Programs for the formation of the foundations of civic identity in junior schoolchildren. Features of the school's work on the formation of civic identity of primary schoolchildren The value element of the structure of civic identity is

Formation of civic identity is one of the priority goals of federal state educational standards for general education.

When we talk about civic identity in the context of the Federal State Educational Standard, we mean all-Russian civic identity (in the Concept of Spiritual and Moral Development and Education, the concept of national identity is used in the same sense). It is based on the common awareness of the citizens of the Russian Federation of their Russian citizenship and belonging to the Russian nation.

Russian nation in this case- not a synonym for Russians as a separate people. The Russian nation here is understood as a civic community that unites ethnic groups living within the Russian state while preserving their national and cultural identity.

In accordance with the Concept of Spiritual and Moral Development and Education, the basis of civic identity is basic national values- moral values and priority moral attitudes that exist in the cultural, family, socio-historical, religious traditions of the multinational people of the Russian Federation and transmitted from generation to generation, and common historical destiny.

The criterion for the systematization of basic national values in the Concept is the areas of human consciousness, social relations, activities that are the source of morality. They include:

· patriotism (love for Russia, for one's people, for one's small homeland; service to the Fatherland);

· social solidarity (personal and national freedom; trust in people, state institutions and civil society; justice, mercy, honor, dignity);

· citizenship (the rule of law, civil society, duty to the Fatherland, the older generation and family, law and order, interethnic peace, freedom of conscience and religion);

· family (love and fidelity, health, prosperity, respect for parents, caring for older and younger ones, caring for the continuation of the family);

· labor and creativity (creativity and creation, dedication and perseverance, hard work, thrift);

· science (knowledge, truth, scientific picture of the world, ecological consciousness);

· traditional Russian religions. Taking into account the secular nature of education in state and municipal schools, the values of traditional Russian religions are appropriated by schoolchildren in the form of systemic cultural ideas about religious ideals;

· art and literature (beauty, harmony, the spiritual world of a person, moral choice, the meaning of life, aesthetic development);

· nature (life, native land, nature reserves, planet Earth);

· humanity (world peace, diversity and equality of cultures and peoples, human progress, international cooperation).

The list of requirements for the results of the formation of civic identity, taking into account its structure, implies:

In a relationship cognitive component:

Creation of a historical and geographical image, including an idea of the territory and borders of Russia, its geographical features, knowledge of the main historical events in the development of statehood and society; knowledge of the history and geography of the region, its achievements and cultural traditions;

Formation of the image of a socio-political structure - an idea of the state organization of Russia, knowledge of state symbols (coat of arms, flag, anthem), knowledge of public holidays;

Knowledge of the provisions of the Constitution of the Russian Federation, basic rights and obligations of a citizen, orientation in the legal space of state-public relations;

Knowledge of one's ethnicity, assimilation of national values, traditions, culture, knowledge of the peoples and ethnic groups of Russia;

Mastering the general cultural heritage of Russia and the global cultural heritage;

Orientation in the system of moral norms and values and their hierarchization, understanding of the conventional nature of morality;

Environmental awareness, knowledge of the basic principles and rules of attitude to nature, knowledge of the basics of a healthy lifestyle and health-saving technologies; rules of conduct in emergency situations.

Formation requirements value and emotional components include:

A sense of patriotism and pride in their country, respect for history, cultural and historical monuments;

Emotionally positive acceptance of one's ethnic identity;

Respect and acceptance of other peoples of Russia and the world, interethnic tolerance, readiness for equal cooperation;

Respect for the individual and his dignity, a benevolent attitude towards others, intolerance to any kind of violence and a willingness to resist them;

Respect for the values of the family, love for nature, recognition of the value of health, one's own and other people, optimism in the perception of the world;

The formation of moral self-esteem and moral feelings - a sense of pride when following moral norms, the experience of shame and guilt when they are violated.

In a relationship activity (behavioral) component:

Participation in school self-government within the age competence (duty at school and class, participation in children's and youth public organizations, school and extra-curricular activities of a pro-social nature);

Ability to conduct dialogue on the basis of equal relations and mutual respect and acceptance; the ability to constructively resolve conflicts; tolerant attitude to other opinions, views, convictions, respect for the worldview and faith of another person;

Participation in public life (charity events, orientation in events in the country and the world, visiting cultural events - theaters, museums, libraries, implementation of healthy lifestyle settings);

Compliance with moral standards in relation to adults and peers at school, at home, in extracurricular activities;

Ability to make life plans taking into account specific socio-historical conditions and work to achieve them.

An indicator of the formation of a person's civic identity is also such an integrative personality quality as socially critical thinking, providing a cognitive basis for a person's free life choices.

The content of the civic identity education system students are the following directions for the implementation of educational tasks:

1) spiritual, moral and value-semantic education - the formation of priority values of humanism, spirituality and morality, self-esteem; social activity, responsibility, striving to follow moral norms in their behavior, intolerance to their violation;

2) historical education - knowledge of the main events in the history of the Fatherland and its heroic past, an idea of the place of Russia in world history; knowledge of the main events in the history of the peoples of Russia, the formation of historical memory, a sense of pride and involvement in the events of the heroic past, knowledge of the main events of the history of the region, republic, region in which the student lives; an idea of the connection between the history of one's family, clan and the history of the Fatherland, the formation of a sense of pride in one's clan, family, city (village);

3) political and legal education - is aimed at the formation of students' ideas about the state and political structure of Russia; state symbols, basic rights and obligations of a citizen; the rights and obligations of the student; informing about the main social and political events in the country and in the world; legal competence;

4) patriotic education - is aimed at forming a feeling of love for the Motherland and pride in belonging to one's own people, respect for national symbols and shrines, knowledge of public holidays and participation in them, readiness to participate in public events;

5) labor (professionally oriented) education - the formation of a picture of the world of culture as a product of labor subject-transforming human activity; acquaintance with the world of professions, their social significance and content; the formation of a conscientious and responsible attitude towards creative work, respect for the work of people and a careful attitude towards the objects of material and spiritual culture created by human labor;

6) environmental education . The objectives of environmental education can be defined as the formation of a high value of life, the needs of students to preserve and improve the natural environment, teaching environmentally appropriate behavior.

The most important component of the formation of civic identity is patriotic education.

In accordance with the National Security Concept of the Russian Federation, the Federal Target Program for the Patriotic Education of Russian Citizens was developed. Within the framework of this program, patriotism is understood as "one of the most significant, enduring values, the most important spiritual property of the individual and at the same time as a guarantee of vitality and a necessary condition for the effective functioning of the entire system of state and social institutions." State policy is aimed at the formation of the citizens of the Russian Federation of spiritual and patriotic values, professional qualities and skills, a sense of loyalty to constitutional and military duty, readiness to manifest them in various spheres of society, especially in the process of military and public service.

The significance of patriotism is determined by the fact that it is the basis for the unification and harmonization of modern Russian society, the preservation of its cultural identity in the context of the diversity of a multicultural society and globalization. The deepening of the processes of globalization objectively requires the state to take care of preserving its civilizational identity, which actualizes the importance of patriotic values and attitudes in culture.

The formation of patriotism is not so much a spontaneous process as a controlled process, the most important element of which is the system of upbringing and education.

The formation of patriotism acts as an act of spiritual creative self-determination of the individual through penetration into the spiritual life of his people and identification with it in conditions of personal freedom (autonomy). This means the need to accept the Russian language, Russian history, the Russian state, the Russian historical outlook as our own, to experience identity. However, the process of self-identification is experienced by the individual independently and distinctively. No one - neither the state, nor society, nor parents, nor educators can oblige, compel, prescribe the love of a child for the Motherland. The key point is the experience and comprehension of one's attitude to the Fatherland, which, being a universal value, is individual in its specific manifestations.

The tasks of forming patriotic feelings and consciousness of citizens on the basis of historical values and the role of Russia in the fate of the world are implemented both in the study of subjects, mainly social and humanitarian focus and in extracurricular activities(public museums, organizing the activities of military-historical and cultural-historical, military-technical clubs, search activities, campaigns, all-Russian military-sports competitions).

The formation of civic identity as a prerequisite requires differentiation of patriotism and nationalism ... Patriotism is a manifestation of humanism and universal human identity, since, unlike nationalism, it presupposes tolerance for a different national identity. In the case of the interpretation of the concept of "nation" as co-citizenship, the meanings of patriotism and nationalism coincide. If the concept of "nation" is interpreted as belonging to an ethnic group, then nationalism in this understanding approaches patriotism (in terms of formation mechanisms), or significantly differs in the level and nature of isolation.

Since civic identity is only one of the types of social identity of an individual, the question inevitably arises on the hierarchy of different types of identity, their relationship and balance among themselves ... What is more significant for a person, primarily - the awareness of ethnic identity, when he considers himself, first of all, a Russian, Tatar, Chechen, Yakut, and only second or third of all realizes himself as a citizen of a united Russia? Religious identification? Political? Or civilian? How this dilemma is solved in the minds of each person in many ways scenarios of his social behavior in different situations depend NS.

This issue of the hierarchy of identities is of the most immediate importance for the teacher and the education system as a whole. The way in which the content of education and upbringing will be structured depends on which way of solving it we recognize as socially desirable. If we focus only on the formation of national identity, without correlating it with the general civil one, we risk creating fertile ground for the susceptibility of young people to the ideas of nationalism and xenophobia, including in their aggressive manifestations. The risk increases if this tendency is combined with the absolutization of military-patriotic education, which replaces all the variety of manifestations of patriotism (it is no secret that some military-patriotic clubs actually proceed from the ideas of Russian nationalism in their work with children and young people).

The most acceptable from a social point of view is such an approach in which upbringing of Russian civic identity is perceived as a priority, but at the same time the value and importance of maintaining the ethnocultural identity of students by means of education is recognized .

Another aspect of this problem is related with the relationship between Russian identity as an awareness of belonging to the state and the recognition of universal values ... In this regard, apparently, one should strive to ensure that children can correlate their views on certain social facts from the standpoint of national-state interests and from the standpoint of universal human morality. Simply put, any actions taken by your country or its representatives cannot be justified on grounds of national interest.

Values of educationas a social activity that ensures the harmonious unity of universal human identity, civic identity and ethnic identity, the following should be reflected:

in the aggregate of programs for the formation civic identity aimed at shaping identity of a person as a citizen of his country, education of civil patriotism and love for the Motherland (for example, Russian as a state language, native literature, history of the Fatherland, social studies, civic studies, etc.);

set of programs to form ethnic identity and solidarity with the "small homeland- village, city, region ", aimed at familiarizing with the national culture, knowledge of the history of the native land, etc. etc. (for example, national language as a mother tongue, local history, national history, national literature, etc..);

set of programs for the formation common human identity, directed to become familiar with the heritage of world culture and the general history of mankind, universal human values, the achievements of science and technology, which make a person akin to all of mankind (for example, mathematics as a universal language of communication, computer science, physics, the world, world history, world literature, world art culture, economics, etc..).

The tasks of forming civic identity are being solved both at the expense of academic subjects and in extracurricular activities(including - extracurricular activities). Accordingly, both of these areas of activity should be planned together.

The psychological and pedagogical basis for the formation of civic identity in the educational process of the school is system-activity approach.

The concept of a system-activity approach was introduced in 1985 as a unifying system approach (B.G. Ananiev, B.F. Lomov, etc.) and an activity approach (L.S.Vygotsky, L.V. Zankov, A. R. Luria, D.B. Elkonin, V.V.Davydov and many others). The main idea behind this approach is that main result of education – it is not individual knowledge, skills and abilities, but a person's ability and readiness for effective and productive activity in various socially significant situations.

