Moral education lecture. Moral education of our children

22.07.2019

Educating a child's morality begins with the family. This is the environment in which the baby finds himself immediately after birth. It forms a certain relationship between parents and children. These connections play an important role in the moral education of the child.

It is in the family that the first experience is laid and the knowledge that previous generations possessed is accumulated. An adult is a model of behavior for a child. By looking at his parents' behavior, he builds relationships with those around him. In the family, the child develops a sense of care for loved ones, the ability to respect their position and interests.

Is it important to educate children morally?

Moral education of children implies the impact on the child of the family, school and society in order to develop moral qualities, behavior and feelings in him. Imitation is the foundation of any learning for a young child. The kid understands the atmosphere in the family, the relationship between the parents. He can sense the tone of their conversation. What happens within the family cannot but affect the child. It is from here that he takes the habits of his behavior and attitude to the world.

Moral education involves the formation of a child's moral convictions. One of them is responsiveness. It consists in understanding the needs and condition of another person. Responsiveness is empathy, a desire to help, which makes a child sensitive to other people's problems. Fostering responsiveness in the family consists in instilling in the little person the skill of caring for loved ones and respecting their desires and feelings.

Even in early childhood, you need to form a child's attitude towards good. It is important to explain to him how good it is to benefit people. At the same time, it is necessary to convey the fact that actions are important, and not talking about good.

Thus, the moral qualities of children begin to form in the family. They originate from the behavior and example of adults. It is important that the parents' word is always supported by deeds. This is the only way to form the necessary moral qualities in your children.

Raising babies

The formation of the moral qualities of a person originates in early childhood. It is during this period that the child learns the first moral requirements and enters the world of social relations. The adult plays a leading role in the formation of the moral qualities of the baby, who either copies his behavior, or adopts the necessary qualities in the process of communicating with him.

In order for the child's primary social adaptation to go well, it is necessary to make him need to communicate with adults. The stage is the basis for creating a positive attitude towards peers and loved ones. During this period, the little person's need for imitation, understanding of speech addressed to him, develops. The child must learn to distinguish between "can" and "not". Early childhood is a period when correct behavior and positive habits are formed.

Emotional communication, which existed between an adult and a baby up to six months, is replaced by subject communication. By manipulating toys, parents evoke the child's desire to imitate. During this period, the child develops the qualities necessary for moral education: understanding of speech, independent reproduction of actions, subject communication with people.

The baby begins to understand the words of approval and prohibition only by the end of the first year of life. Emotionally colored words are perceived by a child more seriously than words spoken without a certain facial expression and intonation. The child willingly plays with objects and repeats the actions of an adult.

The possibilities for moral education of a one-year-old baby are expanding, since he can already walk and it becomes easier for him to learn about the world and interact with it. The child already understands the speech of an adult well, which allows him to verbally control his behavior. An important aspect of this period is communication not only with adults, but also with peers. On this basis, a friendly attitude towards other children, love for parents and attachment to the educator are formed.

Formation of the correct behavior of the child largely depends on the assessment of the adult. All his actions develop on this basis. If an adult assesses the baby's behavior positively, he has a desire to do something else good. Punishment creates feelings of dissatisfaction.

Games will help develop a positive attitude towards peers, the ability to behave correctly in a team. They will also create some discipline among young children. Usually they use such simple games as "Loaf" or "Who's good with us?"

Game "Loaf"

Usually kids play it, but it is common among schoolchildren. To carry it out, children, together with an adult, are put in a round dance and begin to sing a well-known song to everyone:

“As for the Nyushins (Sasha's, Katina's, etc.)

We baked a loaf

Such a height (children stand on tiptoe and raise their hands),

Here is such a bottom (kids should sit down),

Here is such a width (children spread their arms to the sides, increasing the round dance),

These are the dinners (the round dance narrows)

Loaf loaf

Whom you want - choose! "

After that, the driver chooses another child, calling his name, and dances with him in the middle of the circle. And so the game continues until all the children have played.

It is important in the upbringing of young children to teach them joint and conflict-free play. An adult should teach kids to play with one toy and be able to change them. It is important that children can play with their peers without taking away their toys. That is, to play with concentration.

So, by the end of an early age, the child learns simple rules of behavior, learns to be in a team, to carry out the instructions of the parents. He has a positive attitude towards others. The child's behavior is governed by the adult's assessment. This is how a sense of satisfaction is formed in the child with the result that he will receive with the correct fulfillment of the instructions of an adult.

How to educate preschoolers

The moral upbringing of children in a family should be based on the development of a certain system of values in them, the inculcation of positive actions, which, on the whole, creates a correct personality. A child will have no difficulty communicating with others if he understands the meaning of words such as kindness, friendship, empathy, love and justice. Correctly educated preschoolers are more resistant to stress.

Moral norms are better assimilated in preschool age, so their upbringing should begin precisely during this period. The patterns of behavior that are established by society will further act as regulators of the actions of children. Correctly organized moral education allows a child to develop a desire to do well, not because of the approval of an adult, but because he wants to do this and knows that it is right.

A friendly attitude towards other children, responsiveness to other people's problems is the center of moral education in preschool age. Emotions play an important role in the upbringing of a child. They become more varied as the baby gets older. Emotions help to form a certain attitude towards reality and a reaction to it. The older the child, the richer his emotional sphere. So, a preschooler masters verbal and non-verbal means of expressing emotions. He learns to control them and consciously react to what is happening.

Moral education is present in a child's life throughout his life. The environment in which the child grows and develops is the basis for the moral development of the individual. Therefore, the participation of the family in the formation of the morality of preschoolers is an important point. How parents behave, the child very quickly grasps and perceives it as a norm of behavior.

