Features of teaching the module “Fundamentals of Orthodox Culture. Features of teaching the basics of Orthodox culture Methods of teaching the basics of Orthodox culture

Topic: Features of teaching the subject "Fundamentals of Orthodox Culture"

in grade 4 "A" MBOU "School No. 154"

Slide 1,2 In the new federal state educational standard (FSES) of elementary general education, in section 1.2., it is said: "All areas of spiritual and moral development and education are important, complement each other and ensure the development of the individual on the basis of domestic spiritual, moral and cultural traditions."

Teaching knowledge about Orthodoxy, its systematic study in a general education school is an integral part of a full-fledged education.

Whatever faith a student of the Russian school chooses for himself, whatever worldview his parents have, the centuries-old Orthodox culture remains the most valuable asset of all patriotically educated citizens of Russia. The issue of spiritual and moral education of children is one of the key problems facing every parent, society and the state as a whole.

GPC is a subject that is expressed in the study of the culture of spiritual life on the example of Christianity, its moral and moral values. Studying the history of Christianity Orthodox Church, Russian Orthodox culture, directly related to Christian spiritual experience, the child will get a reason to think about what country he lives in, what values ​​his ancestors adhered to, why people, without hesitation, went to death because of their religious and spiritual and moral principles . And most importantly, he will understand that there is something else in life besides food, sleep and pleasure. Acquaintance with spiritual culture cannot be limited to one subject. It should run as a single content line through such subjects as literature, the Russian language, history, music, fine arts, etc.

Teacher primary school stands on the very first step of the spiritual and moral revival of our people. It is we, the teachers, who, not only in a separate lesson on the "Fundamentals of Orthodox Culture", but in all other lessons, as well as in extracurricular everyday activities, spiritually aspire to children's hearts and souls. And children expect us, adults, to show them the way in which they can build their lives. This path is inextricably linked with the spiritual tradition - with the foundations of Orthodox culture. Every teacher is obliged to know these fundamentals in order to correctly and objectively convey the history of the Fatherland to children, to comprehensively explore and teach the work of brilliant writers and poets.

slide 3 The main goal of the course "Fundamentals of Orthodox Culture" I consider the formation of a spiritual and moral personality through the acquisition of spiritual experience based on the traditions of Orthodoxy.

slide 4 To achieve this goal, it is necessary to solve the followingtasks:

1. Establishing personal connections of the student with the Orthodox culture. It is important that Christian values ​​become the personal values ​​of the student, only with such an internal restructuring of views can good results be achieved.

2. Disclosure of the spiritual foundations of national culture. Russian culture is permeated through and through with Christian teaching, since basically the Russian classics were people of deep faith. Uncovering these fundamentals will help students to more easily integrate into the Orthodox environment.

3. Education of patriotic feelings. Orthodoxy is closely connected with patriotism, because. the fulfillment of duty to God, the Motherland and parents is fundamental for a Christian. Therefore, Orthodox and patriotic education are inseparable from each other.

4. Passion for children creative activity. Through creativity and creation, children learn to know God, the main Creator of this world.

The formation of the foundations of Orthodox culture occurs in stages: from preparation for the perception of Orthodox culture to the search for hidden meanings of Biblical stories and the dogmatic teaching of the Church.

The development of the spiritual and moral culture of pupils is based on the followingprinciples (on slide 5)

Forms of organization of spiritual and moral education are different: integrated lessons - defense industry and literature, defense industry and the world, defense industry and fine arts, music, technology.The main methods of my work in this direction include the teacher's story, work with illustrative, audio and video material, with texts. Children perform many independent creative tasks; they visit the temple with pleasure, know how and know how to behave in the temple.

Before introducing the subject "Fundamentals of Orthodox Culture" into the school, a certain preparatory work was carried out with students and their parents. Majority positive results The survey made me happy. Since an important criterion for the introduction of a new course is its voluntariness.

MY EXPERIENCE

Our acquaintance with Orthodox culture began much earlier than the children (today 4th grade) and I began to study the subject “Fundamentals of Orthodox Culture”.

slide 6 Still in 2nd grade Having organized an excursion to the Nizhny Novgorod Kremlin together with my parents and visiting the Mikhailo-Arkhangelsk Cathedral as part of it, I saw with what interest the children listened to the guide, sometimes they asked questions that were not childish. And then I realized that I myself do not know enough about Orthodoxy, although I consider myself a believer interested in Orthodox culture. I think it was then that there was an interest in the study of this subject both in children and in myself.

Slide 7 At parent meeting (it was the end of the school year) I touched on this topic, showed photos of the guys in the temple. Parents reacted positively to such a direction as spiritual and moral education through the study of Orthodox culture.

Slide 8 Conducted in classphoto contest « Orthodox churches Lower".

slide 9,10,11,12 IN summer holidays children with their parents visited various places associated with Orthodox shrines: Diveevo, Murom, Vladimir, Suzdal, etc. I myself visited the monastery on about. Valaam, visited the Makarievsky Monastery, I wanted to learn more myself and tell the children. At class hours in September, the children shared their impressions: someone talked about a small church in their village, someone visited the church of St. Nicholas the Wonderworker in Turkey. We worked on the projects "The Road to the Temple", "My Guardian Angel". The last project gave me the idea to visit St. Petersburg in the chapel of Xenia the Blessed, to venerate the relics, to learn more about her life.

slide 13 took part in the city literary competition Christmas stories"Crystal deer-2015", ( slide 14) city ​​choir competition "Christmas Star" By the bright holiday of Easter, a reading competition was held in the class “Spring is coming, full of miracles! Christ is risen! Christ is risen!”, took part in the school competition “Easter card”. All these activities can be considered as a preparatory stage for the study of the course of the defense industry.

