案例技术在“学生的精神道德和公民爱国主义教育”学科研究中的应用

N. Nikonova, S. Zalutskaya
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引用次数: 0

摘要

介绍现代社会经济现实已经在俄罗斯大学学生的专业发展过程中实施了精神和道德教育问题,包括内容问题、学生精神和道德价值观的等级问题、通过适当的方法论手段对其教学的规范问题。本研究的目的是在新学科“学生的精神道德和公民爱国主义教育”的框架内,证实案例技术作为设计和解决俄罗斯古典和现代文学作品研究中存在的道德问题的一种方法的有效性。材料和方法。采用提问法、统计数据定性分析法、论文形式的书面调查法。该调查涉及来自东北联邦大学语言学院“教育学教育(有两个培训档案)”方向一年级学生中的40名受访者。后果据透露,普遍的人类价值观对受访者来说是最重要的:“生命”(82.5%)、“人权和自由”(80%)、“尊严”(32.5%)、“强大的家庭”(25%)、“人道主义”(20%)、“互助和相互尊重”(20%)。俄罗斯文化中最不重要的社会中心价值观是“为祖国服务和对祖国命运负责”、“俄罗斯人民的团结”、“集体主义”、“历史记忆和世代延续”、“爱国主义”。案例技术的使用使未来俄罗斯语言和文学教师的精神和道德价值观的等级制度得以改变:在教学实验的最后阶段,普遍价值观仍然是学生的优先事项,然而,在学习《精神,学生的道德和公民爱国主义教育比研究的最初阶段变得更加重要。结论在科学研究中,有不同的方法来确定与当代学生相关的精神和道德价值观清单;在国家社会文化领域不断变化的现实背景下,有可能改变这些价值观的等级制度。学术学科框架内的价值观选择主要由教师进行,同时考虑到大学和学生目标受众的精神和道德环境的特点。通过使用有问题的、以学生为导向的学习方法和培训课程的对话,对学生的精神和道德价值观等级制度进行调节是最富有成效的。这些要求最好通过案例技术来满足。作为案例发展的主要内容,在教学学生——未来的俄罗斯语言和文学教师——应该使用现代作家的小流派艺术作品。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The use of case technology in the study of the discipline «Spiritual-moral and civil-patriotic education of students» with students of a pedagogical profile
Introduction. Modern socio-economic realities have actualized the issues of spiritual and moral education in the process of professional development of students of Russian universities, including the problems of content, the hierarchy of spiritual and moral values of students, their pedagogical regulation by adequate methodological means. The purpose of the study is to substantiate the effectiveness of case technology as a way of designing and solving problematic moral situations in the study of works of Russian classical and modern literature within the framework of the new discipline "Spiritual-moral and civil-patriotic education of students". Materials and methods. The methods of questioning, qualitative analysis of statistical data, written survey in essay format were applied. The survey involved 40 respondents from among the first-year students of the direction «Pedagogical education (with two training profiles)» of the Philological Faculty of the North-Eastern Federal University. Results. It was revealed that universal human values are most important for respondents: «life» (82.5%), «human rights and freedoms» (80%), «dignity» (32.5%), «strong family» (25%), «humanism» (20%), «mutual assistance and mutual respect» (20%). The least significant sociocentric values in Russian culture are «service to the Fatherland and responsibility for its destiny», «unity of the peoples of Russia», «collectivism», «historical memory and continuity of generations», «patriotism». The use of case technology made it possible to change the hierarchy of spiritual and moral values of future teachers of the Russian language and literature: at the final stage of the pedagogical experiment, universal values remained a priority for students, however, sociocentric values in the process of studying the course «Spiritual, moral and civil-patriotic education of students» became more significant than at the initial stage of the study. Conclusion. In scientific research, there are different approaches to determining the list of spiritual and moral values that are relevant for today's generation of students; it is possible to transform the hierarchy of these values in the context of the changing realities of the socio-cultural sphere of the country. The choice of values within the framework of the academic discipline is carried out primarily by the teacher, taking into account the peculiarities of the spiritual and moral environment of the university and the student target audience. Regulation of the hierarchy of spiritual and moral values of students is most fruitful with the use of problematic, student-oriented approaches to learning and dialogization of training sessions. These requirements are best met by case technology. As the main content for the development of cases in teaching students - future teachers of the Russian language and literature, works of art of a small genre by modern authors should be used.
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Perspektivy Nauki i Obrazovania
Perspektivy Nauki i Obrazovania Arts and Humanities-Philosophy
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