The feelings that then become valuable to the child are not formed without the help of adults. They are capable of causing remorse for a bad deed and satisfaction for doing the right thing. Therefore, parents need to discuss moral issues with the preschooler, forming in him a system of values and understanding of right and wrong actions. Most often, they use the technique of discussing the behavior of literary characters and people around the child. So, the concept of morality becomes clearer for the baby.

If the child is not taught in time to understand the feelings of other people, then a conflict personality can form. Therefore, empathy is an important feeling that needs to be developed in a preschooler. Adults should pay attention to the child's experiences, teach him to express his feelings and emotions in words.

Each year of a child's life is the fulfillment of different social roles that he tries on himself: friend, daughter (son), pupil, etc. These roles allow you to form a moral personality with kindness, care, friendliness, justice and other qualities. The richer the world of roles, the more moral norms the child will learn.

The game will help to educate the preschooler. For example, "Piggy bank of good deeds" ... The game consists in cutting out of colored paper (an adult can do this) squares, circles or other shapes that are interesting to a child. It can also be animal figurines. When a child does a good deed, he will have to put one form in the "piggy bank". This game will motivate you to do good deeds.

If there is an opportunity to conduct a collective game, then as an example you can consider "Compliments" ... Children should sit in a circle and hold each other's hands. Each in turn says a pleasant word to his neighbor, for which he must thank his comrade. If a child finds it difficult to find words, an adult should help him with this.

What should be instilled in schoolchildren in terms of morality

In our time, moral education becomes a necessity, since the world is filled with cruelty and debauchery. Both the teacher and parents should pay attention to this aspect in the development of schoolchildren. To protect children from the rough world, it is necessary to acquaint them with the provisions of morality, talk about ethics, and develop the right beliefs.

The center of the all-round development of the personality is nothing more than moral education. It is aimed at forming a proper attitude towards the Motherland, others, society and oneself. It teaches to exist in a team and work.

Any kind of upbringing has in its arsenal a set of methods and means of influencing the personality. They are also present in moral development and are aimed at the development of moral judgments, concepts, ideas and assessments. For this purpose, ethical debates and conversations are held. Lectures on ethical topics are also not excluded.

Conversations and debates should be conducted in such a way that they do not look like over-imposing their principles on children. When talking with students, it is necessary to discuss life situations related to morality. The older the child is, the more serious topics can be raised. The content of the conversation should also be guided by the level of moral preparation of the children. And of course, one cannot do without discussing issues of concern to the students themselves.

The teacher plays one of the primary roles in the development of moral ideas and values in schoolchildren. The success of moral education depends on how the teacher will present the necessary material. It is possible to convey certain principles to a child only through a word, and the teacher is fluent in this tool. Conducting conversations on spiritual topics helps the student to look at himself with different eyes, to sensibly evaluate his actions, to know and improve himself.

For a child to develop successfully, a properly organized moral education of children in the family is needed. To do this, you need to create a favorable atmosphere around the student. After all, everything influences the formation of his morality: the style of family education, its good and bad sides, the environment in which the child develops.

It must be remembered that the development of morality in a person begins in the family and has its continuation in the nursery, kindergarten and school. In the latter institution, it becomes more focused. Therefore, not only teachers and educators should take care of the moral upbringing of children, but also parents, because morality is not just improving oneself, but also changing the entire environment.

In elementary school, the child begins to acquire certain knowledge. But do not forget that some character traits have already been formed in him that need to be developed and directed in the right direction. It is in the school that the moral character of the student continues to be laid.

The child's relationship with peers is a necessary development for his moral development. In joint activities with classmates, the child develops the ability to help his neighbor, to respond correctly to requirements and set them himself, to go through all the failures together and experience the joy of success. Otherwise, a vain, selfish and envious personality will be formed.

The student needs communication with peers. Only in this way will he have a friend with whom you can discuss school issues. A comrade is for him a friend with whom he wants to communicate.

Games contribute to the formation of morality. So, for example, you can play with your child "Let's get rid of anger" ... To carry it out, it is necessary to draw blots or clouds in advance, which are then given to the child. You will also need a pouch that you can sew by hand. The child should be encouraged to put the clouds in a bag, talking about his failures and bad deeds that he has done today. It is necessary to agree with the child that he puts all his negative emotions in this bag, which then need to be thrown away.

Invite the children to play "The pyramid of love" ... The rules are simple: each participant names what he likes and puts his hand in the center of the circle. Thus, a pyramid is obtained.

What can I say in conclusion?

Moral education of early, preschool and primary school age should be based on the ability to experience, express their feelings, learn the rules of behavior, and be friendly towards others. Most often, simple children's games are taken to help. With their help, the child tries on various social roles, becomes more sociable, better expresses and understands his own and other people's feelings.

Helpfulness and empathy can also be developed by playing with children. The first moral ideas of the child are formed precisely in the game. Having accumulated them, he can relate these beliefs to his actions. He already has a certain moral base, so he is able to make his own choices. In play, the child learns to follow the norms that are approved by society.

The psychologist talks about how to cultivate respect for mom

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

1. The essence and goals of moral education ………………………………… ... 4

3. Methods of moral education ………………………………………… .13

Conclusion ………………………………………………………………………… .16

List of used literature …………………………………………… ... 17

Introduction

The upbringing of a growing person as the formation of a developed personality is one of the main tasks of modern society. Overcoming the alienation of a person from his true essence, the formation of a spiritually developed personality in the process of the historical development of society does not occur automatically. It requires efforts on the part of people, and these efforts are aimed both at creating material opportunities, objective social conditions, and at realizing new opportunities for spiritual and moral improvement of a person that open up at each historical stage. In this two-pronged process, the real possibility of a person's development as an individual is provided by the entire set of material and spiritual resources of society.

However, the presence of objective conditions in itself does not yet solve the problem of the formation of a developed personality. It is necessary to organize a systematic process of upbringing based on knowledge and consideration of the objective laws of personality development, which serves as a necessary and universal form of this development.