The main tasks of education today are not just to equip the student with a fixed set of knowledge, but to form in him the ability and desire to learn all his life, work in a team, the ability to self-change and self-development based on reflexive self-organization.“The activity approach focuses not only on the assimilation of knowledge, but also on ways this assimilation, on patterns and ways of thinking and acting, on the development of cognitive forces and creativity child. This approach opposes verbal methods and forms of dogmatic transmission of ready-made information, the monologue and impersonality of verbal teaching, the passivity of schoolchildren's teaching, and finally, the uselessness of knowledge, skills and abilities that are not implemented in activity. " The system-activity approach ensures the achievement of the planned results of mastering the basic educational program of primary general education and creates the basis for the independent successful assimilation by students of new knowledge, skills, competencies, types and methods of activity.

The systems approach is a general scientific approach in which any system is considered as a set of interrelated elements. The ability to see a task from different angles, analyze many solutions, isolate components from a single whole, or, conversely, assemble a holistic picture from disparate facts - will help not only in the classroom, but also in ordinary life... The activity-based approach allows you to implement the principle of consistency in practice.

In the context of the system-activity approach, the essence of education is the development of the personality as an element of the "world - man" system. In this process, a person, a person acts as an active creative principle. Interacting with the world, he builds himself. Actively acting in the world, he is self-determined in the system of life relations and values, his self-development and self-actualization of his personality takes place.

The main factor of development within the school is educational activity. The formation of educational activity is inextricably linked with the formation of the spiritual development of the individual. According to A.G. Asmolova, "the learning process is the process of a student's activity, aimed at the formation of his consciousness and his personality as a whole." This process also includes such components as the formation of social identity, patriotism, and civic consciousness.

The main idea of the system-activity approach is that new knowledge is not given in finished form... Children "discover" them themselves in the process of independent research activities. The task of the teacher when introducing new material is not to explain, show and tell everything clearly and in an accessible way. The teacher must organize research work of children so that they themselves think of the solution to the problem of the lesson, they themselves explain how to act in the new conditions.

The main of the main tasks of the teacher is to organize educational activities in such a way that students develop needs and abilities in the implementation of creative transformation of educational material in order to master new knowledge as a result of their own search... The key technological element of the system-activity approach is situation of actual activating difficulty... Its purpose is a personal educational result obtained in the course of a specially designed bodyizovanny activity - ideas, hypotheses, versions, methods expressed in the products of the activity (schemes, models, experiments, texts, projects, etc.).

Cycle of educational situation includes the main technological elements of heuristic learning: motivation of activity, its problematization, personal solution of the problem by the participants in the situation, demonstration of educational products, their comparison with each other, with cultural and historical analogues, reflection of the results.

The teaching material plays the role of an educational environment, not a result that should be obtained by students. The purpose of such an environment is to provide conditions for pupils to give birth to their own educational product. The degree to which the educational products created by the students differ from the educational environment specified by the teacher is an indicator of the effectiveness of teaching.

The implementation of the technology of the activity method in practical teaching is provided by the following system of didactic principles:

1) The principle of activity is that the student, receiving knowledge not in a finished form, but obtaining it himself, is aware of the content and forms of his educational activity, understands the system of norms, actively participates in their improvement, which contributes to the active successful formation of his general cultural and activity abilities, general educational skills.

2) The principle of integrity - involves the formation by students of a generalized systemic view of the world (nature, society, oneself, the socio-cultural world and the world of activity, the role and place of each science in the system of sciences).

3) The principle of psychological comfort - involves the removal of all stress-forming factors of the educational process, the creation of a friendly atmosphere at school and in the classroom, focused on the implementation of the ideas of cooperation pedagogy, the development of dialogue forms of communication.

4) The principle of variability - involves the formation of students' abilities for a systematic enumeration of options and adequate decision-making in situations of choice.

The function of the teacher within the framework of the system-activity approach is not in teaching, but in accompanying the educational process: preparation didactic material for work, organizing various forms of cooperation, Active participation in discussing the results of students' activities through leading questions, creating conditions for self-control and self-esteem. The results of the lessons allow an inconclusive solution to the main problem, which encourages children to look for opportunities for other solutions, to develop a situation in a new evenly.

With the system-activity approach, the main components of the educational process have their own characteristics:

1. Motivational target component defines personal meaning upcoming activities. ( For what will the upcoming activity be carried out?). As a system-forming characteristic, it is determined personal result education and training, as well action system, in the process of which the content of education is mastered(techniques, methods and technologies). In other words, the student's educational goals are not only related to the objects being studied, but also to the ways studying these objects. The source of the student's goals is the holistic nature of the content of the studied system, as well as the situation of "educational tension" created by the teacher.

The methods of its creation are as follows: reaching a contradiction or a problem through an educational task, violation of the usual norms of educational activity, inconsistency of the obtained results with the expected ones, comparison of heterogeneous student educational products, the introduction of contradictory cultural and historical analogues, self-determination of subjects of education in the field of a variety of different positions on the issue in question, and NS.

2.Content component suggests that the content should be systemic and activity, i.e. it should be based on universal means, methods and standards of activity. Knowledge (as such) is no longer system-forming in the structure of the content of education, but is included only as one of the components. In this case, the most important is thought-activity as meta-activity... If the content of traditional education consisted of the products of the cognitive activity of mankind, then the content of activity education consisted of from methods, means and forms of transformative activity (search, problem, project, research). This approach is determined by the fact that the function of a modern person should be aimed not only at preserving the world, but also at transforming it on the basis of a systemic vision of the surrounding reality. With this approach, the student develops a positive attitude towards the knowledge of the scientific picture of the world, since any "creation" is built on the basis of mastering the norms of the created or transformed object of the surrounding world.

System content develops the ability to generate your knowledge, see the world with your own eyes, understand it with your own understanding... A person develops successfully when he not only assimilates someone else's experience and other people's knowledge, but knows how to create, create his own knowledge about the world.

The system-activity approach is provided integration private subject, general subject and metasubject content.

For the development of civic qualities, it is necessary to ensure the formation of a productive, divergent, critical thinking influencing the stability of civic position. Most effective means solutions to this problem are productive, creative tasks that can be used both during the lesson and when organizing extracurricular activities. In this regard, educational tasks based on the reproductive principle seem to be ineffective. Simple reproduction of the information received does not lead to the formation of critical thinking, therefore, it is important to organize the student's cognitive activity based on this type of educational tasks that imply the student's cognitive activity, the ability to creatively, in non-standard situations, receive and use the knowledge gained to solve specific productive tasks. For example, instead of an assignment to retell a text from a textbook, it is better to invite students to compose a story about a historical event on behalf of a participant or eyewitness, describe a dispute or conversation between participants in historical events, etc.

Intellectual games like “What? Where? When? ”That can be organized as extracurricular activities. This game, which many people know from the television version, requires the ability to coordinate their actions in a small group, to attract a wide range of knowledge from various fields to solve productive problems. Questions of the game “What? Where? When?" have a fundamental difference from quizzes, where everything is based on specific knowledge and requires an unambiguous direct answer. In this game, questions are logical puzzles, often based on well-known facts, but requiring certain mental actions, chains of inferences, that is, they are productive in nature. To play What? Where? When?" it is useful to have a broad outlook and encyclopedic knowledge, but it is much more important to be able to operate with this knowledge: to compare, highlight the main thing, generalize, and identify cause-and-effect relationships between events and phenomena. The team needs players with developed analytical skills, because one of the most important points of discussion is choosing the right version, cutting off the wrong options. In each question, there are so-called "marks" or "cutoffs" that narrow the choice of options to the only correct one, but you need to be able to recognize them in the text and compare them with those versions that appear on the table at the time of discussion. Players need the skills of collective thinking, working in a group. In general, the game methodology is a classic "brainstorming", which is widely used for the systematic training of creative thinking and its activation.

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FORMATION OF THE CIVIL IDENTITY OF THE MODERN SCHOOL STUDENT

N.A. Shmatkova

MAOU Yamskaya secondary school

Domodedovo urban district

The formation of the civic identity of the individual is today an urgent key task of the socio-cultural modernization of society and is of practical value for improving the quality of the educational process. The Concept of the long-term socio-economic development of the Russian Federation for the period up to 2020 indicates the need to support programs for the formation of a single Russian civil nation, national-state identity. In this regard, it is especially important to provide ideas for the formation of civic identity of schoolchildren in a modern school. Educational and educational process s shaping civic identity through various forms lessons, in extracurricular and extracurricular work. This topic is one of the areas of work of the teaching staff of our school. Educational and extracurricular activities in the pedagogical process of the school are interrelated and interdependent, which makes it possible to successfully integrate various types and forms of classes used by all participants in the pedagogical process (both in community and individually). The relationship between the directions of the teacher's activity in the formation of the civic identity of schoolchildren is ensured due to the fact that the developed ideas of schoolchildren about a citizen, about identity, about a civic community are "augmented" by ideas about the values of tolerance, justice, responsibility, nobility, generosity, duty, etc., which ( values) take the form of the motive of civic behavior and the activities of schoolchildren. The dominant method of forming the civic identity of schoolchildren is becoming such a method, the implementation of which allows students to identify problems of civic content and respond to them with a practical result of a virtual (website, presentation) or real nature (socially significant business, action, presentation, etc.). And the introduction of the direction of the formation of the civic identity of schoolchildren is carried out through a set of forms and methods that ensure the solution by the teacher of problems in the implementation of the content of each of its blocks.The formation of civic identity is impossible without knowing the main events in the history of the Fatherland, the heroic past of Russia, without understanding the connection between the history of one's family and the history of the Fatherland.Students go to the location of the studied objects (historical monuments, museums, sights of the past, places of military glory) for direct acquaintance with them.Active cooperation with veterans, officers and relatives of the fallen soldiers of local wars,with school graduates who have chosen a military path for themselves, soldiers, participants in important historical events (meeting with a member of the public organization "Combat Brotherhood" AP Gorbach), old-timers, local historians, members of various search teams and other interesting people.Participation in real practical events: the Day of Military Glory, the Day of Remembrance of the Unknown Soldier, in a solemn meeting and the laying of flowers at the monument to the fallen wars at the military graves of the village of Yam. The school created a "Corner of Military and Military Glory" ( v the basis of creation is the reflection of the history of developmentmilitary unit) and for many years the guys have been working oncollection of new information, exhibits, research work, publication of newspapers, excursions, observing certain traditions. Excursions allow you to combine the educational school process with visual comprehension of real life objects into a single whole, to directly introduce children to the objective world of the past, to expand the boundaries of the school course.

Every year, a scientific and practical conference is held at our school, at which schoolchildren make reports, creative projects and research works. Areas of work are very different: local history, professionally oriented, eco-biological, cultural.The project work united all participants in the educational space: students, their parents, teachers.Each family has its own history, customs and traditions; many families keep unique historical documents and antiques. The projects "Relics of my family", "Home archives or how to preserve family history" tell about the importance of working to preserve the cultural heritage of the family. That it is impossible to postpone it for later, tk. together with the older generation, unique and interesting information is leaving us, which make up a part of our common history.

The formation of the values of humanism and morality is a priority task of fostering civic identity. Many of our projects are dedicated to the culture of an Orthodox church, because knowledge of this culture can become a moral source for familiarizing the younger generation with the eternal truths that determine the essence of human life.

Working on the projects "Temple of Flora and Lavra" and "Temple of St. Nicholas", school students got acquainted with the monuments of temple construction on the territory of the Yamskiy administrative district with their structure and architectural features.