15 From the beginning of this academic year, we began to study the subject, the children already know quite a lot about Orthodoxy, many have begun to get acquainted with the Children's Bible. Our lessons are not limited to reading a textbook and listening to the teacher's story, the children themselves prepare messages and presentations on various educational topics, share their knowledge and experience. For example, Asriyan Susana spoke about the features of the Armenian Church, customs and holidays.

16 In October we visited the Church of St. Panteleimon in Shcherbinki II , Pechersky Voznesensky male monastery. Took part in the all-RussianOlympiad for schoolchildren on the Fundamentals of Orthodox Culture "Russian World in Orthodox Culture" - received diplomasIAndIIdegree. Parents support children's interest in the subject, help in preparation, because each of them is interested in their son or daughter growing up as kind, well-mannered, merciful, spiritual and moral people.

conclusions

I have been working as a teacher of the Fundamentals of Orthodox Culture for a very short time, but I can say with confidence that this subject is necessary at school. Children come to our school not just to learn to read and write, to expand their horizons, but to understand why they need knowledge, how they can be applied in life. It is our direct duty to lay spiritual principles in the hearts of the rising generation. When I was preparing for my speech, I decided to conduct a survey of students on the topic "How the course of the defense industry affects the spiritual and moral development of their personality." I asked the students to answer the questionslide 17) "What do you learn at the ORKSE lessons?". The vast majority of students in their answers talk about acquiring the skills of moral behavior:

– "learn good"

– "learning to be cultured"

– "learning to respect others"

– "learning to make friends"

– “help people”, “be considerate and merciful”

– "respect parents and elders"

– "Try not to do bad things"

– "learning love and patience"

Such children's answers indicate that the lessons of the OPK are useful and interesting for children, the tasks set are being solved, and hence the goal: the formation of a spiritual and moral personality through the acquisition of spiritual experience based on the traditions of Orthodoxy is achievable.

18. I want to finish my story with the words of the Russian teacher - Christian Konstantin Dmitrievich Ushinsky: “The main goal of educating a person can only be the person himself, and in a person the goal of education is the soul. Christianity gives life and indicates the highest goal to everyone education"