Target: Consider the purpose, content and methods in moral education

Tasks:

To study the essence and goals of moral education.

Consider the content of moral education.

Identify the methods of moral education.

1. The essence and goals of moral education.

Moral education as a specific process includes in its content, first of all, the message to the educated of certain information about proper behavior. Responsibility for behavior is developed on the basis of knowledge about how a person should act in certain conditions. The assimilation of moral norms is carried out spontaneously in the daily communication of people. Moral education gives this process a targeted orientation, systematicity with the help of ethical education. No matter how varied its forms, it is fundamental that this means of moral education needs to be developed and improved.

The term "morality" originates from the word temper. In Latin, morals sound like / moralis / - morality. "Morals" are those standards and norms that people are guided by in their behavior, in their daily actions. Morals are not eternal and not immutable categories, they are reproduced by the force of habit of the masses, supported by the authority of public opinion, and not legal provisions.

At the same time, moral requirements, norms, morals receive a certain justification in the form of ideas about how a person should live, behave in society, etc.

Morality is historically concrete; it changes with the development of society. There is no morality that is the same for all times and peoples. As socio-economic formations changed, ideas about morality, befitting norms and mores of behavior in a social environment changed.

L.A. Grigorovich gave the following definition of "morality" - it is a personal characteristic that combines such qualities and properties as kindness, decency, discipline, collectivism.

"Moral norms" are rules, requirements that determine how a person should act in a particular situation.

A moral norm can induce a child to certain actions and actions, and it can prohibit or warn against them. "Education" is a process of purposeful personality formation. This is a specially organized, controlled and controlled interaction of educators and pupils, the ultimate goal of which is the formation of a personality that is necessary and useful to society.

Moral education is effectively carried out only as an integral process of pedagogical, corresponding to the norms of universal morality, the organization of the entire life of younger adolescents: activities, relationships, communication, taking into account their age and individual characteristics. 1

The result of a holistic process is the formation of a morally integral personality, in the unity of its consciousness, moral feelings, conscience, moral will, skills, habits, socially valuable behavior.

Moral education includes: the formation of consciousness of connection with society, dependence on it, the need to coordinate their behavior with the interests of society; familiarization with moral ideals, the requirements of society, proof of their legitimacy and rationality; the transformation of moral knowledge into moral beliefs, the creation of a system of these beliefs; the formation of stable moral feelings, a high culture of behavior as one of the main manifestations of human respect for people; the formation of moral habits.

"Moral education of the individual" is a complex and multifaceted process, including pedagogical and social phenomena. However, the process of moral education is to a certain extent autonomous. This specificity of it was pointed out by A.S. Makarenko.

The main tasks of moral education:

1. the formation of moral consciousness;

2. education and development of moral feelings;

3. development of skills and habits of moral behavior.

_______________________

1 Grigorovich L.A. Pedagogy and psychology: textbook- M .: Gardariki, 2003 - 287p.

Moral consciousness is an active process of reflection of moral relations, states. The subjective driving force of the development of moral consciousness is moral thinking - the process of constant accumulation and comprehension of moral facts, relationships, situations, their analysis, assessment, making moral decisions, making responsible choices. Moral experiences, torments of conscience are amazed by the unity of sensory states reflected in consciousness, and their comprehension, assessment, moral thinking.

The morality of a person is made up of subjectively mastered moral principles, by which it is guided in the system of relations and constantly pulsating moral thinking.

Moral feelings, consciousness and thinking are the basis and stimulus for the manifestation of moral will. Outside the moral will and effectively practical attitude to the world, there is no real morality of the individual. It is realized in the unity of moral feeling and conscious adamant determination to realize one's moral convictions in life.

The source of moral habits lies in the unity of deep consciousness and personal emotional assessment of phenomena, relationships between people, and their moral qualities. Moral habits are the alphabet of moral ideas and beliefs. The formation of moral habits is the way of the educator's penetration into the spiritual world of the pupil, without which it is impossible to understand a person and influence him by the most subtle means - in a word, beauty. Thanks to the moral habit, the norms of social consciousness and social morality become a spiritual acquisition of the individual. Self-affirmation, self-education, self-respect are impossible without moral habit.

The moral behavior of a person has the following sequence:

Life situation - the moral and sensory experience generated by it - moral comprehension of the situation and the motives of behavior,

Choice and decision-making is a strong-willed stimulus - an act. In life practice, especially in extreme conditions, all these components are always implemented in unity.

The most important means of moral education is the use of moral ideals created in culture at different stages of historical development, i.e. models of moral behavior to which a person seeks. As a rule, moral ideals are formed within the framework of a humanistic worldview as a generalized system of views and beliefs, in which a person expresses his attitude to the natural and social environment around him and is centered around a person. At the same time, a person's attitude contains not only an assessment of the world as an objective reality, but also an assessment of his place in the surrounding reality, connections with other people.

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Theories moral education, the ways of further development of the principles are indicated, content, forms, methods moral education... ... with the learning process; - aim education and moral education may be the formation of the personality necessary ...

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

1. The essence and goals of moral education ………………………………… ... 4

3. Methods of moral education ………………………………………… .13

Conclusion ………………………………………………………………………… .16

List of used literature …………………………………………… ... 17

Introduction

Target: Consider the purpose, content and methods in moral education

Tasks:

1. To study the essence and goals of moral education.

2. Consider the content of moral education.

3. Identify the methods of moral education.

1. The essence and goals of moral education.

At the same time, moral requirements, norms, morals receive a certain justification in the form of ideas about how a person should live, behave in society, etc.

L.A. Grigorovich gave the following definition of "morality" - it is a personal characteristic that combines such qualities and properties as kindness, decency, discipline, collectivism.

"Moral norms" are rules, requirements that determine how a person should act in a particular situation.