Members of the local history circle submit material to the local newspaper "Pakhrinsky Vesti" and draw up such headings as "Save cannot be forgotten" (the history of the station "Leninskaya" was a substantial material for this work), "This is interesting" (made sketches of temples, collected photographic material, met with people interested in preserving cultural heritage)... Schoolchildren prepare messages, analyze the events that took place in the country and were reflected in the history of the urban district and the village of Yam.

Proactive participation in socially significant affairs organized by adults: children voluntarily took part in the Concert for Veterans; with great desire, representatives of the school's choir studio performed at the Pavlovsky Palace of Culture at the festival dedicated to Mother's Day; in holding a festival of street sports; an ecological expedition to clean up the site on the banks of the Pakhra River; subbotnik for cleaning the territory of the military camp; an event for the improvement of military graves and a monument to the village of Yam "Obelisk of Tristel to the perished fellow villagers"; charity event" Start the year with mercy ", responded to the call of the Yamskiy temple in honor of Flor and Lavrrendering feasibleassistance to residents of the Lugansk and Donetsk people's republics; "Hurry to do good" - cooked new Year gifts for inmates of the orphanage and the "Family" center; in the preparation of material for the local newspaper of the residents of the Yamskiy and Kolychevskiy administrative districts (together with the ICTT Integral); conducting a radio line about the days of military glory, the victorious days of Russia "We remember, we love, we are proud!"; making holiday cards and invitations for veterans to the 70th anniversary of Victory (participation of volunteer children inpreparation and holding of celebrations dedicated to the presentation anniversary medals"70 years of Victory in the Great Patriotic War 1941-1945.").

The involvement of children and adolescents in constructive actions and social initiatives, their readiness to show social responsibility, to master new work skills allow building productive cooperation with peers, their parents and teachers in the context of the implementation of urgent socially significant problems.

To work in a school environment, teachers have chosen and offer interactive lessons.

Interactive lesson topic	The pedagogue's approach
Formation of civic identity and development of patriotism in the lessons of the Russian language, literature and extracurricular activities.	Teaching the Russian language takes place not only in literature lessons, but in any academic subject and outside the lesson, in free communication with pupils; the living Russian language is becoming the universal school life.
Social partnership of family and school in the formation of the civic identity of the personality of students.
Psychological aspects of vocational guidance work at school in the context of the introduction of the Federal State Educational Standard.	In the upbringing of patriotism, the teacher stakes not on the child's formation of unreflective pride in "his own" or a kind of selective pride in his family, for the country (pride only in successes and achievements), but seeks to foster a holistic acceptance and understanding of the past, present and future of Russia with all failures and successes, worries and hopes, projects.
Modern forms of organizing extracurricular activities in the course of life safety at school.	In civic education, he cannot afford to work with the concepts of "citizen", "civil society", "democracy", "relations between society and the state", "human rights" as speculative abstractions, in a purely informative style, but must work with tradition and the peculiarities of the perception of these concepts in Russian culture, in relation to our historical soil and mentality.
Local history as one of the factors in the formation of civic identity (From the experience of organizing and holding the Day of Local History at school)	The teacher works with tolerance not as with political correctness, but as with the practice of understanding, recognizing and accepting representatives of other cultures, historically rooted in the Russian tradition and mentality. Presentation of work experience on the formation of civic identity by means of local history activities

Civil (Russian) identity is the free identification of a person with the Russian nation (people); the involvement of a person in the social, cultural life of the country, the awareness of oneself as a Russian; a sense of belonging to the past, present and future of the Russian nation. The presence of a Russian identity in a person implies that for him there is no “this country”, “this people”, “this city”, but there is “my (our) country”, “my (our) people”, “my (our) town".

A child's love for the Motherland begins with love for the family, school, and small homeland. The civic (Russian) identity of a young person is formed on the basis of family, school, and territorial community identity.

The school's particular responsibility is the child's school identity. What it is? it experience and awareness child own involvement for school. Why is this needed? School is the first place in a child's life, where he truly goes beyond the bounds of kinship ties and relationships, begins to live among other, different people, in society. It is at school that the child turns from a family person into a public person. What does the introduction of the concept of "school child identity" give? In the usual role-playing reading the child in school acts as a student, boy (girl), friend, citizen. Videntificationreading a schoolboy - "a student of his teachers", "a friend of his classmates", "a citizen (or layman) of the school community", "the son (daughter) of his parents." That is, the perspective of identity allows you to more deeply see and understandthanks to whom or whatthe student feels connected (or not connected) with the school community, what or who gives rise to involvement with the school in him.

Child's identification position in school	Place of formation of this position
The son (daughter) of his parents	Specially created or spontaneous situations at school, where the child feels like a representative of his family (disciplinary entry in the diary, the teacher's threat to call the parents, reward for success, etc.)
A friend of his schoolmates	Free, seemingly unregulated, direct communication with classmates and peers
Disciple of his teachers	All learning situations both in the classroom and in extracurricular activities (circles, electives, sport sections etc.); educational communication with teachers
Citizen of the class	Intra-class events, affairs, activities; self-government in the classroom
School citizen	School events, children's associations of additional education at school, child-adult co-management, school government, school clubs, museums, etc .; extracurricular communication with teachers.
Citizen of society	Social projects at school; actions and deeds aimed at the out-of-school social environment; children's public associations and organizations. School-initiated communication with other social actors.
A member of their ethnic group	All situations in school that activate a child's sense of nationality
Member of his religious group	All situations in school that activate a child's sense of religious affiliation

School identity allows you to see if the student connects his successes, achievements (as well as failures) with the school; whether the school is a significant place for him or not.

The civic identity of a young person is formed on the basis of the identity of the family, school, identity with the territorial community. It is at school that the child becomes not only a family man, but also a social one. Therefore, the problem of the formation of civic identity among the younger generation acquires special pedagogical significance and its solution in full affects all levels of educational institutions.

MINISTRY OF GENERAL AND PROFESSIONAL EDUCATION

ROSTOV REGION

STATE BUDGETARY PROFESSIONAL EDUCATIONAL

ESTABLISHMENT OF THE ROSTOV REGION

"NOVOSHAKHTINSKIY TECHNOLOGICAL TECHNICUM"

Formation of the Russian civic identity of students in the lessons of "social studies"

Developed by:

teacher of the highest category

L.N. Nechepurenko

annotation

The methodological manual "Formation of the Russian civic identity of students in social studies", presented in the competition "Raising patriots of Russia" in the nomination "For the good of the Fatherland", reveals the goals and objectives of the problem. The relevance of the use of the competence-based approach in teaching is substantiated, the method of projects is disclosed as the main method of forming civic identity. The author reveals on the example of introducing research andcreativeprojects developed by students under the general title "I am a citizen of Russia", ways of forming a worthy citizen of Russian society, responsible for the fate of the country as a whole and the fate of the "small homeland", ready for dialogue and cooperation with people of different persuasions and national cultures.

Applications include presentations of lessons, research andcreativeprojects, scientific and practical conference. Toolkit is focused on specialists in the general education system, primarily teachers of social disciplines in senior classes and secondary vocational courses.

Content

2.5.

2.6. The role of the research project in the formation of tolerance among lyceum students.

3. Performance results

1. Relevance, goals and objectives

Civic identity means awareness of oneself as a bearer of Russian culture and a citizen of Russia.

The urgency of the problem is caused, firstly, by the consequences of socio-economic and socio-cultural transformations of the 90s of the last century. Economic disintegration, social differentiation of society, devaluation of spiritual values have and continue to have a negative impact on public consciousness in general and on the educational process of the younger generation in particular. Under the conditions of the adverse impact of the macroenvironment, young people have significantly increased interests of a purely personal, pragmatic nature, while traditional spiritual and moral qualities, such as patriotism, citizenship, benevolence, sympathy, compassion, interfaith and interethnic tolerance, and others, have been destroyed or lost.

Secondly, the urgency of the problem is dictated not only by the historical features of the existence of Russia as a multinational state, but also by the rather complex demographic situation that arises today. This is primarily due to the growth of migration flows in all regions of Russia.

The multiculturalism of society requires increased attention to communication interaction and tolerance of its members, responsibility and freedom of personal choice, self-actualization. “Education is assigned a key role in the spiritual and moral consolidation of Russian society,” says the Concept of Spiritual and Moral Development and Upbringing of the Personality of a Russian Citizen, Russia, to fellow citizens, society, state, present and future of their country. "

1.2. Goals and objectives of the teacher of social studies in the formation of the Russian civic identity of students

The central task of the new Russian school, which ensures the socio-cultural modernization of Russian society, should be the upbringing of a responsible citizen. It is concretized in the new generation FSES:

Formation of the Russian civic identity of students;

Preservation and development of the cultural diversity and linguistic heritage of the multinational people of the Russian Federation, the realization of the right to study the native language, mastery of the spiritual values and culture of the multinational people of Russia;

Education and socialization of students, their self-identification through personally and socially significant activities, social and civil formation. Including through the implementation of educational programs included in the main educational program.

Civic identity is the most important constituent element of civic community, acts as the basis of group self-awareness, integrates the population of the country and is the key to the stability of the state.

Social studies (including Civics, etc.) - ensures the formation of the value and worldview basis of civic identity; systems of social ideas about the socio-political structure (idea of the state organization of Russia, knowledge of state symbols - coat of arms, flag, anthem, knowledge of public holidays, knowledge of the basic rights and duties of a citizen), the structure and dynamics of development of society and the state, creates the basis for the formation of legal consciousness students.

A critical model of teaching social science, the main method of which is a critical attitude, reflection of one's own ideas about the world around us, presupposes the development of socially critical thinking, democratic forms of relationships in a modern school and the creation of adequate motivation.

The goals of teaching social science, in my opinion, should be the formation of the following value normative characteristics of a person as an ideal representative of civil society:

A person's awareness of himself as a citizen of the Russian society, who respects the history of his Motherland and is responsible for its fate in the modern world;

Civil patriotism;

Attitude towards the adoption of the leading values of their national culture, the culture of the "small homeland";

Readiness for dialogue and cooperation with people of different beliefs, national cultures and religions; tolerance to a different opinion, a different position, a different view of the world; generosity;

Awareness of their involvement in the fate of humanity;

The implementation of the task of forming civic identity in the context of general education as the leading social activity of society will lead to the following personal and social effects:

Students' awareness of themselves as citizens of Russia;

Strengthening Russian statehood;

The growth of the competitiveness of Russian society;

Reducing the risk of the disintegration of our country into separate territories according to ethnic, confessional and / or regional parameters.

2. Methods for the formation of the Russian civic identity of students

2.1. Competence-based approach to the formation of civic identity

In the construction of civic education, the competence-based approach is recognized as one of the leading approaches.Competenceis the sum of generalized methods of activity, reflecting a deep and comprehensive knowledge of the subject, methods and means of achieving the intended goals with the help of one's own skills and abilities.

There are three blocks of competence:

Cognitive blockrelated to knowledge and methods of obtaining it.

Active blockassociated with the process of developing skills based on the knowledge gained and in ways.

Personality blockdetermined by the motives and attitudes of the personality.

The main thing in competence is not to “know” or “be able”, but to mobilize this or that knowledge or skill at the right time. A prerequisite the formation of competence is the presence of a person's personal experience in solving situations of one kind or another.

Civic competence includes a set of abilities that allow actively, responsibly and effectively to exercise the entire range of civil rights and obligations in a democratic society. To achieve new goals, new modern educational technologies... One of these technologies is “Method - projects”.

2.3. The project method and its role in modern education

Educational project- This is a form of organizing classes, providing for the complex nature of the activities of all its participants upon receiving educational products for a certain period of time - from one lesson to several months.