19. Thank you for your attention

Koblova Olga Fedorovna, primary school teacher, MBOU "Gorelskaya secondary school"
Purpose: this material was presented at the ShMO on spiritual and moral education junior schoolchildren.
The study of the history and culture of religion in the form of a separate academic subject, the course has its own advantages connected, first of all, with the systematic presentation of the material and the possibility of solving specific educational and upbringing tasks. This course helps to see problems from different points of view and in different interpretations- from secular and religious positions, as well as to visually make sure that even with different views, people can find the basis for an open dialogue and unification. Step by step, he forms a society in which cultural differences only intensify the process of consolidation around universal human values.
But the goal of teaching is not for the child to learn certain ZUN, as in teaching other subjects, but to get an idea of traditional culture his own and other peoples and learned to respect her. Here the goal is more educational than didactic.
However, along the way, there are certain risks:
Risks associated with the danger of overloading students with information. Introducing into the educational process in general educational school new area knowledge, one should remember the warning that when students are overloaded with information, their emotional sphere is blocked. Those. here the question of interdisciplinary connections arises sharply. In addition, religious, religious knowledge is a special kind of information that requires initially the formation of a positive attitude among students. What is in this plan at the present time? Almost all current textbooks suffer from congestion. Many textbooks on religious culture clearly do not correspond to the age capabilities of schoolchildren.
The content of religious culture courses is often poorly integrated with the content of the main subjects, exists as if by itself. In addition to the danger of overloading students with information, as mentioned above, this can have a negative impact on the integrity of the educational process in the school as a whole. Teaching courses on the history of various religions by subject teachers carries the risk of uncontrolled spiritual and moral influences on students.
When testing the emerging system of organization learning activities according to the comprehensive training course of the ORKiSE (module "Fundamentals of Orthodox Culture"), you can rely not only on the content of A. Kuraev's textbook "Fundamentals of Orthodox Culture", but also available on the sites /
Website "Church School"
Website "Orthodox Cause"
Orthodox educational portal "Slovo"
Children's portal "Sun"
Joy School
Forum about. Andrey Kuraev. Sunday School Section
Website "Svetoch" (Fundamentals of the Orthodox Faith in presentations)
Portal "Primary school - for children, teachers, parents"
The site of the magazine "Primary School"
Sunday School Puppet Theater website " /OPKiSE thematic presentations, the experience of teachers-innovators, the content of workbooks on a printed basis, but, to a greater extent, on the minimum cultural, ethical, historical and moral experience that students have.
Difficulties in the implementation of a comprehensive training course of the ORCSE are experienced not only by teachers, but also by students.
Methodological contradictions became clear only after a multi-stage analysis of the content of A. Kuraev's textbook "Fundamentals of Orthodox Culture" and the results of monitoring the behavior and perception of the content of the discipline (textbook) by students in grades 4-5.
Conventionally, methodological contradictions can be represented in two aspects: 1. social; 2. ethical.
Social contradictions are due to the collision of two processes of the formation of religious ideas: the philistine (family experience) way of churching and the secular way of perceiving religion as a cultural fact of Russian history. Managed to take shape family values, religious values, philistine perception of religious phenomena and facts creates methodological "hindrances" in the perception of the content of the cultural course "Fundamentals of Orthodox Culture". The meaningful, stylistic, religious and pagan chaos of students' ideas, formed by society, parents, and families, complicates the logic of perception and acceptance of cultural traditions, phenomena and facts that exist in Orthodox culture.
Ethical controversy, in my opinion, was created by the author of the textbook and his civil (professional) position: the textbook "Fundamentals of Orthodox Culture" was created by a churched person, a priest who perceives all those who read this tutorial as established Orthodox. For people who have not yet developed a stable perception of the Faith, far from a religious perception of life, this causes bewilderment and alarms with a certain, stylistically and professionally justified position of A. Kuraev, categorical and unambiguous examples and conclusions.
Since the comprehensive training course of the ORKiSE (module "Fundamentals of Orthodox Culture") is unmarked, but evaluative, for students and their parents, self-assessment of the results of activities in the lesson and the level of completion of final creative (project) work will be more important. The substantive results of mastering the complex training course of the ORKiSE are of a delayed nature, in which the qualitative results turn into quantitative ones after a certain period of time.
Therefore, the intermediate result of educational activities in many schools was lesson "sheets of reflection":
The topic of the lesson today: (sometimes the topic is formulated in advance by the teacher if it is a complex problem), (more often the topic is formulated by students on their own after solving a problem situation, or participating in a problematic conversation);
I'm in class in order to ... ( self definition individual purpose of attending the lesson);
The main concepts of the topic today (more often offered by the teacher as a list, from which students choose the most valuable for themselves);
Key images of the topic (a list of images is given by the teacher, or is allocated after self-acquaintance with the text of the textbook analyzed in the lesson);
I was wondering when ... (self-selection of the components of the lesson, its stages, types of work);
It was difficult for me when ... (self-selection of the components of the lesson, its stages, types of work);
The lesson helped me (self-formulation by the student of the outcome or result of the lesson, based on the self-formulated goal of attending the lesson) ...
It supports cognitive interest students, actively includes them in educational process lesson, forms a systemic need for self-assessment and mutual objective assessment of the results of intellectual activity in the lesson. At the beginning of each lesson: after an introductory problematic conversation, solving a problem situation, problem drawing, watching a cartoon, video recording or listening to an audio recording, students are offered “reflection sheets” along with textbooks, where the topic and purpose of the lesson are filled in. The rest of the content of the sheet - the main one (concepts and images) is filled in during the analysis of the main content of the lesson, textbook or creative work. The last categories (points) of the sheet are filled in when summing up the lesson, expressing a personal attitude to the problem of the lesson, the topic of the lesson, one's own activity and the results of this intellectual activity in the lesson.
Homework assignments for ORKSE lessons are different from traditional ones. They include reviewing what has been learned, reading additional literary and informational texts, interviews with family members, creative work, searching for additional information, etc. For example: "Draw how you imagine Noah's ark"; “Prepare 1-2 questions on the material that we studied in previous lessons to ask them to classmates”; “Prepare a story about what customs and traditions exist in your family. When preparing the task, seek help from family members”, “Write a short essay on the topic “I want to wish all people ...”. It is possible that, for various reasons, not all students will be able to complete these and similar tasks, and the teacher should not insist on their completion.
Of course, assignments should not be given to every student in every lesson. You can use a differentiated system of homework, individual advance assignments - for one or two students or a group.
It is also desirable that the tasks for the ORKSE lessons be varied so that children have a choice. For example: tasks can be offered for the same lesson different types: creative, information retrieval, systematization of what has been studied, etc., which will be performed by different students or groups.
Now, almost all teaching materials on ORSE are equipped with workbooks /…../ on a printed basis, they can also be considered as a resource for homework.
The teacher can find ideas for homework in the methodological recommendations for teaching materials on ORSE (for example, the Prosveshchenie and Drofa publishing houses, even if other textbooks are used in the lessons). It happens that the students themselves suggest topics and forms of homework, showing interest in a particular issue or type of activity in the lesson.
A special type of homework is long-term individual assignments, which imply student research or project activities. It is assumed that each student during the year will complete one of the similar tasks offered by textbooks and lesson planning (in the teaching materials that exist today, these tasks are also given in excess, and the teacher, together with the students, has the opportunity to choose and form their own list from the list above). Students can complete these tasks individually or in a group, the task can also bring together classmates studying different modules, family members of students can (and this is desirable) be involved in this type of task. It is advisable to develop a system of homework, especially long-term assignments, in general terms, even at the stage of preparation for the course, the teacher's acquaintance with the module that he will teach, and the teaching materials on which he will work. In the process, this system, of course, will be adjusted. The teacher must think in advance what exactly from the material should be offered to children for memorization, retelling, familiarization, reasoning, creative work, etc., what forms and ways to check the results of performance homework will be used in the next lesson.
Humanity always faces questions about the meaning of life, about death and immortality, about the destiny of man. After decades of domination of official atheism and persecution of the church and believers in our country, religion and religious organizations are returning to public life Russia. Classical pages of world and national culture are based on historical and religious themes. Without their knowledge, the cultural and educational baggage of a person becomes flawed. For a believer, religion provides the criteria for good and evil, determines the worldview, forms a holistic view of the world. This view includes an understanding of the origins and meaning of the existence of the whole world and each person. Religion forms the beliefs of many people, their views on themselves, their place in the world, their attitude to what is happening. That is why this course is necessary in the school.

