)
1) yes

2) no

3) don't know

Thank you!

Questionnaire 2-X

Please help us by answering these questions very honestly.

You need to choose ( circle ) one/several answer options, where necessary - write your own answer.

The questionnaires are anonymous, it is not necessary to sign a surname or a name.

1. What is homeland for you?(choose 1 answer)

1. my school
2. home, family
3. Russia
4. city ​​of Naberezhnye Chelny
5. home village
6. my sports team
7. Republic of Tatarstan
8. my class

1. When the anthem sounds, you feel a sense of pride for your country? (choose 1 answer)

1. Don't know

1. How should one listen to the anthems of the Russian Federation and Tatarstan?

(write your answer)

__________________________________________________________________________________________________________________________

_____________________________________________________________

1. What is patriotism in your opinion?

(choose 3 answers)

1) striving for social justice

2) love for national culture
3) love for your family, loved ones

4) glorification of the victories of the Motherland
5) collective way of life

6) striving for a secure global world
7) love for the Motherland

8) love for the native city, village, home
9) the religious faith that I profess

10) revival of the traditions of the Soviet state

11) the revival of the traditions of the Russian state

12) love for the native ashes, love for the father's coffins
13) love for all mankind, humanism

14) respect for one's Motherland, pride in one's country
15) love for the people

16) patriotism in the context of globalization is losing its meaning

5. What would be your choice if you were offered to move to another hockey team? (choose 1 answer)

1) would move to another team without hesitation, even if it is weaker than mine

2) if they let me, I would play a little for another team, and then I would return to my own

3) would move to another team without hesitation if it is stronger than mine

4) I am a patriot of my team, I would never switch to others

5) would have moved to another team, and then would have very much regretted such an act

(choose 1 answer)

1) yes

2) no

3) don't know

7. Why?

(write your answer).

______________________________________________________________________________________________________________________________________________________________________________________________________________

8. Do you love Russia? (choose 1 answer)

1) yes

2) no

3) don't know

9. You - a patriot of your country? (choose 1 answer)
1) yes

2) no

3) don't know

Thank you!

Questionnaire 3

Dear Lyceum!

We ask you to help in our scientific work by answering these questions.

You need to choose (circle) one/several answer options, where necessary - write your answer. The big request is to answer honestly.

1. What is, in your opinion, patriotism? (choose 3 answers)

1) striving for social justice

2) love for national culture
3) love for your family, loved ones

4) glorification of the victories of the Motherland
5) collective way of life

6) striving for a secure global world
7) love for the Motherland

8) love for the native city, village, home
9) the religious faith that I profess

10) revival of the traditions of the Soviet state

11) the revival of the traditions of the Russian state

12) love for the native ashes, love for the father's coffins
13) love for all mankind, humanism

14) respect for one's Motherland, pride in one's country
15) love for the people

16) patriotism in the context of globalization is losing its meaning

2. Choose the most appropriate, in your opinion, definition of patriotism

(choose 1 answer):

1) A patriot is not one who glorifies the country, but one who can be extremely harsh ... something very difficult to say about the country ... patriotism is not an endless eruption of molasses of love, but it is completely different. (V. Posner).
2) Patriotism is love for the fatherland, arising from the consciousness of the solidarity of the interests of the citizens of a given state or members of a given nation. (Small Encyclopedic Dictionary of Brockhaus and Efron).
3) Patriotism is a moral and political principle, a social feeling, the content of which is love for the fatherland, pride in its past and present, readiness to subordinate one's interests to the interests of the country, the desire to protect the interests of the motherland and one's people. (Encyclopedia of sociology).
4) Patriotism, in which the main thing is love for one's own country (that is, separating oneself from other states and peoples), and therefore is the cause of ongoing wars, which, in fact, gives the right to one country or nation to oppress another in the name of its own power , wealth and fame. Patriotism cannot be good. Patriotism is an unnatural feeling, artificially instilled in a person. (L. Tolstoy).

5) Patriotism is devotion and love for one's fatherland, for one's own
people (Dictionary of Ozhegov and Shvedova).

3. In your opinion, what is true patriotism manifested in?

(choose 1 answer):
1) in conversations and conversations with friends on patriotic topics
2) in voting for patriotic parties in elections
3) participation in the activities of patriotic organizations
4) in the celebration of historical events and anniversaries
5) in constructive criticism of shortcomings in the country
6) in work with full dedication of forces in their specialty
7) in strengthening the family and raising children in the spirit of patriotism

4. Which of these areas of patriotic education influenced you personally? (choose 3 answers)

1. activities of patriotic clubs, centers, including children's and youth
2. festivals, patriotic competitions
3. sports, sports competitions
4. example of family and friends
5. patriotic literature
6. patriotic exhibitions
7. school, example of teachers
8. meetings with veterans of the Great Patriotic War, local wars
9. mass media
10. military sports games
11. Internet
12. youth actions, traditions of the native city

5. What do you think the state needs to do to instill patriotic values ​​among young Russians? (choose 5 answers)
1) fostering a sense of patriotism from kindergarten;

2) fostering a sense of patriotism from the elementary grades of the school;

3) assisting the emergence of more patriotic topics in the media;
4) the introduction of censorship for the media when printing materials, showing youth programs;
5) creation of patriotic circles, organizations, clubs;
6) holding military-patriotic games;
7) creation and display of more patriotic films, distribution of fiction on patriotic themes;
8) increasing the authority of the army in society (creating a positive image of military personnel in the media, films, literature);
9) improving the living conditions of the population (creating jobs, raising wages, providing housing);
10) raising the prestige of the country (increasing the role of Russia in the international arena);
11) organization of youth leisure;

12) personal example, examples of war heroes;
13) development of youth organizations;
14) accustoming children to sports, creating accessible sports sections, supporting initiatives for the development of children's sports;
15) financing of events of a patriotic orientation, people employed in them;
16) creation of new and support for existing military-patriotic museums

6. At what age, in your opinion, is it most effective to start instilling a sense of patriotism and love for the Motherland in a young citizen?