The project method is based on creativity, the ability to navigate the information space and independently design their knowledge.

Requirements for project organization

1. The project is developed on the initiative of students. The theme of the project for the entire team of students may be one, and the ways of its implementation in each group are different. Simultaneous execution of different projects by students is possible.

2. The project is significant for the immediate and indirect environment of students - comrades, parents of acquaintances, society as a whole

3. Project work is research work, simulates work in a scientific laboratory or other organization.

4. The project is pedagogically significant, that is, students acquire knowledge, build relationships, master the necessary ways of thinking and acting.

5. The project is planned in advance, designed, but at the same time flexibility and changes during implementation are allowed.

6. The project is realistic, focused on the resources available to the educational institution. In project-based learning, not only are the results valuable, but the process itself is even more valuable.

Stages of work on the project

Stage of work on the project

Content of work at this stage

Student activities

Teacher activities

Preparation

Defined themes and objectives of the project

They discuss the subject with the teacher and receive additional information if necessary. Set goals

Introduces the meaning of the project approach to students and helps in setting goals.

Planning

1. Identification of sources of information.

2. Determination of methods for collecting and analyzing information.

3. Determination of the way of presenting the results (report form).

4. Establishment of procedures and criteria for evaluating the results of the process.

5.Distributing tasks among team members

Develop a plan of action. Formulate tasks

Suggests ideas, makes suggestions

Study

Collecting information, solving intermediate tasks. Basic tools: interviews, polls, observations, experiments

Carry out research, solving intermediate problems.

Observations, advises, indirectly guides activities

Results and/ or conclusions

Analysis of information. Formulation of conclusions.

Analyzes information

Observes, advises

View or report

Possible forms of presentation of results: statutory report with demonstration of materials, written report

They are counted, discussed.

Listens, asks appropriate questions in the role of an ordinary participant.

Assessment of results and process

Participate in assessment through collective discussion and self-assessments

Assesses effort, creativity, quality of sourcing, untapped opportunities, continuation potential, report quality.

I use researchand information projects.

Research projects have a structure close to genuine scientific research. They offer the argumentation of a topical topic, the definition of the problem, subject, object, goals and objectives of the study. It is imperative to put forward a research hypothesis, designate research methods and conduct an experiment.

Information projects is a type of project designed to teach students how to extract and analyze information. Students study and use various methods of obtaining information (personal library funds, media, databases, including electronic ones, methods of questioning and interviewing), its processing (analysis, generalization, comparison with known facts, reasoned conclusions) and presentations (report, publication , placement on the Internet or local networks, teleconference).

Basic conditions for the application of project methods:

1. The existence of a significant problem requiring a solution through research (creative) search and application of integrated knowledge

2. The significance of the expected results (practical, theoretical, cognitive).

3. Application of research (creative) methods in design.

4. Structuring the stages of the project.

5. Independent activity of students in a situation of choice.

In the design process, cognitive, informational, communicative and other competencies are formed:

1. Ability to understand the task at hand, the essence of educational knowledge, character
interaction with peers and the teacher, requirements for the presentation of the work performed and its parts.

2. Ability to plan the final result of work and present it in verbal form.

3. Ability to plan actions, that is, manage the time budget,
forces, means. Draw up a sequence of actions with indicative
estimated time spent on stages.

4. Ability to constructively discuss the results and problems of each stage
design: formulate design questions and requests for help (advice, additional information, equipment, etc.).

5. Ability to search and find the necessary information on your own.

6. Ability to evaluate the results in terms of achieving the planned, in terms of the volume and quality of the accomplished, in terms of labor costs, in terms of novelty.

7. Ability to evaluate projects completed by others.

8. Ability to understand the criteria for evaluating projects.

9. Ability to defend your project during the procedure for public defense of projects.

2.3. Using the project method in social studies lessons

The method of projects allows you to implement an activity-value approach to learning, promotes self-realization of the individual, and increases motivation for learning. I conducted 3 open lessons on social studies "Youth as a social group", "Political status of the individual", "Global problems of our time" using the project method.

Common to all these lessons are the following stages of work on a training project:

1. Brainstorm, in the course of it, students independently identify the problems that they will work on in the lesson. For example, the problems of modern youth, global problems of our time, the political roles of the individual - these problems become topics of educational projects.

2. Students are divided into groups, each of which works on a part of the overall project. In the lesson "Youth as a social group" 4 groups were formed. Each of the groups considered one of the urgent problems of youth: the problem of employment, alcoholism and drug addiction, crime, youth leisure. In the lesson "Global problems of our time" tasks for mini-projects under the general theme "Problems of overcoming the ecological crisis" were: 1 gr. "The use of scientific and technological revolution in solving the ecological crisis"; 2 gr. “Environmental law and its role in overcoming the environmental crisis; 3 gr. "Solving environmental problems in the city of Novoshakhtinsk."

All tasks are problematic, meaningful and interesting for students. Group work allows you to form communicative competence, teaches you to work in a team, and at the same time it has a personality-oriented character, because each member of the mini-group has a role to play; speaker, secretary, artist, timekeeper, etc.

Students independently find and analyze the knowledge necessary for solving the project in the textbook "Social Studies" and other sources (for example: SM).

In this case, knowledge ceases to be a goal, but becomes a means for solving the set cognitive tasks.

3. The implementation and defense of projects takes place in a creative form: students use collages, diagrams, drawings to convey to the audience the solution to the problem.

Lessons conducted with elements of project-based training allow, in contrast to "accumulative knowledge" training, to form the components of cognitive, informational, communicative competence.

But most importantly, such lessons build citizenship. They help students understand that at their age it is possible to change something, if not in the world. That in your city, neighborhood, lyceum. (Appendix A).

2.4. The role of research projects in the formation of civic competence of students.

A research project requires substantiation of the relevance and social significance of the topic, a well-thought-out structure of work, its goals and objectives, and research methods.

This is most clearly manifested in the research projects of studentsIIcourses prepared for intermediate certification in social studies.

It takes place in the form of defense of research projects under the general title "I am a citizen of Russia" has become traditional in the State Budgetary Educational Institution of the Russian Federation "NTT".

Work on a research project in social studies includes the following stages:

Itap - theme selection.

Topic requirements:

relevance, reflection of topical problems of social science and practice;

compliance with the pressing needs of society;

the ability to search for a sufficient amount of information;

the topic must be taken from real life, familiar and meaningful to students;

the independence of students' choice of a topic is the basis for the formation of their responsibility for the process and the result of the work.

TraineesIIThe course selected the following topics for research projects in social studies for intermediate certification: "Problems of young people in the city of Novoshakhtinsk"; "Problems of young families in the city of Novoshakhtinsk"; "Demographic problem and ways to solve it"; "Service in the army: duty or obligation"; "The problem of alcoholism and drug addiction in Novoshakhtinsk ";" The problem of ecology in Novoshakhtinsk and ways to solve it. "

IIstage - preparatory.

At this stage, students identify and analyze the problem, prepare project goals. Outline a work plan to achieve the goals. Distribute roles for performing work in the group. Work on a project is of a group nature and allows you to form communicative competence.

IIIstage - exploratory, analytical.

The group collects and analyzes information. Sources of information: libraries, Internet, mass media (newspaper "Znamya Shakhtyora"). Students conduct sociological surveys and interviews. Students experience the greatest difficulty in formulating questions that are adequate for the purpose of collecting information, so I help them in this.

Students meet with representatives of the city administration, other city authorities, in order to understand the severity and ways of solving the problem under study.

IVthe stage is practical.

On the basis of the collected and processed material, students prepare a scientific report on the studied social science topic. For example “Youth as a social group”, “Environmental problem as a global problem of our time”.

Students propose a draft solution to the problem under study and bring it to the attention of city authorities: for example, in the Youth Affairs Committee of the Novoshakhtinsk City Administration.

Vstage - defense of a research project.

The defense of a research project takes place at the exam in social studies. Students prepare a computer presentation, diagrams, posters and orally talk about the studied problem. (Appendix B).

In order to increase the value research work students in the "NTT" was held a scientific practical conference "Actual problems of Novoshakhtinsk youth and ways to solve them."

Objectives of the conference:

Summarize the results of students' research workIIsocial studies course;

To contribute to the formation of civil and public competence among students (fulfilling the roles of a citizen, the ability to defend their rights, the formation of a high level of legal culture and the adoption of fundamental legal norms);

To generalize and systematize the knowledge of students on the following topics of social science: "Youth as a special social group", "Social norms and deviant behavior", "Social structure of society", "Market relations in the modern economy", "The political system and its role in the life of society" ...

Conference plan

1. Introductory remarks of the teacher of social disciplines LN Nechepurenko.

2. Defense and discussion of research projects:

“The problem of youth unemployment in the city of Novoshakhtinsk” (; “The problem of youth crime in the city of Novoshakhtinsk” (; “Informal youth associations” (; “Problems of the modern army”; Youth Parliament of Novoshakhtinsk, ways to improve it; “The demographic problem in the city of Novoshakhtinsk) Novoshakhtinsk ".

Students of the first, second and third year groups are invited to the conference (2 representatives from each group).

2.5. Creative project "My family"

Civic competence is closely related to the formation of values that determine civic consciousness. The most important values, in my opinion, are: Person, Family, Fatherland. They are interconnected. Patriotism, service to the Fatherland begins with love for a small homeland, for your family. It is in the family that the perception of each person begins to form.

Formation family values students were promoted by the creative project "My Family". Project activities- this is an active search, research; it is creative, problematic in nature, allows students to express themselves, their analytical creativity.

Students of all courses took part in the creative project "My Family", its activities were reflected in both educational and extracurricular activities.

Objectives of the project:

Development of patriotic self-awareness of students through the knowledge of family history;

Formation of the spiritual unity of the family;

International education of students;

Expanding students' knowledge about their family;

Formation of a civil vision of problems modern family.

Content of the project

The creative project "My Family" includes the following activities: competition for the best creative work "Family Tree"; the release of the interactive newspaper "Heroes of Russia"; research search work "My family during the Great Patriotic War"; defense of creative examination projects (social studies) on the problems of the modern family.

A regulation was developed for the "Family Tree" competition (see appendix). The students had to compile a genealogical table of their family and write a research paper "Pages of my family", reflecting the participation of relatives in the history of our city and country. In this work, the students were assisted by their parents, grandparents. The terms of the competition were discussed at class hours and were approved for parenting meetings... The compilation of genealogies, the study of family history contributed to the spiritual unity of the families of the students. The students developed a sense of pride in their family, responsibility for their surname.

The epigraph to this creative work can be the words of Semyon Terentyev, the grandfather of Karina Terentyeva, the winner of the competition:“Any tree, as you know, takes originality and strength from its roots. The same is true for man. Remembering and knowing his family, it is easier for him to withstand the storms and storms of life " .

The results of the competition were announced within the framework of the traditional week of public subjects “I am a citizen of Russia”.Iplace was taken by Terentyeva Karina,IIplace - Yulia Zueva,IIIplace - Ekaterina Nalivaiko.

As part of the above-mentioned subject week, an interactive newspaper "Heroes of Russia" was published. In the course of a sociological survey conducted at the technical school, the names of the heroes of Russia were named, the activities of which are especially appreciated by students. Each group had to write an article about one of them in the lyceum wall newspaper. Mothers-heroines were named among the heroes of Russia.

Lavrova Anastasia, studying in group No. 60, wrote an article about her mother, who gave birth to and raised 10 children. With great warmth, love and pride, the girl wrote about her mother with many children. Her article was voted the best.