The main tasks of moral education:

1. the formation of moral consciousness;

2. education and development of moral feelings;

3. development of skills and habits of moral behavior.

_______________________

1 Grigorovich L.A. Pedagogy and psychology: textbook- M .: Gardariki, 2003 - 287p.

The morality of a person is made up of subjectively mastered moral principles, by which it is guided in the system of relations and constantly pulsating moral thinking.

The moral behavior of a person has the following sequence:

Life situation - the moral and sensory experience generated by it - moral comprehension of the situation and the motives of behavior,

Choice and decision-making is a strong-willed stimulus - an act. In life practice, especially in extreme conditions, all these components are always implemented in unity.

Analysis of the literature shows that there is no single approach of scientists to the content of moral education. But nevertheless, it is possible to single out various approaches of scientists to understanding the content of the process of moral education: cognitive, evaluative-emotional, integrative-worldview, axiological, behavioral (activity), holistic.

In the cognitive approach (Arkhangelsky L.M., Boldyrev N.I., etc.) moral education is considered as:

the process of forming independence and stability of judgments about moral norms that regulate human relationships;
the process of forming the ability to give a meaningful characterization of moral values and analyze how exactly they can manifest themselves in behavior.

The main structural component of their concept of moral education is moral education aimed at the development of moral consciousness and thinking. Arkhangelsky L.M. limits the content of moral enlightenment only by communicating certain information about proper behavior to the educated.

Supporters of the evaluative-emotional approach (Vakhterov V.P., Kapterev P.F., Kharlamov I.F., and others) believe that the perception of information about morality and, moreover, the development of one's own value orientations is impossible only at the knowledge (cognitive) level. Emotions play an active role in this process. In this approach, moral education is considered as a process of forming value judgments that characterize the attitude to moral values, relationships between people, stability, depth and strength of moral feelings. The core component of moral education in this case is the development of moral feelings, the development of moral assessments and a system of life relations (personal, social, state).

Supporters of an integrative position (V.V. Belorusova, T.A.Ilyina, A.P. Kondratyuk, I.I.Podlasy, I.K. that moral norms are perceived not only by consciousness (rational thinking), but also by feelings. Thus, the process of moral education requires taking into account the dialectical unity of the cognitive and sensual in the personality.

The worldview approach (Isaev I.F., Mishchenko A.I., Savin N.V., Slastenin V.A., Sukhomlinsky V.A., Shiyanov E. And others) interprets moral education as a process of forming a holistic moral idea about nature, society, a person who finds expression in the system of values and moral ideals of the individual, society. Representatives of this approach identify the formation of a worldview as a leading and obligatory structural component of moral education. 2

Slastenin V.A., Isaev I.F., Mishchenko A.I., Shiyanov E.I., adhering to the axiological approach, define moral education as a specially organized process of internalization of universal human values. This definition also does not go beyond the worldview approach, since the concept of an interdependent and interacting world is at the center of axiological thinking.

_______________________

2 Stolyarenko A.M. Psychology and pedagogy: textbook - M .: Unity-Dana, 2001 .-- 356 p.

The behavioral (activity) approach (Wentzel K.N., Gessen S.I., Likhachev B.T., Marienko I.S., Tolstoy L.N., etc.) considers moral education as:

the process of forming stable conscious skills and habits, moral behavior;
the process of free moral self-determination and self-government in the process of life;
the process of a person's striving for a moral ideal.

The main components of moral education, the supporters of this approach, distinguish:

the formation of skills and behavior habits;
the formation of the ability to make moral choices in the process of various activities and communication with people.

According to the point of view of Likhachev B.T., moral education should not be limited to formal memorization and development of behavioral habits. Only in real life situations, active relationships of a person with people, animals, nature, in the process of a conscious moral choice, personally significant moral values are formed, which, over time, lay the foundation of the morality of a given person.

Within the framework of a holistic approach to the essence of moral education (Bogdanova O.S., Kairov I.A., Cherepkova S.V., etc.), moral education is considered as an integral process of the formation and development of a child's moral personality. The structural components of this approach are moral enlightenment, the formation of moral convictions, the development of moral feelings, the formation of skills and habits of moral behavior, the development of correct moral assessments and attitudes, the formation of character, personality traits, the interiorization of universal values and the formation of a person's worldview. That is, all those structural components that were pivotal in the above approaches, but acting in a single system of a holistic approach. Moral education is effectively carried out only as a holistic process of organizing the entire life of a pupil (his education, various activities, relationships, communication, interaction between a teacher and students and students) that corresponds to the norms of universal morality.

Theoretically grounded and justified in practice is the approach of the integrity of moral education, the organic unity of moral enlightenment, education and life. The integrity of moral education is achieved when a complex and contradictory life itself is the basis, source and material of the pedagogical process. Morality is formed not only on verbal or activity events, but also in everyday social relations and the complexities of life, in which the child has to understand, make choices, make decisions and take actions, relying on his knowledge and ideas obtained in the process of moral enlightenment.

The problem of goal-setting in pedagogy has always been one of the most acute, since the whole set of other components of the education system - tasks, means, forms, methods - depends on the goal. Accordingly, the practical effectiveness of various means and methods of education also depends on the clarity of the formulation of the goal.

3. Methods of moral education.

Methods of moral education are a kind of tool in the hands of a teacher, educator, educator. They perform the functions of organizing the process of moral development and personal improvement, and managing this process. With the help of methods of moral education, a purposeful impact on students is carried out, their life activities are organized and directed, their moral experience is enriched. The forms of organization and methods of moral education vary from the individual characteristics of children. Educational work is carried out not only with the whole class, but also takes individual forms. The ultimate goal of working with a team is to nurture the personality of each child. The entire educational system is subject to this goal. Creation of a team is not an end in itself, but only the most effective and efficient way of forming a personality.