(choose 1 answer):

1. from birth-1 year
2. 1-3 years
3. 3-6 years old
4. 7-10 years old
5. 11-14 years old
6. 15-17 years old
7. 18-22 years old

7. Where do you thinkto a greater extentIs there an upbringing of a sense of patriotism?

(choose 1 answer):

4. in the courtyard
5. in family
6. At school
7. in kindergarten
8. in institutions of additional education
9. abroad

8. Who among your relatives or acquaintances do you consider a true patriot? (write one person). Why do you think so? (2-3 reasons)

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9. Who do you think is called an anti-patriot? (choose 3 answers)

The one who

1) Criticizes the authorities of his country
2) Tries to avoid military service
3) Doesn't know the lyrics of his country's national anthem
4) Indifferent to native nature
5) Doesn't know the history of his country
6) Doesn't go to the polls
7) Prefers foreign rather than domestic literature and art
8) Leaves to live and work abroad

10. Who among your relatives or acquaintances do you consider an anti-patriot? (write one person). Why do you think so? (2-3 reasons)

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

11. In your opinion, do the inhabitants of your republic differ from the inhabitants of other regions of Russia? (choose 1 answer):
1) differ for the better;
2) for the worse;
3) do not differ;
4) find it difficult to answer.

12. In your opinion, is the sense of patriotism developed among the students of your school?

(choose 1 answer):

4. Yes
5. No
6. Don't know

13. Do you think the teachers of your school are patriots?

(choose 1 answer):

1. Yes
2. No
3. Don't know

Why do you think so?______________________________________________________________________

14. Please answer the following questions:

a) Have you ever felt proud of our country? When?

__________________________________________________________________________________________________________________________________________________________________________________

b) Have you ever felt ashamed of our country? When?

(please provide examples):

__________________________________________________________________________________________________________________________________________________________________________________

15. Please write down the first three associations that arise in you when you hear the word "Motherland":
__________________________________________________________________________________________________________________________________________________________________________________________

16. Do you love Russia? (choose 1 answer):
1) yes

2) no

3) don't know

17. Do you consider yourself a patriot of your country? (choose 1 answer):
1) yes

2) no

3) don't know

Thank you!

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INTRODUCTION

SECTION 1. THEORETICAL FOUNDATIONS FOR THE FORMATION OF PATRIOTIC FEELINGS IN YOUNGER SCHOOLCHILDREN IN THE PROCESS OF ACQUAINTANCE WITH FOLKLORE

1.1 Analysis of the concept of "patriotic feelings" in the psychological and pedagogical literature

1.2 Features of the formation of patriotic feelings of younger students

1.3 Characteristics of folklore as a means of forming patriotic feelings

Conclusions to the first section

SECTION 2. DIRECTIONS OF WORK ON THE FORMATION OF PATRIOTIC FEELINGS IN THE PROCESS OF ACQUAINTANCE WITH FOLKLORE

2.1 Identification of the level of formation of patriotic feelings of younger students

2.2 Forms and methods of familiarizing younger students with folklore

Conclusions to the second section

LIST OF USED SOURCES

INTRODUCTION

The relevance of research. Patriotic feelings are in the human genes. The task of elementary school is to awaken these feelings, to teach children to understand, appreciate and protect the world around them, their homeland. Such education begins at home, in the family. And the school must develop, form all these concepts into a certain system, educate each student to be a true patriot of Ukraine.

Patriotism is one of the deepest feelings of a person fixed for centuries, millennia of isolated fatherlands. This is an important quality of a person, which implies love for the Motherland, readiness to serve its interests, one's people, fulfill one's civic duty and constitutional obligations to protect one's country. At the same time, patriotism is a natural attachment to one's native places, language, and national traditions. The feeling of patriotism arises under the influence of the surrounding nature, folk art and practical human activities. Love for the motherland is manifested in everyone in their own time and in their own way. At first it happens unconsciously, the child reaches out to the father, to the mother; growing up, he begins to feel affection for friends, his native street, city; and only growing up, gaining experience and knowledge, he gradually realizes his belonging to the Fatherland.

Patriotic education has existed at all times, regardless of whether children were in school or not. It was carried out from generation to generation by the people themselves.

Primary school age is the most sensitive period for the development of positive personality traits, including patriotism. The pliability, the well-known suggestibility of children, their gullibility, their tendency to imitate, and the enormous authority enjoyed by the teacher create favorable prerequisites for the successful solution of this problem. Many psychologists L.I. Bozhovich, L.S. Vygotsky, D.B. Feldstein believe that it is at primary school age that an active process of accumulation of knowledge about the positive and negative in the life of society, about the relationship between people, about the freedom to choose one or another way of behavior takes place.

The problem of patriotic education of younger schoolchildren was studied by L.V. Kokueva, N.S. Krupskaya, A.S. Makarenko, L.I. Mishchenko, V.A. Sukhomlinsky, G.Kh. Poleeva and others. A holistic pedagogical understanding of this problem leads to the need for effective ways to focus the school on the humanistic and practical essence of education. Today, patriotic education is a systematic activity of teachers in younger students of patriotic consciousness, values, a sense of loyalty to their Fatherland, readiness to fulfill civic duty, and its main goal is the formation of a spiritually and physically healthy person who inextricably links his fate with the future of his native land and country, capable of defending the public interest.

The relevance of the foregoing determined the theme of the course work: "The formation of patriotic feelings of younger students in the process of familiarization with folklore."

The purpose of this work- to identify the methods and techniques used in educational work on the formation of patriotic junior schoolchildren on the basis of folklore.

Tasks:

1) clarify the essence of the concepts of "patriotism", "patriotic feelings";

2) to study the features of the formation of patriotic feelings of younger students;

3) to determine the influence of folklore on the formation of patriotic feelings of younger students.

