Concept

Ethnocultural education in the Republic of Kazakhstan

(approved by the order of the President of the Republic of Kazakhstan)

Strategy

The Republic of Kazakhstan has taken a course towards democratic reforms, recognition of human rights and freedoms, regardless of nationality, and the inadmissibility of discrimination on ethnic or racial grounds. The constitutional consolidation of national equality proceeds from the principle of the priority of individual rights and is aimed at maintaining interethnic stability, asserting Kazakh patriotism, and ethnic revival of the people. Therefore, ethnic bias and confrontation, ideas of national superiority are regarded as contrary to state interests.

The specificity of Kazakhstan is determined by the multi-ethnic and multi-confessional composition of the population. Representatives of many nations and nationalities live in the republic. Some of them are compact, which enhances the ethno-cultural diversity and features of the Republic of Kazakhstan. According to cultural and linguistic differences, the population of the country as a whole is divided according to the predominant orientation to one of the two languages ​​- the state and Russian, the communicative significance and prevalence of which are unequal. In addition, representatives of several national groups do not have their own ethnic statehood, which increases the responsibility of the country for the preservation of their original culture. Under these conditions, it is important to create opportunities for the restoration and development of ethnic cultures, interaction between them in the interests of national unity.

Therefore, it becomes relevant to develop an official state policy in the field of interethnic relations, interpreting the ethno-social situation as a whole and its individual aspects. It should include the concept of realizing the ethno-cultural interests of the population in the field of education. The main idea of ​​the latter is to create an education model focused on preserving the identity of ethnic groups and, at the same time, mastering the values ​​and standards of other cultures. It is important that this does not lose ethnic identity and ensures their perception of national values.

The urgent need for the concept of ethno-cultural education also follows from the crisis of the educational system in the transitional era. The unification of the content of education and upbringing led to the fact that the ethno-cultural needs of the nations and national groups of the country were not satisfied.

The strategy of ethnocultural education is aimed at the implementation of two interrelated goals: ethnic identification and state integration.

The ethno-cultural identity of the people is formed as a result of knowledge of the events of their history, culture, loyalty to the established spiritual values, veneration of national heroes. It is formed in the process of free and voluntary life-creation of the nation. The state of ethno-cultural identity is achieved through the socio-cultural sphere created by the people. It includes the family, preschool institutions, educational institutions, national cultural centers, magazines and newspapers, fiction and scientific literature, research and administrative institutions, and more.

State integration is a fundamental and strategic goal of ethno-cultural education. If an individual people can achieve ethnic identity in a relatively short time, then achieving state integration is a long process that requires the efforts of all ethnic groups in the state. Ultimately, it is statehood that is the main condition for the possibility of ethnic identification of the people inhabiting Kazakhstan.

Ethno-cultural and state identity can be achieved most effectively through the education system.

Education, as a means of forming national self-consciousness, realizing cultural and linguistic interests, must perform four main functions:

broadcasting (ensuring the integrity and reproducibility of ethno-national communities);

developing (formation and development of national identity);

differentiating (identifying the national and cultural needs of a person, ethnic groups);

integrating (ensuring interaction, interpenetration and mutual enrichment of cultures, integration of the individual into the systems of world and national culture).

It is an educated person who is involved in the historical and cultural tradition. He feels belonging to a certain community and people, he has formed cultural needs: the desire for morality, meaningful activity, beauty, higher spiritual principles.

Another educational requirement is the understanding and acceptance of a different culture. Only during the interaction, the dialogue of cultures, the principles and characteristics of each individual culture are manifested.

Ethno-cultural education is education aimed at preserving the ethno-cultural identity of the individual by familiarizing with the native language and culture while mastering the values ​​of world culture.

Acceptance of the idea of ​​ethno-cultural education means the creation of a national system of education and upbringing based on the idea of ​​cultural and linguistic pluralism, combining the world level of technical and informational equipment of education with traditional cultural values.

The main conditions for the implementation of this idea are: development and strengthening of the national principles of education and schools; recognition and provision of unconditional priority for the personality of the native language and culture; democratization of education; variability and mobility of education, both in terms of the type of ownership and the variety of channels for the implementation of ethno-cultural interests; general accessibility and differentiation of educational services; openness and adaptability of the national education system to everything progressive in world practice in this area; continuity educational activities aimed at the implementation of the ethno-cultural needs of the individual and society; purposeful orientation of the education system to identify and meet the demand for services in the field of ethno-cultural needs; availability of regional programs on this issue, taking into account the peculiarities of the ethnic composition of the population on the basis of a single state program.

In doing so, it is important to be guided by the following basic principles:

The participation of political parties, other public, including religious, associations, individuals in the provision of educational services to ethnic and linguistic groups should be limited by law;

Ensuring the actual equality of nations and national groups in meeting their ethno-cultural needs in the field of education;

Understanding and acceptance of the position on the priority of the ethno-cultural educational needs of the individual over the interests of society, over considerations of "expediency";

Implementation of state policy on the basis of ensuring ethno-cultural consensus in society as an important condition for the progress and prosperity of Kazakhstan;

Introduction into practice of global values ​​of international culture: consolidation and interethnic harmony, rights and freedoms of the individual, etc.;

The implementation of an approach to education not as a mechanism for the transfer of knowledge and professional training of personnel, but as a culture-forming institution, the most important means of preserving and developing the individual's human and national identity;

Development and implementation of a protective mechanism against the politicization and ideologization of education and schools;

A programmatic and integrated approach to solving the problem, taking into account various aspects of the complex processes of multinational cultural life.

The following are put forward as the main tasks of ethnocultural education:

Education of a multicultural personality: creating conditions for identifying a person with their original culture and assimilation of other cultures. Orientation to the dialogue of cultures, their mutual enrichment;

Formation of a multilingual individual: preparation of citizens who are able to communicate effectively in their native, state and Russian languages. This is the realization of the model of "two loyalties": in relation to one's own ethno-national group and in relation to the state. In real practice, we can talk about effective knowledge of three, four or more languages.

A necessary prerequisite for the formation of a system of ethno-cultural education in Kazakhstan is the creation of an ethno-cultural educational space.

Multicultural personality

A multicultural personality is understood as an individual who is oriented towards others through his culture. Deep knowledge of his own culture for him is the foundation of an interested attitude towards others, and acquaintance with many people is the basis for spiritual enrichment and development.

Another thing is also important: if a particular individual has a need for his own national culture and language, does he have a desire to master them and a desire to identify himself with his people. The state should provide specific ways of forming each of these three factors, provide comprehensive assistance and create incentives for mastering the native language and culture. However, the position of the individual is decisive.

A multicultural personality must first of all have a holistic worldview. This means that the knowledge and skills of such an individual are formed into a system that reflects the complex, interconnected and interdependent nature of connections and relations in the world, society, culture. Integrity is a parameter of a highly developed and rationally organized worldview.

A multicultural personality is an individual with a developed linguistic consciousness. Knowledge of the native and state languages, the study of a foreign language broaden the horizons of the individual, contribute to its multifaceted development, contribute to the formation of an attitude towards tolerance and a three-dimensional vision of the world.

A multicultural personality is an individual with a prominent historical consciousness. It is historical consciousness that is the basis of both ethnic and national consciousness. The national mentality, the myths, symbols, images, stereotypes that have developed in the ethnic group over a thousand-year history can only be known through knowledge of the history of the people.

Knowledge of the history of the peoples that inhabited the country, the history of the state gives rise to a sense of historical continuity, historical roots, a sense of belonging to the history of the earth, the common destinies of peoples living side by side for many years and centuries.

Such a voluminous historical consciousness arises if world and national history are taught not as the history of constant wars, raids and enmity, but as the history of trade and crafts, the construction of cities and roads, the history of the development of peoples and interethnic contacts, the dialogue of cultures, interdynastic marriages, etc. . For example, the "History of the Great Silk Road" could become very indicative in this respect.

The history of Kazakhstan is significant in that it allows the formation of historical consciousness, both ethnic and national. It should be fully covered, without any inaccuracies and distortions, perceived as the history of all the peoples who lived and still live on this ancient land.

The history of culture should occupy a special place in the study of history. This subject to the greatest extent corresponds to the tasks of forming a multicultural individual. And if it is taught as the history of arts, the history of world and national philosophy, the history of customs and traditions, the history of national clothes and fashion, etc., then it leads to the education of a multidimensional, spiritually developed personality who appreciates and knows national and world culture.

Public education does not aim at the formation of religious consciousness, but has the right to give knowledge of the history of world religions. Religion is an integral component of the spirituality of the people, without ideas about religious values ​​that have moral and aesthetic significance, the knowledge of the people will be incomplete and deficient. Moreover, the appeal to world religions shows not only the difference, but also the commonality of moral aspirations, spiritual quests, aesthetic norms of the peoples inhabiting our state.

A multicultural personality, along with a historical one, must have a pronounced geographical consciousness, a planetary consciousness, and at the same time, the consciousness of a native land, small motherland, native land, native hearth. Such consciousness is formed not only by geography, but also by regional studies, ethnography, environmental disciplines, since they are close in their semantic orientation to the problems of ethnos and culture, to the protective tradition inherent in ethno-cultural education. It's about about new areas of science and education, such as the ecology of culture, the ecology of the ethnic group, the ecology of man, the ecology of the spirit, the ecology of morality, etc. They determine such qualities of a multicultural personality as a sense of the Earth as a common home, and Kazakhstan as a common homeland, a sense of responsibility for a common home and for the nature of the country.

The items not listed here should also contribute to the formation of a multicultural personality. For example, when studying the natural sciences, it is desirable to pay attention to facts and phenomena related to Kazakhstan, to pay special attention to the contribution of Kazakh scientists to the development of these sciences. This will allow to form both a sense of Kazakhstani patriotism and a sense of pride for the people, for the ethnic group.

A multicultural personality should also have a fairly vivid artistic and aesthetic consciousness: a developed imagination, refined feelings, craving for beauty, the ability to appreciate beauty, artistic taste, the ability to understand works of art, which is brought up by theater, cinema, television, literature, music lessons, painting.

The peculiarity of artistic and aesthetic consciousness is that it is often embodied in the practice of artistic creativity, in playing musical instruments, singing, drawing, etc. Therefore, it is most consistent with the goals of ethnocultural education. Its formation allows the individual to feel personal involvement in the culture of the people, national identification receives an individual coloring.

The integrating component of a multicultural personality should be the legal consciousness of the individual, formed by the entire practice of observing and applying the Constitution and laws of the Republic of Kazakhstan, other regulatory legal acts in the state, as well as the actual state of satisfaction with the rights and freedoms of citizens enshrined by them.

One of the main target characteristics of the individual sense of justice of a Kazakhstani in the system of ethno-cultural education is the realization by each individual of the objective factor of Kazakhstani statehood that belonging to any nationality does not add any rights and freedoms to him, nor should it in any way take them away from him. In a citizen of any nationality, a true patriot of Kazakhstan sees only an equal individual.

Ethnocultural educational space

The ethno-cultural space means the cultural soil, the field for the development of ethnic cultures, the material conditions for the development of national-cultural communities.

Ethnocultural space is, on the one hand, a necessary condition for ethnocultural education, on the other hand, its individual elements reproduce ethnocultural education.

The ethnocultural educational space is the family, the mother's school, preschool institutions, schools, universities, national cultural centers, circles and courses. In terms of structure, it should consist of three organically interconnected parts: institutional (schools, colleges, universities, etc.), non-institutional (courses, libraries, radio, etc.), informal (training and education in the family, communication among friends, neighbors, etc.).

This classification is superimposed by another: in ethno-cultural education, three consecutive logically connected types can be distinguished: propaedeutics, teaching, immersion in practice. It is possible, by combining these two approaches, to propose the following structure of ethno-cultural education in a meaningful context as a conceptual solution.

I. At the stage of propaedeutics, the first approach to solving the problem of ethnic identification is carried out. Ethnocultural educational space in this case It's a family atmosphere. There is a first acquaintance with the history of the people, their culture, national rituals and customs. The perception of the national occurs through oral folk art: fairy tales, songs, myths, and so on.

It is important, along with the creation of prerequisites for ethnic self-identification, which naturally brings the child closer to parents, relatives, kindred, ethnic group, causing a sense of pride, reverence, admiration for ancestors, not to lose sight of something else. It is impossible that admiration and pride grow into a feeling of superiority, often associated with ignorance of other cultures, ethnic groups, or belittling them, or a negative attitude towards them. Particular attention should be paid to the reorientation of negative ethnic stereotypes.

Love for one's people should be harmoniously combined with love for the land on which this people lives. The central task of ethno-cultural education in this part is for children to feel legitimate pride in calling themselves "Kazakhstanis".

II. The main part of ethnocultural education is institutional education. The main task here is education. Ethnocultural education is being implemented in kindergartens, schools, secondary specialized and higher educational institutions. Multilingualism will be a prerequisite for it: the study of the native and state languages.

The ethno-cultural educational space in this part is created by the language in which academic disciplines are taught, what subjects are studied and what is the content of the courses being studied.

The native and state languages ​​should become the languages ​​of instruction and communication already in kindergartens. It is important here to turn the state language into a language of communication.

