MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION LYCEUM №4

Prepared

Krivosheeva Elena Nikolaevna

teacher primary grades

2015 uch. year

Ethical conversation is one of the means moral education junior schoolchildren.

Modern society needs a person who can think independently, put before yourself and society new tasks and find their solutions, be ready for both individual and collective work, be aware of the consequences of their actions for themselves, for other people and for the world around them.

That is why the demand for the implementation of student-centered pedagogy at school is so loud now, the development of each student is brought to the fore.
Now, in the transition period to information culture, its integrated nature, flexibility, thinking, dialogicalness (tolerance) and the closest communication at all levels become significant.

Moral education of schoolchildren - the hardest task of the teacher. To solve this problem, the teacher needs to be able to direct his activities and various techniques teaching on the formation of morality in children. As a rule, moral education in a child begins with kindergarten and continues into primary school... It is at this age that it is easier for a child to assimilate any information and analyze it correctly. Good helper in the education of morality in schoolchildren is ethical conversation.

Ethical conversations have a special place in the process of upbringing the morality of schoolchildren. Such conversations should be meaningful, nudging to good deeds and positive action.

Ethical conversation - it is a form of explaining norms and principles to schoolchildren moral experience humanity, this is a systematic and consistent discussion of a topic between students and the teacher. Ethical conversation acts simultaneously as a form of enlightening students on a particular problem and as a method of moral education. Such a conversation is very different from a story or briefing. When talking with his students, the teacher listens to and takes into account their opinions on any occasion, and builds his attitude with them in this conversation as equals.

Why is this conversation called "ethical?"»Because the subject of such a conversation most often becomes a discussion of moral, moral and ethical problems.

Purpose of ethical conversation:

teach students to understand moral issues;

to form students' own moral position;

gain your experience of moral behavior;

instilling the ability to develop your own view of facts, your judgment on certain issues of morality on the basis of the knowledge gained.

Ethical conversations may be:

software (they are based on the system of work class teacher, determined by the plan of educational work of the school or class);

group (they are based on a discussion of ethical and moral issues with a certain group of students);

individual (they are based on a discussion of ethical and moral problems with individual students);

thematic (they are based on the discussion of ethical and moral problems associated with the situation in the classroom).

Conditions for the effectiveness of ethical conversations with younger students

1. The conversation should be problematic and involve a struggle of opinions and views. At the same time, the teacher asks non-standard questions, encourages students to search for answers.

2. Ethical conversation should not develop according to a pre-written scenario with ready-made answers. Children should say exactly what they really think. The teacher can express his point of view if he does not agree with the opinion of his students, but be sure to argue his point of view.

3. main topic the conversation should be close to the emotional experience of the students. You can not require them to be active in the discussion. difficult issues, while they do not understand.

4. In the course of the conversation, everyone should speak. You can't ignore someone's opinion. It is necessary to maintain an atmosphere of justice and a culture of communication.

But, before starting an ethical conversation with younger students, the teacher should carefully prepare for it.

Conversations in primary school are conducted in the following areas:

Our country and the people who live in it.

Learning to communicate and live with people correctly (about collectivism).

About the attitude towards labor, people of labor.

About camaraderie and friendship.

About justice.

About honesty and the ability to keep your word.

About kindness, responsiveness and modesty.

About irreconcilability to indifference and evil.

Conscious discipline and culture of behavior.

Each direction is revealed in specific topics of conversation, with gradually increasing complexity from grades 1 to 4. In the class, 9 generalizing conversations are held per year - once a month.

The content of the conversations is structured linearly - concentrically. This means that in each class, a conversation is conducted in each of the nine directions, but in its content in the next class, new facts draws the attention of children to new signs moral concepts , on cause and effect relationships of moral phenomena... This process is full of contradictions, sometimes quite difficult for younger students. V Everyday life children ideal ideas about moral standards ah are faced with life circumstances that to some extent make it difficult to develop correct behavior among younger students.

Solving this problem on its own is not available in most cases. seven year old child... Life in a classroom is full of such contradictions related to the implementation of moral standards.