I.S. Marienko named such groups of upbringing methods as methods of teaching and exercise, stimulation, inhibition, self-education, leadership, explanatory - reproductive and problem-situational. In the process of moral education, methods such as exercise and persuasion are widely used.

Exercise - ensures the development and consolidation of the necessary skills and habits, putting the skills and habits into practice.

Persuasion - aimed at the formation of ethical concepts, at the clarification of moral principles, at the development of ethical ideals.

To activate the moral development of a person and check his maturity, establish the unity of beliefs and behavior, the problem-situational method is used. This method encourages the person to systematize the previously acquired moral knowledge and correlate them with the chosen forms of behavior as the final result of solving the problem posed. The method intensifies the course of the thinking process, causes feelings, mobilizes the will.

The independent solution of moral problems in various life situations allows you to establish a connection between the actions and qualities of a person, to trace the nature of its development, to determine the perspective in the formation of a personality, to form positive motives, to generalize moral knowledge and skills. This method includes the following techniques: setting moral tasks, creating collisions and situations, assignments for independent continuation and completion of a moral task according to a resolved beginning.

I.G. Shchukina distinguishes three groups of methods:

Methods of forming consciousness (story, explanation, explanation, lecture, ethical conversation, exhortation, suggestion, debate, report, example);

Methods of organizing activities and shaping the experience of behavior (exercise, assignment, educational situations);

Incentive methods (competition, encouragement, punishment).

In the process of moral education, such auxiliary methods as encouragement and punishment are also used. They serve to approve positive and judge negative actions and actions. The methods of moral education also include a personal example, which has a huge impact on consciousness and behavior, on the formation of a moral character.

In the system of basic methods of educational influence, a positive example is used as a component, means and method. In the pedagogical literature, it is viewed as an independent method and as a component of methods for the formation of moral consciousness and behavior. 3

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3 Krol, V.M. Psychology and pedagogy: textbook M .: Higher school, 2001. - p. 167

Moral education is effective when moral self-education and self-improvement are its consequences. Self-education is the purposeful influence of an individual on himself in order to develop the desired character traits.

Self-improvement is the process of deepening the general moral state of the individual, raising the entire way of life, raising it to a level of higher quality.

Moral education, carried out at school, public organizations, out-of-school institutions and the family, ensures the formation of love for the Motherland, respect for the entire variety of property and a creative attitude to work. Its result is collectivism, healthy individualism, an attentive attitude towards a person, exactingness towards oneself, high moral feelings of patriotism, a combination of public and personal interests.

Moral education is a continuous process, it begins with the birth of a person and continues throughout life, and is aimed at mastering the rules and norms of behavior by people.

Conclusion

The specific features of moral education are that its subject and object are universal, and also that moral education is primarily mutual education and self-education. "

The goal of moral education is to form an integral, perfect personality in its humanistic aspect.

The latter assumes:

1. Development of an understanding of the vital importance of morality;

2. installation for the development of moral self-awareness (conscience);

3. development of incentives for further moral development;

4. development of moral stamina, desire and ability to resist evil, temptation and the temptation of self-justification in violation of moral requirements;

5. compassion and love for people.

The means of moral education are:

1. Moral conviction as the main moral and psychological means of influencing the personality.

2. Moral coercion as a form of moral condemnation.

Moral education is carried out in close organic unity, firstly, with the main (professional) activity, and secondly, with worldview education, which is adjacent to other developed forms of communication and activity.

Bibliography

1. Grigorovich, L. A. Pedagogy and psychology: textbook [Text] / L. A. Grigorovich, T. D. Martsinkovskaya - M .: Gardariki, 2003 - 480 p.

2. Winter, I.A. Educational psychology: textbook [Text] / IA Zimnyaya - M .: Logos, 2004 - 384 p.

3. Krol, V.M. Psychology and pedagogy: textbook [Text] / VM Krol

M .: Higher school, 2001 .-- 319 p.

4.Stolyarenko, A.M. Psychology and pedagogy: textbook [Text] / A.M. Stolyarenko - M .: Unity-Dana, 2001. - 423 p.

5. Stolyarenko, L. D. Educational psychology: textbook [Text] / LD Stolyarenko - - Rostov n / a: Phoenix, 2003 - 544 p.

6. Uznadze, D.N. General psychology: textbook [Text] / DN Uznadze - SPb .: Peter, 2004 - 413 p.

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MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

ESTABLISHMENT OF EDUCATION "BELARUSIAN STATE PEDAGOGICAL UNIVERSITY NAMED AFTER M. TANK"

FACULTY OF SOCIAL AND PEDAGOGICAL TECHNOLOGIES

DEPARTMENT OF SOCIAL WORK

ESSAY

in the discipline "PEDAGOGY"

on the topic "Moral education"

Artist: Prokopenko Tatiana Nikolaevna

group: 100

Head: Associate Professor of the Department

social pedagogy

Pishova Anna Vladimirovna

Introduction

2. Methodology of moral education

4. The relationship of moral education with other types of education

Conclusion

List of used literature

Introduction

Moral education is one of the most important aspects of the multifaceted process of personality formation, the individual's assimilation of moral values, the development of moral qualities, the ability to focus on the ideal, to live according to the principles, norms and rules of morality, when beliefs and ideas about what should be embodied in real actions and behavior. The upbringing of a growing person as the formation of a developed personality is one of the main tasks of modern society. Overcoming the alienation of a person from his true essence, the formation of a spiritually developed personality in the process of the historical development of society does not occur automatically. It requires efforts on the part of people, and these efforts are aimed both at creating material opportunities, objective social conditions, and at realizing new opportunities for spiritual and moral improvement of a person that open up at each historical stage. The real possibility of human development as an individual is provided by the entire totality of material and spiritual resources of society. However, the presence of objective conditions in itself does not yet solve the problem of the formation of a developed personality. It is necessary to organize a systematic process of upbringing based on knowledge and consideration of the objective laws of personality development, which serves as a necessary and universal form of this development.