Object of study- the process of formation of patriotic feelings of younger students.

Subject of study- folklore as a means of forming the moral feelings of younger students.

Research methods:

Analysis of psychological and pedagogical literature;

The study of pedagogical experience;

Generalization of the received information.

Work structure: course work consists of an introduction, two sections, conclusions to them, general conclusions, a list of sources used (30). The total amount of work is 49 pages.

SECTION 1. THEORETICAL BASIS FOR THE FORMATION OF PATRIOTIC FEELINGS IN JUNIOR SCHOOLCHILDREN IN THE PROCESS OF ACQUAINTANCE WITH FOLKLORE

1.1 Analysis of the concept of "patriotic feelings" in the psychological and pedagogical literature

An analysis of the pedagogical literature showed that in the history of pedagogy, three stages in the formulation and development of the problem of patriotic education can be distinguished: Stage I (XVI-XVIII centuries); Stage II (XIX - mid-XX centuries); Stage III (mid-XX - to the present). At all three stages, the first and main idea of ​​the great educators and educators is the upbringing of love for the Fatherland and their Motherland, which indicates the relevance of this problem in different historical eras and at the present time.

In the Philosophical Dictionary, "patriotism" is defined as a moral and political principle, a social feeling, the content of which is love for the Fatherland and devotion to it, pride in its past and present, the desire to protect the interests of the Motherland.

AND I. Comenius emphasized that patriotism in a person is brought up at the earliest stages of his formation: first it is love for his parents, then for his home, the place where he was born, and as a result - for the fatherland as a whole.

The idea of ​​patriotism is vividly reflected in the works of N.M. Karamzin: "Love for our own good produces in us love for the Fatherland, and personal pride - the pride of the people, which serves as a support for patriotism." The historian and writer focused on the patriotic component of citizenship, highlighting the various manifestations of love for the Fatherland:

1) physical love, that is, attachment to the place of one's birth, "small homeland";

2) moral, that is, love for fellow citizens with whom a person grows, is brought up and lives;

3) political, that is, love for the good and glory of the Fatherland and the desire to contribute "to them in all respects."

These attitudes towards the Fatherland do not arise by themselves, but are specially brought up and formed.

The patriotic feeling is revealed and strengthened even at preschool age; it does not require special careful cultivation, because it is as natural and inevitable as the feeling of family affection, every day, every hour, every event and phenomenon, exactly like all pictures of the surrounding life and nature, helps it grow and develop better than any whatever educational activities.

The development of the theory and practice of patriotic education is characterized by outstanding pedagogical experiments by A.S. Makarenko, V.A. Sukhomlinsky, aimed at educating a patriotic citizen in the team, which are still relevant today.

In the 60-80s. 20th century The theory and practice of patriotic education is reflected in the scientific works of Yu.K. Babansky, A.V. Barabanshchikova, A.N. Vyrshchikova, V.A. Karakovsky, V.I. Kovalev, M.N. Terentia and others.

In modern science, there are different opinions on the essence of patriotism. Some philosophers N.I. Matyushkin, M.V. Mitin, P.M. Rogachev and others define patriotism as the highest moral feeling.

In pedagogical research, a number of scientists N.I. Boldyrev, N.K. Goncharov, I.P. Tugaev consider patriotism a political principle. Moral qualities include patriotism V.V. Belousov, D.N. Shcherbakov, N.E. Shchurkova. However, most of the teachers L.R. Bolotina, N.P. Egorov, T.A. Ilyina, T.N. Malkovskaya, I.S. Maryenko, R.A. Poluyanova, Yu.P. Sokolnikov define patriotism as a complex moral quality.

In the "Concept of Patriotic Education" (A.K. Bykov), patriotism is considered from the standpoint of individual self-consciousness, formed in a market economy and assuming a rational balance of public and personal in the implementation of the constitutional duty of a citizen to protect state interests. The researcher believes that at the level of personal qualities, patriotism is love for a large and small Motherland, readiness to fulfill a constitutional duty, a modern patriotic worldview, appropriate attitudes and values, social (including religious and national) tolerance, socially significant behavior and activities. The above list of personal qualities correlates with the main components of patriotism - consciousness, relationships and activities - and can be considered as the ultimate goal of patriotic education in the unity of spirituality, citizenship and social activity of the individual.

Such a multitude of opinions is due to the complexity of the phenomenon under consideration. Based on this, it is necessary to clarify the essence and content of patriotism, since the effectiveness of patriotic education depends on the precise definition of the initial concepts and provisions.

The definition of patriotism as a moral feeling does not reflect its essence in full, since moral feelings are a person's experience of his attitude to the surrounding reality, actions and actions, and norms of responsibility. Patriotism presupposes a person's experience of his attitude to the Motherland, Fatherland, awareness of his patriotic duty, as well as the desire for its implementation.

We consider patriotism as love for the Motherland - this is an active civic position. Patriotism is a feeling of pride in one's Fatherland, its history, accomplishments. This is the desire to make your country more beautiful, richer, happier. It is a source of courage, steadfastness and strength of the people. This is an attitude to the vast expanses of the country, its natural resources, the heroic historical past and today's contradictory realities, the peoples inhabiting it, their national dignity, cultures, traditions, and compatriots.

Thus, patriotism includes:

Feeling of attachment to one's family and the places where a person was born and raised;

Respect for the inhabitants of their village, city, their people, their language and culture;

The desire to take care of other people and the interests of the Motherland;

Awareness of the duty to the people of the immediate environment, the place of one's residence, the Motherland, upholding its honor and dignity, freedom and independence, readiness to defend the Fatherland;

Manifestation of civic feelings and loyalty to the Motherland;

Pride in the social and cultural achievements of one's country;

Pride in one's Fatherland, symbols of the state, for one's people;

Respect for the historical past of their large and small Motherland, their people, their customs and traditions;

Responsibility for the fate of the Motherland and its people, their future, expressed in the desire to devote their work, the ability to strengthen the power and flourishing of the Motherland;

Humanism, mercy, universal values.