These and many other contradictions associated with the implementation of moral standards are an important source in determining the content of ethical conversations for younger students. It is important to be able not to get away from difficult problems for children, to find ways to solve them.

Learned ethical concepts allow the younger student to deduce specific rules of behavior. These rules, formulated by the children themselves in the course of the conversation, prescribe behavior, determine how to behave, with their help, their own and other people's behavior is assessed, it is determined what is good and what is bad in actions. Initially, in 1st grade, these rules indicate exactly how to behave in a given situation. For example what you need to do to be a good companion: share what your deskmate needs; work so as not to interfere with the other. In the future, generalized forms of prescriptions appear - be able to notice for yourself where and to whom your help is needed (not necessarily a neighbor on a desk).

The advance in the development of the personality of a younger student of moral ideas in comparison with the process of the formation of behavior cannot be considered negative. The stock of knowledge "for future use" is necessary for the child. The contradiction between moral consciousness and behavior cannot be completely removed in childhood... Differentiated and individual work with children is determined by what is delayed in their moral development: consciousness or behavior. A new contradiction is the driving force moral development schoolboy.

Preparing for an ethical conversation should be a four-step process:

1. Determination of the topic of conversation (depending on the age and level of development of the students).

2. Selection of factual material.

3. Drawing up a plan (questions are thought out that will be asked to students during the conversation).

4. Preparing students for the conversation (announcement of the topic of the conversation, indication of literature on the topic, possible group or individual assignments).

Based on experience, it is recommended to allocate time for ethical conversation in accordance with the age of the students: in grade 1 - 25-30 minutes, in grades 2-4 - 40 minutes.

Stages of Conducting Ethical Conversations in Elementary School.

1. Telling students facts about the behavior of people in a given situation, taken from works fiction, from the life of students in the class with the change of names and surnames, the place of action.

2. Joint analysis with students of the cited excerpts of fiction and facts from life.

3. Generalization of facts by students, analysis conflict situations.

4. Formation of moral, ethical rules with students.

5. Application of learned concepts by students when assessing their own behavior, the behavior of other people.

To ethical conversation left a deep mark on the formation moral values student, the teacher must know well the criteria for the formation of the moral education of the student. They are as follows:

The presence of moral knowledge in schoolchildren on a particular problem.

The transition of the student's moral knowledge into the system of his value attitudes.

Expression of value attitudes through personal qualities.

The student's implementation of value attitudes in specific actions.

Compliance with the level of education social norms.

Based on the formation criteria moral personality, the class teacher and must build the ethical and moral education of students in the class.

Ethical conversation must meet the following requirements:

The ethical issue must be clear to students.

The ethical problem should be relevant and interesting to children.

Ethical theme should be in demand by the development of a classy team.

Discussing an ethical issue should contribute to positive change in the classroom.

The continuous accumulation of knowledge about moral standards for a younger student has special meaning because life experience its small. Sometimes, in order for a younger student to do the right thing, he lacks moral knowledge. In response to reproaches from adults about a wrong act, the child is often justified by his ignorance of how to act in the situation that has arisen. Adults do not always accept or believe in such excuses from a child. But life puts a person in such difficult situations, which sometimes is not easy for an adult to do right away right choice... It is even more difficult for a child.

Thus, moral knowledge is acquired essential during conscious choice deed, actions in accordance with existing and established norms and requirements of morality.