Ethnocultural educational space can be created most effectively in schools. Main languages ​​of instruction: state and Russian. In addition, everyone who wishes can be given the opportunity to additionally study their native language, literature, and history.

In places densely populated by ethnic groups, along with the main type of schools, schools teaching subjects in the native language and obligatory in-depth study of the state language from the first to the final grades can be created.

In secondary specialized and higher educational institutions, the ethno-cultural educational space is also created by the languages ​​of instruction and the content of the courses. The special significance of this education is that personnel are being trained here, on which the creation of an ethno-cultural educational space in kindergartens and schools primarily depends. Therefore, special attention in the framework of the implementation of the Concept requires pedagogical institutions, educational institutions of culture, and universities.

III. Extra-institutional learning and immersion in practice occupy a special place in the system of ethno-cultural education. It is they that make it possible to effectively carry out the task, which, of course, is also facing institutional education - bringing ethno-cultural education closer to the practical needs of individuals.

The ethno-cultural educational space here is created by national-cultural centers, circles and courses at schools, palaces of culture, educational institutions, and other organizations. In addition, the ethno-cultural educational space can be formed by television and radio programs, publications in newspapers and magazines.

The ethno-cultural educational space, together with educational institutions and the family, is made up of books, textbooks, specialized magazines, educational films and programs.

Tactics

To realize the goal of ethnocultural education, it is necessary to create an ethnocultural educational space, which will require significant efforts from state structures, including organizational, financial and other ones.

A large-scale reform of the education system in connection with the introduction of ethno-cultural education cannot be effective without serious scientific support. It is necessary to provide state assistance to the formation of such scientific disciplines as ethnopsychology and ethnopedagogy, ethnology and diasporology.

Serious research and specific recommendations are needed on the following issues:

Combining the efforts of authorities, educational institutions, science, educational institutions, national cultural centers, public associations and organizations, political parties in the regulation of national relations in the educational sphere;

Preservation of the ethno-cultural specificity of peoples in the conditions of scientific and technological progress, urbanization of the way of life, development of the ethno-protective functions of the national culture to counteract cultural assimilation;

Development of pedagogical and psychological aspects of the mechanism for the formation of interethnic adaptation;

The presence and satisfaction of ethnolinguistic needs, etc.

In culturological studies, the main efforts should be directed to the study and promotion of the values ​​of national culture, to the integration of its heritage with democratic trends in the development of global culture.

To provide targeted scientific support for the formation of ethnocultural education, it is necessary to provide for the creation at universities of research laboratories on this issue, special departments for advanced training of scientific, pedagogical and leading personnel of the education system. At the Institute for Strategic Studies - to open an ethnopolitical science center to study ethnic problems, develop forecasts and recommendations to the President, Parliament and Government.

For the purpose of coordination, it would be right to create a public center for humanitarian and ethno-cultural education under the Government.

The formation of ethno-cultural education, the satisfaction of the ethno-cultural educational needs of the diasporas of Kazakhstan will require coordination of efforts with a number of foreign countries. It is desirable to conclude bilateral agreements with Russia, Uzbekistan, Ukraine, Germany, Korea, Poland and other countries for the exchange of students and teachers. They could train teachers of national languages, subject teachers, educators.

With the participation of these states, it is advisable to open universities in Kazakhstan: Eastern, Slavic, German and others, which, along with the implementation of the goals of ethno-cultural education, would help achieve the culture and language of the Kazakh people in different countries of the world.

It is important to establish and develop contacts with UNESCO, the European Bureau of Indigenous Languages, the International Center for Bilingual Studies in Quebec (Canada), participate in the work of the Association of International Schools (Geneva), and in the relevant OSCE organizations.

It is necessary to use the positive experience accumulated in the world in introducing bilingual education. In the United States, for example, the federal law "On Bilingual Education" was adopted, and the European Economic Community created bilingual schools in Europe.

The transition to the system of ethno-cultural education is not a one-time act, but a long process that has its own stages. Conventionally, three main stages of the reorientation of the education system can be distinguished, covering a long-term perspective, taking into account socio-economic and demographic realities.

At the first stage, preparatory, it will be necessary to create all the preconditions for the formation of an ethnocultural educational space. This is the development of legislative acts to ensure cultural freedoms and rights, to protect the cultural and historical heritage of the ethnic groups of Kazakhstan. Adoption of special state and regional programs for the preservation, revival and development of languages ​​and cultures of ethnic groups living in the country. Preparation and signing of bilateral and multilateral state agreements and international acts on the problems of ethno-cultural education. Implementation of a continuous analysis of the ethno-cultural educational needs of the population in the monitoring mode. Work on the creation of textbooks and educational literature of a new generation.

It is necessary to start training specialists in multilingual education in pedagogical colleges, institutes and universities. Pay special attention to the graduation of specialists teaching in the state language. Establish a system for retraining teachers and teachers, primarily teachers of the Kazakh and Russian languages. In order to revive the native language of ethnic groups in the places of their compact residence, continue the development of a network of preschool institutions, schools, lyceums, gymnasiums.

For preschool institutions to develop programs of education and training, teaching aids and films, computer games in national languages. To introduce integrated courses "Kazakh and foreign languages", "History of the culture of the peoples of Kazakhstan and world culture" in schools, etc.

Ethnic cultural centers can be provided for the creation of cultural and educational associations "Mother tongue" with a network of Sunday schools and circles.

It is necessary to create conditions for the work of museums, folklore and ethnographic ensembles, the acquisition of libraries with educational, popular science and fiction in national languages, including through its acquisition outside of Kazakhstan.

At the third and final stage, it is planned to complete the work on the preparation of experimental and standard textbooks, manuals and reference books, terminological dictionaries in national languages. To publish the Kazakh encyclopedia of folk pedagogy, an anthology of folklore and literary monuments of the country's ethnic groups. To carry out annual, increasing in volume, publication of educational, visual and reference aids, books with parallel texts for children, fairy tales and myths, bilingual and multilingual dictionaries, phrase books and self-instruction books. Organize the publication of periodicals in the languages ​​of the ethnic groups. Allocate time on radio and television for broadcasting in the languages ​​of the ethnic groups of Kazakhstan, providing for them special educational programs, language courses, etc.

The general vector of all proposed measures should be their focus on achieving ethno-cultural and state identity in the Republic of Kazakhstan.

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Borisova Uliana Semyonovna Ethnocultural education: historical and sociological analysis: 22.00.06 Borisova, Ulyana Semyonovna Ethnocultural education: historical and sociological analysis (Based on the materials of the Republic of Sakha (Yakutia)) : dis. ... Dr. sociol. Sciences: 22.00.06 St. Petersburg, 2006 318 p. RSL OD, 71:07-22/1

Introduction

Chapter I Historical and theoretical foundations of ethnocultural education in Russia

1.1. The history of the formation of national education 19

1.2. Theoretical basis national (ethno-cultural) education..40

1.3. The concept of modern ethno-cultural education 74

Head P. Theoretical and methodological approaches to the study of education

2.1. The interdisciplinary nature of education research in the social sciences 94

2.2. Methodological approaches in the sociology of education 120

23. The main directions of research on the education of ethnic minorities

in foreign countries 138

Chapter III Social and political factors of transformations of ethno-cultural education

3.1. Change in ethnopolitical positions and transformation of education. L 65

3.2. The phenomenon of multiculturalism and ethnocultural education 200

3.3. The influence of globalization processes on education and culture 210

Chapter IV. Ethnocultural education in the Republic of Sakha (Yakutia)

4.1. Historical and socio-pedagogical aspects of education in Yakutia 233

4.2. The main trends in the development of ethno-cultural education in the Republic of Sakha 250

4.3. Peculiarities of ethno-cultural upbringing and education of children of indigenous peoples of the North 266

Conclusion 282

Literature 284

Introduction to work

The relevance of the study is due to the active change in the socio-political situation in the country, the revival of the ethnic self-consciousness of the peoples of Russia, special attention to the problems of indigenous peoples and minorities around the world, which manifested itself most noticeably at the end of the 20th century.

The Russian Federation unites 88 regions - subjects of the federation. Of these, 32 are national administrative entities that have a multi-ethnic composition of the population. The diversity of the ethno-cultural image of the Russian society, the complex processes of self-identification of peoples have also influenced the education system.

The processes of formation of the national school in the early 1990s. The basic principles of regulation and development of the system of national (ethno-cultural) education are reflected in the main legislative acts of the country. The Law of the Russian Federation "On the Languages ​​of the Peoples of the RSFSR" (1991) introduced the concept of linguistic sovereignty, the Law of the Russian Federation "On Education" (1992) provided an opportunity to build an educational system taking into account the national and cultural characteristics of the regions. The Basic Law of the Russian Federation - the Constitution (1993) fixed the multi-ethnic model of our society. The National Doctrine of Education of the Russian Federation (2000) defined “preservation and support of the ethnic and national-cultural identity of the peoples of Russia, the humanistic traditions of their cultures” as one of the main tasks of the state in the field of education.

The process of "ethnicization" of education began to actively unfold in the country. The problem of national education has not only gone beyond the bounds of theoretical analysis, beyond the bounds of philosophy, cultural studies, ethnopsychology, it has entered the sphere of "big politics", "internal and interstate relations", since it contains a contradiction between the universal human mission of education and its equally an integral function of the mechanism for the transfer of ethno-cultural heritage and the preservation of ethnic identity.

The concept of "national education" in the scientific literature before 1917. implied two components - the national school as Russian and the national school as foreign. In the Soviet period, it began to unambiguously denote the education of the non-Russian population of the country. In the Law of the Russian Federation “On Education”, the traditional for our country concept of “national school” is replaced by the term “school with Russian as a non-native language”. Today, along with the term “national education”, others are used in the literature: “ethno-culturally oriented”, “ethno-regional”, “ethno-culturally connoted”, “national-regional”, “ethno-oriented”, “ethno-national”, “bilingual”, “with an ethno-cultural component " and etc.

The history of education in the Soviet period testifies to the absence of a unified concept of national education against the backdrop of a common party-state ideology. And today, despite a sufficient number of separate author's ideas and directions, a single concept of ethnocultural education has not been developed, there is a multidimensionality and debatability in its understanding, and there is no clearly defined terminology.

It should be noted that in the scientific and pedagogical literature of foreign countries with a multi-ethnic composition of the population, the term "education of ethnic (national or linguistic) minorities" is used.

In the study, we use the term "ethno-cultural education", as it seems to us the most modern, tolerant and consonant with the new scientific and ethno-political trends that are reflected in the scientific literature and enshrined in legislative documents. Currently, the term "national" is used to refer to the concepts of "state" or "federal".

In the analytical collection "Russian Education in 2001", prepared for the meeting of the State Council Russian Federation, it is noted that “A characteristic feature is the insufficient development of the content of the national-regional component of education. Little attention is paid to the issues of ethno-cultural education and, in general, the national school.”1 Today, about 9,000 national schools operate in the public education system. Of particular relevance is the ethnocultural upbringing and education of the indigenous peoples of the North of Russia.

The relevance of the problem lies not only in the national scale of the problem, its specificity in the new conditions, but also in the fact that the peoples of Russia are highly interested in preserving their culture, language, spirituality through the transformation of the education system. It is important to understand the place and significance of ethnocultural education in the Russian educational space.

The degree of scientific development of the topic. In general, the author's research is based on classical and modern works in the field of sociology of education. The main theoretical provisions of the sociology of education are laid down in the works of the classics (Dewey J., Weber M., Durkheim E., Manheim K., Sorokin P.A., Bourdieu P., Boudon R., Parsons T., Popkevitz) and domestic researchers ( Zborovsky G. E., Dobrenkov V. I., Nechaev V. Ya., Osipov A. M., T., Petrova T. E., Saganenko G. I., Sobkin V. C., Smirnova E. E., Sheregi F. E. ) and etc.

At the turn of the 19th-20th centuries, the problem of national education was considered in the works of Gessen S.I., Ilminsky N.I., Kapterev P.F., Kovalevsky P.I., Rozanov V.V., Soroka-Rosinsky V.N., Stoyunin V. Ya., Tsarevsky A.A., Ushinsky K.D., Fichte I.G., Yarosh K.N. and etc.

In the Soviet period of history, the ideas of national education in the scientific literature did not receive proper development and analysis, which did not allow a sufficient study of the educational situation in the national regions of Russia.

The reality of ethnicity. Mater. V Intl. scientific-pract. conf. - SPb., 2003. p.7. At the turn of the XX-XXI centuries, the problems of revival, development of national (ethno-cultural) education were reflected in pedagogical theory and practice: Boguslavsky M.V., Belenchuk L.N., Belogurov A.Yu., Volkov G.N., Gershunsky B. S., Donskaya T.K., Zhirkov E.P., Ravkin Z.I., Rudneva T.I., Kuzmin M.N., Matis V.I., Mukhametzyanova F.G., Pankin A.P. , Pryanikova V.G., Skovorodkina I.Z., Shapovalov V.K., Yalalov F.G. and etc.