Literature
1. A.I. Polovinkin ABC of Orthodoxy: Textbook / VolGTU, Volgograd, 2002.
2. V.N. Trostnikov Fundamentals of Orthodox Culture: Lectures. Part 1-3 - Ulyanovsk: JSC IPK Ulyanovsk Printing House, 2009. - 432 p.
3. The study of Orthodox culture (from the experience of the schools of the Kursk region): normative and pedagogical documents, the course program, thematic planning classes. - M: School Press, 2008. - 80s.
4. Fundamentals of religious cultures and Orthodox ethics. Fundamentals of Orthodox culture. Guidelines for teachers. "New time", 2010.

DIDACTIC PRINCIPLES IN TEACHING RELIGIOUS CULTURE ON THE EXAMPLE OF THE SUBJECT "FOUNDATIONS OF ORTHODOX CULTURE"

General didactic principles in the methodology of teaching Orthodox culture

The subject "Fundamentals of Orthodox Culture" studies the culture of the Orthodox tradition, therefore the teaching of the OPK is closely connected with the study of the content of the Orthodox doctrinal tradition, which is represented in theology. The specificity of the content of the subject of the OPK is expressed in its cultural manifestations and ethical guidelines, studied on the material of the Christian tradition.

The leading methodological principles of teaching the OPK are as follows: general principles didactics disclosed in relation to this subject, as well as special didactic principles peculiar only to this subject.

The general principles of didactics: scientific, systematic, cultural conformity, natural conformity, consistency of presentation, cannot be violated or ignored in teaching the foundations of Orthodox culture.

The principle of scientific character in the methodology of teaching the OPK means the correspondence of the studied material to the corpus of scientific knowledge that has developed in Christian theology. A violation of the scientific principle would be a distortion of the material, a desire to simplify the perception of schoolchildren, for example, the use of icons by modern authors, on which Russian saints can be depicted against a winter landscape. According to the established iconographic tradition, regardless of when the events took place, on all icons it is always summer and daylight hours.

The principle of consistency means the correspondence of the taught material to the goals, objectives and methods of studying the subject. In this regard, even a small educational material can and should be systematically structured. As an example of systems engineering educational material one can cite the textbook by Protodeacon Andrei Kuraev, where the material for fourth-graders is presented in a system from the doctrine of Christ to the doctrine of man and the ways of his salvation in the Orthodox tradition. This logic is consistently revealed in the paragraphs of the textbook. Topics such as "The Bible and the Gospel", "Preaching Christ", "Christ and His Cross", "Easter" come first. This is followed by the topics “Orthodox teaching about man”, “Good and evil. Conscience”, “Commandments”, “Mercy”, “ Golden Rule ethics." The contents of the textbook are crowned with topics that reveal the ways and possibilities of human salvation: “Feat”, “Commandments of Beatitudes”, “Why do good?”, “A miracle in the life of a Christian”, “Christian family”, “Protection of the Fatherland”, “Christian in labor” .

The principle of cultural conformity is manifested in the correspondence of texts, illustrations, manner of presenting educational material to the cultural tradition that it tells about, as well as in accordance with the culture that is familiar and accessible to students. The application of the principle of cultural conformity in the methodology of teaching the defense industry is realized in a harmonious combination of cultural patterns of modernity with the aesthetic canon of the Orthodox tradition.

The principle of conformity to nature is implemented in accordance with the educational material and methods of its presentation to the characteristics of children's physiology and psyche. Experienced teachers have noticed that the material of religious tradition and culture is assimilated in childhood in direct proportion to the specifics of the child's thinking, age features, features of intellectual development. Preschoolers are interested human qualities biblical characters. For younger students, patterns of correct behavior are relevant, for younger teenagers - situations of moral choice, and for older teenagers - images of friendship and love.

The principle of the sequence of presentation of the material involves not only the gradual logical disclosure of all the topics studied, but also the identification of interdisciplinary connections in the content of education. The presence of a meaningful core in each subject determines the possibility of building interdisciplinary connections. So, for example, the history of Russia in the 17th century. implies an acquaintance with the church reform of 1650-1660, and the moral quest of the heroes of the works of L. N. Tolstoy and F. M. Dostoevsky becomes understandable only in the context of Christian values.

Special principles of teaching Orthodox culture

The special didactic principles of teaching the foundations of Orthodox culture are the principles of Christocentricity, hierarchy, other-dominance, antinomy, and incompleteness.

The principle of Christocentricity in the methodology of teaching the OPK lies in the fact that the center of the study of the culture of Orthodoxy is the fact of the Incarnation, as well as the events preceding and following it and their reflection in culture.

The principle of hierarchy consists in a strict hierarchy of goals and meanings for studying the material of religious culture. Phenomena and concepts submitted for study in the subject of the defense industry are not equivalent and adjacent. For their adequate study, a necessary methodological condition is the transfer of the hierarchical subordination of the topics studied.