Purpose: To consider the purpose, content and methods in moral education.

1. To study the essence and goals of moral education.

2. Consider the content of moral education.

3. Identify the methods of moral education.

4. Determine the connection between moral education and other types of education.

1. The goals and objectives of moral education

moral education personality

The goal of moral education is realized by the entire content of educational activity, which is a two-way process of relations between the subject and the object of education. The educational activity itself presupposes the process of transforming moral norms into the inner convictions of the individual, attitudes towards action, while the educator acts as a "co-author" and "supplier" of the influence of society on the individual with the help of specific educational means and techniques used by him, and the object of education is an active participant the process of upbringing: selectively refers to the perception of social influences directed at it and therefore, in a sense, itself acts as a subject of upbringing. The term "morality" originates from the word temper. In Latin, morals sound like / moralis / - morality. "Morals" are those standards and norms that people are guided by in their behavior, in their daily actions. Morals are not eternal and not immutable categories, they are reproduced by the force of habit of the masses, supported by the authority of public opinion, and not legal provisions. At the same time, moral requirements, norms, morals receive a certain justification in the form of ideas about how a person should live, behave in society, etc.

L.A. Grigorovich gave the following definition of "morality" - it is a personal characteristic that combines such qualities and properties as kindness, decency, discipline, collectivism.

I.S. Maryenko identified morality as an integral part of a person, ensuring voluntary compliance with existing norms, rules, and principles of behavior. They find expression in relation to the Motherland, society, collective, individuals, to oneself, to work. "Moral norms" are rules, requirements that determine how a person should act in a particular situation. A moral norm can induce a child to certain actions and actions, and it can prohibit or warn against them. "Education" is a process of purposeful personality formation. This is a specially organized, controlled and controlled interaction of educators and pupils, the ultimate goal of which is the formation of a personality that is necessary and useful to society.

The concept of "moral education" is all-encompassing. It permeates all aspects of human life. That is why the outstanding teacher of our time V.A. Sukhomlinsky, having developed an educational system for the all-round development of the individual, quite reasonably believed that its system-forming feature is moral education. "The heart of moral education is the development of the moral feelings of the individual." "Moral education" is a purposeful and systematic impact on the consciousness, feelings and behavior of pupils in order to form their moral qualities that meet the requirements of public morality. " adolescents: activities, relationships, communication, taking into account their age and individual characteristics. The result of a holistic process is the formation of a morally integral personality, in the unity of its consciousness, moral feelings, conscience, moral will, skills, habits, socially valuable behavior.

The main tasks of moral education:

1. Formation of moral consciousness;

2. Education and development of moral feelings;

3. Development of skills and habits of moral behavior.

Moral habits are the alphabet of moral ideas and beliefs. The formation of moral habits is the way of the educator's penetration into the spiritual world of the pupil, without which it is impossible to understand a person and influence him by the most subtle means - in a word, beauty. Thanks to the moral habit, the norms of social consciousness and social morality become a spiritual acquisition of the individual. Self-affirmation, self-education, self-respect are impossible without moral habit.

2. Methods, forms, means of moral education

The moral behavior of a person has the following sequence:

A life situation is a moral - sensory experience generated by it - a moral understanding of the situation and the motives of behavior.

Choice and decision-making is a strong-willed stimulus - an act.

In life practice, especially in extreme conditions, all these components are always implemented in unity. The most important means of moral education is the use of moral ideals created in culture at different stages of historical development, i.e. models of moral behavior to which a person seeks. The strength and stability of the moral quality depends on how it was formed, what mechanism was used as the basis for pedagogical influence. For the formation of any moral quality, it is important that it takes place consciously. Therefore, knowledge is needed, on the basis of which the child will develop ideas about the essence of the moral quality, about its necessity and about the advantages of mastering it. The child should have a desire to master the moral quality, i.e. it is important that there are motives for acquiring the appropriate quality. The emergence of motive entails an attitude towards quality, which, in turn, shapes social feelings. Feelings give the process of formation a personally significant color and therefore affect the strength of the emerging quality. But knowledge and feelings give rise to the need for their practical implementation - in actions, in behavior. Actions and behavior take on a feedback function that allows you to check and confirm the strength of the formed quality. Therefore, the mechanism of moral education can be distinguished: Knowledge and ideas + motivation + feelings and attitudes + skills and habits + actions and behavior = moral quality.

The main feature of this mechanism is the absence of the principle of interchangeability. This means that every component of the mechanism is important and cannot be eliminated or replaced by another. The action of the mechanism is flexible: the sequence of the component can change depending on the quality features and on the age of the object of education. The development of moral consciousness presupposes knowledge of moral principles, norms and, at the same time, constant awareness and comprehension of one's moral position in society, moral state, sensations, feelings of moral consciousness - an active process of the child's reflection of his moral relations, states. The subjective driving force of the development of moral consciousness is moral thinking - the process of constant accumulation and comprehension of moral facts, relationships, situations, their analysis, assessment, making moral decisions, making responsible choices. Moral feelings, consciousness and thinking are the basis and stimulus for the manifestation of moral will. Outside the moral will and effectively practical attitude to the world, there is no real morality of the individual. The moral behavior of a person has the following sequence: life situation - experience - comprehension of the situation and motives - choice and decision-making - stimulus - action.

Moral education is carried out using certain means and methods. The means of moral education of preschoolers can be combined into several groups:

Fiction, visual arts, music, film, and other media can be grouped into the artistic media group. This group of tools is very important in solving the problems of moral education, because contributes to the emotional coloring of cognizable moral phenomena. Artistic means are most effective in the formation of moral ideas, moral feelings in children.