Patriotism expresses the attitude of a person to the Motherland and the Fatherland, which is the objects of a value relationship and has a social character, is socially conditioned.

The modern understanding of patriotism is characterized by multivariance, diversity and ambiguity. In many ways, it is explained by the complex nature of this phenomenon, the multifaceted nature of its content and the variety of forms of manifestation. In addition, the problem of patriotism is considered by different researchers in various historical, socio-economic and political conditions, depending on personal civic position, attitude towards one's Fatherland, on the use of various fields of knowledge, etc.

The term "patriotism" is used not only in research literature, but also in speeches, discussions, articles, election programs of politicians and political parties, movements, cultural figures, artists, etc. The range of interpretation of the term is very large: from the ideally sublime to the abusive and humiliating.

Speculative views based on patriotism are forms of so-called false patriotism. All of them are considered as deliberate perversions of the true meaning and significance of the patriotic idea.

The content of this concept is quite fully disclosed in the monograph by I.E. progressive responsible social and state system. Patriotism is selfless devotion to one's Motherland, readiness to defend its independence.

Ya.L. Komensky noted that one of the main directions of education should be the education of the child's desire to benefit from his services to the largest possible number of people. He wrote in The Great Didactics: “Then only a happy state would come in private and public affairs, if everyone were imbued with the desire to act in the interests of the general well-being.”

A.S. Makarenko noted that patriotism is manifested not only in heroic deeds. A real patriot is required not only to have a “heroic outburst”, but also to have long, painful, hard work, often even very hard, uninteresting, dirty work.

T.N. Mankorskaya, attributing patriotism to moral qualities, includes in his love for the Fatherland, readiness to defend it, inextricable connection with internationalism, intolerance towards other manifestations of nationalism and chauvinism, adherence to folk culture, knowledge of national traditions, national dignity, pride and honor, which finds its embodiment in citizenship.

Upbringing is a mechanism of interaction between generations, ensuring the entry of the younger generations into the life of society, becoming their active subjects of a specific historical process.

In different historical eras, depending on the socio-economic conditions of society and the ideology prevailing in it, various aspects were invested in education.

I.F. Kharlamov considers patriotism as an interconnected set of moral feelings and behavioral traits, including love for the Motherland, active work for the good of the Motherland, following and multiplying the labor traditions of the people, respect for historical monuments and customs of the native country, attachment to native places, the desire to strengthen honor and dignity of the Motherland, readiness and ability to defend it, military courage, courage and selflessness, brotherhood and friendship of peoples, intolerance to racial and national hostility, respect for the customs and culture of other countries and peoples, the desire to cooperate with them.

In the national school, great attention has always been paid to educating the rising generations of the moral qualities of the individual, collectivism, citizenship, love for their homeland, respect for the history of their homeland, for heraldry, for their people. At the same time, the mass media played an important role in the education of patriotic feelings: radio, highly artistic domestic films, theater, and fiction.

Pedagogical research on the problem of patriotic education in the Soviet period is numerous and varied. They reveal both theoretical and methodological aspects (the essence of the concept of "patriotism" and "Soviet patriotism", its characteristics, ways and means of formation, etc.), and applied (various areas of patriotic education: military-patriotic, education for labor and combat traditions of the Soviet people, the relationship of patriotic, aesthetic, group education of students of different ages, etc.)

Of particular importance in the study of issues of patriotic education of this period are the works of V.A. Sukhomlinsky, who believed that the school should instill in young people the desire for selfless service to the Motherland, for active labor and social activities. Defining Soviet patriotism as "the noble love of the Soviet people for their socialist fatherland." He emphasized that one of the main educational tasks of the school is to prepare students for simple, everyday, everyday work, work for society as a patriotic activity, and the very activity of children, organized by the teacher for this purpose, is the driving force behind the formation of the personality of a growing citizen. In his works, V.A. Sukhomlinsky also pointed out the difficulties in the education of patriotism, explaining them by the fact that in everyday life we ​​do not meet with a measure that could measure this "hard-to-understand value" - patriotism. Love for the Fatherland becomes a strength of mind only when a person has images associated with his native land, language, when a feeling of pride arises from the fact that all this is your Motherland.

The ideological basis of patriotic education in the modern school is the spiritual and moral values ​​of the nation. The essence of patriotic education in modern conditions can be interpreted as the development of a sense of personality, patriotic consciousness, based on the humanistic spiritual values ​​of one's people.

So, until recently, instead of educating collectivism, the idea of ​​educating individualism, egocentrism began to be introduced; This leads to the fact that the concepts of "patriotism", "patriot" acquire a negative connotation. However, for the majority of Ukrainians, it has retained its original, completely positive meaning. This is a feeling of pride in one's fatherland, history, accomplishments. This is the desire to make our country more beautiful, richer, stronger, happier ... having lost patriotism, the national pride and dignity associated with it, we will lose ourselves as a people capable of great accomplishments.

As A.V. Usov, "if we want to save our country, if we want to revive the former greatness of our Motherland, we need to radically reconsider our attitude to the education of schoolchildren." Moreover, in domestic pedagogy there are many developments in the field of educating the younger generation, including the education of patriotism - the highest feeling in a person, which is like a social cement that binds people into an honest, friendly society, a feeling that, according to K. .D. Ushinsky, the last to die even in the villain.