The principle of other dominance in the teaching of the OPK is realized in the acquaintance of students with the position of the Other (it can be God or another person). Going beyond their current state, their experiences and desires, which involves the use of the principle of other dominance, provides students with a different mechanism for comprehending themselves.

The principle of antinomy lies in the study of the unity of two mutually opposite judgments. Christian culture and theology, many centuries earlier than modern science, revealed the need for an antinomic approach to describing their leading positions. God and His creation are inseparable and unmerged unity. Christ is God and man at the same time.

The principle of incomprehensibility is implemented in the methodology of teaching the defense industry by recognizing the ultimate incomprehensibility of the phenomena being studied. It is in this subject that there is room for mystery, which allows the formation of a sacred relationship (from Latin sacrum "sacred") to certain phenomena in human life and culture.

NOU "Orthodox Gymnasium named after Archpriest

(Axo) Alexy Koliev.

Report

"Methods of teaching the defense industry in primary school»

Speaker: OPK teacher

Torchinova L.G.

Report structure:

1. Introduction.

3. From the experience of teaching the military-industrial complex in the PEI "Orthodox gymnasium named after Archpriest (Akso) Alexy Koliev."

4. Conclusion.

1 . Introduction.

At the suggestion of the leaders traditional religions In 2009, the President of Russia decided to conduct a federal experiment in teaching the course "Fundamentals of Religious Cultures of Secular Ethics" in a number of regions of the country with its subsequent distribution to the entire territory of the state from 2012.

In his speech at the opening of the XIX International Christmas Educational Readings, His Holiness Patriarch Kirill of Moscow and All Rus' said on this occasion: “This is a fundamentally important step towards the long-awaited reunification of educational and upbringing processes in the context of school education. For the first time after the notorious decree of the Council of People's Commissars of January 23, 1918 "On the separation of the Church from the state and the school from the Church", teachers were able to speak openly with students about such fundamental foundations of human existence as faith, religious tradition and culture, spiritual life and moral".

Introducing students to the spiritual and moral values ​​and culture of traditional (national) religion as an integral part of the national culture in state and municipal educational institutions is a form of realization of the rights of students and their parents (legal representatives) to receive education in accordance with the values ​​of their national culture, which is ensured How Russian legislation and the norms and provisions of international law recognized by the Russian Federation.

The subject area “Fundamentals of the Spiritual and Moral Culture of the Peoples of Russia” is fixed in the Federal State Educational Standard of the New Generation, of which the defense industry is a part.

The relevance of studying the subject "Fundamentals of Orthodox Culture" in state and municipal educational institutions is due to the urgent social and pedagogical need to study the history of Orthodox culture traditional for Russia, which has shaped its thinking, language and culture for centuries.

The specified course is called upon, along with other historical and cultural disciplines of the school curriculum, to fulfill historical, cultural and spiritual and moral gaps. modern education to explain to the young citizens of our country what is the value of the past. How we became. Why our culture is valued all over the world and why our faith that nourished it is called Orthodox.

"Fundamentals of Orthodox Culture".

The content of the subject area "Fundamentals of Orthodox Culture" in elementary school is introductory in nature and is aimed at introducing children to the basic information from the history of Christian culture, the world of moral values ​​(obedience, diligence, love for the Motherland, for people, for the family, faith, hope, mercy, meekness, patience) and their reflection in the monuments of Orthodox art (icon, temple, writing).

A. Historical and cultural content of the Bible.

B. Fundamentals of Orthodox ethical culture ("Pious family").

B. Orthodoxy in the history of arts, literature and writing.

D. Regional component.

A. Historical and cultural content of the Bible.

Bible - holy book Christianity. The main semantic lines of the Old and New Testaments. God is the Creator of the world. World creation. Creation of man. Man and the environment (people, animal world, the world visible and invisible). First people: Adam and Eve. Sin. The first associations of people: clan, family. The rules of life given by God to people are the Ten Commandments. Christmas Holy Mother of God. earthly life of Jesus Christ. Gospel stories. Bliss commandments. Resurrection of Christ. Descent of the Holy Spirit. Feast of the Holy Trinity. Apostles of Christ.

B. Fundamentals of Orthodox ethical culture ("Pious family").

Rules for good human behavior. Good and evil in our actions. The relationship between man and God. Orthodox family. Children and parents. Responsibilities towards parents, older and younger brothers and sisters. Christian way of life. Relationships between peers. Temple rules. Prayer. Orthodox holidays.

V. Orthodoxy in the history of arts, literature and writing.

Temple. His spiritual and cultural significance. Worship. Religious painting. Iconography of Easter. Church Slavonic. The role of Orthodoxy in the formation and development of ancient Russian literature. Saints Cyril and Methodius - enlighteners of the Slavs. Lives of the Saints. Monuments of ancient Russian literature.

D. Regional component.

Christianity in Ossetia. Temples. Christian shrines. Saints of Ossetia. Pilgrimages in the Republic. Writing design work, reports on the shrines of Ossetia. Meetings and conversations with priests. Organization and holding of various cultural events. participation in liturgical life.

3. From the experience of teaching OPK

in the Orthodox gymnasium named after the archpriest

Akso (Alexia) Kolieva.

The topic of my report is "Methods of teaching the GPC in elementary school." I would like to highlight it, using the experience that I gained in the process of teaching this subject in an Orthodox gymnasium. But before I get straight into the methodology, a little

historical reference.