The second means of educating preschoolers is nature. Nature makes it possible to evoke humane feelings in children, a desire to take care of those who are weaker, who need help, to protect them, and contributes to the formation of a child's self-confidence.

The third means of moral education of preschoolers is the children's own activity: play, work, educational activity, artistic activity. Each type of activity has its own specifics, fulfilling the function of a means of education, but this means - activity as such - is necessary, first of all, in the education of the practice of moral behavior. A special place in this group of means is given to communication. Communication as a means of moral education best of all fulfills the task of adjusting the idea of morality and the education of feelings and attitudes. The whole atmosphere in which a child lives can be a means of moral education: the atmosphere can be saturated with goodwill, love, humanity, or vice versa with cruelty and immorality. The environment surrounding the child is a means of educating feelings, ideas, behavior, i.e. it activates the entire mechanism of moral education.

The choice of means of education depends on the leading task, on the age of the pupils, on the level of their general and intellectual development, on the stage of development of moral qualities. As you know, the remedy becomes effective in combination with adequate methods and techniques of education.

In pedagogy, there are several approaches to the classification of educational methods. Most often it is supposed to combine all methods into three groups:

Group 1: methods of forming moral behavior (training, exercise, activity management). Group 2: methods of forming moral consciousness (persuasion, explanation, suggestion, conversation). Group 3: methods of stimulating feelings and relationships (example, encouragement).

The choice of methods depends on the content of educational activity, on its focus. Thus, in the process of moral enlightenment, conviction naturally comes to the fore; in labor education - exercise; in the education of discipline and responsibility, along with the main methods, encouragement and punishment are also used.

Some binary methods of moral education-self-education are distinguished: persuasion and self-belief (intellectual sphere), stimulation and motivation (motivational sphere), suggestion and self-hypnosis (emotional sphere), demand and exercise (volitional sphere), correction and self-correction (sphere of self-regulation), educating situations and social trials-tests (subject-practical sphere), the method of dilemmas and reflection (existential sphere). These methods are most effective in our time in the process of moral education.

No matter how good the methods are, they give an effective result only under certain conditions:

1. Any method should be humane, not humiliating the child, not violating his rights. 2. The method must be real, feasible, it requires a logical conclusion. 3. To use the method, conditions and means must be prepared in advance. 4. The method should not be applied in the same way, stereotyped in relation to all children and in any situation. 5. Parenting methods should be applied tactfully. The pupil should not feel that he is being raised. 6. When choosing methods, one should take into account the degree of complexity of the quality being formed. 7. When designing, choosing methods, it is important to foresee the possible results of their impact on a particular child. 8. Applying moral education methods requires patience and tolerance. When it comes to a preschool child, you cannot count on instant and permanent results. It is necessary to repeat the already used methods and select new ones, with an understanding that the result will not be achieved immediately, and perhaps in the wrong form and in the wrong quality as we planned. 9. Prevailing in the moral education of preschoolers should be practical methods that involve teaching the child ways of action. If you only rely on consciousness, understanding the importance of positive behavior and not teach the ways of such behavior, there will be no results. 10. Methods are applied not in isolation, but in a complex, in interconnection. The basis for the selection of methods that can and should be used in a complex is the leading educational task and the age of the children.

The concept of the form of education in pedagogical literature is defined as a way of organizing the educational process.

The forms of education are classified depending on the number of pupils - the whole class, small groups or individual students are covered (frontal, group, individual work). This is the most common classification. It is also legitimate to classify the forms of organization of educational activities depending on the methods of education:

1) verbal forms (meetings, gatherings, lectures, reports, disputes, meetings, etc.);

2) practical forms (hikes, excursions, sports days, Olympiads and competitions, etc.);

3) visual forms (school museums, exhibitions of different genres, thematic stands, etc.).

The above classifications, of course, do not reveal the entire wealth of the educational process. In the complex process of moral education, various forms of organization are possible. Of the above classifications of forms of upbringing, the first seems to be the most universal.

In the organization of moral education, its instrumentation is important. The teacher can influence the student directly, face to face, but can also through his comrades, through the student collective.

3. Age features of moral education

Children go a long way from the assimilation of moral concepts, first at the level of representation, to complete mastery of its content. The emerging moral ideas begin to play a regulating role in the behavior of children, their attitude towards others. Younger school age is characterized by an increased susceptibility to the assimilation of moral rules and norms. The initial foundations of morality are being formed. The development of behavior in relations with parents, peers, teachers takes place, a moral attitude towards nature, care for the people around, and a value attitude towards work are formed. The core of upbringing, which determines the moral development of the individual in primary school age, is the formation of a humanistic attitude and relationship between children, reliance on feelings, emotional responsiveness.

In adolescence, there is an introduction to universal human values (friendship, mercy, etc.), the formation of humanity, justice, responsibility, benevolence and other qualities. as well as the ability and skills of moral self-improvement. Formation of moral experience. Study of intracollective relations, the level of education of adolescents. Highlighting the aspect in all types of activities. Solving problems such as aesthetics of appearance and speech, sanitary and hygienic culture of a teenager, forms of communication with peers and adults, etiquette of relationships between the sexes, etc., using group and individual forms of education, prevention of deviations in moral development, prevention of conflicts with adults and peers.

In adolescence, the development of a system of moral values (labor, creativity, love, responsibility, etc.) takes place, the combination of this activity with the solution of the tasks of moral self-improvement. Organization of discussions, press conferences, meetings, etc., during which spirituality is formed as the main component of self-awareness and worldview of high school students, during which spirituality is formed as the main component of self-awareness and worldview of high school students.

Taking into account the age of the children, the norms of moral behavior can be divided into 3 levels:

A child under 5 years old learns a primitive level of rules of behavior based on the prohibition or denial of something. If the baby has been taught to fulfill these elementary norms, then those around him consider this baby to be a well-bred child.