Singling out patriotic education as a conditionally independent direction of educational work, it is necessary to note its organic relationship with other areas (civil, moral, labor, aesthetic and other types of education), which is a much more complex combination than the ratio of part and whole. This is also due to the fact that:

Firstly, patriotism, especially if we keep in mind its genesis, arises and develops as a feeling, becoming more and more socialized and elevated through spiritual and moral enrichment;

Secondly, understanding the higher development of the feeling of patriotism is inextricably linked with its reality, which in a more concrete sense is manifested in active social activity, actions and deeds carried out by the subject for the benefit of the Fatherland;

Thirdly, patriotism, being a deeply social phenomenon in nature, is not only a facet of the life of society, but the source of its existence and development, acts as an attribute of the viability, and sometimes the survival of society;

Fourthly, as the primary subject of patriotism is the personality, the priority social and moral task, which is the awareness of one's historical, cultural, national, spiritual and other belonging to the Motherland as the highest principle that determines the meaning and strategy of her life, full of service to the Fatherland;

Fifthly, true patriotism is in its spirituality.

Patriotism as an exalted feeling, an irreplaceable value and source, the most important motive for socially significant activity, is most fully manifested in an individual, a social group that has reached the highest level of spiritual, moral and cultural development. True, essentially spiritual patriotism presupposes selfless, selfless service to the Fatherland up to self-sacrifice.

In connection with this opinion, it is legitimate for a teacher to take into account the remark of E.A. Anufriev that the systematic deep enrichment of all aspects of educational work with patriotic content is a necessary condition for the education of a patriot.

The implementation of patriotic education is based on a set of principles that reflect the general patterns and principles of the educational process, and the specifics of the patriotic education of younger students in a secondary school. These include:

The conditionality of patriotic education by the development of society and the events taking place in it;

The conditionality of the content, forms and methods, means and techniques of patriotic education by the age and individual characteristics of students;

Dialectical unity and organic connection between the educational material and the content of extracurricular and extracurricular activities;

Integration of patriotic education with other areas of educational work;

Reliance on new concepts of organization and implementation of the educational process and on a new understanding of the basic pedagogical concepts;

Reliance on the positive in the personality of the pupil and the creation of a favorable psychological atmosphere in the process of pedagogical interaction:

Coordination of interaction between school, family and community in the system of patriotic education.

Taking into account the peculiarities of patriotic education in modern society, the goal of this process is defined as the education of a convinced patriot who loves his Motherland, devoted to the Fatherland, ready to serve him with his work and protect his interests.

Is not it. Mishchenko, noting that the moral qualities of a person, which determine his orientation, are divided into three groups that characterize a person’s relationship to himself, other people and society, to various types of activities and to various material values, suggests considering patriotism as a complex, multifaceted integral quality, covering all three groups, manifested in the attitude of the individual to people, society, labor and other activities, to material values ​​and formed in the process of implementing this system of interconnected relations.

1.2 Features of the formation of patriotic feelings of younger students

The upbringing of patriotism in younger schoolchildren is of great importance, since we are talking about the fate of present and future generations, since our young contemporaries must not only possess this amount of knowledge, but they must become spiritually and intellectually mature. Hence, there is an urgent need for the education of patriotism in younger schoolchildren, which, on the basis of domestic works, folk songs, etc. will educate in the younger generation qualities that at all times distinguished the national character: kindness, openness, dignity, suffering, nobility.

Since continuity of development plays an important role in upbringing, it is necessary to consider the age characteristics of children of primary school age in unity. In psychology, this unity is sometimes forgotten, and only the fund of available psychological manifestations is ascertained. Hence, a lot of misunderstandings and inaccuracies arise when a teacher uses psychological data about students. That is why the teacher needs to creatively apply knowledge about the psychological characteristics of children, take them into account when building the pedagogical process. Otherwise, he may find himself in a difficult situation, when the data of psychology "do not work", moreover, they contradict the situation of the real behavior of students in the classroom.

Age-related psychological characteristics are not a dogma, but only a guideline for a clearer and more rigorous judgment of the teacher about his students. Age-related psychological characteristics of younger schoolchildren depend on the previous psychological development of children, on their readiness for a sensitive response to the educational influences of adults.

Here are the most typical, most common indicators of age-related psychological characteristics of children of primary school age:

motor activity;

Sensory-perceptual activity (ability and need for sensory new impressions, their reproduction, preservation);

Intellectual-volitional activity (intellectual initiative, curiosity, interest in identifying connections, cause-and-effect relationships, objectification and reproduction of “difficult” situations, highlighting oneself and the field of action, etc.);

Motivation and emotionally expressive activity (the social range of life motives, their ability to emotionally expressive identification, “designation”, symbolization, combinatorics, substitution);

The ability to include all these forms of mental activity in real social activity, behavior, communication in the name of their efficiency of construction, regulation and social evaluation.

The first four indicators are born and naturally manifest themselves in the "amateur" of children of this age. In the opinion of V.A. Krutetsky, the last indicator is the most complex, integral. It defines in the psychological sense the position of the child already as a schoolchild, whose activity is characterized by all the main features of socially useful activity.

The cultivation of this ability through a negative assessment, censure leads to a violation of continuity with the previous mental development. On the contrary, cultivating the ability for targeted regulation of activity through encouragement, a positive assessment of the success of children, preserves the wealth of previous achievements in the mental development of younger students.

Actions in accordance with the required result form in children such qualities as the stability of behavior, the ability to mobilize, to act.

The process of patriotic education of younger schoolchildren is based on their personal and value attitude to the small and large Motherland. According to E.A. Arkin, a personality-oriented approach allows the formation of the spirituality of a person, allows her to realize her natural, biological and social essence. The purpose of education at the same time is to create conditions for satisfying the need to be a person spiritually rich, morally stable.

The main goal of education with this approach is the development of the student's personality; personality acts as a system-forming factor in the organization of the entire educational process; the leading motives of education, its value are self-development and self-realization of all subjects of education; the formation of strong knowledge, skills and abilities becomes a condition for ensuring the competence of the individual; the full competence of the student is ensured by including his subjective experience; the goal of personality-oriented education is the development of independence, responsibility, sustainability of the spiritual world, reflection.

Personally-oriented education is the process of preserving and ensuring the health of the child. The development of his natural abilities - the mind, moral and aesthetic feelings, the need for activity, mastering the initial experience of communicating with people, nature, art.