The attitude of the student to the educationallabor

Rules for the arrival and departure of students from school

Communication of students in the form of a dispute

Appearance student

rules business etiquette and student labor in the lesson

Student behavior etiquette at recess

Lessons in hobby groups

Learn to learn

Ability to think

Students' implementation of the daily routine

Business relationship, communication of a student with classmates

Communication etiquette

Communication etiquette on school holiday

Business cooperation with classmates

Personal communication and student relationships

Polite communication

Friendly attitude towards classmates

Communication with classmates in the form of a game

Communication with classmates in the form of a conversation

Mutual understanding in the classroom

Fairness to classmates and to yourself

Honesty towards classmates

Mutual respect between classmates

How to introduce yourself when you meet

Ethics and etiquette of communication and relationships between girls and boys

The attitude of children to their parents

Participation of children in self-catering and domestic work

Etiquette of behavior of children in the entrance and in the yard

List of used literature

Derekleeva N. I. ABC of the class teacher: Primary school. - M.: 5 for knowledge, 2008

Smirnov N.A. Ethics and etiquette of junior schoolchildren: A guide for teachers and parents of primary school students - M .: Shkolnaya Pressa. 2002

1. The meaning and structure of ethical conversation on moral education

2. Technological project of a conversation on moral education

2.1 Rationale for the topic

2.2 Technological project of the conversation on the topic "Feelings"

List of used literature

1. The meaning and structure of ethical conversation on moral education

The moral education of schoolchildren is one of the the most difficult tasks teachers. To solve this problem, the teacher requires not only knowledge of the subject and methods of teaching it, but also the ability to direct his activities towards the formation of the moral education of children. The issues of moral education, the improvement of the child have always worried society at all times. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming more and more urgent.

In the process of moral education of a student, the accumulation of knowledge about the norms and requirements of morality acquires great importance. In this regard, the need to organize moral education of students is obvious, starting from the very 1st grade. The need for organization is also obvious. special work a teacher on explaining the essence of moral norms, moral relations of a person to society, collective, work, to people around him and to himself. The ability to provide moral knowledge at a level where the student will have the ability to cover the general and essential in the various phenomena of life around him, to realistically assess the situation that has arisen, the consequences of his deed.

In the upbringing of any moral quality, they apply various means education. V common system moral education important place is occupied by a group of means aimed at judgments, assessments, concepts to educate moral convictions. This group includes ethical conversations.

Ethical conversation - a method of systematic and consistent discussion of knowledge, involving the participation of both parties; teacher and student. Conversation differs from storytelling, instructing precisely in that the teacher listens to and takes into account the opinions, points of view of his interlocutors, builds his relationship with them on the principles of equality and cooperation. Ethical conversation is called because its subject most often becomes moral, moral, ethical problems.

The effectiveness of ethical conversations depends on adherence to a number of important conditions:

1. It is important that the conversation has a problematic character, presupposes a struggle of views, ideas, opinions. The teacher should stimulate non-standard questions, help students find answers to them themselves.

2. It should not be allowed that the ethical conversation develops according to a pre-compiled scenario with the memorization of ready-made or suggested answers by adults. We need to give the guys the opportunity to say what they think. Teach them to respect the opinions of others, patiently and reasonably develop the correct point of view.

3. It is also impossible to allow the conversation to turn into a lecture: the teacher speaks, the students listen. Only frankly expressed opinions and doubts allow the teacher to direct the conversation so that the children themselves come to a correct understanding of the essence of the issue under discussion. Success depends on how warm the nature of the conversation will be, whether the students open their souls in it.

4. The material for the conversation should be close to the emotional experience of the pupils. One cannot expect and demand from them activity when discussing difficult issues or those based on facts, phenomena associated with alien events and feelings they do not understand. Only when relying on real experience, conversations on abstract topics can be successful.

5. During the conversation, it is important to identify and collate all points of view. Nobody's opinion can be ignored, it is important from all points of view - objectivity, justice, culture of communication.

6. Properly guiding ethical discourse is to help pupils come to their own correct conclusion... To do this, the educator needs to be able to look at events or actions through the eyes of the pupil, to understand his position and the feelings associated with it.

It is a mistake to think that conversation is a spontaneous method. Highly qualified teachers do not often conduct interviews and prepare thoroughly for them.

Ethical conversations are built according to the following scenario: the communication of specific factors, the explanation of these factors and their analysis with active participation all interlocutors; discussion of specific similar situations; generalization of the most significant signs of specific moral qualities and their comparison with previously acquired knowledge, motivation and formulation moral rule; the use of learned concepts by students in assessing their own behavior, the behavior of other people.