It is important to note that enlightenment itself in the North Caucasus was due to the influence of Orthodoxy on all spheres of people's life.

The process of school education in the North Caucasus and Ossetia became possible only after they were annexed to Russia. But this influence on the highlanders began a long time ago and followed different paths. The first distributors of elementary literacy among them were Russian priests who fled from the captivity of the Crimean Tatars to the peoples North Caucasus back in the 17th XVIII centuries. They became teachers of the mountain nobility in the mountain nobility in Russian fortresses - garrisons.

At the beginning of the 18th century, translators at military garrisons in the North Caucasus also carried out such work here.

Thus, if the 20-30s of the XVIII century were the time of the birth of centers of education, the beginning, we will say, the first stage in the development of education of the mountaineers of the North Caucasus, when the government created amanat groups and schools for military pupils, as well as garrison schools. The next stage should be considered the educational and missionary activities of the Ossetian spiritual commission, established by the government in 1744 and transformed in 1860 into the Society for the Restoration of Orthodox Christianity in the Caucasus, whose active members were the educators of the first generation, the so-called "pioneers of mountain enlightenment" I. Yalguzidze, A Koliev, Sh. Dvalishvili and others.

As for the figure of Akso Koliev, whose name our gymnasium bears, we can say that, being a clergyman, A. Koliev became the initiator of women's education in Ossetia. With his versatile and fruitful activities, he contributed to the acquisition of primary, and then advanced education by mountain women in educational institutions of the Caucasus and Russia. It is offensive that for a long time the scientific - educational and pedagogical activity of A. Koliev was undeservedly forgotten. In fact, it has not yet been studied by anyone.

One of the progressive consequences of the accession of the North Caucasus to Russia was the emergence of centers of education in a number of Caucasian regions. So, in 1764, on the initiative of the Ossetian spiritual commission, the government of Russia opened the first theological school for mountain children in the North Caucasus in Mozdok; in 1836 a religious school began to function in Vladikavkaz. In itself, the opening of these schools was significant event For North Ossetia.

It was a small digression into the history of enlightenment in Ossetia.

And now directly about our educational institution.

1) The non-state educational institution "Orthodox gymnasium named after Akso (Aleksy) Koliev" was created as a result of the transformation of the non-state educational institution elementary educational school "Pokrov", which was opened with the blessing of the Archbishop of Stavropol and Vladikavkaz Feofan in 2006.

From the first days of the existence of the school, the subject "Fundamentals of Orthodox Culture" is mandatory. It is taught according to the program of A.V. Borodina "History of Religious Culture" of cultural religious-cognitive school education, intended for secular state and municipal schools, lyceums, gymnasiums, as well as in confession-oriented (Orthodox) gymnasiums, Sunday schools.

The meticulously developed material contained in the training teaching aids according to the named program, allows you to successfully cope with the education of younger students. In elementary school - in the form of a separate training course "Fundamentals of Orthodox Culture", with a teaching load of 1 hour per week in grades 1-4 in the educational field "Man and the Environment", taking into account the regional component of education.

The first year of study represents the course "We and our culture" for the 1st grade. Course objectives:

1) give first graders general idea about culture, peculiarities of Russian culture, about Orthodoxy;

2) to form initial concepts about Orthodox faith, about the people;

3) to form an idea of ​​the cultural unity of Russia and Russian people and the importance of maintaining cultural-national unity;

4) to form an idea of ​​culture as a phenomenon that includes the best that the people do;

5) to form motivation for learning in general and for obtaining knowledge in the field of culture and history.

6) to form value orientations towards the moral, beautiful, traditional in the national culture.

It should be noted that working with the first class is very difficult. Information should be small, because. children at this age are not yet able to concentrate for more than 5 minutes. Therefore, it is expedient to combine the story with coloring the colorings selected for the topic being studied (unfortunately, they are not attached to the program of A.V. Borodina for grade 1), so they can be found from other authors, watching animated films (now they can be found on Orthodox sites) .

In addition to the training kit A.V. Borodina, in my work with first-graders, I use the educational and methodological set “Fundamentals of Orthodox Culture and Ethics”, the 1st year of study, edited by L.N. Malyutenko. Set edited by O.K. Kharitonov, materials for school lessons "God's World: Fundamentals of Orthodox Culture and Morality" edited by priest Sergiy Korotkikh. And etc.

The second year of work is presented in the form of the course "The World Around and Within Us". It should be noted that A.V. Borodina for grade 2 is the most colorful and interesting for children. This set comes with a workbook with various tasks, coloring pages and crosswords (crossword puzzles). Students with great interest and desire are engaged in them.

Of course, the teaching of the GEC in a confession-oriented school (gymnasium) differs from teaching in a regular school in that our GEC is an organic part of the educational system of this educational institution.

The development of the Orthodox component in lesson activities occurs in three ways:

through the integration of the foundations of Orthodox culture into the content of general education subjects additional education.

Through the introduction of special subjects of Orthodox spiritual and moral content, regional and gymnasium components into the curriculum of the gymnasium.

Through additional education subjects taught in the afternoon. As subjects of additional education with spiritual and moral content, the following disciplines are taught in the gymnasium: choral church singing, choreography, design, "Lives of the Saints", checkers, fencing, acting.

2) Participation in the liturgical and prayer life of the Church.