The immediate environment and the Motherland as personal values ​​in the structural-content model reflects the child's desire to love the immediate environment, his parents, and through them, his Motherland as a whole. This is a real transforming force that elevates the objective dignity of a person, making him the subject of his own activity. Knowledge, which is considered outside the axiological context, turns into impersonal information, leads to the loss of the moral and spiritual responsibility of the individual for the picture of the world that has formed in her. Value is the criterion of excellence; it provides the necessary means for the evaluative-orientational side of the personality's activity, thereby allowing the child to fully make his life choice, which is, ultimately, the basis of education.

Recently, much attention has been paid to education on the symbols of Ukraine, the Autonomous Republic of Crimea. The emblem of the Autonomous Republic of Crimea bears the motto "Prosperity in unity", but unity is not possible without knowledge, understanding and respect for each other. The problem of educating a citizen, forming a culture of interethnic communication is extremely relevant today. Raising respect for one's people, their identity, the right attitude to the culture and traditions of other peoples is one of the priorities for the formation of an active citizenship, a sense of patriotism and national pride. In the 2008/2009 academic year, based on the methodological recommendations of the Ministry of Education and Science of Ukraine, the first lessons in the primary grades could be devoted to the following topics: grade 1 - "My native school", grades 2-4 - "Ukraine - my homeland".

Taking into account the peculiarities and significance of Crimea as one of the important regions of Ukraine, in order to get acquainted with the history, geography, cultural heritage, traditions, way of life and modernity of the Crimean peoples, the Ministry of Education and Science of the ARC suggested devoting the first lesson in elementary school to the topic “Crimea is our common home ". The teacher independently chose the forms and methods of conducting the first lesson, taking into account the capabilities of the educational institution and the individual characteristics of his class. Let's take a look at some sample tutorials.

At the first lesson, it is advisable for the teacher to focus on such concepts as the Fatherland, native land, culture, traditions. It is important to reveal the meaning of universal human values, such as philanthropy, mercy, mutual respect, understanding, care. The main goal of the lesson is the education of tolerance, i.e. respect, acceptance and proper understanding of the rich diversity of cultures of our peninsula, forms of self-expression and ways of manifesting human individuality.

Indicative objectives of the lesson: to promote the formation of patriotism and national consciousness, tolerance, culture of interpersonal relations, to expand the understanding of younger students about the diversity of ethnic groups and nationalities of the peninsula. To cultivate love for the native land, its historical past, traditions and customs of the peoples inhabiting Crimea, to educate patriots of their Fatherland.

Forms of the first lesson: lesson-travel, lesson-game, lesson-meeting, lesson-excursion, holiday, competition, training, festival, auction of new ideas, fair, action, exhibition, etc.

Material about the big and small Motherland should be included in the lesson, in an accessible and interesting way to acquaint children with the history and traditions of the peoples of Crimea.

We offer patriotic poems about Crimea in Russian, Ukrainian and Crimean Tatar languages. So, from all of the above, we can conclude that the core of all civic education is patriotism.

The school has always developed in children a sense of freedom, unity, equality and brotherhood. The essence of the concept of "patriotism" includes love for the Motherland, for the land where he was born and raised, pride in the historical achievements of the people. Patriotism is inextricably combined with internationalism, a sense of universal solidarity with the peoples of all countries. A special place in education is occupied by the formation of feelings of unity, friendship, equality and brotherhood, uniting the peoples of Crimea, Ukraine, the culture of interethnic communication; intolerance to manifestations of national narrow-mindedness and chauvinistic swagger. In this process, the role of a truly folk multinational culture, true to the truth of life, is great.

But patriotic education can also be carried out in the classroom. The lesson was and remains the most important link in the system of educational work with students. It is during the lessons that the foundation of patriotic consciousness, patriotic feelings and behavior of a citizen - a builder and defender of the Fatherland - should be laid. Practice shows that no interesting extracurricular and out-of-school educational work can ever compensate for the gaps made in the matter of upbringing in the classroom.

At present, we are witnesses and participants in a gradual process of reassessment of values, the revival of civil as well as patriotic views and beliefs. It seems that a sense of national self-consciousness (and its rise is inevitable as a response to major socio-political upheavals of recent times) and a sense of love for the Fatherland should be instilled in a person by family and school.

From a very early age, the art of patriotism should be laid down by parents, and further brought up at school. And, of course, society plays an important role in the history of the various peoples inhabiting Ukraine. After all, a lot depends on the environment in which a person is located.

1.3 Characteristics of folklore as a means of forming patriotic feelings

The word "folklore" literally translated from English means folk wisdom. Folklore is poetry created by the people and existing among the masses, in which it reflects its labor activity, social and everyday way of life, knowledge of life, nature, cults and beliefs. Folklore embodies the views, ideals and aspirations of the people, their poetic fantasy, the richest world of thoughts, feelings, experiences, protest against exploitation and oppression, dreams of justice and happiness. This is oral, artistic verbal creativity, which arose in the process of the formation of human speech. In a pre-class society, folklore is closely connected with other types of human activity, reflecting the rudiments of his knowledge and religious and mythological ideas. In the process of development of society, various types and forms of oral verbal creativity arose. Some genres and types of folklore have lived a long life. Their originality can be traced only on the basis of circumstantial evidence: on texts of later times that have preserved archaic features of content and poetic structure, and on ethnographic information about peoples that are at pre-class stages of historical development.

The question of the origin of many works of folk poetry is much more complicated than that of literary works. Not only the name and biographies of the author - the creator of this or that text are unknown, but also the social environment in which the fairy tale, epic, song, time and place of their composition was formed is unknown. The ideological intention of the author can only be judged by the surviving text, often written down many years later.

