Методы формирования нравственного воспитания учащихся начальной школы

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This article considers the process of upbringing in different forms with the help of various ways, methods and upbringing facilities.
Human society have agitated always and all times by questions of moral development, education, improvement of human society. Especially now, the problem of moral education is becoming more actual, when there are we see the increase of cruelty and violence. Shortcomings and failings of moral education are due intensified life's contradictions. Some of pupils are defeated by social infantilism, skepticism, reluctance actively to participate in public affairs and frank dependency.

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 METHODS OF FORMING THE  MORAL EDUCATION OF ELEMENTARY SCHOOL CHILDREN

 

ABILDINOVA G.K.

Senior teacher of Pavlodar State University named after S. Toraigyrov

 

STAROVOYTOVA I.S.

Student of Pavlodar State University named after S. Toraigyrov

 

This article considers the process of upbringing in different forms with the help of various ways, methods and upbringing facilities.

Human society have agitated always and all times by questions of moral development, education, improvement of human society. Especially now, the problem of moral education is becoming more actual, when there are we see the increase of cruelty and violence. Shortcomings and failings of moral education are due intensified life's contradictions. Some of pupils are defeated by social infantilism, skepticism, reluctance actively to participate in public affairs and frank dependency. Only a teacher is able to influence on the child upbringing and he should give to this problem a major role in its activities. That is why the school, and in particular the teacher, solving the problem of education must rely on the sensible and moral elements in a person, and help each pupil to determine the value based on its own life. This will help to moral education, organically woven into the educational process and constitute an integral part.

The process of education takes different forms with a variety of methods, techniques and educational ways. The concept of an education form in the pedagogical literature determine as the way of organizing the educational process. The organization forms of educational process in the most general form reflect the relations that develop between teachers and pupils.

By means of education it’s understood the methods of teachers' impact on pupils and organizing their activities. Methods of moral education emerge as the ways and means of moral consciousness formation, the development of moral feelings, skills and behavioral habits. (1, p. 83)

The choice of moral education methods depends on the pupils' age and their experience.

Traditional methods of moral education aimed on instilling to students the rules of public life. An important indicator of the person's moral qualities formation is an internal control. Formed control skills contribute to the successful development of the person's moral qualities in the process of training and education. (1, p.59)

I.S. Marenko described such groups of educational methods, as methods of habituation and exercise, stimulation, inhibition, self-education, guide, explanatory - reproductive and problematic-situational. In the process of moral education are widely used methods such as: exercise and persuasion. (2, p.534)

The choice of methods depends on the educational activities content, and on its direction. Thus, in the moral education process in the first place, of course, put forward the belief, in labor education - exercise, in the upbringing of discipline and responsibility, along with the main methods are used also the rewards and punishments. (4, p.144-149)

M.I. Rozhkov and L.V. Bayborodova describe the following binary methods of moral self-education: the conviction and persuasion (intellectual sphere), stimulation and motivation (motivational sphere), suggestion and autosuggestion (emotional sphere), the demand and exercise (volitional sphere), correction and self-correction (self-regulation sphere) bringing up the situation and the social tests (objective-practical sphere), the dilemmas and reflection method (the existential sphere). (5, p. 114)

The most consistent and modern, from our point of view, the classification developed by Shchukina G.I., which shows these groups of methods:

- All-round impact methods on the consciousness, feelings and will of students which generate their moral views and beliefs (the methods of forming the consciousness of personality);

  • Organizing activity and the formation of the experience of social behavior methods;
  • Encouraging the behavior and activities methods. (6, p.236)

Example is an educational method for exceptional strength. Its effect is based on the well-known pattern: phenomenon perceived visually, quickly and easily imprinted in the minds, because they do not require any decoding or recoding, which requires any verbal impact. Example operates at the first signaling system level and the word is the second signaling system. When people talk about an example, they mean, first of all, surviving example of specific people, such as parents, caregivers and friends. But the great educational force also has an example of the heroes of books, films, historical figures, famous scientists. 
 Psychological basis for example is imitation. Imitation is the activity of the individual. Sometimes it is very difficult to determine the point where imitation ends and where the creativity begins. Often, creativity is manifested in a distinctive and original imitation. (2, p.542)