At first grade school, ethical discourse has more simple structure... The inductive path is preferred here: from analysis specific facts, their estimates before generalization, and self-withdrawal... In middle and high school, a conversation can begin with the formulation of a moral rule and use specific material from life, fiction to illustrate.

Conducting ethical conversations includes:

· preparatory stage;

· Conducting a conversation;

· Organizing and evaluating the daily activities and relationships of children based on the learned moral norms and rules.

Preparatory stage, the longest and most laborious, includes a variety of activities of the teacher and children. May be different options preparation for the interview, we recommend the following:

1. Depending on the age of students, the level of development children's collective and moral issues are determined by the topic of the conversation.

2. The purpose of the conversation is the assimilation of certain norms, concepts that students must understand; those practical conclusions to be drawn.

3. A selection of factual material, which tells how to proceed, what to do.

4. Consideration of the questions of the conversation.

5. Preparing students for a conversation:

a) the topic of the conversation is announced in advance, the literature is indicated, situations are being prepared, questions that should be thought about, and examples should be selected;

b) if necessary, individual tasks are determined, since this psychologically sets students up for introspection of behavior, and they are convinced of the need to improve it;

c) group tasks are determined.

Conducting a conversation requires a lot of skill from the teacher. The main requirement is to ensure that the children are active in the process of the conversation itself. The teacher does the right thing, who, after having a conversation, asks questions, leads vivid examples, makes short persuasive remarks, directs and clarifies the statements of children, does not allow wrong thoughts to gain a foothold.

When conducting a conversation on the material read, it is very important to be able to ask questions. Questions should touch the mind and feelings of children, make them turn to facts, examples, events of the surrounding life.

The sequence of questions should lead children to deduce a moral rule that must be followed when communicating with other people, performing their duties. When asking questions in moral conversations, you can stick to following recommendations:

1. The question should direct the attention of children to the moral side of life, actions, phenomena hidden behind the objective actions of people.

2. The question should make the child think about the motives of the action, see the complex relationship between the motive and the result of the action.

3. The question should make the children see the moral consequences of any action for other people.

4. The question should draw the attention of schoolchildren to the inner experiences of people, teach the child to outward signs learn about the state of a person, understand this state and, therefore, empathize.

Questions that would help schoolchildren connect what they read with their own moral experience, their collective experiences are very important.

Ethical conversations with children should take place in a relaxed atmosphere. They should not be moralizing in nature, contain edification, reproaches and ridicule. Children express their opinions, freely share their impressions

There should be elements of fun in ethical conversations with schoolchildren. To do this, it is advisable to include in the content of conversations different situations that contain a moral problem. It is very important that the object public opinion there were positive actions of schoolchildren and public opinion should not be directed only to actions associated with poor academic performance and discipline. The development of public opinion occurs by introducing new and adjusting existing moral concepts, teaching children the rules for discussing and evaluating the events of collective life, the actions of individual children. The developed rules for the life of the children's collective act as criteria moral assessment.

There are various options for the sequence of ethical conversations:

1. Determination of the topic of conversation and the excitement of students' interest in the perception and assimilation of the material.

2. Justification of the relevance, significance of the topic under discussion.

3. Disclosure of the topic of conversation on the example of life and work outstanding people, as well as on the material of the surrounding life.

4. Analysis of the state of affairs in the classroom in connection with the problem under discussion and the definition of specific tasks (advice, recommendations) to improve the work and behavior of students.

5. Summarizing the results of the conversation and a short survey of students on the main provisions of the material presented.

Of course, this structure of the conversation should not turn into a stencil. As a whole in educational work, so in conducting a conversation there can be no stencils, recipes for all occasions. However, the more such recipes the teacher knows, the more chances he has for their implementation. They do not limit creative activity teachers, but stimulate it.

When defining a topic at the beginning of a conversation, it is necessary to arouse the interest of schoolchildren in the perception and assimilation of ethical material.