Of particular interest in the sociology of education are works on the regionalization of the Russian education system, which highlighted the problematic features and opportunities for specific development: Gavrilyuk V.V., Vershlovskogo S.G., Zykov V.V., Sobkina B.C., Naidenova L.I., Lonshakova N.A., Subetto A.I. and others.

In the context of the study, of particular interest are works in the field of socio-cultural anthropology, ethnopsychology and ethnosociology: Anderson B., Bart F., Boronoev A.O., Bromley Yu.V., Gellner E., Guboglo M.N., Drobizheva L. .M., Kuropyatnik A.I., Kuropyatnik M.S., Malakhova B.C., M.Yu. Martynova, N. M. Lebedeva, G. U. Soldatova, N. G. Skvortsova, V. A. Tishkova, P. I. Smirnova, T. G. Stefanenko, Yu. . and etc.

The tendency to include educational activities in the cultural context, its correlation with the cultural values ​​of society is expressed in the works of Mid M., Kuszhanova A.Zh., Lyuriya N.A., Bulkin A.P., Gaisina G.I., Dmitriev G.D. , Krylova N.B., Ferapontova G.A. and etc.

The study of various aspects of the education of ethnic (national) minorities is reflected in the works: Akom A.A., Barroso J.; Benn M., Goldstein T., Gamoran A., Martynova M.Yu., Lubart M.K., Steven Heineman, Sanya Todorich-Bebich, Fried K., Peña P., Garcia M.L.; Siguan M., McKee W.F., Djider Z., Murat F., Robin J., Easterbrook M., Gentleman A., Orr A.J., Kingston P., Peshkov B.M., and J.R. researchers: Abramova M.A., Bragina D.G., Vinokurova U.A., Gabysheva F.V., Danilova D.A., Robbek V.A., Okhlopkova V.E., Kornilova A.G., Neustroeva N.D., Mordovskoy A.V., Petrova A.I., Portnyagina I.S. and etc.

An analysis of domestic sources on the sociology of education shows that ethnocultural education was practically not the subject of sociological research, traditionally it acted as a pedagogical psychological or cultural problem.

The relevance and social acuteness of the topic, its insufficient theoretical development determined the purpose of the study: a historical and sociological analysis of ethnocultural education.

The following research tasks are set in the dissertation:

1. To analyze the main theoretical and methodological approaches in the social sciences to the study of a complex and multifaceted phenomenon of education.

2. Summarize the historical-theoretical and socio-pedagogical foundations of the national education of Russia in order to highlight the main stages of development and the key moments of its transformations.

3. To identify the main directions of research on ethnic problems of education in the foreign sociology of education in order to present the experience of studying education as an ethnocultural phenomenon.

4. Carry out a comparative analysis of the educational systems of multi-ethnic countries where the processes of reforming education are taking place, taking into account linguistic, multicultural and globalization aspects in order to be able to apply foreign experience in Russian conditions.

5. To formulate the conceptual principles of the functioning and development of ethno-cultural education in order to substantiate it as an organic part of the state educational space of Russia.

6. To develop the conceptual and terminological apparatus of the study, including the concepts of "ethno-cultural education", "ethno-cultural school". 7. To analyze the features of the functioning and development of ethno-cultural education in the Republic of Sakha (Yakutia).

8. Construct a typology of ethnocultural schools in modern Russia

The object of the study is ethnocultural education as an ethnosociocultural phenomenon.

The subject of the study is the totality of historical, theoretical and sociocultural characteristics of ethnocultural education, the features of its development in the Republic of Sakha (Yakutia) as part of the unified educational space of Russia.

The theoretical and methodological basis of the study are:

ideas about the relationship between universal and national in education: Gershunsky B.S., Gessen S.I., Ilminsky N.I., Kapterev P.F., Komensky Ya.A., Rozanov V.V., Soroka-Rosinsky V.N., Stoyunin V. Ya., Tsarevsky A. A., Ushinsky K. D., Fichte I. G., Yarosh K. N.;

Theoretical positions on the influence of society, its individual subsystems on education: E. Durkheim, K. Manheim;

General theoretical provisions of the sociology of education: Weber M., Durkheim E Bourdieu P., Budon., Manheim K., Parsons T., Sorokin P.A.;

Theories of cultural globalization: Berger P., Beck W., Gunners W., Waters

M., Sztompka P.;

Conceptual positions of researchers of the phenomena of ethnicity, identity and multiculturalism in socio-cultural anthropology, ethnopsychology and ethnosociology: Anderson B., Bart F., Boronoev A.O., Bromley Yu.V., Gellner E., Drobizheva L.M., Kuropyatnik A.I., Kuropyatnik M.S., Malakhov B.C., M.Yu. Martynova, Soldatova G.U., Skvortsov N.G., Tishkov V.A., Smirnov P.I., Stefanenko T.G., Habermas Yu., Hobsbaum E.J., Erikson E. et al.

Pedagogical concepts and study of the practice of national education: Boguslavsky M.V., Belenchuk L.N., Belogurov A.Yu., Gershunsky B.S., Donskaya T.K., Zhirkov E.P., Ravkin Z.I., Rudneva T.I., Kuzmin M.N., Matis V.I., Mukhametzyanova F.G., Pankin A.P., Skovorodkina I.Z., Shapovalov V.K. and etc.

Concepts of ethnopedagogics and ethnic socialization: Vinokurova U.A., Volkov G.N., Danilov D.A., Mordovskaya A.V., Portnyagin I.S., Mudrik A.V., Kornilova A.G., Stefanenko T .G., Yakovleva A.N.;

Analytical conclusions of various scientists on the organization of education of ethnic minorities in foreign countries: Martynova M.Yu., Peshkova V.M., Lyubart M.K., Steven Heineman, Sanya Todorich-Bebich; on the problem of positive discrimination in order to eliminate ethnic inequalities in education - Easterbrook M., Gentleman A.; on the relationship between educational opportunities and ethnicity, cultural capital - Orr A.J.; Gamoran A., Benn M., Kingston R.;

study of ethnic differences in educational achievements, educational behavior of national minorities, including migrants - McMillian M., Campbell L.A., Byrnes J.P., Schmid C.L., Beattie I.R., Tyson K., Grantham T.C., Ford D.Y.; Cheng S. and Starke B.; McMamara Horvat E., Lewis K.S.; Recano Vaqlverde J., Roig Vila M.; Ji-Yeon O. Jo, Van Hook J.; MacCulloch D. and DR - Indigenous rights and education research - Fried K., Peña P., Garcia M.L.; bilingual education - Siguan M., McKee WF, Goldstein T., Barroso J.; influence of the gender factor and religion on the education of ethnic minorities - Akom A.A., Djider Z., Murat F., Robin J.

Information base: legislative acts of the Russian Federation on the problems of education; official documents of state and regional educational authorities, materials of the State Statistics Committee of the Russian Federation and the Republic of Sakha, annual reports of the Ministry of Education of the Republic of Sakha (Yakutia) for 2000 - 2005. Comparative analysis used materials from other studies.

The empirical basis of the dissertation was the results of research conducted under the guidance and with the participation of the author in 1997-2005, carried out under grants from the Department for Higher Education and Science under the Government of the Republic of Sakha (2001), the Public Academy "Step into the Future" (2000, 2002, 2003); grant of the Russian Humanitarian Foundation "Paradigm of civic development and self-determination of youth in the educational space of the circumpolar belt" (2003), under the program of the Ministry of Education of the Russian Federation "Federal-regional policy in science and education" (2003) and the Republic of Sakha (2005).

1) Social portrait of a teacher in the Republic of Sakha (1997,

zoned cluster sampling; a sample of 1275 teachers;

section "Revival of the national school, its goals and objectives");

2) Actual problems of the development of education in the Republic of Sakha (2000; regional nested sample; 1092 teachers; section "Issues of the implementation of the main ideas of the National School Concept");

3) On the prospects for the development of Yakutia (2001; sections "Characteristics of interethnic relations in the republic", "Socio-economic situation of indigenous peoples: ways out of the crisis", "Some issues of morality, spirituality, education and health of the nation"; 59 people; experts People: deputies of the State Assembly of the Republic of Sakha (Yakutia) Il Tumen, representatives of the creative intelligentsia, science and education, leaders of parties, movements and public organizations, journalists, civil servants, senior officials of the Republic of Sakha;

4) Trends in the development of the higher education system of the Republic of Sakha (Yakutia)" (2001; expert survey - 66 people; section "Education in the countryside: level and quality");

5) The quality of education at the Yakutsk State University (2002; 640 students of 3-5 courses and 480 parents of students, random nested sample; section "The impact of the quality of school education on continuing education at a university");

6) Problems of accessibility and quality of education (2003; Yakutsk; 600

people, quota sample by sex, age and nationality; section "Introduction of the USE and GIFO: the problem of educational mobility of graduates of rural schools");

7) The changing world and youth (2003; Yakutsk; 400 people, quota sample by sex, age and nationality; section "Intercultural communication and assessment of interethnic interactions");

8) Teacher of the Republic of Sakha (2005; regional nested sample; 496 teachers; section "Ethnic identity of teachers");

nine). Ethnic self-consciousness of schoolchildren and students - Sakha (2005; random nested sample; 300 high school students of Yakutsk and 300 students of the Yakutsk State University).

Methodological approaches and research methods. Historical, systemic, sociocultural, comparative and interdisciplinary approaches were used as the main ones. The primary information collection methods were: analysis of legislative and regulatory documents on education issues; comparative analysis of statistical data characterizing the functioning of education; standardized questionnaire; method of expert assessments. Statistical processing of primary sociological information was carried out using the SPSS software package using correlation and factor analysis.

Scientific novelty of the research:

1. For the first time in the sociology of education, the topic of ethno-cultural education is declared as a significant social and educational problem, which is considered as an area for the realization of human rights and the opportunities of peoples.

2. An interdisciplinary approach to the study of ethnocultural education has been implemented, implemented at the intersection of history, pedagogy, ethnopsychology, philosophy, sociology and sociocultural anthropology. 3. Chronologically, five periods of development in the history of national education in Russia have been identified: 1870-1917; 1917-1938; 1938-1980; mid 80s - early 90s of the XX century; since 1992 Until now.

4. The concepts of "ethno-cultural education" and "ethno-cultural school" have been introduced and refined into the conceptual and terminological apparatus of the sociology of education.

5. Conceptual principles of functioning and development of ethnocultural education are formulated.

6. A typology of modern ethno-cultural schools in Russia is proposed.

7. A comparative analysis of the educational systems of countries where the processes of reforming the education of national minorities are taking place has been carried out.

8. The main directions of research into ethnic problems of education in the foreign sociology of education have been identified.

9. Materials of empirical sociological research concerning the problems of the functioning of ethno-cultural education have been put into circulation.

10. Trends and features of ethno-cultural education in the Republic of Sakha (Yakutia) are analyzed.

Theoretical significance of the research: the dissertation makes a certain contribution to the national sociology of education for understanding the essence and development of ethnocultural education as an organic component of the formation of a multiethnic state, contributes to further research in the field of ethnocultural education of a theoretical and applied nature. Ethnocultural education is presented for the first time in the field of sociology of education as a complex social, pedagogical and cultural phenomenon associated with the transformations of the national consciousness and identification of the peoples of Russia.

Practical significance: the results of the study can be used for the methodological substantiation of targeted programs for the development of ethnocultural education, in the development of management concepts for the sphere of ethnocultural education in the regions of Russia. The research materials enrich the content of the academic disciplines "sociology of education", "history of education", etc.

The main provisions for defense:

I. National education in Russia developed unevenly, each period of its development had its own specifics and social significance, which were determined by historical, political and socio-economic factors in the development of society. The stages of development of public education in Russia are associated with the ideas of national education, the elimination of illiteracy, transformation towards democratization and, finally, attention to ethno-cultural education.

II. Ethno-cultural education is an organic component of the general state education of Russia as a multi-ethnic country, a multidimensional historical-political, socio-cultural and pedagogical-organizational phenomenon, the basis of which is the creative development of ethno-cultural values ​​(language and literature, history and culture, spiritual heritage).

III. The main conceptual principles of ethnocultural education are based on three interdependent components:

1. The federal component includes general principles state educational and national policy; ensures the implementation of the norms of the state standard, a single level of quality of education and the integrity of the educational space; integration of the individual into a single social and spiritual space of Russia and world culture.

2. The regional component ensures the inclusion of regional cultural traditions in the content of education; creates conditions for the real implementation of education and upbringing in the native language; preservation and transmission of the historical and cultural heritage of peoples; the traditional worldview of the people remains the core of the philosophy of ethnocultural education;

3. The school component takes into account priorities, specifics and local conditions, includes in its content subjects that study a specific ethnic culture; the ethnic socialization of students is organized in an organized manner, as well as the education of parents as active and interested subjects of the educational process.

IV. The ethnocultural school is the most common form of ethnocultural education. An ethno-cultural school is an open educational and upbringing system capable of adapting to the modern external environment while maintaining essential characteristics, part of the spiritual world of the people and society.

V. The typology of modern ethno-cultural schools in Russia can be represented as follows:

1) schools of the peoples of Russia in the regions of compact residence in the national administrative territories: Buryats, Tatars, Kalmyks, Tuvans, Yakuts, etc.;

2) schools of those numerous peoples who have statehood outside of Russia: Ukrainians, Belarusians, Kazakhs, Germans, etc.