By the Victory Day, each group of the technical school received a search task "My family during the Great Patriotic War." Students, with the help of their relatives, learned about the participants in the war; they found photographs, awards, and relics in family archives. Then messages were prepared, mini essays were written. On the basis of these creative works, an extra-curricular event "Childhood Scorched by War" was held; grandparents of students of group No. 20, where I am the class teacher, were invited to it. Thus, through the knowledge of the history of your family, knowledge of the history of your city and country occurs.

The problems of the modern family were revealed in creative projects prepared by studentsIIcourse for the final certification in social studies. Themes of creative projects for certification in social studies were as follows: "Problems of young families in Novoshakhtinsk", "Demographic problem and ways to solve it", "Homelessness and child crime in Novoshakhtinsk."

The defense of the projects showed that the students understand the problems of the modern family, see the reasons and ways to solve them, are adherents and active promoters of family values.

Thus, products creative project"My family" was the creative work "Family tree", "Pages of the history of my family", "My family during the Great Patriotic War", examination projects "Problems of the modern family". But the most important result is the conviction that the family is the basic value of society.(Appendix D).

2.6. The role of the research project in the formation of tolerance among students.

Civil identity includes: readiness for dialogue and cooperation with people of different convictions, national cultures and religions; tolerance to a different opinion, a different position, a different view of the world; generosity.Students of different nationalities study in our lyceum. Students of groups 19, 16 studied and presented to the social studies exam in the group creative project "Dialogue of National Cultures" the peculiarities of Russian, Ukrainian, Chechen, Armenian cultures, including family national traditions, cuisine, clothes, folklore. In preparing the creative project, the students were assisted by their relatives. The defense of the project was aimed at the formation of tolerance, internationalism, spirituality.

Objectives of the project:

Formation of tolerance

Formation of a culture of interethnic communication

Study of the originality of the traditions of the Russian, Armenian, Ukrainian, Chechen peoples, their spiritual and moral values

Overcoming mankurtism

Formation of skills to search for information, use information and communication technologies in the preparation of a project

Formation of the ability to work in a team

Organize your own activities based on the goal of the project, assess and correct your own activities, be responsible for the result of your work.

Stages of work on the project

I... Stage: Conducting a sociological survey "Dialogue of National Cultures" with the aim of:

identifying the level of tolerance among students

identifying the level of knowledge of the native national culture

obtaining statistical data on the nationality of students

Analysis of a sociological survey, construction of graphs, acquaintance of students with the results of the questionnaire

II... Stage: Determination of groups and distribution of roles in groups for work on the project

According to the results of a sociological survey in the lyceum, 4 nationalities were identified, to which the majority of students belong, in accordance with this, 4 groups are created that study: Russian national culture; Armenian national culture; Chechen national culture; Ukrainian national culture.

Roles are consolidated between the group members during the development of the project: each group prepares creative work according to the plan:

National traditions and customs

the National costume

National cuisine

A leader is determined in the group, who assigns separate sections to the project participants creative work, determines the sources of information collection, who will make the presentation, how the project will be defended.

III.Stage: Gathering information

Students collect, systematize material using the city, lyceum libraries, an Internet resource

Meet with representatives of different nationalities, interview them, consult when choosing a material

IV.Stage: Project development

Analysis, systematization of information

Writing a research paper in print and electronic form

Drawing up a presentation

Working on the topic "National costume", students not only prepare theoretical material, but also make a national costume at the lessons of industrial training, thus establishing a connection between the subject of social studies and vocational training

Cooking national dishes (dessert), which will be presented during the defense of the project

V... Stage: Project defense

Teachers of social disciplines of the technical school, students of those nationalities whose cultures are represented in the project, everyone interested are invited to defend the project.

A commission of teachers and students is created to evaluate projects.

Students submit theoretical material to the commission in printed and electronic form

Decorate their table with dishes of national cuisine

Each group is dressed in a national costume, or there are elements of a national costume in the clothes

The leader of the group speaks about the relevance of studying the topic of the project, about the need to form tolerance. Group members orally defend their sections of creative work.

The commission summarizes the results, gives marks to each group and students separately. (Appendix E).

3. Performance results

I believe that the main result of my activity is the formation of civic competence among students:

upbringing civic responsibility, national identity, tolerance, adherence to humanistic and democratic values enshrined in the Constitution of the Russian Federation;

mastery of skill receive and comprehend social information, mastering the methods of cognitive, communicative, practical activities necessary for participation in the life of civil society and the state;

experience building application of the acquired knowledge and skills to solve typical problems in the field of social relations; civil and social activities, interpersonal relationships, relations between people of different nationalities and religions, in the family and everyday life; to correlate their actions and the actions of others with the norms of behavior established by law.

Implementation of the projects "I am a citizen of Russia" brings students to the decision pressing problems different "levels" of power, they really get to know the mechanism for making administrative decisions, the specifics of interaction with the media, experts, which affects the growth of the level of civic maturity and responsibility.

LITERATURE:

1.Naumova N.F. Human life strategy in a transitional society // Sociological journal. - 2005. N 2. - P.93-99.

2.Andryushkov A.A. Formation of Russian identity as a task of education: world outlook and a creative future // Education Issues. - 2011 - No. 3.

3.Federal state educational standard of secondary (complete) general education // Russian newspaper. July 2012.

4. Electronic resource KONDAKOV HISTORI.

5. The fundamental core of the content of general education. Edited by V.V. Kozlova, A.M. Kondakov. 4th ed. Modified. M. Enlightenment. 2011.

6. Electronic resource TOLERANTNOST.

7.Russian newspaper. No. 141 (5814) dated June 22, 2012

8. State program "Patriotic education of citizens of the Russian Federation for 2010-2015". - M., 2011.

9. Levanova E.A., Seryakova S.B., Pushkareva T.V., Lisetskaya E.V. The main activities of state institutions for the patriotic education of citizens: theory and practice. Toolkit. - M., 2011.

10. Vyazemsky E.E. The main approaches to improving the qualifications of teachers for organizing and conducting educational work on the development of patriotism // New methods of training personnel for organizing and conducting educational work on the development of patriotism using computer technologies in military teams, educational and cultural institutions. Toolkit. M., 2011.

11. Vyazemsky E.E., Sledzevsky I.V., Savateev A.D. The concept of civic education and upbringing in educational institutions // Teaching history and social studies in school. - 2010. No. 4.

The close attention to the problem of the formation of civic identity is currently associated with several reasons. These are globalization and the expansion of interpersonal and intergroup contacts, the uncertainty and variability of the social situation of the development of children and adolescents, a change in the content and nature of intergenerational transmission.

The problem of the formation of civic identity is also actualized by the fact that the successful self-realization of any person requires social acceptance by others of the results of a person's creative activity. The modern social situation dictates the need to develop an active and flexible life position that stimulates people to use all their potential abilities for self-realization and personal growth within the framework of those social conditions and the culture in which they grow and develop. In this regard, the question arises of research and one of the central personal characteristics - identity, which combines both its socio-cultural, civil and personal forms.

The problem of civic identity is especially relevant and significant for a generation just entering life, for which the process of identity formation (both civic, social, and personal) coincides with the process of socialization as a whole. If for the older generation the desire to replace lost social ideals with new ones is associated with the desire to restore a disturbed picture of the world, then for adolescents - with the desire to create a picture of their world, which is at the same time similar and not similar to the world of adults, which adolescents simultaneously consider both their own and stranger. In this regard, the search for their personal uniqueness, its content and structure is directly related to the reflection of life plans, goals and ways of self-determination.

In this regard, there is an urgent need to study the process of appropriation by adolescents, young men and women of their individual and cultural-historical past and the ability to authentically construct their future. At the same time, it is of great importance to analyze the reasons for rejection or passive rejection by adolescents of that culture, those moral standards and evaluative categories that are significant for their social environment.

Depending on the institutions of socialization and in accordance with them, there is a process of categorization and, then, self-categorization of adolescents. On the basis of this, not only the attitude / experience of the norms and rules of behavior transmitted by this institution is developed, but also the choice of the group, the style of behavior, and sometimes the style of life in general.

The ultimate goal of studying the factors influencing the formation of civic identity is to analyze the conditions conducive to interiorization, that is, the appropriation of social norms and values. This is associated with the development of a new attitude, the experience of new knowledge as one's own, which is achieved by the development of motivation underlying the new behavior. From this point of view, one of the most important is the question of the mechanisms of introjection of external norms, values and standards.

Thus, the relevance of the study of the process of the formation of civic identity is highest in adolescence and adolescence, as it coincides with the process of their awareness of themselves and their place in the world.

The tasks of the formation of civic identity in elementary, incomplete secondary and complete secondary schools.

Valuable normative characteristics of an individual as an ideal representative of civil society, provided by measures to form civic identity, ethnic identity and universal human identity, include:

A person's awareness of himself as a citizen of the Russian society, who respects the history of his Motherland and is responsible for its fate in the modern world;

Civil patriotism;

Attitude towards the adoption of the leading values of their national culture, the culture of the "small homeland";

Awareness of their involvement in the fate of humanity;

Setting to master the universal ways of knowing the world.

The implementation of the task of forming civic identity in the context of general education as the leading social activity of society will lead to the following personal and social effects:

Students' awareness of themselves as citizens of Russia;

Strengthening Russian statehood;

The growth of the competitiveness of Russian society;

Reducing the risk of the disintegration of our country into separate territories according to ethnic, confessional and / or regional parameters.

Subject links of civic identity and general education humanitarian disciplines

When determining the list of general education disciplines adequate to the task of forming a civic identity, it is necessary to take into account:

1.educational and upbringing potential of the subject content of the discipline from the point of view of the psychological content of the civic identity of the individual in the unity of all its structural components;

2. features of the organization of educational and cognitive activities aimed at the formation of a socially active position of students, personal participation, search and comprehension of the social and spiritual principle of their homeland and people, setting the zone of the proximal development of the civic identity of the individual;

3. the age-psychological characteristics of students and the tasks of development at a given age stage, which determine their sensitivity to the formation of various aspects of the civic identity of the individual;

4. a system of intersubject and intrasubject connections, opening up the possibility of implementing an integrative approach to the construction of a school subject and methods of organizing the educational activities of students;

5. the connection of the subject content of academic disciplines with the life experience of the student, the possibility of organizing the processes of meaning generation and meaning formation, adequate to the tasks of forming civic identity at each of the age levels.

6. it is necessary to conduct a psychological and pedagogical examination of humanitarian and educational programs, textbooks and teaching aids in order to identify the features of the formation of civic identity and patriotic feelings in children, adolescents, youth.

The list of academic disciplines that provide a subject basis for the formation of a person's civic identity includes History, Social Studies, Cultural Studies, Literature, Citizenship, Religious Studies, Geography, Local Lore, educational subjects of the artistic and aesthetic cycle.

History. Historical memory is a necessary condition for civic identity and personality self-awareness. The civilizational culturological approach considers general history as the history of peoples with national and cultural characteristics. The study of history ensures the formation of a sense of patriotism and pride in their country, respect for history, cultural and historical monuments. Historical education is the study of the history of the Fatherland in its unique fate, the formation of a sense of pride and involvement in the heroic events of the past and the awareness of historical responsibility for events in society and the state. The conditions for the development of the patriotic position of the individual are the study of the history of the Fatherland, its heroic past, the place and role of Russia in the world historical process, an understanding of the peculiarities of the traditions and culture of our peoples.

Social studies (including Civics, etc.) - ensures the formation of the value and worldview basis of civic identity; systems of social ideas about the socio-political structure (idea of the state organization of Russia, knowledge of state symbols - coat of arms, flag, anthem, knowledge of public holidays, knowledge of the basic rights and duties of a citizen), the structure and dynamics of development of society and the state, creates the basis for the formation of legal consciousness students.