To do this, you can use the following techniques:

a) raise questions related to clarifying the essence of the moral concept that underlies the content of the conversation. For example, what is politeness, etc .;

b) before announcing the topic, you can tell about some entertaining event or fact related to the intended topic;

c) before announcing the topic, you need to recall some case from class life, which allows you to justify the need for in-depth disclosure and understanding of the corresponding moral norm;

d) announcing the topic, try to give it special importance and emphasize its meaning with the help of meaningful statements or aphorisms.

Presentation technique moral material can combine a question-answer form, a story and an explanation of a teacher, short messages from students on specific issues, reading from books, newspapers, using art pictures, etc. Wherein the main role remains with the teacher, since only he can deeply and skillfully reveal the essence of morality.

When analyzing the behavior of schoolchildren, it is best to focus on positive examples and facts, and talk about shortcomings in a sympathetic tone, in every possible way emphasizing their confidence that students will eliminate them.

Summarizing the results of the conversation, one should cite vivid statements so that the conversation penetrates deeper into the consciousness and feelings of schoolchildren. Clearly highlight the categories that were the purpose of the conversation.

Thus, it is very difficult to prepare and conduct an ethical conversation in a meaningful way. No wonder experienced teachers it is said that conducting a moral conversation is much more difficult than a lesson.

2. Technological project of a conversation on moral education

2.1 Rationale for the topic

I chose this topic because I think it is more relevant today.

First of all, a child from an early age needs to be instilled in etiquette. Etiquette expresses the content of certain principles of morality, in the broadest sense of the word.

Etiquette is an important part of universal human culture, morality, morality, in goodness, justice, humanity - in the field of moral culture and about beauty, order, and accomplishment.

Teach the child everywhere and in everything to respect society as a whole and each of its members individually, and to treat them the way he treats himself and that others treat him the same way. The rule is very simple, but alas? In everyday practice, human relations are far from being realized by all and not always. Meanwhile, culture - human relations, communication between people play important role in life. If a child succeeds in communicating culturally with loved ones, acquaintances, he will behave in the same way and completely with strangers.

Each of us can, by personal actions, determine almost unmistakably the degree of their upbringing, the prevalence of their habit of thinking or not thinking about the interests of others.

And each era has its own style, each society has its own rules of behavior, but there are common human values ​​and it is on their basis that the culture of any nation develops. An integral part of culture is etiquette that has evolved over the centuries, rooted in the sphere of morality.

It all starts from childhood. Education of morality begins from the cradle. When a mother smiles at a child, rejoices at him - this is already the education of the deepest morality, his friendly attitude to the world. Next is kindergarten, then school. Central figure in the society on which his future depends - these are teachers who still give out wisdom - in the book. Only high culture can unite us.

Culture is valuable for all mankind, it is dear to everyone. It is not dear only to those people who are deprived of it. Culture, only culture can help us and in its absence is the cause of many troubles.

it actual question of our society and I believe that more attention should be paid to the younger generation.

2.2 Technological project of the conversation on the topic "Feelings"

Target: Fostering a feeling of love, attention to your loved ones

Tasks:

· Educational: during the conversation, study the main approaches to the definition of "feelings", give a definition this concept;

· Developing: to develop the ability to correctly express their thoughts, to reflect;

· Educational: to instill love, respect for people around, relatives.

Concepts: feeling, aesthetics, kinship, emotions, sensations, love.

Conversation progress:

Task 1. Listen to the story of V.А. Sukhomlinsky and answer the questions.

Two young men came to the flowering meadow.

What's the beautiful! - Sergey whispered. - Look: on the green carpet, as if someone weaved pink, red, blue flowers!

Indeed - lush grass! - said Matvey. “They’ll let the cow here — by evening there will be two buckets of milk.”

And the bees are ringing like a harp, - whispered Sergei, captured by the magic music.

And take the hives here. How much honey, honey, how much would be applied! - Matvey said excitedly.

And there are people who do not see this beauty, Sergei thought.

I'll go bring the cow and bring the hives, ”said Matvey and went to the village.