3) schools with an ethno-cultural component in a different ethnic environment, for example, in megacities;

4) schools of the indigenous peoples of the North, preserving traditional image life, business and industry.

VI. The functioning of ethno-cultural schools is determined by geographical, socio-demographic, economic, political, pedagogical-organizational and socio-cultural conditions of the environment. When organizing ethno-cultural schools, the presence of social needs on the part of the population should be taken into account; taking into account the language needs of society and the family, the desire of children to learn, the choice of the language of instruction at school, trained teaching staff, etc.

VII. Ethnic socialization is one of the most effective tools for introducing an individual to ethnic experience, in which priority belongs to the assimilation of the mentality of the people, its philosophical, spiritual and moral heritage, and the formation of a positive ethnic self-consciousness. Ethnic socialization should be carried out taking into account the ethno-psychological characteristics and ethno-pedagogical traditions of the family, society and a particular people. VIII. The need for a more accurate and detailed account of ethno-cultural specifics is especially related to the fact that today the indigenous peoples of the North are balancing between preserving traditions, a way of life in general and accepting the values ​​of modern societies. Therefore, ethnocultural education (restoration of nomadic schools in a new form) for the indigenous peoples of the North is one of the factors in the real preservation of the language, way of life and unique, traditional cultures. IX. In the context of globalization processes, the role of ethno-cultural education is growing as the only common worldview of the peoples, focused on the transfer and preservation of ethnic and cultural-historical values, so as not to dissolve in the "global surrogate of culture". X. Ethno-cultural education has great potential for today's students to want to designate their civic identity as Russians, while maintaining their belonging to one or more cultures, depending on their origin and place of residence. XI. A modern ethno-cultural school can be built according to the multicultural model, which is characterized by tolerance, cultural pluralism, equal rights, duties and opportunities, freedom

choosing their cultural identities, preparing for life in a multi-ethnic society. The ethnocultural school contributes to the understanding and development of polymental, multilingual and multicultural competencies.

XII. Ethnocultural education is one of the interdisciplinary problems and therefore falls within the scope of interests of various branches of humanitarian knowledge - pedagogy, psychology, philosophy, sociology, social and cultural anthropology, ethnology and other humanitarian disciplines. Ethno-cultural demands and educational needs are one of the least developed problems that carry an unequal ethnic load, significance and severity of manifestation.

Reliability of the main provisions and conclusions of the dissertation. The conclusions formulated in the work are based on the theoretical and methodological foundations of the sociology of education, which have become classic. The empirical material used and the analytical conclusions of various authors following from it are international and are mutually supported by various studies. The complex use of various approaches and methods of theoretical and empirical research provides a basis for correlating the results and obtaining consistent conclusions. The experience of the dissertation student as a researcher of the problems of ethnocultural education as part of research teams allows us to evaluate the results in a comparative context.

Testing and implementation of research results. The main provisions and results were discussed in discussions, at meetings with employees of the education system of the republic, during 2000-2003. were presented for discussion by the Department of Sociology of YSU, are used in conducting sociological research, in teaching courses "Sociology" and "Sociology of Education" at the Yakut State University.

Various aspects of the study were reported at 17 scientific and practical conferences: republican (1999-2006); all-Russian (St. Petersburg, 1997; Tver, Penza, Chita 2002; Moscow, 2005) and international (Penza, Nakhodka, 2002; Penza, 2004; Tyumen, 2005; Ulan-Ude, 2006).

Separate results of the dissertation were presented at the republican courses for the training and retraining of teachers in Yakutsk (1997-2000), at the XI Republican Congress of Teachers (2005).

The dissertation was discussed at a joint meeting of the Department of Theory and History of Sociology and the Department of Sectoral and Applied Sociology of the Faculty of Sociology of St. Petersburg State University and was recommended for defense.

Theoretical foundations of national (ethno-cultural) education

Laying the scientific foundations of pedagogy in the 17th century, the Czech scientist and Renaissance humanist philosopher YALZhomensky was the first in history to substantiate the principle that the objectively existing natural equality of people and the equal need of each individual for mental and moral development is the key to the success of all mankind, paid great attention to the pedagogy of the interaction of cultures. In his main work, The Great Didactics, J. Komeisky especially insisted on a serious, in-depth study of the native language, seeing in it a solid foundation on which the universal method of teaching is based among all peoples. He proposed to learn a new language precisely on the basis of and with the help of his native language. Ya.A.Komensky believed that national and universal principles should be organically combined in training and education. This idea was reflected in the content of education at all levels of the pedagogical model developed by him (the mother school - the school of the native language - the Latin school a-Academy).

Significant contribution to the development of the theoretical problems of the national school in Russia at the turn of the XIX-XX centuries. introduced by N.I. Ilminsky. P.F. Kapterev, P.I., Kovalevsky, Gessen S.V., Rozanov V.V., Soroka-Rosinsky V.N., Stoyunin V.Ya., Tsarevsky A.L., Ushinsky K.D., Fichte I.G., Yarosh K, N. and etc.

The system of education of "foreigners" with the help of Orthodox missionary schools was developed by Professor N.I. Ilminsky. He defined a set of conditions for the functioning of the national school:

Availability of the state regulatory and legal framework;

Formation of the content of education, taking into account the characteristics of developed children;

Preparation and publication of special manuals for teaching children;

Availability of a special system for training teachers.

The system of N.I. Ilminsky assumed enlightenment with the help of Orthodox missionary schools, in which the initial education was to be conducted for all foreign localities in the native language with the simultaneous study of Russian and the subsequent translation of education into Russian. He emphasized that “the necessary and most effective tool both for the initial awakening of mental activity and the education of foreigners, and for planting in them a deep religious feeling and morality” is the native language, which penetrates strongly and deeply into the soul. I must say that the foreign schools he created were quite successful.

The holistic concept of the priority of the universal over the national-special in the content of the educational ideal was developed by P.F. Kapterev. He proceeded from the idea of ​​a single human nature: “... universal and national are inextricably linked, live and act in every nation. The foundations of upbringing and education are universal, while nationality gives additional features to the educational ideal, more private, but no less important. 25 P.F. Kapters defined national education as “corresponding to the character of the nation, its needs, the peculiarities of the mental and physical make-up, and the main aspirations.”6 He also pointed out the need to take into account the traditions of folk pedagogy, since “every even the least cultured people not only has children, but also educates them according to his views and convictions in the way he considers it necessary to educate them”27.

The most important result of the national educational ideal, he believed, was that education should educate “a person and a citizen, not only a member of a well-known nation, but also humanity. Education should give a person such tastes, inclinations, such training that he does not feel like a stranger in any cultural society. Every educated person should be a citizen of the entire cultural world.” Kapterev P.F. also recognized that even serious contradictions can often arise between national and state schools /

As early as the beginning of the 20th century, the famous scientist and teacher S.I. Gessep noted that the paradoxical confusion of points of view on the problem of national education is explained not by terminological ambiguity, but by the complexity and versatility of the philosophical problem hidden here - namely, the problem of ethnicity. In his opinion, the task of national education, i.e., the creation and strengthening of the nation, is "involving the whole people in the educational process", attracting all sections of the people to culture and, in particular, "to education as its highest manifestation"31.

SI. Hessen noted that each new generation is included in the historical life of its people and masters the spiritual heritage that was created by many previous generations. However, the preservation of one legend (the past) is not enough for the full development of the people, this requires the active development of culture, associated with cultural innovation. “Only by multiplying the cultural heritage of the ancestors can it be preserved, because the deeds of the ancestors live not in our passive memory, but in our creative efforts and achievements ... In this sense, we say that tradition, as the past preserved in the present, is possible only as an exalted over time building".

Methodological approaches in the sociology of education

The sociology of education is one of the leading and recognized branches of sociology. Its institutionalization began in the middle of the 19th century; by now it has both a serious theoretical basis and a huge amount of empirical data. This area of ​​sociological knowledge traditionally studies the processes taking place directly in the education system itself (for example, transformations, socialization), as well as those social phenomena in which education acts as an important component or some kind of determinant.

Osipov A.M. undertook an analysis of the evolution of the subject area of ​​the sociology of education. He identified the following approaches with strong theoretical traditions that impact education research and practice: moralistic, institutional, functionalism, and conflict theories. L

For the sociology of education, it is education that represents that special social phenomenon7 which, in its entirety, is not the subject of study by any other science. The sociological approach to education is closely related to the above approaches - pedagogical, philosophical, economic, psychological, demographic, etc.

The lines of demarcation between them in some cases turn out to be very blurred. Today, the domestic sociology of education is actively developing. This can be judged by the number of new publications,364

Analysis of the social orientation carried out by various scientific schools, allowed Kurbatova JUL to identify five research approaches in the sociology of education: instrumental-functional, subject-value, socio-cultural, socio-psychological, socio-prognostic.265

The sociology of education works in different approaches and at different levels of cognition of its phenomena. Speaking about approaches (as a special methodological scheme of research), it should be noted that the sociology of education uses almost the entire range of them.

Systems approach

Representatives of the systemic approach define education as “a relatively independent system, the function of which is the systematic training and education of members of society, focused on mastering certain knowledge (primarily scientific), ideological and moral values, skills, habits, norms of behavior, the content of which, ultimately, , is determined by the socio-economic and political structure of a given society and the level of its material and technical development "" .

When analyzing the education of A.M. Osipov notes that it exists in society both as an institution and as a system. Education is a relatively independent subsystem of the life of society, which has

a complex collection of interconnected internal structures (saturated with social relations).267

As for the term "system", it is used in the phrase "educational system" in its usual meaning, i.e. as "a set of elements that are in relationships and connections with each other, forming a certain integrity, unity." Chapter II of the Law of the Russian Federation "On Education" is called the "Education System." Article 8 notes that the education system in the Russian Federation is a set of interacting: successive educational programs and state educational standards of various levels and directions;

Networks of educational institutions that implement them, regardless of their organizational and legal forms, types and types;

Educational authorities and their subordinate institutions and organizations.

Therefore, using the term "education" in the future, we will understand by it both the process of training and education, and the result of this process. The systems approach characterizes education as such, as a certain autonomous structural and integral unity, since education within its framework is considered as a self-sufficient phenomenon. He draws attention to the structure, structure of education in connection with the functions performed by it (and its subsystems). Thus, a systematic approach is more characteristic of pedagogy, since it is most often implemented in the course of analytical, research, management and reform activities in the field of education.

Activity approach

Of particular interest in the field of sociology of education is the correlation of education and human activity, since it is in activity (general social and professional) that all the “traces” of education, its effectiveness, and its transformative power are manifested and fixed. Education is inextricably linked with the life of the individual at all stages of its formation and development.

The activity approach to education was applied by V. L. Dmitrienko. ON THE. Lyurya: “..., education is an organized activity of people aimed at mastering the accumulated values ​​of culture with the aim of reproducing a personality that is adequate to the social nature of a given society”270.

The active approach to education is also implemented by T.E. Petrov, who emphasizes that education in the structure of human activity involves the consideration of three interrelated problems. This is, firstly, the analysis of education as a subject of all-human experience with the autonomy inherent in the subject, self-worth, the ability to develop and self-develop, regulate and self-regulate. Secondly, it is the study of human experience (activity) through the prism of the educational level achieved by society as a whole, individual social groups and communities, and individuals. Thirdly, it is a way of learning, consisting of the unity of “learning”, education of the mind (intellectual development), education of feelings (moral education) and “education of an act” (formation of activity skills).

The Phenomenon of Multiculturalism and Ethnocultural Education

The influence of multiculturalism in the education system has been most pronounced in the United States, where some progress has been made in this area. Yes, with

In the early 1960s, interest in minority languages ​​gradually began to revive. In 1963, the first school with teaching in Spanish appeared in Florida - primarily for the sharply increased number of refugees from Cuba. In 1967, the Bilingual Education Act was passed, according to which state authorities received the right to allocate funds for educational programs in minority languages. In a number of states, schools created conditions for the study of national cultures and languages, supported the preservation of traditions and local cultures, highlighted their contribution to the history of the development and formation of the United States, to the creation of American culture.

Many educational institutions in the United States began to introduce programs for the study of the historical and cultural heritage of major racial and ethnic groups. In the 1980s, there were 250 special courses on the study of the historical and cultural heritage of black Americans in colleges and universities in the United States. Numerous programs have been developed to study the cultural history of Hispanic Americans, Indians, Asian, Arab, European ethnic groups. Similar programs have appeared in the upper grades of many secondary schools. In a number of higher educational institutions, special centers, faculties or departments for the study of ethnic culture were created. Such programs, initially met with hostility, have become in recent years an integral part of the learning process.