The critical model of teaching social science, the main method of which is a critical attitude, reflection of one's own ideas about the world around us, presupposes the development of socially critical thinking, democratic forms of relationships in a modern school and the creation of adequate motivation.

Culturology - is the basis for the formation of the worldview value-semantic attitudes of the individual, openness to the dialogue of cultures, the readiness to take into account and respect the specificity and originality of each culture, opens the way to the formation of the civic identity of the individual. Acquaintance with the culture of Russia plays important role in the formation of civil and general cultural identity of students.

Literature. Literature represents the spiritual and moral general cultural heritage of mankind and peoples and acts as a part of the historical, cultural and literary tradition itself. A literary work expresses the worldview and value system of its culture, using the language formed within the framework of the literary tradition. In childhood and adolescence, a literary work sets the standards and samples of the Personality, that "ideal form" (DB Elkonin), which determines the tasks of self-development and self-education of the student. Literature creates the conditions for the formation of a person's readiness for dialogue in a multicultural society and the basis for the formation of tolerance.

Religious studies. Civic education as a set of personality traits integrating and preserving historical and cultural continuity in the socio-cultural space of our society requires the development of the position of students regarding the essence, place and role of religion and religious culture in our society. In accordance with the Law on Education, according to which religious or atheistic upbringing is unacceptable in schools, the attitude towards religion should not be doctrinal, but cognitive. The selection criteria for religious studies (Kondratenko, 2001) should include scientific and objective understanding of the role of religion in society and history; persuasiveness and emotionality of factual material; availability of the introduced educational content of ideological and theoretical nature; the relationship of educational material with other academic disciplines and the real life experience of students. The use of religious knowledge in school history and social studies courses in their integration and connection with historical sociological, cultural, philosophical, legal and other knowledge in the teaching and educational activities of a school general educational institution allows to optimize the process of civic education of students. This makes it possible to more effectively educate students' value attitudes towards Russian society, its historical and cultural heritage. Religion should be studied as a cultural phenomenon, one of the three forms of social consciousness (V.V. Yudin) and a historical factor in the development of civilizations.

Geography- provides the formation of the geographical image of Russia, its natural features, an idea of the diversity of peoples and ethnic groups living on the territory of Russia; socio-cultural features of social production, priority directions of production development in each of the regions, the relationship and interdependence of the natural and economic development of all regions of Russia; ensures the formation of the emotional component of civic identity - a feeling of love for the Fatherland and small Motherland.

Local history is the basis for the formation of civil and ethnic identity in their relationship and unity. The widespread use of the regional component of school education and the introduction of local history as an academic subject makes it possible to take into account both regional characteristics and the characteristics of metacultures that incorporate two or more cultures of civilizations. The peculiarities of Russian culture, due to its borderline character, include polyethnicity, polyconfessionalism, integration of elements of different cultures, the ability to dialogue between cultures, religious tolerance, and tolerance. The use of a culturological model in the process of teaching local history allows students to see the interconnection of global world, Russian and local processes on the basis of regional characteristics, avoiding the risks of ethnocentrism or narrow local history.

Subjects of the artistic and aesthetic cycle

These subjects are of particular importance for primary school. Subjects of the artistic and aesthetic cycle include "Technology", "Fine Arts", "Music", "Physical Education". Within the framework of the subjects of the artistic and aesthetic cycle, the development of the world general cultural artistic heritage is carried out folk art and folklore creates the possibility of enhancing the socially useful activities of students and their inclusion in social practice in the form of concerts, class design, school recreation; making toys for preschoolers, gifts for veterans, participating in equipping and decorating playgrounds, etc. Strengthening the regional component ensures the formation of the ethnic and general cultural identity of the individual and the formation of the tolerance of the individual. In the curricula and programs of the artistic and aesthetic cycle, it is necessary to provide, within the framework of extracurricular activities and electives, the acquaintance of children with folk crafts, arts and crafts, the work of national artists and musicians; performance of folk songs and dances; visiting thematic (historical and ethnographic) exhibitions, museums, etc.

So, in the modern school, the range of social and humanitarian disciplines adequate to the tasks of forming a civil identity is quite wide and includes both traditional (History of the Fatherland) and innovative subjects ("Culturology", "Man and Society", "Modern World", "Sociology" , "Politics and Law"). At the same time, each of the subjects of the school curriculum can be used to analyze and comprehend social problems. An example can be a discussion of the possible consequences of scientific and technological progress for society - in physics, the consequences of the use of nuclear weapons, the use of atomic energy; in biology, the consequences of environmental pollution as a result of human activities.

Ministry of General and Vocational Education of the Rostov Region

Education Department of the Administration of the Belokalitvinsky District

MBU DO House children's creativity

Belaya Kalitva

Social and educational project for the status of a regional innovation platform

Formation of Russian civic identity as a moral and legal basis for the successful socialization of students in the municipal educational space

Ryabchenko A.M... scientific director

project, head of the department of methodology

educational work of RIPK and PPRO,

Ph.D., associate professor

Kravchenko T.A.- Director of MBU DO

DDT Belaya Kalitva

Egorova M.V.- Deputy Director of MBU DO

DDT Belaya Kalitva

Belaya Kalitva

Relevance, novelty and practical significance of the project

The strategy for the development of education in the Russian Federation for the period up to 2025, among the priorities of state policy in the field of education, identified the development and implementation of models of successful positive socialization of students, patriotic education and spiritual and moral formation of children and adolescents, the formation of Russian civic identity of youth based on traditional values and involvement to the cultural heritage of the Russian people

These priorities require consolidation of efforts various institutions of civil society, the formation of a socio-cultural infrastructure that integrates the educational opportunities of educational, cultural, sports, scientific, excursion and tourist and other organizations.

MBU DO House of Children's Creativity in Belaya Kalitva in the status of a regional innovation platform for a long time has been developing and implementing educational projects and socio-cultural programs focused on these priority areas. In particular, from 2015 to 2018, the teaching staff of DDT successfully and effectively worked on the implementation of the project "Creation and testing of innovative models of education and socialization of students based on the provisions of the new Concept for the development of additional education in the Russian Federation." The results of the innovative activities of DDT on the implementation of the named project were discussed and analyzed at the interdistrict scientific and practical conference "Social and pedagogical effects of the implementation of the Concept for the development of additional education", held

May 22, 2018 in the city of Belaya Kalitva with the participation of representatives of the cities of Krasny Sulin, Shakhty, Novoshakhtinsk, Morozovsky and Tatsinsky districts.

The conference participants, teachers of the House of Children's Creativity solved one of the main questions: on what substantive basis to ensure such integrity and consistency of pedagogical activity, which would lead to a new quality and higher efficiency of educational and upbringing results?

Taking into account the political realities in the country and in the world, it can be argued that such a political, cultural, and pedagogical "bond" can and should be an idea consolidation people, civil society, older and younger generations in ensuring the development of the country, its security and protection, strengthening scientific and intellectual potential. For educational institutions, consolidation is a strategic guideline and pedagogical mechanism for ensuring the positive socialization of students, one of the goals of innovation. It is for this reason, based on the relevance and practical significance, the administration and the teaching staff of the Belokalitvinsky House of Children's Creativity chose the topic of a new innovative project on the problem: "Formation of Russian civic identity as a moral and legal basis for the successful socialization of students in the municipal educational space."

Novelty and practical significance This project topic is also related to the practice of introducing the Federal State Educational Standard, which showed that the model of extracurricular activities based on additional education in the municipal educational space is the most widespread. In general scientific terms the problem of the formation of the Russian civic identity of students is also very relevant and significant, since in the post-Soviet period the national idea and civic identity are still at the stage of formation. The president new Russia Vladimir Putin called the further development of the national idea a key condition for the successful consolidation of Russian society, which should appear as a result of the natural fusion of "universal, universal values with the primordial Russian values that have stood the test of time."

In our project the all-Russian strategy is supplemented and concretized through the prism of regionalization. Taking for implementation the main provisions of state regulatory documents, we tried to take into account the specific regional conditions and capabilities of educational institutions in the aspect of the unity of the principles of federalism and regionalization, the combination of common approaches and private, general and special, as well as the harmonious integration of the cultural and moral traditions of the peoples of Russia and the Don region. We also consider it important to emphasize that the proposed project has all the specific features of a social and educational project:

mandatory orientation to the implementation of social action and real social practice;
focus on solving a specific socially significant problem that has both federal significance and regional originality;
the need to strictly take into account the social context in the municipal space outside the educational institution, among the multitude of activity and political positions;
the group nature of a social and educational project that cannot be carried out by one person or in a small social group;
orientation towards social partnership and interaction of teachers with carriers of other social positions: parents, representatives of government bodies, public organizations and others.

Initial theoretical positions and conceptual ideas of an innovative project

National and civic identity in the context of multiculturalism

The processes taking place in the modern world make the problem of the formation of national and civic identity one of the most urgent in the context of strengthening statehood and further development of society. If you agree with By defining national-civil identity as an individual sense of belonging to a community of citizens of a particular state, which allows a civil community to act as a collective entity, it becomes clear the importance of its formation for most countries of the world, which are overwhelmed by uncontrolled migration flows. V last years the ethnic composition in many countries of the world, especially Western ones, has undergone significant changes. Their population was replenished with migrants, not only ethnically and confessionally, but also (most importantly) mentally alien to the inhabitants of these countries. It should be noted that these are mainly forced migrants, who appeared largely due to the unseemly policy of Western countries. The problem of migrants is also acute in Russia. Their main flow comes from the former Soviet republics: Ukraine, Moldova, Kyrgyzstan, Uzbekistan and Tajikistan. As a rule, these are labor migrants, most of whom apply for Russian citizenship. And here are new Russian citizens from the Asian republics do not really fit into Russian realities, despite their common past. And this suggests that the value attitudes and confessional affiliation in this case are stronger than the acquisition of Russian citizenship itself and does not guarantee the formation of a national and civic identity in new Russians.

In search of Russian identity

The concept of identity is not static, changing depending on social and economic conditions. If you look in historical retrospect, how Russian identity has changed from the time of the Russian Empire to the present day, you can see that, despite the radical change in the political system in 1917, the identity in the multinational Russian Empire and the multinational Soviet Union was equally supra-ethnic - the Russian people and the Soviet people. At the same time, of the 15 union republics in the Russian republic, statehood and even its attributes were poorly developed. Therefore, when Russia became an independent state, the questions of self-determination arose before it in full measure. The Yeltsin administration to some extent continued the imperial and Soviet tradition, proposing the following interpretation of the civic identity of Russians: a civil (non-ethnic) model of a nation in which non-Russians are granted significant cultural and political rights, but which is united by a wide range of common values and traditions. But in the turbulent 90s, there was no opportunity to deal in detail with such theoretical issues as the search for a national idea and the formation of civic identity.