Each academic year begins with a prayer service at the beginning of the academic year.

In the life of the gymnasium, joint visits to services are provided in the cathedral in the name of St. Great Martyr George the Victorious, on whose territory the Gymnasium is located.

Gymnasium students jointly attend services on the Twelfth and Great Feasts. While participating in the Divine Liturgy, students confess to the priests of the cathedral and partake of the holy Mysteries of Christ.

Every school day at the Gymnasium begins with a prayer before teaching. The meal in the Gymnasium also begins and ends with a prayer.

Every Monday, a prayer service is held at the beginning of the school year.

3) Project activities of students.

The design and research society "Kladez" operates in the gymnasium

(head - Kaloeva Z.E.) Participation in student projects makes it possible for each gymnasium student to discover creative potential, acquire the skills of self-organization and research activities, expand their knowledge of educational subjects, implement original ideas, learn various forms project presentations research work.

4) General gymnasium holidays.

In the Gymnasium, such forms of celebrating significant events and dates as a festive concert, performance, literary and musical compositions with elements of theatricalization, "folk festivals" have developed.

An important stage in educational work is not only the holding of the event itself, but also the preparation, in which teachers, students and their parents take part.

It has become a tradition in the gymnasium to celebrate holidays widely:

Holy Christ's Resurrection.

Nativity.

feast of the Protection of the Mother of God.

Initiation into high school students.

Maslenitsa.

Victory Day.

Defender of the Fatherland Day.

Day of Slavic culture and writing, etc.

5) Cool activities.

Classroom events come in many varieties. The most traditional are "Lessons of Kindness". They can have different information and content content and form of conduction: conversations on a given topic according to the plan educational work, reading and discussing literature of spiritual and moral content, video lectures or video pilgrimages, solving organizational issues, etc.

6) Extracurricular activities gaming and sports-health character.

The game is an effective and easily digestible form of educational work. Fascination and compliance with the psychological needs of childhood contribute to its widest use both as elements of large-scale general gymnasium events: "Christmas Tree", "Pancake Day", and as an independent game event: intellectual games - tournaments; competitive games.

Health-improving work in the Gymnasium is carried out at physical education lessons, sports sections, physical minutes are held at the lessons, dynamic pauses are organized in the 1st grade. Classrooms are ventilated during breaks, quartz treatment and wet cleaning are carried out daily.

The gymnasium regularly holds events aimed at improving the health of students: Health Days, sports holidays, “ Fun starts" etc.

7) Pilgrimage trips and excursions.

Small pilgrimages to the temples and monasteries of Ossetia are of great interest to the students of the Gymnasium. They are designed to expand the ideas of high school students about Orthodoxy in the Ossetian land, and have a high educational potential.

In the future, it is planned to develop pilgrimage activities, to make long-distance pilgrimages to the holy places of Russia.

In addition, excursions of a general cultural plan are organized in the gymnasium, for example, to museums and exhibition halls of the republic, historical and cultural places, educational trips to places of military glory of Ossetia.

8) Participation in competitions.

Students of the Gymnasium take part in all-Russian, republican and gymnasium competitions, olympiads in various subjects.

Of particular importance is the participation in competitive events that are based on spiritual and moral content, for example: All-Russian Olympiad schoolchildren on the Fundamentals of Orthodox culture.

9) Meeting interesting people.

An important form of educational work, which is characterized by the involvement of an educational resource from the outside in the walls of the Gymnasium. These can be people of interesting professions and occupations (for example, members of search groups), clergymen, representatives of the creative intelligentsia, veterans, scientists, employees of the Ministry of Emergency Situations and the Ministry of Internal Affairs, medical workers, just enthusiastic people. Their visits are often preceded by watching and discussing thematic films.

10) Labor activity.

The education of high school students in labor skills, the ability to serve themselves and take care of their neighbors. The Gymnasium has the following forms of labor education: technology lessons, keeping classrooms clean, duty at the gymnasium and the refectory, holding subbotniks, labor landings for the cleanliness of the Gymnasium.

In addition, students of the Gymnasium make gifts with their own hands to the guests of the Gymnasium, parents and family members for various holidays and fairs.

The Gymnasium has an audio and video library, which is a significant help for teaching many humanitarian disciplines. Extra-curricular thematic video screenings are arranged with subsequent discussion.

12) General school rulers.

All-school lines have an important organizational and educational potential. Lines are held at the Gymnasium weekly. They announce the most important events of the past and upcoming weeks.

The form of solemn rulers dedicated to holidays and memorable dates, the beginning and the end of the academic year has become traditional.

13) Charitable activities.

Visit with concert programs of orphanages, hospital, children's rehabilitation center. Presentation of handmade gifts.

Collection of charitable aid, including toys and children's clothing for the poor.

Conclusion

The educational component on the basis of the knowledge that the child receives at school is extremely important in the course of the defense industry, and it is impossible to educate a person if you deprive him of his freedom. The condition of normal education is freedom and responsibility. “Freedom without responsibility is licentiousness, and responsibility without freedom is slavery. Therefore, we must teach the child to make a free choice, remembering his own responsibility.

Bishop of Zaraisk Mercury.

MBOU secondary school No. 5

REPORT

"Forms and methods of teaching at the lessons of the military-industrial complex"

Completed by the teacher of the OPK

MBOU secondary school No. 5

Afonina M.M.