Federal funding for such programs began with the passage of the Ethnic Heritage Studies Act by the US Congress in 1972, aimed at "creating the necessary conditions for students to study their ethnic and cultural heritage, as well as the contributions of various ethnic groups to the creation of the American nation." It was planned to allocate federal appropriations for the organization of faculties for the study of ethnic heritage in higher educational institutions, the introduction of appropriate courses and programs in secondary educational institutions. 168

Multiculturalism in education is based on the principle of cultural pluralism, on the recognition of the equivalence and equality of all ethnic and social groups that make up a given society, on the inadmissibility of discrimination of people on the basis of national or religious affiliation, gender or age. Thus, multiculturalism, which is especially important, sees not only ethnic, but also religious, social, age and gender heterogeneity of the community.

The well-known Brazilian educator Paolo Frera in his book "Education Policy: Culture, Power, Liberation" called multicultural education "liberating education", because it encourages schoolchildren to be interested in the culture of their classmates and the cultural context of their lives, to be an active social reconstructor (transformer) of human relations, to get rid of from cultural illiteracy, from stereotypes, prejudices-469

At the end of the last century, in the process of globalization of society, much attention was paid to the problem of tolerance. In the definition contained in the Declaration of Principles of Tolerance, approved in 1995 by the General Conference of UNESCO, tolerance is proposed to be considered as:

Respect, acceptance and correct understanding of the rich diversity of cultures of our world, forms of self-expression and manifestation of human individuality;

Rejection of dogmatism, absolutization of truth and approval of the norms established in international legal acts in the field of human rights.

In the field of education, where the ideological attitudes of society play a significant role, tolerance acts as a social and educational imperative. Multiculturalism does not just mean tolerance for

To another, multiculturalism means helping, providing cultural minorities with additional opportunities in comparison with the dominant culture in society.

Currently, they are beginning to actively discuss the idea of ​​multicultural education as one of the important components of public education and upbringing. Multicultural education in its pure form does not exist in the Russian school. His ideas are more philosophical than pedagogical aspects and require reflection both in their content and in the search for forms of their implementation.

The purpose of multicultural education is to promote the creation in Russia of a democratic state, which is characterized by tolerance, cultural pluralism, equal rights, duties and opportunities for all citizens, the freedom of a person to choose their cultural identities. Although some researchers believe that “over the past decade and a half, Russia has managed, at the very least, to build the top floor of democracy (relatively speaking, within the “Garden Ring”)”472.

The principles of multiculturalism have a direct impact on the content of education (on the ability of educational systems to reflect and express universal and ethno-cultural values ​​in their interconnection); its forms (the ability to conform to traditional cultural patterns and create new ones); methods and means (the ability of education to use cultural norms and correlate its content and forms with general and particular cultural tasks).

Historical and socio-pedagogical aspects of education in Yakutia

1632 is considered the date of entry of Yakutia into Russia. On December 6, 1714, Peter 1 issued a decree on the spread of Christianization of the non-Russian Siberian population. The missionaries sent to Yakutia for this purpose created camp churches, chapels and prayer houses, in which there were parochial schools, where three to five children studied.

In the history of the formation and development of the school education system in Yakutia, 5 periods are distinguished until 1917:

The first period (1735 - 1738) was marked by the opening of the first schools in Yakutia. The first school in Yakutia was opened in 1735 and was called the garrison school. Also in 1735, a lower theological school was opened at the Yakut Spassky Monastery, preparing the children of the local clergy for missionary work.

The second period (1739 - 1767) is characterized by the fact that in 1739 a navigation school was opened as a secondary specialized educational institution that trained technical personnel for expeditions capable of performing maritime service. The students recruited in it studied grammar, arithmetic, trigonometry, geodesy, astronomy, artillery and navigation, and graduates were determined to serve on the coast of the Sea of ​​Okhotsk.

The third period (1768 - 1803) is especially distinguished by the fact that for the first time in the history of Yakutia, schools were opened to teach Yakut children "Russian literacy and language." This question was raised by Vitus Joanassen Bering.

The fourth period (1804 - 1857) - the opening of the first primary schools in Yakutia. Measures are being taken to implement the "Regulations on the organization of educational institutions" of 1804: elementary schools called Cossack schools are being opened.

Fifth period (7858 - 1916) - the opening of the first secondary school in Yakutia. In 1858, in order to strengthen the training of missionary workers, a theological seminary was transferred to Yakutsk from the Sith Island in the Pacific Ocean. It was the first secondary school in the city of Yakutsk.536

In the second half of the 19th and early 20th centuries, a real school, a teacher's seminary, a medical assistant's school, a women's gymnasium, a theological seminary, and a women's diocesan school functioned in Yakutsk. Since the 1870s education penetrates the uluses and villages, almost all Yakut uluses open elementary schools.

In 1754, a significant event took place, tragic in its essence, but subsequently having a huge impact on the socio-cultural development of the peoples and the formation of the education system in Yakutia. Since the 18th century, Yakutia has become a place of exile, "a prison without keys and bars." The tsarist government sent participants in palace coups, schismatics, sectarians, participants in peasant uprisings of the 17th-18th centuries almost to certain death. From the exiled settlers one could learn the history of many riots, heresies, social cataclysms, crimes that took place in the central part of Russia. The link becomes permanent with its division into two main types: work and settlement (two categories of exiles: exiled settlers and exile convicts).

V.F. Afanasiev, evaluating the cultural, educational and pedagogical activities of the exiled Decembrists in Yakutia, wrote that they were the first teachers-educators Yakut people. In the 19th century, the Decembrists of AL served their exile here. Bestuzhev-Marliisky, Mmuraviev-Apostol, Narodnaya Volya and Populists, writers 1111, Chernyshevsky and V.GLSorolenko, later Social Democrats and Bolsheviks.

The desire of the Yakuts for enlightenment was actively supported by political exiles. Despite the attempts of the Governor-General of Eastern Siberia to stop the pedagogical and educational activities of political people, they continued and laid the foundation for secular education. It is characteristic that the Yakuts gave their children to study with them. The richest people from the local nobility, the toyons, quickly appreciated the significance of the appearance of educated political officers in their uluses. This is explained by the fact that the political exiles not only taught better than in official schools, but treated their students more humanely. And although the "state criminals" were under vigilant control and they were forbidden to teach, so as not to spread thoughts harmful to the state among the local population, nevertheless, many were illegally engaged in pedagogical activities.

Having arrived in Vilyuisk in 1828, M. Muravyov-Apostol sought to bring all possible benefits to the population among whom he had to live. “Hoping sooner or later to leave unattractive Vilyuisk,” the exile himself wrote, “I decided to take advantage of my stay in this wilderness to bring him some benefit.” Soon he organized a private school where he taught the children of local residents the Russian language and arithmetic. He himself compiled the program, textbooks and teaching aids, which gave him great pleasure, communicated with ordinary people. “I looked at the natives,” he later wrote, “not only as representatives of an inferior race that could serve as an object of observation and study, I got used to them. The Yakut region has become a second home for me, and the Yakuts - I fell in love with them.

Albina Pisareva
The implementation of ethnocultural education in the space of preschool educational institutions

Message

Subject: « The implementation of ethnocultural education in the space of preschool educational institutions»

Prepared: senior teacher

Pisareva Albina Flaritovna

Ethnocultural education is a process in which the goals, objectives, content, education technologies are focused on the development and socialization of the individual as a subject ethnos and as a citizen of the multinational Russian state. Ethnocultural education is determined by the introduction to educational the process of knowledge of native folk culture, social norms of behavior, spiritual and moral values; acquaintance with the cultural achievements of other peoples; using the experience of folk education with the aim of developing children's interest in folk culture, fostering a friendly attitude towards people of different nationalities.

Introduction to the values ​​of folk culture should begin from the cradle and permeate the entire content of preschool education. education. That's how it's set question in the Convention on the Rights of the Child, where education said that it should be aimed at fostering respect for the child's parents, his cultural identity, language, national values ​​of the country in which the child lives, his country of origin, and civilizations other than his own.

For systematic work, our kindergarten works according to priority direction: « Ethnocultural education in the space of preschool educational institutions» .

For three years, one of the tasks set by the preschool educational institution has been to familiarize preschoolers with ethnic culture.

Today, our kindergarten is developing as a kindergarten for the dialogue of cultures, we educate children in national and ethnocultural tolerance.

In the conditions of a multinational children's team, the teacher must have an idea of ​​​​the cultural traditions of the families of pupils, otherwise it is impossible to organize educational - educational process.

It is no secret that an important condition for successful work is the teaching staff. Therefore, work with personnel was ahead in the kindergarten. The work system included clarification, and for some employees, the acquisition of new knowledge in the direction ethnocultural education.

Seminars were organized with teachers - workshops, teaching hours, consultative days on this topic.

This work made it possible to equip educators with new knowledge on the regional component, in the future, teachers successfully apply them in practice.

Teachers are working to familiarize students with ethnic culture different peoples , study the culture and history of the republic during educational activities to get acquainted with the native land. Each group has photo albums with the sights of the city, art books of Bashkir writers and poets, anthologies, board games, paraphernalia for role-playing games, outdoor games. Pupils get acquainted with the works of oral folk art, play folk games, which contributes to the awakening of national identity in the child, fostering a sense of respect for other nations, learning the basic rules of behavior in society.

In each group, the corners of the regional component are decorated. Equipment in the corners of the Bashkir culture and life contributes to the replenishment and consolidation of children's vocabulary of knowledge about the life of the Bashkirs, allows children not only to consider the subject from all sides, but also to practically master it, since the more organs are involved in the study of culture, the deeper it will be absorbed .

Also, pupils receive knowledge in the regional direction in physical education and music classes.

Celebrations are held every year, such as

"Kurai Flower";

"Autumn Basket";

"Pokrovsky gatherings"

"Visiting Grandma Fanuze";

"Kuzminki"

"Christmas - carols"

"Nardugan";

"Maslenitsa";

"Rook porridge";

"Gerasim the rooker"

"Navruz";

"Oatmeal";

"Green Christmas time - the holiday of the Russian birch"

"Sabantuy".

The scenario of holidays, kindergarten entertainment, which are usually held in Russian, includes folk games, songs and poems in Bashkir, Tatar, Chuvash and other languages.

Art exhibitions are organized children's creativity such as:

“I dedicate to my native land ...”

"The native land of Bashkortostan!"

"Nature of the native land"

"Kurai Flower"

"Favorite City"

The kindergarten has a mini- museums:

"Museum of the Chuvash people"

"Museum of the Bashkir Ornament"

"Ufa is my city"

"My Bashkortostan" that allowed the word to be made "museum" familiar and attractive to children.

This direction plays a big role in the formation of the child's value system, in his familiarization with the historical, cultural, natural heritage, cognitive, creative and emotional development.

During the year, visits to mini-museums of the kindergarten are systematically organized by all pupils and their parents.

During the year, on the basis of our kindergarten, the work of the Chuvash Sunday school of the Kalinin region is organized.

So, imbibing traditions, folk spirit from childhood, children do not lose touch with the history of past years, with the roots of their Fatherland.

For them, the little citizens of our great Motherland, everything should be dear in their native land - and its people, and its history, and its tomorrow.

Children themselves are our tomorrow. This means that the future of the Motherland is in our hands.

Thank you for your attention!

Municipal budgetary preschool educational institution

Kindergarten No. 316 of the urban district of the city of Ufa

Republic of Bashkortostan

Related publications:

Didactic games as a means of ethnocultural education of preschoolers The culture of Russia cannot be imagined without folk art, which clearly reveals the origins of the spiritual life of the Russian people.

Consultation "Spiritual and moral education of preschool children on the basis of ethno-cultural development" Spiritual and moral education of preschoolers on the basis of ethnocultural development. 1. Problem. Rejection of the younger generation from the domestic.

A complex of games for the development of orientation in space 1. "TOYS COME TO VISIT" (The game can be played individually or with a subgroup of two children). didactic task. Teaching children to position.

Consultation for teachers "An integrated approach to the implementation of the ethno-cultural component in the conditions of preschool educational institutions" Municipal Educational Institution "Ynyrginskaya Secondary School" Kindergarten "Solnyshko" "Integrated.

Advice for parents "Help your child navigate in space" Compared to children with normal vision, children with visual impairments find it more difficult to navigate in space. To help the kids get ready.

1

Ethnocultural education as a component of general primary education has ample opportunities for the formation of self-awareness of national identity, a system of positive national values, spiritual, moral, social, general cultural and intellectual development of the individual in younger schoolchildren. Taking into account the importance of this area of ​​education, tasks, value orientations, principles of ethnocultural education of junior schoolchildren of the Republic of Bashkortostan were developed. Features of the content component "Ethno-cultural education" consist in its implementation on the basis of interdisciplinary integration and activity approach. As leaders, such areas of student activity as cognitive, research, emotional and value, gaming, and practical are distinguished. These theoretical provisions formed the basis of a comprehensive thematic plan that combines the ethno-cultural and subject content of elementary school disciplines (EMC "Perspektiva") Grade 1. The developed recommendations on the introduction of the ethno-cultural component into the educational process of primary schools of the republic will help teachers in solving the problem.

ethnocultural education

spiritual and moral development of the individual

basic value orientations

1. Volkov G.N. Ethnopedagogy: textbook. for stud. avg. and higher ped. textbook establishments. - M.: Publishing Center "Academy", 1999. - 168 p.