Primary pupils imitate those who provide them the strongest impression. According to psychologists, continued sympathy on primary pupils cause people brave, strong-willed, resourceful, possess great physical strength, a slender figure, a pleasant manner to communicate, regular features. When you select a moral example, given these patterns of perception of the individual, should ensure that carriers a good start were pleasant and nice, and media defects caused resentment. (3, p.75)

Life gives us not only positive, but also negative examples. Pay attention to pupils on the negative in life and people's behavior, analyze the consequences of wrong actions, retrieve the correct conclusions are not only desirable, but necessary. In time to the site given negative example helps to keep the pupil from wrong action, forms the concept of immorality. (2, p.543) 
 Of course, the education depends on the teacher's personal example, his behavior, attitude towards pupils, vision, competencies, authority. It is known that for most primary pupils are absolute authority of teacher, they are ready to emulate him/her in every way. But the power of positive example of a mentor increases when it is his/her personality, his/her authority operates systematically and consistently, without any discrepancy between words and deeds, kindness. (2, p.543)

In the pedagogical literature describes such method as forming the consciousness of the individual. This is a dispute. It is a hot debate on some topic, exciting students. Debates are valuable in that belief, the motives are produced in the collision and the comparison of different points of view. This method is complicated, primarily used in middle and high school. In elementary school, it can be used as a device, for example, in the ethical discussion. 
 We have analyzed the formation ways of moral education pupils. It should be noted that in the real world of teaching methods of education act in a complex and contradictory unity. Of crucial importance here is not the logic of separate "isolated" means, and harmoniously organized their system. Of course, at any particular stage of the educational process or that the method can be applied in isolation. But without a corresponding reinforcement of other methods, without interacting with them, it loses its function, slows the movement of the educational process to the target.

Thus, considering the moral education of primary pupils in educational activities, we concluded that the school belongs to the priority role in the moral process. Moral education based on dialogue, communication, collaboration, becoming for the primary pupils meaningful and attractive.

Moral education effectively carried out only as a holistic process of teaching, consistent with standards of universal morality, the organization of all primary school children living: work, relationships, communication, taking into account their age and individual characteristics. The result is a holistic process of moral formation of the whole personality, in the unity of its consciousness, moral sense, conscience, moral will, skills, habits, socially valuable behavior.

 

 

REFERENCES & SUGGESTED READINGS

 

  1. Slastenin V. A., Isaev I.F., Mishchenko A.I., Shiyanov E.N. Pedagogy. Teaching aid for students of ped-universities. – M.: School-press, 2002;
  2. Podlasiy P.I. Pedagogy: Manual for students of higher ped-educational establishment. – M.: Education, 1999.
  3. Zosimovskiy A.V. Moral education and Teacher in conditions of social changes// Pedagogy, 1998, №7.
  4. Marenko I.S. Moral becoming of a person. – M., 1985.
  5. Rozhkov M.I., Bayborodova L.V. Organization of educational process at school: Manual for students of higher ped-educational establishment. – M.: The humanitarian publishing centre VLADOS, 2000.
  6. Shchyrkova N.E. Class management: theory, methodology, technology. – M.: Pedagogical society of Russia, 2001.

 

 


  1. Сластенин В.А., Исаев И.Ф., Мищенко А.И., Шиянов Е.Н. Педагогика. Уч. пособие для студентов педвузов. – М.: Школа-пресс, 2002г;
  2. Подласый П.И. Педагогика: Учебник для студентов высш. пед. учеб. заведений. – М.: Просвещение, 1996г.
  3. Зосимовский А.В. Нравственное воспитание и учитель в условиях социальных перемен// Педагогика, 1998, №7;
  4. Марьенко И.С. Нравственное становление личности. -  М., 1985г.
  5. Рожков М.И. Байбородова Л.В. Организация воспитательного процесса в школе: Учеб. пособие для студ. высш. учеб. заведений. – М.: Гуманит. изд. центр ВЛАДОС, 2000г.
  6. Щуркова Н.Е. Классное руководство: теория, методика, технология. – М.: Педагогическое общество России, 2001г.

 


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