An important circumstance that ensured the development of folk poetry in the past was the absence of "sharp differences in the mental life of the people." In such historical conditions, works appeared that were created by "the whole people, as one moral person." Thanks to this, folk poetry permeates the collective principle. It is present in the appearance and perception by listeners of newly created works, in their subsequent existence and processing. Collectivity is manifested not only externally, but also internally - in the folk poetic system itself, in the nature of the generalization of reality, in images, etc. In the portrait characteristics of heroes, in certain situations and images of folklore works, there are few individual features that occupy such a prominent place in fiction.

The images of folk heroes express the best features of the Russian national character; the content of folklore works reflects the most typical circumstances of folk life. At the same time, pre-revolutionary folk poetry could not but reflect the historical limitations and contradictions of the peasant ideology. Living in oral transmission, the texts of folk poetry could change significantly. However, having reached complete ideological and artistic completeness, the works often remained for a long time almost unchanged as a poetic heritage of the past, as a cultural wealth of enduring value.

On the chronological interval from ancient times to the present day, folklore occupies an intermediate position, being a link in the cultural space of centuries. Perhaps folklore has become a kind of filter for the mythological plots of the entire totality of the Earth's society, letting the universal, humanistically significant, and most viable plots into literature.

Children's folklore is formed under the influence of many factors. Among them - the influence of various social and age groups, their folklore; mass culture; existing ideas and much more. The initial sprouts of creativity can appear in various activities of children, if the necessary conditions are created for this. The successful development of such qualities depends on upbringing, which in the future will ensure the participation of the child in creative work.

Children's creativity is based on imitation, which serves as an important factor in the development of the child, in particular his artistic abilities. The task of the teacher, relying on the tendency of children to imitate, is to instill in them skills and abilities, without which creative activity is impossible, to educate them in independence, activity in the application of this knowledge and skills, to form critical thinking, purposefulness. At preschool age, the foundations of the child's creative activity are laid, which are manifested in the development of the ability to plan and implement it, in the ability to combine their knowledge and ideas, in the sincere transmission of their feelings.

Proverbs and sayings are a special kind of oral poetry that has absorbed the labor experience of numerous generations for centuries. Through a special organization, intonational coloring, the use of specific linguistic means of expression (comparisons, epithets), they convey the attitude of the people to a particular object or phenomenon. Proverbs and sayings, as well as another genre of oral folk art, in artistic images recorded the experience of a lived life in all its diversity and inconsistency.

Using proverbs and sayings in their speech, children learn to express their thoughts and feelings clearly, concisely, expressively, coloring their speech intonation, develop the ability to creatively use the word, the ability to figuratively describe an object, give it a vivid description.

Guessing and inventing riddles also affects the versatile development of children's speech. The use of various means of expression to create a metaphorical image in a riddle (the method of personification, the use of polysemy of a word, definitions, epithets, comparisons, a special rhythmic organization) contribute to the formation of figurative speech of preschool children.

Riddles enrich the vocabulary of children due to the ambiguity of words, help to see the secondary meanings of words, form ideas about the figurative meaning of the word. They help to master the sound and grammatical structure of Russian speech, forcing them to focus on the language form and analyze it.

A riddle is one of the small forms of oral folk art, in which the most striking, characteristic signs of objects or phenomena are given in an extremely compressed, figurative form. Solving riddles develops the ability to analyze, generalize, forms the ability to independently draw conclusions, conclusions, the ability to clearly identify the most characteristic, expressive features of an object or phenomenon, the ability to clearly and concisely convey images of objects, develops in children a "poetic view of reality".

Lullabies, according to the people, are a companion of childhood. They, along with other genres, contain a powerful force that allows the development of the speech of preschool children. Lullabies enrich the vocabulary of children due to the fact that they contain a wide range of information about the world around them, primarily about those objects that are close to people's experience and attract with their appearance, for example, "hare".

The grammatical variety of lullabies contributes to the development of the grammatical structure of speech. When teaching children to form single-root words, you can use these songs, as they create images that are well known to children, for example, the image of a cat. Moreover, this is not just a cat, but a "kitten", "cat", "cat", "cat". In addition, positive emotions associated with this or that from the cradle in a familiar way make this development more successful and durable.

The lullaby, as a form of folk poetry, contains great opportunities in the formation of phonemic perception, which is facilitated by a special intonation organization (singing out vowel sounds, slow tempo, etc.), the presence of repetitive phonemes, sound combinations, onomatopoeia. Lullabies allow you to memorize words and forms of words, phrases, master the lexical side of speech. Despite the small volume, the lullaby is fraught with an inexhaustible source of educational and educational opportunities.

An indispensable material for diction exercises is proverbs, sayings, songs, riddles, tongue twisters. Small forms of folklore are laconic and clear in form, deep and rhythmic. With their help, children learn clear and sonorous pronunciation, go through a school of artistic phonetics.

The purpose of diction exercises is diverse. They can be used to develop the flexibility and mobility of the child's speech apparatus, to form the correct pronunciation of speech sounds, to master the pronunciation of difficult-to-combine sounds and words, to master the child's intonation riches and different speech rates. For example, with the help of small forms of folklore, children learn to express this or that intonation: chagrin, tenderness and affection, surprise, warning.

It is important that when performing diction exercises, there is a reality behind each spoken word. Only in this case the child's speech will sound natural and expressive.

Rhymes, tongue twisters, proverbs, sayings are the richest material for the development of sound culture of speech. By developing a sense of rhythm and rhyme, we prepare the child for further perception of poetic speech and form the intonational expressiveness of his speech.

The language created by the people is replete with figurative colloquial forms, expressive vocabulary. This richness of the native language can be conveyed to children with the help of folk games. The folklore material contained in them contributes to the mastery of native speech. For example, the game is the fun "Ladushki - crackers", where an adult asks questions, and a child answers, accompanying his answers with imitation movements. In the process of games - fun, not only speech develops, but also fine motor skills, which prepares the child's hand for writing.