2. Gaysina R.S. The nature of native Bashkortostan (a regional component of the subject " The world"): textbook. allowance for younger students. - Ufa: Kitap, 2009. - 176 p.

3. Golovneva E.V. Theory and methodology of education: textbook. allowance. - M .: Higher. school, 2006. - 256 p.

4. Danilyuk A.Ya., Kondakov A.M., Tishkov V.A. The concept of spiritual and moral development and education of the personality of a citizen of Russia. – M.: Enlightenment, 2013. – 24 p.

5. Karpushina L.P., Sokolova P.Yu. Modeling the process of socialization of children and adolescents in an ethno-cultural educational environment // Modern problems of science and education. - 2012. - No. 1 (Electronic journal) URL: http://www.science-education.ru/95-4569 (date of access: 07/01/2011).

6. Exemplary programs for academic subjects. Elementary School. At 2 h. Part 1. - 5th ed., Revised. – M.: Enlightenment, 2011. – 400 p.

7. Federal State Educational Standard of Primary General Education / Ministry of Education and Science of the Russian Federation. – M.: Enlightenment, 2011. – 33 p.

Modern domestic education is designed to ensure the education of a harmoniously developed and spiritual and moral personality in accordance with basic national values, expressed in a conscious perception of the world around, the originality of the forms of cultural, historical and spiritual life of their region, republic, state. The assimilation by the younger generation of the cultural heritage of their ancestors, the originality and originality of its traditions and customs, forms in the child national self-consciousness, respect for the culture of other peoples, and an active civic position.

The importance of solving the problem of ethnocultural education of schoolchildren is noted in the Federal State Standard of Primary General Education: “The standard is aimed at ensuring: ... the preservation and development of cultural diversity and the linguistic heritage of the multinational people of the Russian Federation, ... mastering the spiritual values ​​​​and culture of the multinational people of Russia ... ". So, in the 2nd section, regarding the personal results of mastering the main educational program of primary general education, the following requirements are presented:

1) “... the formation of the foundations of the Russian civic identity, feelings of pride in the Motherland, the Russian people and the history of Russia, awareness of one's ethnic and national identity; formation of values ​​of the multinational Russian society; the formation of humanistic and democratic value orientations;

2) the formation of a holistic, socially oriented view of the world in its organic unity and diversity of nature, peoples, cultures and religions;

3) the formation of a respectful attitude towards a different opinion, history and culture of other peoples…” [Ibid. - with. eight].

Younger school age- a period of intensive socialization, the assimilation of various moral norms. Therefore, it is at this age that it is legitimate to pay significant attention to the spiritual and moral development and education of the individual, the formation of the vector of cultural and value orientations of the younger student in accordance with the beneficial foundations of the spirituality and morality of the native fatherland, rooted in the distant past.

According to E.V. Golovneva, "the degree of efficiency educational process in line with the humanistic pedagogy that is being formed today, it directly depends on its focus on the formation in a growing person of the individual and universal, national and universal, which are inextricably linked. Education on universal human values ​​and national cultural traditions contributes to the realization that a person of any nationality belongs to both his ethnic group and the entire human race. “National and universal values, constituting the core of the content of education,” the author emphasizes, “contribute to the development by a growing person of his native culture, spiritual and moral values, knowledge of universal culture and lead to an independent choice of values ​​in a multicultural, multinational society, worthy self-determination in the world of culture and creative self-realization".

The relevance of the ethno-cultural education of junior schoolchildren is also determined by the fact that in primary school it is not supposed to teach a separate subject to get acquainted with the culture of the peoples of the territory of residence.

Purpose of the study. In connection with the foregoing, our study was aimed at identifying ways to improve the ethno-cultural education of primary school students in schools of the Republic of Bashkortostan.

The solution of the problems posed, in our opinion, is possible by introducing content on the ethno-cultural education of younger schoolchildren into the framework of educational subjects.

Introduction to the educational process of a modern elementary school of ethno-cultural content is designed to solve the following tasks:

1) introducing students to the origins of their native culture, folk traditions; enrichment with practice-oriented knowledge about ethno-cultural reality, the identity of one's people, national characteristics and family traditions;

2) the formation of a humane, thinking, free person, a skilled keeper and user of the cultural heritage of his people;

3) fostering an emotionally positive attitude towards people of different ethnic groups, their way of life, work, and traditions; relations that contribute to the harmonization of interethnic communication in a multi-ethnic society;

4) the formation of skills to comply with the rules of the hostel in a multicultural space, national traditions healthy lifestyle life;

5) development of cognitive and research competencies.

Ethnocultural education in elementary school will contribute to the formation of basic value orientations:

National culture in all the diversity of its manifestations as a process and result of the life of peoples;

Patriotism, expressed in love for one's people, land, Russia;

Respect for folk traditions, way of life, religious beliefs of ancestors;

Family as a child's social habitat, in which he has the opportunity for the first time to feel the basics of the cultural and value traditions of his people;

Labor and creativity as natural conditions of human life and activity at all times and among all peoples.

conformity to nature - taking into account the natural inclinations of the child (age, psychological, physiological, sexual and other characteristics);

cultural conformity - reliance on centuries-old universal values, on the positive traditions of national cultures;

tolerance - providing conditions for the formation of tolerance and understanding of a different way of life, customs, religion, national characteristics; awareness of the need for a dialogue of cultures of different peoples;

humanism - an orientation towards the formation of a positive attitude and respect for the family, man, nature, the world around, based on such values ​​as love, kindness, responsibility;

patriotic orientation - the formation of a feeling of love for one's small and large Motherland, the readiness to subordinate one's personal interests to their interests; identification with Russia, the peoples of Russia; pride in the achievements of their Fatherland;

personality-oriented approach - the creation of the most favorable conditions for the development and self-development of the student, the identification and active use of his individual characteristics in educational activities, for free interpersonal communication; moral encouragement creativity, initiative .

The content component "Ethno-cultural education", developed for first grade students of schools in the Republic of Bashkortostan, provides for familiarization with the occupations of their ancestors, home decoration, traditional folk clothing, household utensils, national food, family traditions, arts and crafts, oral folk art, ritual holidays, folk games. Taking into account the fact that representatives of different nationalities study in the schools of the republic, the educational process should be built on the basis of understanding the close unity and interpenetration of the cultures of the peoples living on its territory, observing the ethics of interethnic communication, respectful attitude to the culture of the Bashkir people, which is the indigenous ethnic group of the republic.

The content of ethno-cultural education implies ample opportunities for interdisciplinary integration, thanks to which it becomes possible to show the culture of the peoples of Bashkortostan in all its diversity with the involvement of scientific knowledge, works of literature, music, and painting. The introduction of ethno-cultural content should be carried out in the classes of all subjects of elementary school: the Russian language, the Bashkir language, literary reading, mathematics, the world around, music, fine arts, technology, physical education.

The implementation of the content of ethnocultural education is carried out on the basis of a personal-activity approach. It is recommended to select pedagogical means corresponding to emotionally effective characteristics. age features junior schoolchildren, taking into account the subject-object orientation of their cognitive activity. Application is expected pedagogical technologies developmental education, as well as design, game, information, communication, health-saving technologies.

The main activities of students are cognitive, research, emotional and value, gaming, practical. The condition for the successful implementation of ethnocultural content is a variety of methods and techniques that contribute to the development of students' creative abilities, putting them in the position of active participants: modeling, observation, didactic games, dramatizations, composing riddles and fairy tales, quizzes, using techniques for creating problem situations, situations of understanding behavior and relationships between people of different nationalities and religions, analysis of specific life situations, making crafts and toys, competitions for reciting poems by poets of Bashkortostan, drawing competitions, creative projects, presentations, production of thematic albums, stands and exhibitions, research assignments.

The leading forms of organization of activities are classes in the classroom, matinees, excursions, walks, correspondence trips, visits to museums and exhibitions, participation in urban and rural folk holidays. Collective, group and individual work of students is provided. In general, for classes on the study of ethnocultural heritage, it is characteristic to create an emotionally positive atmosphere, confidential dialogic communication between the teacher and students, between the students themselves.

The family is a kind of accumulator and translator of ethnic traditions, norms, values ​​that ensure the continuity of education. This is the first and most significant social cell for the child, in which he begins to realize his ethnicity. Hence, one of the indispensable conditions for the effectiveness of ethno-cultural education of schoolchildren is the cooperation of the school with parents - involving them in collecting material to replenish the developing environment and expositions of the mini-museum on the ethno-culture of the region, holding consultations on the topics of ethno-cultural education in the family, involving them in organizing and participating in events, conducted by the teacher with the students of the class, homework for schoolchildren to work together with older family members.

Taking into account the integrative nature of ethnocultural education as a whole, a variant of systematic and systematic inclusion of ethnocultural material in the fabric of the corresponding topics of all disciplines of elementary school can be implemented (table).

Complex thematic plan, combining the ethno-cultural and subject content of the disciplines of elementary school (EMC "Perspektiva"), Grade 1

	Primary school subjects	Topics of federal textbooks (lessons) on primary school subjects in the 1st grade
My native land	The world	What is the environment
Valuable advice from ancestors	The world	The book is a mentor and friend We are a family of peoples of Russia
	Literary reading	Proverbs and sayings of different nations. The moral meaning of the proverb
The occupations of the ancestors	Technology	Man, nature, technology. Professions Plants in human life. Growing plants. Pets
Ancestral dwellings	Technology	Such different houses. "We are building a house." "House of branches"
How did you dress in ancient times?	art	Ornament of the peoples of Russia. The colors of nature in the dress of a Russian beauty. Folk costume
	Technology	Clothing. Textile
What did they eat from?	Technology	Dishes. Project " Tea-set", "Teapot"
What did our distant ancestors like to eat?	The world	About bread and porridge, about tea and coffee. We are a family of peoples of Russia
	The world	My family is part of my people
Grandma's tales	Literary reading	Comparison of fairy tale characters. In the footsteps of family reading. Tales of different nations. Comparison of Russian fairy tales with the fairy tales of the peoples of Russia
Magic kurai		Musical instruments. Every nation has its own musical instrument
funny old holidays		Christmas has come, the celebration begins. Native custom of antiquity
And now let's play!	Physical education	Outdoor games
Generalization, results	Integrated general lesson

The implementation of the ethno-cultural component can be carried out as an independent module due to the time allocated for the content formed by the participants in the educational process from the hours of the relevant disciplines. The most acceptable option for the introduction of the module on ethno-cultural education is the end of the academic year.

The teacher has the right to independently distribute hours, select specific content, methods and forms depending on the interests and wishes of students and the ethno-cultural characteristics of their region, the ability to concretize and detail the proposed topics, change their sequence.

The main provisions of the developed positions on the ethnocultural education of younger schoolchildren are reflected in the author's publications; Approbation of materials was carried out by students of the Faculty of Pedagogy and Psychology of the Siberian Branch of the Bashkir State University during teaching practice in the schools of Sterlitamak.

Based on the significance of the problem raised, the analysis of theoretical provisions and existing experience, recommendations have been developed for the introduction of the ethno-cultural component in the educational process of elementary school:

Designing the educational process, taking into account the specifics of the national-cultural, historical, natural and other conditions of your region;

Determining the direction of the educational vector as introducing the primary school student to the values ​​of the culture of his people and the peoples living in the region, the development of the individual as a subject of a multi-ethnic educational environment, on the one hand, identifying himself and the culture of his ethnic group, on the other hand, respecting and accepting the culture of other peoples;

Creation of a single ethno-cultural space, including information-cognitive, emotional-value and experimental-activity components;

In accordance with the content, the inclusion in the educational programs of elementary school disciplines of material on the ethnic culture of the peoples of their region;

Selection of methods and forms that optimally correspond to the peculiarities of the culture of the peoples of their region; effective use of the ethno-cultural resources of one's region in the ethno-cultural education of schoolchildren;

Ethnocultural competence of the teacher, which implies the ability to implement the organizational and pedagogical conditions of ethnocultural education of younger students.

Conclusion

Summarizing the above, we note that the focus of the educational process in elementary school on the formation of students' self-awareness of national identity, a system of positive national values ​​will contribute to the integrated development of the individual - his spiritual, moral, social, general cultural and general intellectual qualities that meet the requirements of modern society.

Reviewers:

Kanbekova R.V., Doctor of Pediatric Sciences, Professor of the Department of Theory and Methods of Primary Education, BashGU, Sterlitamak;

Fatykhova A.L., Doctor of Pedagogical Sciences, Professor of the Department of Theory and Methods of Primary Education of the Northern Branch of BashGU, Sterlitamak.

Bibliographic link

Gaysina R.S., Golovneva E.V., Grebennikova D.A. ETHNOCULTURAL EDUCATION OF JUNIOR SCHOOL CHILDREN // Fundamental Research. - 2015. - No. 2-22. - S. 4987-4991;
URL: http://fundamental-research.ru/ru/article/view?id=38145 (date of access: 12/22/2019). We bring to your attention the journals published by the publishing house "Academy of Natural History"

Chapter I. Theoretical foundations of ethno-cultural education of students in a multi-ethnic educational environment.

1.1 Development of the problem of ethno-cultural education of students in a multi-ethnic educational environment in pedagogical theory and practice.