Since the 2000s, the situation has begun to change. New president Russian Vladimir Putin called further development the national idea is a key condition for the successful consolidation of Russian society, which should appear as a result of natural development, through a gradual fusion of "universal, universal values with the primordial Russian values that have stood the test of time." About 20 years have passed since then, but the Russian national idea of identity is still at the stage of formation. However, the approach to finding them began to change. “After 1991, there was an illusion that a new national ideology would appear as if by itself,” Vladimir Putin said at a 2013 meeting of the Valdai Club. However, history has shown that "a new national idea is not born and does not develop according to market rules." At almost the same time, a turn towards a new conservative, value-oriented approach began in Russia. During his election campaign, Vladimir Putin wrote a series of thematic newspaper articles, one of which was devoted to the national issue. It sharply criticized both European multiculturalism and Russian ethno-nationalism, but, most importantly, the Russians were called a "state-forming people": "The pivot that holds the fabric of this unique civilization is the Russian people, Russian culture." This turn towards "Russianness" was positively received by the majority of the country's population, since ethnic Russians, although they constitute the majority of the country's population (80%), feel that their interests are constantly and consistently ignored. This is confirmed by the results of the NEORUSS survey, during which almost 2/3 of the respondents (59.3%) supported this slogan in part or in full. Interestingly, it was most popular among young people from 18 to 24 years old. However, one should not rush to assess such a "Russian" turn as nationalistic. In the course of the above-mentioned survey, when respondents were asked who the “Russians” are in the slogan “Russia for Russians”, only 39.0% chose a purely ethnic definition. More than half answered that either all citizens of the country should be considered Russians (thus, equating “Russian” identity with “Russian” (24.9%), or “predominantly Russian by nationality, but not only them” (30.0%) Thus, it can be said that the majority of respondents accept the interpretation of national identity, proposed by the President of Russia - Russian-centric, but at the same time non-ethnic. And again, most often the option “ethnic Russians, but not only them” was chosen by representatives of the post-Soviet generation (from 18 to 24 years old). It should be noted that today “becoming Russian” is not a problem. The political liberalization of the 1990s greatly facilitated the process of changing ethnic identification by abolishing the Soviet practice of indicating ethnicity in the internal passport. Now nothing prevents the Russified representatives of various Russian ethnic groups from joining the Russian majority, contributing to its strengthening. Thus, the ethnic concept "Russian" remains open, so there is absolutely no reason to talk about the flourishing of Russian nationalism.

Problems of the formation of the Russian civil identity of students

The upbringing of a future citizen should begin at school, therefore it is no coincidence that the formation of civic identity in schoolchildren is one of the priority goals of the federal state educational standards for general education (FSES). According to the components included in the structure of civic identity - cognitive, value-orientated, emotional-evaluative, behavioral - appropriate methods and forms of work have been developed, which are constantly updated with new ones and are being improved. The question, however, is how effective they are, that is, they contribute to the formation of civic consciousness and identity. So recently, a study was conducted of the school identity of children in 22 schools in the cities of Moscow, Perm, Kaliningrad, Tomsk. Moreover, schools with a good reputation were selected for him, both among the local population and among the pedagogical community. As a result of the study, the following results were obtained:

Only 50% of adolescents perceive teachers as positively significant people in their lives;

The school constructively uses the educational potential of the family only in 40% of cases;

Only 42% of adolescents feel positively involved in the classroom team, and only 24% - in the school community;

76% of adolescents come to school to communicate and be friends with each other, and thus save themselves from the final loss of the meaning of school life.

One of the most important results obtained in the course of the study was the identification of the loss by educational institutions and the family of the main role in the process of socialization of children. At the same time, the role of the mass media (especially television and the Internet) has increased dramatically. Thus, it must be recognized that the approaches developed and practiced now in schools and institutions of additional education for the formation of the all-Russian civic identity of students do not work effectively enough. And, consequently, it is necessary to look for new forms and methods of work, to a greater extent taking into account modern realities, to make wider use of the possibilities of the modern information and media environment, the peculiarities of children's creativity in the system of additional education.

Innovative approaches to designing a model for the formation of the all-Russian civic identity of students

The problem of the formation of civic identity is relatively new in science. It was proved that identity is the result of the process of correlating a person with other people: with their inner world, with values, with a civic community, etc. The structure of such a phenomenon as "identity" reflects not only the individuality of the person himself, but also his focus on the social environment. Despite the fact that the problems of civic education are in the field of attention of many researchers, the issues of the formation of civic identity in students have not yet been sufficiently developed. One of the tasks of modern pedagogical education is the formation of the ability of children and adolescents to relate themselves to Russian society, its norms and values. This allows young people to be aware of themselves as full citizens of their country, to feel that they belong to the Russian civic community. Education allows student youth to learn to “live together” with people belonging to other ethnic cultures, who have different views and beliefs, to find a fair compromise between these cultures and their adherents. The key stage in the formation of identity - the period from 11 to 20 years old, coming at the time of study at school, college, in the first years of higher educational institutions. Therefore, the formation and strengthening of civic identity is the task of upbringing at a young age, which means that its solution should be carried out, first of all, in educational organizations. Integration, unity and integrity of self-awareness of the personality of a young citizen as a member of a multicultural society is achieved through the formation of civic identity based on the study and acceptance of the system of universal moral values and freedom of expression by taking into account heterogeneous social attitudes, norms and values. For this, teachers, educators and leaders of educational organizations should have a psychological and pedagogical readiness to implement programs for the formation of civic identity of the individual. The regulatory and legal framework for the development of educational programs for the formation of civic identity in the youth environment in the Russian Federation is the Constitution of the Russian Federation, the Law "On Education in the Russian Federation", the National Doctrine of Education, the Strategy for the Development of Education in the Russian Federation for the period up to 2025, education of citizens for 2016-2020 and other documents. The following components can be represented in the model of the formation of a student's civic identity:

-informative - assuming the systematization of knowledge about the history and culture of the Fatherland, its spiritual and moral foundations, about Russian statehood, state symbols, social and political events, etc .;

-emotionally evaluative - presupposing the readiness and ability of the student to reflect on his own knowledge and ideas about his native country, the presence of his own attitude to the events of public life, the ability to clearly express and argue his point of view and judgments;

-value-oriented - acceptance and respect for the history, traditions, culture of the peoples that make up the Russian Federation, the pride of the young generation for Russia, its past and present, the acceptance of all-Russian values, defined as the spiritual and moral bonds of society; recognition of one's own values spirituality, mercy, honesty, morality, conscientiousness, peacefulness, responsibility;

-behavioral - desire and readiness to serve the Fatherland in various fields; participation in the public life of an educational organization; independence and responsibility in the choice of decisions, the ability to resist asocial and illegal acts and actions; responsibility for decisions made, actions and their consequences (in practice, this can manifest itself, for example, in the participation of schoolchildren in volunteer activities, in socially useful activities, social projects, authorized civil actions, observance and maintenance of public order, and much more). All structural components of civic identity - value, cognitive, behavioral and emotional-evaluative - are inextricably linked with each other.

The main directions of the formation of the civic identity of youth can be recognized as:

Spiritual and moral value-semantic education;

Cultural and historical education;

Patriotic education;

Labor education;

Political and legal education;

Environmental education;

A holistic model of training a teacher and a teacher of additional education for the formation of a Russian civic identity, probably, should include all the above-mentioned areas of educational activity. We also proceed from the assumption that the formation of the Russian civic identity of students serves as the moral and legal basis for the successful socialization of students in the municipal educational space. During the implementation of this innovative project, it is planned to identify the patterns of this interaction, relying on previously developed and tested models of positive socialization.

Our scientific and methodological position remains the same: there are two approaches to defining the essence of the concept of "socialization".

First approach: socialization is the process of adaptation of a person to society.

Second approach proceeds from the fact that a person not only adapts to society in the process of socialization, but also influences his life circumstances and himself. In the process of innovative practice, we made sure that successful positive socialization in the system of additional education requires a certain balance

adaptation and formation of human individuality. That is why, in the formation of the Russian civic identity of students, the teaching staff must ensure the harmonious unity of cultural, creative and socio-educational strategies so that our pupil, answering the question "Who am I?", Does not break the integrity of two entities:

1) I am a creative, free person;

2) I am a citizen and patriot of my homeland.

The systemic logic of considering the identified problems to be solved in this project has led to another relationship: between the process of forming the civic identity of students and the process of preparing teachers and teachers of additional education for the effective implementation of this pedagogical activity.

Pedagogical strategy for solving the main problems and tasks of an innovative project

O The educational and upbringing system of MBU DO DDT in Belaya Kalitva, like the entire municipal educational system of the Belokalitvinsky district, actively responds to the emerging challenges of the time associated with crisis phenomena in socialization, civil-patriotic and spiritual and moral education of student youth, with the tasks of modernization extracurricular activities arising from the provisions of the Federal State Educational Standard. A noticeable impetus for the intensification of this activity was the Strategy for the Development of Education in the Russian Federation for the Period until 2025. In previous years, the teaching staff of DDT has accumulated significant innovative experience in the development and implementation of priority models of successful socialization of students, complex social and educational programs based on the interaction of general and additional education. In fact, DDT fulfills the mission of a municipal resource center for the problems of socio-cultural formation of the younger generation. But in the municipal educational space, there remains one direction of educational activity associated with the content and organization of the process of forming a civil Russian identity, which requires the development of a system of scientific and methodological support at the municipal level in the interaction of institutions of additional and general education, parental community, administrative structures, etc. ...

The purpose of this social and educational project:

Design and creation of a municipal methodological resource center on the basis of MBU DO DDT in Belaya Kalitva on moral and legal issues of the formation of the Russian civil identity of students within the framework of systematic work on the socialization of children and adolescents through additional education and extracurricular activities.

Project objectives:

Development of the structure, regulatory framework, content and organization of the activities of the municipal resource center on the formation of the Russian civic identity of students;

Preparation of an exemplary social and educational program for the formation of the Russian civic identity of children and adolescents in the system of extracurricular activities and additional education;

Conducting a marketing research to study the influence of the educational potential of various cultural and educational environments (family, work and socially useful activities, creative children's associations, public organizations, Cossack structures, etc.) on the formation of the Russian civic identity of children and adolescents in the system of extracurricular activities and additional education;

Preparation of guidelines for the municipal innovation cluster on the system of formation of the Russian civic identity of students in the context of lifelong education (kindergarten-primary school-secondary school-additional education-secondary vocational education) based on a single matrix of social and civic competence of students, concretized through social roles ( student, friend, son / daughter, citizen, professional ...);

Creation, together with the methodological service of the region, of a computer bank of the best educational practices in the field of civic, patriotic and moral education;

Provision of program-methodological and organizational-practical assistance to educational institutions of the city and district in the development and implementation of programs for the formation of civic identity based on the traditions of Russia and the Don Territory, volunteer assistance to those in need, in organizing psychological and pedagogical education of parents and others;

Development of forms and methods of training teachers, class teachers, teachers of additional education for the implementation of pedagogical activities to form the Russian civic identity of students in interaction with social partners.

Object of innovation:

The process of designing and creating on the basis of DDT a municipal methodological resource center for pedagogical support of the process of forming the all-Russian civic identity of students in the system of extracurricular activities and additional education.

Subject of innovation:

Program-methodical and organizational-pedagogical conditions ensuring the effective functioning of the created resource center for socio-cultural development and civil-patriotic education of students.

The hypothesis of the implementation of the target setting of the project:

The developing and socializing cultural and educational environment of Belaya Kalitva and the Belokalitvinsky district will noticeably increase their pedagogical effectiveness if the existing pedagogical potential is supplemented by a system for forming the Russian civic identity of students, based on a methodological resource center created on the basis of DDT. The activities of this municipal methodological center should be built on a systematic basis, assuming:

Developing the goals of education and upbringing in educational institutions based on the "national educational ideal" and basic moral values ("The concept of spiritual and moral development and upbringing of the personality of a citizen of Russia", authors A.Ya. Danilyuk, A.M. Kondakov, V.A. Tishkov);

Formation of a socio-cultural moral way of life in the city's educational institution while providing a civil example of the activities of teachers;

Enhancing the pedagogical role of the family, labor education, socially useful activities, social activity of students in the educational process.