The use of riddles in working with children contributes to the development of their speech-evidence and speech-description skills. To be able to prove is not only to be able to think correctly, logically, but also to correctly express one's thought, wrapping it in an accurate verbal form. Speech - proof requires special, different from the description and narration of speech turns, grammatical structures, a special composition. Usually preschoolers do not use this in their speech, but it is necessary to create conditions for their understanding and development.

Systematic work on the development of speech-evidence skills in children when explaining riddles develops the ability to operate with various and interesting arguments to better substantiate the guess.

In order for children to quickly master the descriptive form of speech, it is necessary to draw their attention to the linguistic features of the riddle, to teach them to notice the beauty and originality of the artistic image, to understand by what speech means it was created, to develop a taste for the exact and figurative word. Given the material of the riddle, it is necessary to teach children to see the compositional features of the riddle, to feel the originality of its rhythms and syntactic constructions.

For these purposes, the analysis of the language of the riddle is carried out, attention is paid to its construction. The author recommends having several riddles in reserve about one subject, phenomenon, in order to show the children that the images and expressions they have found are not isolated, that there are many opportunities to say differently and very capaciously and colorfully about the same thing. Mastering the skills of descriptive speech is more successful if, along with riddles, literary works, illustrations, and paintings are taken as samples.

So, through riddles, children develop sensitivity to language, they learn to use various means, to select the right words, gradually mastering the figurative system of the language.

Folklore captivates children with vivid poetic images, evokes positive emotions in them, strengthens the sacred, cheerful perception of life, helps to understand what is good and what is bad, what is beautiful and what is ugly. Folklore gives them the most important and simple concepts about life, about people. It reflects the general interest, the vital, what affects everyone and everyone: the work of a person, his relationship with nature, life in a team. Children are impressed by the poeticization of nature characteristic of folk art, surprise at its power and beauty, admiration for the strength of the hands and mind of a person. Folklore instills in children an aesthetic attitude to nature, to work, to all the surrounding reality, teaches them to see beauty in human relations.

Patriotism, according to Methodists, is a deep awareness of one's inseparability with the Fatherland, not only in its historical, cultural and territorial aspect, but also in inseparable involvement with folk art.

Teachers, unjustifiably relegated to the background the problem of the formation in children of true love and respect for the Motherland, for its historical past, for its original culture, for folk art and art.

So for the education of patriotism in the work, you can use folk themes; folklore, folk poetry, fairy tales, epics, phraseology and vocabulary of the native language, a variety of types of arts and crafts, folk rituals and traditions, i.e. all those spiritual values ​​with which our great Motherland is rich, which is the core of the national character.

The centuries-old history of Ukraine, the character and customs of the Ukrainian people are embedded in the language. The language becomes clearer and more quickly acquired by children when the basis of its study is the principle of nationality. This principle helps to instill love for the native language, the word through the use of all types and genres of folk art (fairy tales, legends, riddles, tongue twisters, rhymes, proverbs and sayings), the assimilation of folk speech etiquette by students, involving them in collecting oral folk art. After all, the assimilation of folklore by children is of great importance for the formation of patriotic feelings.

The great educator V. Sukhomlinsky considered customs, holidays, rituals to be an extremely important means of shaping the personality. He used them in order to achieve certain goals, to enrich and diversify the methodology of the educational work of the school with ethnological content. The scientist considered folk pedagogy as an important means of educating, educating and developing children.

Conclusions to section 1

Patriotism is love for the Motherland, devotion to one's Fatherland, the desire to serve its interests and readiness, up to self-sacrifice, to protect it. At the personal level, patriotism as a stable, most important characteristic of a person, expressed in worldview, in moral ideals, and norms of behavior.

The most important acquisition of a person in the period of childhood and apprenticeship is faith in himself, faith in what he knows and can do, self-esteem. These qualities must be formed in the process of patriotic education through various means and methods.

Folklore is the artistic collective creativity of the people. For centuries, poetic folk art has absorbed life experience, the collective wisdom of the working masses and passed them on to younger generations, actively promoting high moral standards and aesthetic ideals. Folklore has a clearly expressed didactic orientation. Much of it was created specifically for children. Folklore "serves" the child from his very birth. From time immemorial, lullabies, children's "pestushki", "rhymes" live in folk life.

SECTION 2.DIRECTIONS OF WORK ON THE FORMATION OF PATRIOTIC FEELINGS IN THE PROCESS OF ACQUAINTANCE WITH FOLKLORE

2.1 Identification of the level of formation of patriotic feelings of younger schoolchildren

HELL. Soldatenkov believes that an objective indicator of patriotism is "the moral attitude of the individual to the surrounding reality, to himself, to his native land, war heroes, working people, to the Motherland" . The formation of an ethical culture and moral orientation, of course, can be an indicator of patriotism.

It should be noted that, on the one hand, the ability to distinguish between good and evil, to act in defense of someone or something, respect for others, etc. (i.e. categories that reflect the moral principles of the individual) - can become the basis for the formation of patriotism. On the other hand, patriotism can be that integrative field where the moral culture of the individual is manifested. This relationship is natural, since the process of moral education of a person involves the assimilation of moral norms as values ​​of common life, readiness to preserve and protect everything that is dear to a person, including the Motherland.

M.A. Terenty believes that the formation of patriotism can be judged by the content, volume, and systematic nature of the knowledge acquired by students in the field of patriotism; the degree of independence of patriotic judgments; the quality of worldview conviction, manifested in the deeds and actions of the student. T.M. Sukhodolova clarifies the content of knowledge (knowledge of the military and labor glory of the people) and introduces participation in socially useful work, self-education, etc. as indicators.

Summarizing the above judgments, we conclude that patriotism integrates three interdependent components:

Cognitive (knowledge about the historical roots of your homeland, your people, your region, awareness of the significance of this knowledge as personal is valuable),

Emotional (the presence of a sense of respect for other people, love for one's fatherland, the manifestation of care and feelings of the owner in any situation to preserve the wealth and values ​​\u200b\u200bof one's country),

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