1.2 The system of ethno-cultural education of students in a multi-ethnic educational environment.

1.3 Monitoring the ethno-cultural orientation of students.

Conclusions on chapter 1.

Chapter II. Experimental and search work on the implementation of the system of ethno-cultural education of students in a multi-ethnic educational environment.

2.1 Purpose and objectives of experimental and search work.

2.2 Implementation of the system of ethno-cultural education of students in a multi-ethnic educational environment.

2.3 Results of experimental and search work on the implementation of the system of ethno-cultural education of students in a multi-ethnic educational environment.

Conclusions on chapter II;.

Introduction to the thesis (part of the abstract) on the topic "Ethnocultural education of students in a multi-ethnic educational environment"

The relevance of research. The current social situation in the world is characterized by the growth of local ethnic conflicts even in those countries where historically different nations and nationalities live together. The tasks of maintaining global security require constant work to study the nature and types of conflicts between representatives of various ethnic groups, their impact on social and economic life, as well as the search for effective ways to overcome them. There was a social need for the organization of purposeful work on the ethnocultural education of the younger generation. .

By ethnocultural education, we understand the purposeful interaction of generations, aimed at interethnic integration and contributing to the understanding of the common and special in the traditions of a number of living peoples, as a result of which the ethnocultural orientation of the individual is formed. Today, the task of ethnocultural education should permeate the activities of all social institutions, and first of all those who have a direct impact on the formation of personality. This is confirmed in such documents as the Convention on the Rights of the Child, the UN Declaration of the Rights of Persons Belonging to National, Ethnic, Religious and Linguistic Minorities, the World Declaration on Ensuring the Survival, Protection and Development of Children, and others.

At the scientific and theoretical level, the relevance of research on the problems of ethnocultural education is increasing due to the need to generalize and preserve the cultural heritage of each nation, reflecting its centuries-old traditions, customs and mores, its national identity. The origin and subsequent process of development of ethno-cultural education, which led to the current state, which determine the essence, content, means in pedagogical theory and practice, have not been studied much yet. The idea of ​​the significance of the ethno-cultural component of higher education, which still lags far behind the socio-economic processes taking place in society and the state, has not been reflected in theoretical studies.

At the scientific and methodological level, the relevance of the study is due to the fact that with the change in state foundations, the established theory and methods of education were rejected. The tasks of education in a number of educational institutions were officially taken out of the scope of the pedagogical process. It is noteworthy that in the study of the effectiveness of ethnocultural education of students, insufficient attention is paid to the role of the educational environment of the institution, while it is the educational environment, subject to the requirements for its organization, that creates the conditions for the implementation of the educational process in accordance with the goals and objectives.

An analysis of the experience of higher education and the results of the ascertaining stage of experimental and search work allows us to determine that the insufficient theoretical and practical development of the problem of ethnocultural education of students in a multiethnic educational environment has a negative impact on the satisfaction of the ethnocultural needs of the individual, there is no clear definition of values, ideals and criteria, on the formation which it would be possible to build educational work.

Under the ethno-cultural education of students in a multi-ethnic educational environment, we mean a system of interrelated components (motivational-target, content-procedural and organizational-methodological) necessary to create an organized and purposeful process of educating a student in the spirit of a culture of peace, mutual understanding, interethnic harmony in an institution of higher professional education and human rights.

The analysis of philosophical, psychological-pedagogical and scientific-methodical literature, the study of the experience of higher education allowed us to identify inconsistencies, opposites and contradictions between:

The growing need of society and the state in the formation of a new generation with an ethno-cultural orientation and the achieved level of development of the scientific and methodological foundations for the implementation of the social order in education;

The practical demand for pedagogical opportunities for ethno-cultural education of students in a multi-ethnic educational environment and the degree of their theoretical validity;

The pedagogical possibilities of ethno-cultural education of students in a multi-ethnic educational environment and the real level of development of the educational process in terms of their practical implementation.

On the basis of the identified contradictions, the research problem was formulated, which consists in the search and selection of pedagogical opportunities for ethno-cultural education of students in a multi-ethnic educational environment.

The relevance of the identified problem and the identified contradictions determined the choice of the research topic: "Ethno-cultural education of students in a multi-ethnic educational environment."

The purpose of the study: to identify, define and substantiate the pedagogical possibilities of ethno-cultural education of students in a multi-ethnic educational environment.

Object of study: ethnocultural education in higher education.

Subject of study: ethno-cultural education in a multi-ethnic educational environment of a higher educational institution.

Research hypothesis:

Ethno-cultural education of students in a multi-ethnic educational environment probably requires a systematic, purposeful organization of this process based on a personality-oriented approach;

It is possible that the level of ethno-cultural orientation of students will increase if a feature of the system of ethno-cultural education of students in a multi-ethnic educational environment is the consistent implementation of its motivational-target, content-procedural and organizational-methodological components;

The effectiveness of the process of ethno-cultural education of students in a multi-ethnic educational environment, in all likelihood, involves pedagogical monitoring aimed at tracking and correcting the ethno-cultural orientation of students, which manifests itself in the intellectual and motivational spheres.

In accordance with the purpose, subject and hypothesis of the study, the following tasks were set and solved:

1. To identify the essence, structure and content of the ethnocultural education of students in a multiethnic educational environment and, on this basis, clarify the fundamental concepts - "ethnocultural education" and "ethnocultural orientation of the student", as well as give the author's interpretation of the concept of "ethnocultural education of students in a polyethnic educational environment" environment."

2. To develop, on the basis of a personality-oriented approach, a system of ethno-cultural education of students in a multi-ethnic educational environment and implement it on the basis of monitoring the ethno-cultural orientation of students.

3. To substantiate the effectiveness and efficiency of the implementation of the system of ethno-cultural education of students in a multi-ethnic educational environment by experimental and exploratory methods.

The theoretical and methodological basis of the study are: the theory of the system approach V.G. Afanasiev, I.V. Blauberg, Yu.A. Konarzhevsky, V.P. Sadovsky, E.G. Yudina and others, the theory of cultural approach E.V. Bondarevskaya, M.M. Bakhtin, B.C. Bibler, N.B. Krylova and others, the theory of the personality-oriented approach A.S. Belkina, D.A. Belukhina, E.F. Zeera, E.S. Polat, V.V. Serikova, I.S. Yakimanskaya and others, the theory of a holistic pedagogical process Yu.K. Babansky, M.A. Danilova, Yu.A. Konarzhevsky and others, the theory of pedagogical systems by S.A. Arkhangelsky, V.P. Bespalko, B.C. Bezrukova, T.A. Ilyina and others, the theory of intercultural communication V.M. Vereshchagin, V.G. Kostomarova, E.I. Passova, V.V. Safonova and others.

The study essentially relies on the psychological theory of personality K.K. Platonova, C.JI. Rubinshtein and the concept of the integral formation of personality Yu.K. Babansky, M.A. Danilova, Yu.A. Konarzhevsky and others. The definition of criteria for the ethno-cultural orientation of students was developed on the basis of the works of G.N. Volkova, E.V. Bondarevskaya, K.Zh. Kozhakhmetova, Zh.Zh. Nauryzbay, T.N. Petrova, N.E. Shchurkova and others.

A significant influence on our study was the work of scientists involved in the study actual problems education A.F. Amenda, S.A. Dneprov, M.N. Dudina, JI.B. Moiseeva, E.V. Tkachenko and others, the essence of ethnocultural education E.V. Bondarevskaya, G.N. Volkova, H.H. Vernitskaya, V.E. Turin, A.I. Kochetova, A.E. Izmailova, N.S. Kirabaeva, K.Zh. Kozhakhmetova, O.D. Mukaeva, Zh.Zh. Nauryz-baya, Yu.S. Tyunnikova, E.H. Shiyanova and others, the essence of the educational environment A.S. Belkina, B.C. Bibler, V.V. Davydova, M.S. Kagan, M.K. Ma-mardashvili, L.I. Novikova, V.I. Slobodchikova, V.A. Levin and others).

Regulatory Framework the studies were: the Law of the Republic of Kazakhstan "On Education" (2004), the Law of the Russian Federation "On Education" (1996), the Concept for the Modernization of Russian Education for the period up to 2010 (2002), the Concept of Ethnocultural Education in the Republic Kazakhstan (1996), The concept of the state youth policy of the Republic of Kazakhstan (2000).

The study was carried out in stages, while at each stage, depending on its objectives, appropriate research methods were used: theoretical - theoretical analysis of scientific literature, legal acts, systematization, synthesis, classification, comparison, forecasting, planning, periodization, theoretical modeling; empirical - experimental work, observation, questioning, testing, conversation, survey, expert evaluation of the results of students' activities, methods of mathematical statistics.

Research base: experimental and search work was carried out on the basis of the Kostanay Engineering and Economic University of the Republic of Kazakhstan, 315 students and 16 teachers took part in it.

The selected theoretical and methodological basis and the tasks set determined the course of the study, which was carried out in three stages.

At the first stage (2000-2001) - search and ascertaining - philosophical, psychological and pedagogical literature was studied, as well as dissertation research on the problems of ethnocultural education, an analysis of existing concepts on this topic was carried out, which made it possible to formulate the initial positions of this work; a system of ethno-cultural education of students in a multi-ethnic educational environment and a heuristic-algorithmic prescription for monitoring the ethno-cultural orientation of students were developed. The experimental part included the preparation and conduct of the ascertaining stage of experimental and search work.

The main research methods at this stage: theoretical analysis of the literature on the problem under study, analysis of educational programs, theoretical modeling, questioning, testing, conversation, interviewing.

At the second stage (2001-2003) - experimental-search - a formative stage of experimental-search work was carried out, during which the system of ethno-cultural education of students in a multi-ethnic educational environment was tested while monitoring this process.

The main research methods at this stage: experimental work, research search, observation, testing.

At the third stage (2003-2004) - generalizing - analysis, generalization, systematization and description of the results of the study were carried out, theoretical and experimental conclusions were clarified, the results of the study were introduced into the practice of higher education.

The main research methods at this stage: analysis of results, methods of mathematical statistics, conversation.

The scientific novelty of the research is as follows:

On the basis of a personality-oriented approach, the most important characteristic of the system of ethnocultural education of students in a multi-ethnic educational environment, which consists in a combination of interrelated components (motivational-targeted, content-procedural and organizational-methodical), necessary to create an organized and purposeful process in an institution of higher professional education, has been identified and determined. educating a student in the spirit of a culture of peace, mutual understanding, interethnic harmony and human rights;

Pedagogical monitoring of the ethnocultural orientation of students has been developed, including the following stages: the definition of pedagogical taxonomy, organizational and preparatory work, pedagogical diagnostics, analysis of diagnostic results, forecasting further actions, correction of the system content, final diagnostics.

The theoretical significance of the study lies in the fact that:

The author's definition of the essence and meaning of the concept of "ethno-cultural education of students in a multi-ethnic educational environment" is given, which is understood as a system of interrelated components (motivational-targeted, content-procedural and organizational-methodical) necessary to create an organized and purposeful in an institution of higher professional education. the process of educating a student in the spirit of a culture of peace, mutual understanding, interethnic harmony and human rights;

The concept of "ethno-cultural education" is clarified, understood as a purposeful interaction of generations, aimed at inter-ethnic integration and contributing to the understanding of the common and special in the traditions of a number of living peoples, as a result of which the ethno-cultural orientation of the individual is formed;

The concept of "ethno-cultural orientation of a student" is clarified, which refers to the integrative quality of a personality, which is a set of mental neoplasms of the intellectual and motivational sphere, in a generalized form reflecting the system of ethno-cultural relations in a multi-ethnic environment.

The practical significance of the study lies in the fact that criteria and indicators are formulated that characterize the level of the student's ethno-cultural orientation; the content of ethno-cultural education, forms, methods and means of its organization in the course of the Kazakh language are determined, methodological recommendations for the implementation of research results in the educational process of higher education are developed. Guidelines can be used by teachers of educational institutions, teachers and students of pedagogical and other universities.

The validity and reliability of the research are provided by the analysis of modern achievements in psychological and pedagogical science; methodological validity of the initial theoretical provisions; the choice of methods adequate to the purpose and objectives of the study; reproducibility and representativeness of the obtained data; systematic verification of research results at various stages of experimental and search work; processing the results of experimental and search work by methods of mathematical statistics; implementation teaching materials and recommendations of the study in pedagogical practice and their positive assessment.

Approbation and implementation of the research results were carried out through:

Participation in the work of the republican zonal seminars, the grant project of the Soros Foundation-Kazakhstan "Polycultural education in a multi-ethnic Kazakhstan", the International scientific and practical conference "Ethnopedagogical potential of education in a multicultural educational environment" (2001), the International scientific and practical conference "The role border regions in the development of the Eurasian space" (2004), the All-Russian scientific and practical conference "Modernization of the professional education system based on controlled evolution" (2004), annual scientific and practical conferences of teachers and students of KSU, KInEU, ChSPU, etc. d.;

Participation in the Assembly of Peoples of Kazakhstan in the city of Kostanay, in the social and pedagogical movement "Teachers for the Protection of the Life and Dignity of the Child", as well as acquaintance with the work of national cultural centers and associations;

Publications of research results in scientific bulletins, collections and journals.