By the age of 10-11, it is necessary that a teenager be able to take into account the state of the people around him, and his presence not only did not interfere with them, but would also be pleasant. It makes no sense to talk about the second level of moral education if the first is not mastered. At the 3rd level (by the age of 12-14) the principle is mastered: “Help the people around you! The moral consciousness and behavior of children are formed in unity - this is the cardinal principle of pedagogy. New features appear in children in relationships with adults and peers. Children are actively interested in meaningful communication with adults. The authority of an adult, his value judgment, continues to play a serious role in behavior. The growing independence and awareness of behavior lead to the development of the ability to be guided in actions by the learned moral norms.

The upbringing of moral behavior is the formation of moral deeds and moral habits. An act characterizes a person's attitude to the surrounding reality. In order to induce moral actions, it is necessary to create the appropriate conditions, to organize the life of the pupils in a certain way. A moral habit is the need to perform moral deeds. Habits can be simple, when they are based on the rules of community, culture of behavior, discipline, and complex when the pupil has a need and readiness to perform activities that have a certain value. For the successful formation of a habit, it is necessary that the motives with which children are encouraged to take action are significant in their eyes, so that the attitude towards the performance of actions in children is emotionally positive and that, if necessary, children are able to show certain efforts of will to achieve a result.

4. The relationship of moral education with other types of education

In the general system of human education, physical education is practically inseparable from other types of education. The natural prerequisite for the relationship of various aspects of upbringing is the unity of a person's physical and spiritual development.

General moral principles are concretized in the field of physical culture and sports activity in the form of specific ethical norms that regulate behavior and relationships in this area. A number of such norms constitute the so-called sports ethics. In its general humanity, it has a humane character, which is expressed in the requirements that oblige everyone who is related to sports to behave as it is worthy of a person: to honestly observe the established rules of competition, to be noble in sports rivalry, not to resort to prohibited or dubious ways to achieve victory, respect the opponent, etc. The assimilation and persistent observance of such ethical norms is, under certain conditions, one of the important concrete ways of moral education. The ethics of athletes and athletes must ultimately be subordinated to the highest forms of universal human moral norms.

Physical culture and sports provide effective material for the formation of moral ideas, feelings, and behavioral skills. Not without reason physical culture and especially sport are called "the school of emotions", "the school of will", "the school of upbringing." Like any means of upbringing, physical culture and sports activity gives the desired upbringing effect in conditions of pedagogically focused leadership. Providing it, a specialist in physical education widely uses such ways as education through a moral example, through exercise - accustoming to ethically justified norms of behavior and through a system of regulated ethical relationships in the process of physical culture, sports activity.

The path to physical perfection is the path of many years of hard work to transform oneself, one's "nature" - it goes through overcoming increasing loads, often very heavy, requiring maximum self-mobilization. In such voluntary daily work, an attitude towards work in general is also developed, especially when physical education is inextricably linked with moral and other types of education. Then it is one of the main factors in the education of industriousness.

Conclusion

The formation of moral education in children occurs under the influence of the objective conditions of life, education and upbringing, in the process of various activities, the assimilation of universal human culture and will be effectively carried out as an integral process of pedagogical, corresponding to the norms of universal morality, the organization of the child's entire life, taking into account their age and individual characteristics ... Therefore, educational work should include moral ideas and be carried out in various and effective forms, meaningfully and with due emotional saturation. It can be concluded that for the successful formation of moral ideas and actions, it is necessary:

Full understanding of the essence of moral education as a psychological and pedagogical process;

Knowledge of the "mechanisms" of the formation of morality;

Ability to plan work on the formation of a culture of behavior, to be able to develop and apply in practice the ways and means of moral education.

Positive moral experience is of decisive importance for moral education, of particular importance, for the accumulation of which communication and joint activities of children have. But experience will only lead to the goal when the behavior is carried out for high motives. Moral education is a purposeful two-way process of forming moral consciousness, developing moral feelings and developing skills and habits of moral behavior. It includes the formation of moral consciousness, education and development of moral feelings, the development of skills and habits of moral behavior. Behavior is moral if a person weighs, thinks over his actions, acts competently, choosing the right way to solve the problem facing him. The moral behavior of a person has the following sequence: a life situation - a moral - sensory experience generated by it - a moral understanding of the situation and motives of behavior, choice and decision-making - a volitional stimulus - an act. Moral education has as its task the formation of a sense of duty, responsibility in relation to oneself, in relation to other people, society. Homeland. These qualities arise in people only at the cost of their own efforts, the perseverance of each person, first of all, in relation to himself. Moral can be considered a person for whom the norms, rules and requirements of morality act as his own views and beliefs, as habitual forms of behavior.

Moral education is the basis of all foundations, depending on what the teacher has put into the soul of a child at a certain age, it will depend on what he himself will build in the future, how he will build his relations with others.

Bibliography

1. Babayan, A.V. On moral education / A.V. Babayan, I.A. Sikorsky, // Pedagogy. -2004. - No. 10. - S. 66 - 74.

2. Pedagogical technologies of educational work in special (correctional) schools of I and II types. A textbook for students of higher pedagogical educational institutions studying in the specialty "Deaf-pedagogy". In two parts. Part 2 / E. G. Rechitskaya [and others]; ed. E. G. Rechitskaya. - M .: Humanities. ed. center VLADOS, 2009 .-- 389 p.

3. Pedagogy of the modern school: a course of lectures for ped. Students. specialties of universities / EF Sivashinskaya, IV Zhurlova; under total. ed. by E. F. Sivashinskaya. - Minsk: Ecoperspectiva, 2009 .-- 212 p.

4. Grigorovich, L. A. Pedagogy and psychology: textbook / L. A. Grigorovich. - M .: Gardariki, 2003 .-- 287s.

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