Students answer questions:

1) How did Sergey and Matvey perceive the world? For which of the boys did life seem brighter, richer?

2) Which of the heroes of the story would you choose as a friend? Why?

Task 2. Try to articulate what feelings are. What can a person feel? What feelings do you have most vividly?

The students answer.

The teacher gives an example famous sayings.

Feelings are a special kind emotional experiences related to a presentation or idea.

Feelings are the color of thought. Without them, our thoughts are dry, lifeless outlines, not pictures. (N. Shelgunov)

W: The basic reality of a person's inner world is sensations, emotions and feelings. Feelings are information "at the entrance" that we perceive from the outside. Emotions are experiences that can be considered information "at the exit", this is the reaction of our feelings to sensations that are important to them. Feelings are like some creatures that inhabit our inner world... They can arise, develop and fade away. For each feeling there is a certain range of sensations to which it reacts. Each feeling has its own range of emotions that it can generate. Human feelings interact with each other, they can support each other, they can conflict and even enmity. Sometimes one - the only feeling can subjugate all the others.

Feeling of love. The moods accompanying the feeling of love can be extremely varied: pride, admiration, trust, tenderness, sadness, grief, anxiety, despair. There is hardly such a thing emotional condition which we could easily relate to this feeling. But the first emotion should be called joy, delight, happiness caused by the very existence of a loved one.

In love, as in hate, the most diverse different feelings: and suffering, and pleasure, and joy, and sadness, and fear, and anger. (K.Ushinsky)

Task 3. What feelings does the feeling of kinship include?

The students try to answer.

W: A sense of kinship is our relationship to family and friends. The feeling of kinship is one of the earliest human feelings and at the same time one of the most stable, accompanying a person until the end of his life.

The deepest of kinship feelings is a mother's feeling. The mother's love does not depend on the qualities of the child. The mother, and only she, can love the baby not for any virtues, but simply for the fact that he exists. During this period, the child develops the ability to be loved; only then there is the ability - already an adult - to love another, for example, a mother. Maternal love is a springboard with which a person makes a leap into life.

Reading a poem by a student(pre-learned) Take care of mothers

Take care of mothers

Please, take care of your mothers,

Cover with warmth from the blizzard of life,

Their love is a hundred times hot

Than friends and beloved girlfriend.

Maternal love do not embrace

And I will not break the canons here,

If I say: "Mother is ready to give

His affection, tenderness and soul. "

Mother will take over your pain,

All the torment, confusion and agony,

Mother will put bread and salt on the road

And he will stretch out his hands to meet you.

Let him not punish a prank severely,

Only you never lie to her

And in the name of the great God

Take care of your mothers.

Do not leave them without participation,

You will remember this command, children,

It can't be full of happiness,

If mom is not in the world.

(A. Remizova)

W: Feelings for parents - a son for a mother, a son for a father (also a daughter) - these are all quite different feelings.

W .: The feelings of brothers and sisters instill in us a taste for being treated as equals. You will turn to your older brother or sister with something that you cannot tell your parents. A younger brother or sister awakens tenderness and concern in us.

Reading a poem teacher.

If I have a beloved older brother,

I would listen to his advice, being shy,

His brotherly protection would be glad

Until then, as long as I am weaker.

Be my beloved younger brother,

I would teach him life as I can,

And he defended without demanding rewards,

Until then, as long as I am stronger.

(K.Vanshenkin)

Kindred feelings become for us a school of personal spiritual properties. On them, we first of all learn love, friendship, obedience and leadership, we learn to be a man and a woman. The family is our first and most natural society.

Task 4. Analysis of statements by students

W: Feeling is beautiful - it is a person's ability to feel and appreciate the beauty of life.

F.M. Dostoevsky was right in many respects when he argued that beauty will save the world. Not beauty in itself, of course, but a person who perceives beauty as the true content of life.