The following provisions are put forward for defense:

1. In contrast to the traditional approach, which was based on the idea of ​​educating a person outside the national culture, which was a necessary condition for the unity and ideological integration of society, we focused on the ethno-cultural education of students in a multi-ethnic educational environment, which will affect the level of their ethno-cultural orientation, under which is understood as the integrative quality of the personality, which is a set of mental neoplasms of the intellectual and motivational sphere, in a generalized form reflecting the system of ethno-cultural relations in a multi-ethnic environment.

2. In comparison with other educational systems, a feature of the system of ethnocultural education of students in a multi-ethnic educational environment based on a personality-oriented approach is the consistent implementation of interrelated components (motivational-targeted, content-procedural and organizational-methodical) necessary to create a higher vocational education is an organized and purposeful process of educating a student in the spirit of a culture of peace, mutual understanding, interethnic harmony and human rights.

3. Different from existing experience educational work at the university, the effectiveness of the implementation of the developed system is ensured by monitoring the ethno-cultural orientation of students, including the following stages: the definition of pedagogical taxonomy, organizational and pedagogical work, pedagogical diagnostics, analysis of diagnostic results, forecasting further actions, correction of the content of the system, final diagnostics.

Structure of the research: the dissertation consists of an introduction, two chapters, a conclusion and a bibliography. The text is presented on 163 pages, includes 11 tables and 7 figures. The bibliography contains 230 sources.

Similar theses in the specialty "Theory and Methods of Vocational Education", 13.00.08 VAK code

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Dissertation conclusion on the topic "Theory and methods of vocational education", Karbenova, Zaure Urazbekovna

Chapter II Conclusions

In the first chapter of this dissertation research, it was suggested that the implementation of the system of ethno-cultural education of students developed on the basis of systemic, cultural and personality-oriented approaches in a multi-ethnic educational environment during the phased monitoring of this process will help to increase the ethno-cultural orientation of students. To confirm the hypothesis put forward, on the basis of the Kostanay Engineering and Economic University of the Republic of Kazakhstan, experimental and search work was carried out in the period from 2000 to 2004, without disturbing the natural course of the educational process.

1. Experimental and search work was carried out in four stages - ascertaining, forming, generalizing, implementation. The results of the ascertaining stage of experimental and search work showed a low level of ethnocultural orientation of students, which is largely due to the inefficiency of the traditional approach to the implementation of ethnocultural education. It was revealed that about 65% of students have a low level of ethno-cultural orientation; about 35% - the average level; students with a high level were not identified.

2. In the process of the formative stage of experimental and search work, a system of ethno-cultural education of students in a multi-ethnic educational environment was implemented during the stage-by-stage monitoring of the ethno-cultural orientation of students. In accordance with it, a program of ethno-cultural education of students in a multi-ethnic educational environment in the course of the Kazakh language was developed, aimed at the implementation of the motivational-targeted, content-procedural, organizational-methodical and criteria-level components of the system of ethno-cultural education of students in a multi-ethnic educational environment. In accordance with the conceptual provisions of our study, as a result of monitoring the ethno-cultural orientation of students in a multi-ethnic educational environment, an effective combination of forms, methods and means of its organization was determined.

3. In order to confirm the proposed research hypothesis, during the formative stage of experimental and search work, two intermediate cuts were made to identify the dynamics of the level of ethnocultural orientation of students and determine the effectiveness of the implementation of the system of ethnocultural education of students in a multiethnic educational environment and a control cut to establish the level of ethnocultural orientation of students according to completion of experimental work.

A comparative analysis of the data of the initial, two intermediate and control sections allows us to conclude that as a result of the experimental and search work, the number of students with a low level of ethnocultural orientation decreased in OG-1 by 35%, in

OG-2 - by 34%, in OG-3 - by 41%, in OG-4 - by 42%. The number of students who are at the average level in OG-1 did not change, in OG-2 it increased by 4%, in OG-3 - by 13%, in OG-4 - by 12%. It should be borne in mind that a slight increase in this indicator in the experimental groups is a consequence of the redistribution in these groups a large number students with a high level of ethnocultural orientation, as evidenced by the following quantitative data: in OG-1 their number increased by 35%, in OG-2 - by 38%, in OG-3 - by 54%, in OG-4 - by 54 %.

3. At the generalizing stage of experimental and search work, the objectivity and reliability of the results obtained were proved using the methods of mathematical statistics (Student's criterion), which confirms the correctness of the hypothesis put forward.

CONCLUSION

In the new scientific, technical and socio-economic conditions of society, the relevance of the problem of this study is determined by the existing contradictions between the growing need of society and the state to form a new generation with an ethno-cultural focus and the level of development of the scientific and methodological foundations for the implementation of the social order in education; the practical demand for pedagogical opportunities for ethnocultural education of students in a multi-ethnic educational environment and the degree of their theoretical validity; pedagogical possibilities of ethno-cultural education of students in a multi-ethnic educational environment and the real level of development of the educational process in their practical implementation.

An analysis of philosophical, psychological, pedagogical and methodological literature, a study of the experience of higher education, a study based on the analysis of the essence of the problem of ethno-cultural education in a multi-ethnic educational environment in pedagogical theory and practice made it possible to formulate the purpose of the study, which was to identify, define and justify the pedagogical possibilities of ethno-cultural education students in a multi-ethnic educational environment.

In ethno-cultural education in an institution of higher professional education, the subject of our research is the ethno-cultural education of students in a multi-ethnic educational environment.

The selection of the subject of the study led us to the conclusion that in pedagogy there is still no unambiguous definition of the fundamental concepts of our study "ethno-cultural education in a multi-ethnic educational environment", "ethno-cultural education", "ethno-cultural orientation of the student".

Analysis of the main psychological and pedagogical works on the problem of ethno-cultural education, reliance on systemic, cultural and personality-oriented approaches made it possible:

To give the author's interpretation of the concept of "ethno-cultural education in a multi-ethnic educational environment", which is understood as a system of interrelated components (motivational-target, content-procedural and organizational-methodological) necessary to create an organized and purposeful process of educating a student in the spirit of culture in an institution of higher professional education peace, mutual understanding, interethnic harmony and human rights;

Clarify the concept of "ethno-cultural education", understood as a purposeful interaction of generations, aimed at inter-ethnic integration and contributing to the understanding of the common and special in the traditions of neighboring peoples, as a result of which the ethno-cultural orientation of the individual is formed;

Clarify the concept of "ethno-cultural orientation of the student", which is understood as the integrative quality of the personality, which is a set of mental neoplasms of the intellectual and motivational sphere, in a generalized form reflecting the system of ethno-cultural relations in a multi-ethnic environment.

The study was based on the following hypothesis: the ethno-cultural education of students in a multi-ethnic educational environment probably requires a systematic, purposeful organization of this process based on a personality-oriented approach; it is possible that the level of ethnocultural orientation of students will increase if a feature of the system of ethnocultural education of students in a multiethnic educational environment is the consistent implementation of its motivational-targeted, content-procedural and organizational-methodological components; The effectiveness of the process of ethno-cultural education of students in a multi-ethnic educational environment, in all likelihood, involves pedagogical monitoring aimed at tracking and correcting the ethno-cultural orientation of students' consciousness, which manifests itself in the intellectual and motivational spheres.

The choice of the theoretical and methodological research strategy is explained by the fact that a personality-oriented approach allows organizing the activities of a teacher, taking into account the characteristics of students and the qualitative characteristics of mental processes occurring in the student's personality, and in combination with a culturological approach, according to which a person is considered as a subject of culture, his formation as creative personality, plays a leading role in the design of content, the choice of forms, methods and means of ethnocultural education.

An analysis of the methodological and psychological-pedagogical aspects of the problem under study made it possible to present the terminological field in the following form:

Education is the process of transferring the life experience of older generations to younger ones, the purposeful formation of a personality with given properties to ensure its further life, and activities to develop the spiritual world of the individual.

Ethnocultural education is a purposeful interaction of generations, aimed at interethnic integration and contributing to the understanding of the common and special in the traditions of neighboring peoples, as a result of which the ethnocultural orientation of the individual is formed.

A multi-ethnic educational environment is a part of the educational environment of an educational institution, which is a set of conditions that influence the formation of a person who is ready for effective interethnic interaction, retains his ethnic identity and strives to understand other ethnic cultures, respects other ethnic communities, knows how to live in peace and agreement with representatives of different nationalities.

In accordance with the social order of the state and society, expressed in the law “On Education of the Republic of Kazakhstan”, “Concepts of Ethnocultural Education in the Republic of Kazakhstan”, “Comprehensive Education Program in Educational Organizations of the Republic of Kazakhstan”, a system of ethnocultural education was developed on the basis of systemic, cultural and personality-oriented approaches students in a multi-ethnic educational environment.

The developed system of ethno-cultural education of students in a multi-ethnic educational environment has in its structure motivational-target, content-procedural and organizational-methodological components. The implementation of this system is aimed at creating an organized and purposeful process of educating a student in the spirit of a culture of peace, mutual understanding, interethnic harmony and human rights in an institution of higher professional education.

The analysis of the scientific literature led to the conclusion that the effective aspect of the implementation of the system of ethno-cultural education of students in a multi-ethnic educational environment can be a change in the level of ethno-cultural orientation of students.

On the basis of a personality-oriented approach, monitoring of the ethno-cultural orientation of students has been developed, by which we mean a step-by-step process of assessing the state of the phenomenon under study, analysis of factors that increase the effectiveness of this process, and identifying the optimal content of ethno-cultural education of students in a multi-ethnic educational environment. The developed monitoring includes the following stages: definition of pedagogical taxonomy, organizational and pedagogical work, pedagogical diagnostics, analysis of diagnostic results, prediction of further actions, correction of the system content, final diagnostics. The novelty of the developed heuristic-algorithmic prescription for monitoring is determined by the following: a) this monitoring has not been used in pedagogical theory and practice in relation to the subject of research; b) the developed monitoring has its own characteristics, determined by the subject of our study, which are given in its description.

The above provisions of the hypothesis put forward required verification in the course of experimental and search work as one of the most reliable complexes of pedagogical research methods.

Experimental and search work was carried out on the basis of the Kostanay Engineering and Economic University of the Republic of Kazakhstan. It was attended by 315 students and 16 teachers.

The results of the ascertaining stage of experimental and search work showed a low level of ethnocultural orientation of students, which is largely due to the inefficiency of the traditional approach to the implementation of ethnocultural education. It was revealed that about 65% of students have a low level of ethno-cultural orientation; about 35% - the average level; students with a high level were not identified.

In the process of the formative stage of experimental and search work, a system of ethno-cultural education of students in a multi-ethnic educational environment was implemented during the stage-by-stage monitoring of the ethno-cultural orientation of students. In accordance with it, a program of ethno-cultural education of students in a multi-ethnic educational environment in the course of the Kazakh language was developed, aimed at the implementation of the motivational-target, content-procedural and organizational-methodological components of the system of ethno-cultural education of students in a multi-ethnic educational environment. As a result of monitoring the ethno-cultural orientation of students in a multi-ethnic educational environment, an effective combination of forms, methods and means of its organization was determined.

Comparative analysis of the data of the initial, two intermediate and control sections made it possible to conclude that the level of ethno-cultural orientation of students in the process of implementing the system of ethno-cultural education of students in a multi-ethnic educational environment is positively changing. It should be noted that in the experimental groups, where the system of ethno-cultural education of students was implemented in a multi-ethnic educational environment, when monitoring the ethno-cultural orientation of students, the number of students with a high level of ethno-cultural orientation was a significantly higher percentage compared to the experimental groups, where monitoring was not carried out. .

At the generalizing stage of experimental and search work, the objectivity and reliability of the results obtained were proved using the methods of mathematical statistics (Student's criterion), which confirmed the correctness of the hypothesis put forward.

The purpose of the final stage of the experimental and search work was to introduce into the practice of the educational work of the university the positive results of the study obtained in the course of the experimental and search work.

Thus, based on the foregoing, we can conclude that the proposed provisions of the research hypothesis have been fully confirmed and the tasks set in accordance with the purpose, subject and hypothesis of the research, which determine the personal contribution of the dissertator to the development of the problem, have been solved, namely:

1. The essence of the problem of ethnocultural education of students in a multiethnic educational environment is revealed, the fundamental concepts of the research problem - "ethnocultural education" and "ethnocultural orientation of a student" are clarified, and the author's interpretation of the concept of "ethnocultural education in a multiethnic educational environment" is given.

2. A system of ethno-cultural education of students in a multi-ethnic educational environment was developed on the basis of a personality-oriented approach and implemented by monitoring the ethno-cultural orientation of students.

3. The effectiveness of the implementation of the system of ethno-cultural education of students in a multi-ethnic educational environment has been substantiated by experimental-search methods.

Promising areas for further scientific research, in our opinion, may be the following: the development of innovative technologies for implementing the system of ethno-cultural education of students in a multi-ethnic educational environment, the development of computer support for diagnosing the ethno-cultural orientation of students, etc.

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