In our opinion, the concept of Russian civil identity is closely related to the above national educational ideal. The modern national educational ideal is a scientifically grounded concept of a person and a citizen, the upbringing and socialization of which, through the joint efforts of many social actors, is able to ensure the successful development of the country. The modern educational ideal is "a highly moral, responsible, competent, creative citizen of Russia, accepting the fate of the Fatherland as his own, responsible for the present and future of his country, rooted in the spiritual and cultural traditions of the multinational people of the Russian Federation." The national educational ideal gives an answer to the question of what potential and by what means should be actualized in a modern citizen in order for the task of modernizing society to be successfully solved. The educational ideal is a nationwide consolidating idea shared by all social actors and the majority of citizens. It unfolds in system of basic national values constituting the foundation of modern culture - civic consciousness, social solidarity, patriotism, labor, creativity, science, traditional religions of Russia, art, etc. Therefore, all educational institutions in the municipal educational space should proceed from the above educational ideal when organizing the process of spiritual, moral and civil patriotic education.

To the greatest extent, this ideal can correspond portrait of a young Patriot and Citizen - a school graduate, presented in the Federal State Educational Standard:

loving his Don region and his Big Motherland - Russia, respecting his people, their culture and spiritual and moral traditions;
realizing and understanding the traditional values of the family, civil society, the multinational people of Russia, humanity, realizing their historical involvement in the fate of Russia;
creative and critical thinking, actively exploring the world, knowing the value of science, labor and creativity for a person and society, motivated by education and self-education throughout life;
owning the basics of scientific methods of cognition of the surrounding world and innovation;
ready for educational cooperation, able to conduct research and information activities;
aware of himself as a person, socially active, respecting the law and the rule of law

a row that fulfills its obligations to the family, society, state, Fatherland, humanity;

respecting other people, able to conduct a dialogue, achieve mutual understanding to achieve socially significant results;
fulfilling and promoting the rules of a healthy lifestyle;
prepared for a conscious choice of a profession, who understands the importance of professional activity for a person and society, its moral foundations.

To ensure such an image of the pupil, all teachers can and should be included in the work on patriotic and spiritual and moral education, class teachers, teachers of additional education, parents of children, the public of the city and region. As a result, in each educational institution the organization of socio-cultural formation, the formation of the Russian civil identity of students in the prospect of achieving the national educational ideal should be carried out systematically in line with the municipal educational policy in the following areas, ensuring the formation of the value and civic foundations of the child's personality:

Education of citizenship, patriotism, respect for human rights, freedoms and duties. Values: love for Russia, one's people, one's land, service, law and order, a multicultural world, personal and national freedom, trust in people, state institutions and civil society.
Upbringing moral feelings, legal and ethical consciousness. Values: moral choice, life and the meaning of life, justice, mercy, honor, dignity. Respect for parents. Respect for human dignity, equality, responsibility and a sense of duty, care and assistance, morality, honesty, generosity, care for the elderly and the younger, freedom of conscience and religion, the idea of faith, spiritual culture and secular ethics.
Education of hard work, creative attitude to learning, work, life. Values: respect for work, creativity and creation, striving for knowledge of the truth, dedication and perseverance, frugality, hard work.
Formation of a value attitude towards health and a healthy lifestyle. Values: physical health and striving for a healthy lifestyle, moral, psychological, moral and mental and social and mental health.
Education of a value attitude towards nature, the environment (ecological education). Values: native land, nature reserves, planet Earth, environmental awareness.
Education of a value attitude to beauty, the formation of ideas about ethical ideals and values (aesthetic education). Values: beauty, harmony, the spiritual world of a person, aesthetic development, self-expression in creativity and art.

We propose to carry out these areas of pedagogical activity on the following principles of organizing upbringing and the entire lifestyle of children in the conditions of the municipal educational space:

the principle of focusing on the ideal;
axiological (value-oriented) principle;
the principle of following the moral example of the teacher;
the principle of personification of upbringing;
the principle of dialogical communication;
the principle of polysubjective upbringing.

C content, stages and expected results of the project implementation

The "Regional model of socialization and education of students on the historical, cultural and moral values of Russia and the Don Territory" can serve as the normative, organizational, legal and educational and methodological base of the process of forming the Russian civic identity of students. This model is intended to concretize at the regional level the "Strategy for the development of education in the Russian Federation for the period up to 2025". We believe that the Russian civic identity of students is the result of a regional system of controlled positive socialization in the processes of education and training in order to form social and civic competence students.

Our previous innovative experience in developing an integrative model of successful socialization of students convinced us of the need for an organic relationship between personality-oriented, axiological, system-activity and competence-based approaches. Formation of social and civic competence of students we will focus not only on the transmission from generation to generation of socio-cultural experience, which includes the experience of cognition, the experience of mastering methods of activity and the experience of forming value relations, but (while maintaining all this) on the formation of an active, active citizen, capable of optimal self-fulfillment and positive social transformation and creative creativity. By the criterion of optimality, we define the achievement of social well-being and a sense of personal happiness, organically combined in the students' value system. Taking into account this understanding of social and civic competencies, we will focus on the following matrix.

Matrix of social and civic competencies of students

Competence of social mobility	Csocial cognitive competence (social intelligence)	Social and volitional competencies	Social and communication competence (interpersonal interaction and communication)
Be able to adapt to changing socio-economic circumstances	Possess a culture of thinking, be able to comprehend social situations, the behavior of other people	Have self-control skills, be capable of self-regulation	Have the skills of interpersonal communication, speech etiquette
Be ready to fend off emerging social and environmental threats	Have basic knowledge in the field humanities and social sciences and apply their methods in various types of social and professional activities	Show emotional resilience	Be ready for social and cultural dialogue
Be prepared to lead a healthy lifestyle	Know special rules and norms of behavior	Show social activity (initiative, enterprise)	Have the ability and willingness to work together, in a team
Be ready to choose individual educational trajectories	Have social thinking (determination of mood, feelings, reflection on the behavior of other people)	Show social responsibility	Be able to collaborate
Be ready to fulfill (change) social		Show social creativity	Be capable of constructive behavior in interpersonal conflicts

We consider it necessary to emphasize the difference between the concepts of “competence” and “competence”. The concept of competence, according to the "Strategy for modernization of the content of general education", includes not only cognitive and operational-technological components, but also motivational, ethical, socio-civic and behavioral. Competence is always an active manifestation of competence. The mechanism of successful positive socialization, and hence the formation of the Russian civic identity of students, requires the openness of an educational institution to society: families of children, culture, production. Openness allows both to attract the resources of the territory and to make a civic contribution to the well-being of the territory. For this reason, in our project, we declare that with objective differences in socio-cultural conditions in the formation of the civic identity of students, each educational institution is called upon to strive to become socially active ... We offer the following signs (competencies) of a socially active educational institution (SAOU), including for Belokalitvinsky DDT:

Organization of social partnership for solving urgent problems of education and society;
Providing the ability to build an individual educational trajectory;
Development and implementation of social projects, actions, support for social initiatives;
Development and implementation of programs for the formation of social competence of students and pupils through educational and extracurricular activities;
Implementation of a regional model of vocational guidance work;
Involvement of society in the implementation of the state-public nature of the management of educational institutions.
Organization of educational and cultural and leisure activities for students and the local community (p. 27).

STEPS:

1st stage: analytical and design (2018)

At this stage, the following tasks will be solved:

Design and construction of a theoretical model of a municipal methodological resource center based on DDT in Belaya Kalitva, focused on solving the problem of the formation of Russian civic identity;

Development of a full-scale program and action plan for the implementation of this social and educational innovation project;

Carrying out input research procedures, accumulation and analysis of the initial empirical, statistical, diagnostic material;

Development of regulatory and managerial and programmatic and monitoring documents;

Creation of organizational and management structures capable of ensuring the implementation of the project and coordination of the actions of its participants;

Implementation of information and methodological training for PDE, teachers, classrooms

leaders to the formation of the Russian civic identity of students (seminars, consultations, conferences, etc.).

At this stage, the following tasks have to be solved:

Approbation of the model of the formation of civic Russian identity based on the matrix of social and civic competencies of students;

Introduction of innovative forms of civil-patriotic education based on the basic values of Russia and the Don;

Implementation of program, methodological and monitoring tools into educational practice for the entire range of goals and objectives of the project, increasing the effectiveness of the process of forming social and civic competencies in the context of additional education and extracurricular activities (based on the sphere of family and labor education);

Organization of research groups and laboratories, a social, psychological and pedagogical service for diagnosing the results of the formation of civic identity in accordance with the objectives of the project;

Development of scientific and methodological documents and technological procedures that stimulate social activity and positive motivation for the participation of students in socially useful civic actions;

Further development of the volunteer movement, innovative social practice within the framework of the Russian movement of schoolchildren, the activities of self-government bodies, etc.

At this stage, it is necessary to solve the following tasks:

Research and critical analysis of the results obtained from the standpoint of their compliance with the goals and objectives of the project;

Summarizing and presenting the results of innovative activities in publications, creative competitions, scientific and practical conferences, in the electronic bank of DDT's innovative experience and the district methodological service, as well as on the INTERNET network in order to popularize and disseminate the creative work of the pedagogical team in the formation of Russian civic identity;

Predicted Results

Brief description of the expected products of the project:

regulations at the level of the municipality, educational institutions, partnership agreements and other organizational and management documents;
innovative models of the formation of the Russian civic identity of children of all ages and categories;
innovative programs of additional education, including extracurricular activities, focused on the development of civic qualities, socialization, vocational guidance of students, as well as projects and programs for the organization of socially useful, socially significant, search and research and meaningful leisure activities for children and adolescents civil orientation;
software and methodological complexes for the formation of social and civic competencies;
guidelines on social, pedagogical and psychological support of the process of socialization of children and adolescents of various social categories(including those with disabilities) in an educational institution, a single municipal educational space;
analytical, diagnostic and research materials;
electronic products: educational programs, development of classes and mass events, master classes, author's methods, diagnostic tools, websites, INTERNET and mass media - contests, forums, presentations of the work experience of educators-innovators and other printed materials.

Project efficiency:

Expected effects:

constant involvement of adolescents in real positive social, civic and cultural and educational practice, their high civic and labor activity and socially significant motivation for creative activity.
disclosure of abilities and development of talents of children, their successful socialization and self-realization;
a high level of social adaptation to the upcoming schooling in preschool students;
effective use of the available human resources and available resources for the organization of the municipal socializing space of additional education and extracurricular activities;
increasing the professional competence of teaching staff on the problems of socialization and the formation of civic identity of students;
creation of a complex of effective models of civil socialization of students, providing systemic support and development of children of all ages and categories, as well as monitoring its effectiveness.

The main approaches to assessing the effectiveness of the project:

comprehensive monitoring of the level of education and civic maturity, including based on the study of public opinion (parents, children, representatives of public organizations, social partners, etc.);
diagnostic map based on the matrix of the formation of social and civic competencies of students of MBU DO DDT in Belaya Kalitva.

References:

Federal state educational standard of basic general education. M.,
Danilyuk A.Ya., Kondakov A.M., Tishkov V.A. The concept of spiritual and moral education and development of the personality of a citizen of Russia. M., 2010.
Strategy for the development of education in the Russian Federation for the period up to 2025. Education Bulletin, 2015, No. 13.
Tsirulnikov A.M., Ionina N.G., Vorobyova V.A. School modernization. Sociocultural alternative. M.,
Organization of activities and management of a socially active educational institution: guidelines / Auth.- comp. ON. Krivolapova, O.A. Kutikov, V.D. Yachmenev. Kurgan, 2011.

Director

MBU DO DDT T.A. Kravchenko