The world contains not only what is necessary and useful, but also beautiful. From the time a man became a man, from the moment when he gazed at the petals of a flower and the evening dawn, he began to gaze into himself. Man has comprehended beauty. (V. Sukhomlinsky)

How much beauty has entered during childhood, so are you. (A. Popov)

Summarizing

Pupils answer the teacher's questions:

· What do you think the word “feeling” means?

· How is the feeling of kinship different from other concepts?

· Why do we need a sense of beauty?

· What kinds of feelings do you know? Which one do you consider to be the main one?

· How do feelings of love and respect relate?

List of used literature

1. Kopteva S.I. Innovative technologies and psychological support education. Study guide... Minsk: BSPU, 2004.-104 p.

2. Fundamentals of school didactics. Comp. V.A.Kapranova, I.G. Tikhonova. Minsk: BSPU, 2004.

3. The process of education: theory, methodology, practice: textbook method, manual / P845 V.А. Kapranova, M.I. Dron, L.L. Podolnaya and others / ed. V.A. Kapranova. -Minsk: BSPU, 2009.-138 p.

4. Handbook on the theory of education in schemes and concepts / comp .: E.L. Adarchenko, L.N. Gorodetskaya, N.A. Khmelnitskaya. - Mozyr: Assistance, 2005 .-- 44 p.

5. Stepanenkov N.K. Pedagogy: Tutorial... 2nd ed., Rev. and add. - Mn .: ed. Skakun V.M., 2001 .-- 448.

6. Stepanenkov N.K., Penkrat L.V. Pedagogy: Methodology practical training... Training method. Benefit. - Minsk: Ed. Skakun V.M., 2000 .-- 80 p.

7. Torkhova, A.V. Prevention of unlawful behavior of schoolchildren: a guide for general education teachers. institutions / A. V. Torkhova, I. A. Tsarik, A. S. Chernyavskaya. - Minsk: Nat. Institute of Education, 2009. - 120 p.

Tutoring

Need help exploring a topic?

Our experts will advise or provide tutoring services on topics of interest to you.
Send a request with the indication of the topic right now to find out about the possibility of obtaining a consultation.

Formation moral qualities today takes place in difficult conditions and depends on many factors. At the same time, communication requires a deep general cultural basis - a moral culture, which is a condition for a meaningful and fruitful life, mental health of the individual. What should be the culture of a person, in a nutshell. This is a whole program for educating society. It all starts from childhood, when the mother smiles at the child. Next is the school, where the future of society depends on the teacher.

Despite the fact that the rules of decency are not always the same, sometimes conditional and relative, their observance is necessary, as this prevents misunderstandings between people and makes communication more pleasant. Among the rules of politeness there are obligatory, observed in the public interest, and optional, which everyone can follow at their discretion, in accordance with their tact and taste.

The rules of conduct must be followed in a meaningful way, depending on the situation, place and time.

The Purpose of Ethical Conversations- to help schoolchildren in the assimilation of general moral norms and norms of behavior, in accordance with which they should build their behavior in a specific situation, evaluate the experience of their own and those of their comrades, communicate without conflict and be able to accept a different opinion from their own. Moral norms are a kind of behavior regulator. Ethical conversations, of course, do not preclude discussion selected issues in connection with the various actions of children and their attitude towards each other and towards adults.

Both the teacher and the children prepare for an ethical conversation. The teacher thinks over the questions for the conversation, invites the children to read something or remember from what they read, recall a case known to them concerning relationships between people, and evaluate various behavioral situations. Naturally, if the atmosphere of the conversation is relaxed, and the children will freely express their opinions, although they may turn out to be contradictory. Let the erroneous opinion be discussed, you should not only condemn the child for the mistake, you need to bring him and other children to the correct conclusion. But in no case should the teacher present the children with a ready-made conclusion. It is very important that children learn to think independently, compare various facts characterizing the relationship of people, events, to see their inconsistency and give a correct assessment, linking it with ethical norms. If the children are not able to draw a conclusion on their own, the teacher can resort to illustrations, examples that will help formulate a moral rule. The moral norm developed in experience, passed through emotional sphere and meaningful in conversation, and not just presented ready-made, becomes a regulator of children's relationships in their practical activities.

During conversations about personal responsibility, benevolence, honesty, fairness, it is important with children to formulate specific rules governing their relations with each other and with adults.

These rules can be placed in a class:

Be able to keep your word and promise.

Do not promise without thinking if you can fulfill what you promise to another person, group, team.

If you promised and then realized that you could not fulfill what you promised, be honest about it right away.

If you haven’t learned to keep your word, keep promises and responsibilities entrusted to you, start small, but be sure to finish the job.

Don't blame someone else.

Don't be indifferent to people.

Do not be afraid to offer your help to others, help first of all people in trouble, the weak, the sick, the elderly.

Get to know some of the "not" more closely.

"Not" (A. Markusha)

1. Do not rush to sit down first at the table.

2. Don't talk while eating.

3. Remember to close your mouth when you chew.

4. Don't chomp.

5. Do not rush to run out the door first.

6. Don't interrupt the speaker.

8. Don't wave your arms.

9. Don't point your finger at anyone.

10. Don't mock the speaker.

11. Do not sit down earlier than the elder without his permission.

12. Do not reach out first, wait until the elder greets you.

13. Do not forget to take off your hat when entering the house.

14. Don't repeat "I" too often.

15. Do not pretend on a trolleybus or tram that you do not notice an elderly person standing.

16. Do not interfere in someone else's conversation without saying "sorry".

17. Do not forget to apologize if you accidentally pushed someone.

18. Do not sneeze into space, sneeze into a handkerchief or cover your mouth with your palms when sneezing.

19. Don't keep your hands in your pockets.

20. Do not comb your hair anywhere, for this there is a corridor, foyer, toilet room.

21. Do not do what other people might worry about.

22. Do not say words, the exact meaning of which you do not know.

23. Do not consider yourself the center of the Universe, it will always help you to choose correct tone in communication with others.

Society has long changed its appearance and foundations. Everything changes and only spiritual and moral principles remain unchanged. Believe me, it doesn't matter what age is in the yard. It is important to human society had the right guidelines and always remained human. Young people, especially in adolescence tend to be confused about their values ​​and principles. Therefore, the task of society is precisely to help the young generation to set the right priorities. should start from about 7th grade, when there is a transition from children to adolescents and the formation of personality.

Before starting any conversation about this, you need to find out what the concept of morality means for young people. No need to claim precise definitions, it will be much more revealing if the guys name their associations after hearing the word morality.

Many will probably be surprised that adolescents, along with such associations as honor, decency, tolerance, will call:

• limitation,
• dogmas,
• outdated rules.

After all, there is an opinion that being good is boring. In fact, the very word morality appeared in the 18th century and it came from the word temper. In those days, disposition, morality, ethics were synonymous. Today, these concepts have slightly different essences. just have to clarify this difficult dilemma. In simplified terms, then morality is understood as the ability to divide your words and deeds into good and bad... Of course, this is a simplified interpretation, because morality includes many factors:

• Ability to find mutual language in any situation,
• mutual respect,
• kindness,
• mercy,
• honesty,
• a responsibility.

A moral person not only knows well about morality in theory, but also skillfully uses all these qualities in life. Yes, achieving the title of a moral person is not easy. To do this, you need to work on yourself for a long time and hard.

In a strong healthy society moral principles absolutely every person tries to adhere. should not be entirely reliant on schooling alone. A good result can be achieved only by joint efforts.

The younger generation, like a sponge, absorbs information from the surrounding world. If a child sees around him only cynicism, hypocrisy, anger, then in most cases in the future, and he will have such qualities. That is why it is necessary to take care of the environment of adolescents. Adults simply have to start with themselves and then personal example energize youth. Conversations and lectures alone will not be enough.

• You need to change the environment.
• Correct, instructive films and cartoons,
• motivating literature,
• collective hikes.

Moral education the younger generation an extremely difficult and responsible task and every conscientious citizen of the planet is obliged to fulfill it.