Novoshakhtinsk

2015

The basis for the development and introduction of educational process general education schools of the comprehensive training course "Fundamentals of Religious Cultures and Secular Ethics" is the Instruction of the President Russian Federation of August 2, 2009 and the Order of the Chairman of the Government of the Russian Federation of August 11, 2009

The course on the basis of religious cultures and secular ethics is cultural and is aimed at developing in schoolchildren in grades 4-5 ideas about moral ideals and values ​​that form the basis of religious and secular traditions multinational culture Russia, on understanding their meaning in life modern society, as well as their involvement with them.

The ORKSE course includes the following modules of the GPC, Fundamentals of Islamic Culture, Fundamentals of Buddhist Culture, Fundamentals of Jewish Culture, Fundamentals of World Religious Cultures, Fundamentals of Secular Ethics.

The GPC course assumes the following results:

Level 1 - the acquisition of social knowledge by schoolchildren;

Level 2 - children gaining experience and a positive attitude towards the basic values ​​of society;

Level 3 - students gain experience in independent social action.

The choice of teaching methods takes into account the capabilities of students, their age characteristics, material and technical base, type and type of training sessions.

The specificity of the teaching aids of the OPK lies in the fact that there is an appeal to biblical texts, work with an icon, with illustrations. The technique of including video and audio materials in the context of the lesson, the use of ICT.

Learn more about the methods used in the lessons of the GPC.

Methods of organizing educational and cognitive activities:

Verbal, visual, practical;

Analytical, synthetic, inductive, deductive,

Reproductive, problem-search;

Methods independent work.

Methods of stimulation and motivation:

Methods of stimulating interest in learning, games, educational discussions, creating emotional situations;

Methods of stimulating debt and responsibility.

Methods of control and self-control.

Methods of independent cognitive activity.

Lesson methods.

Method of moral dilemmas and discussionsforces students to make choices in real life situations.

Heuristic methods- Methods that allow you to focus on creative activity. Students are not given a ready-made set of definitions and truths, but are invited to formulate the most important conclusions themselves.

research method- the organization of training, in which students are put in the position of a researcher: independently select a hypothesis, confirm or refute it, based on known data, draw conclusions and generalizations, comprehend the leading concepts and ideas, and do not receive them ready-made.

Design - a special type of activity, as a result of which schoolchildren create the final product of their own creativity, learn to analyze the situation, highlight the problem, formulate the expected results, set tasks, find the best way to solve the problem, draw up an action plan, evaluate and analyze their work, correlate the results with expected.

case method - this is a method of specific situations, active problematic analysis of the situation by solving specific problems (solving cases).

Thus, the forms, methods, options for conducting ORKSE lessons can be as follows:

different kinds discussions (debates, disputes);

educational and social projects;

excursion lessons;

heuristic conversations;

business and role-playing games;

workshops;

various quizzes and other competitive events;

creative workshops,

video lessons.

Types, techniques, methods, techniques.

• Didactic games;
• Actions according to instructions;
• Development of collective solutions;
• Evidence and argumentation of points of view;
• Situation analysis;
• Resolution of conflict situations;
• Working with illustrative material;
• Practical work;
• Project development;
• Creation of texts;
• Thematic discussions;
• Press conferences;
• Working with parables

Cross-cutting activities:

1. Compilation of a glossary of terms;

2. Creation of a gallery of images;

Slides captions:

Forms of work and teaching methods at the lessons of the Orkse

The basis for the development and introduction of a comprehensive training course "Fundamentals of Religious Cultures and Secular Ethics" into the educational process of general education schools is the Order of the President of the Russian Federation of August 2, 2009 and the Order of the Chairman of the Government of the Russian Federation of August 11, 2009.

The course on the basis of religious cultures and secular ethics is cultural and is aimed at developing in schoolchildren in grades 4-5 ideas about moral ideals and values ​​that form the basis of religious and secular traditions of the multinational culture of Russia, at understanding their significance in the life of modern society, as well as their involvement in him.

Course ORKSE Modules: Fundamentals of Orthodox culture; Fundamentals of Islamic culture; Fundamentals of Buddhist culture; Fundamentals of Jewish culture; Fundamentals of world religious cultures; Fundamentals of secular ethics

Expected results (based on GEF) Acquisition of social knowledge by schoolchildren (level 1); Gaining experience for children and a positive attitude towards the basic values ​​of society (level 2); Getting schoolchildren to experience independent social action (level 3)

Teaching methods Methods of organizing educational and cognitive activity: -verbal, visual, practical; - analytical, synthetic, inductive, deductive, - reproductive, problem-search; - Methods of independent work. Methods of stimulation and motivation: - methods of stimulating interest in learning, games, educational discussions, creating emotional situations; -methods of stimulating debt and responsibility. Methods of control and self-control. Methods of independent cognitive activity.

Heuristic methods are methods that allow you to focus on creative activity. Students are not given a ready-made set of definitions and truths, but are invited to formulate the most important conclusions themselves. Teaching methods

The research method is an organization of learning in which students are put in the position of a researcher: they independently identify a hypothesis, confirm or refute it, based on known data, draw conclusions and generalizations, comprehend leading concepts and ideas, and do not receive them ready-made. Teaching methods

Design is a special type of activity, as a result of which schoolchildren create the final product of their own creativity, learn to analyze the situation, highlight the problem, formulate the expected results, set tasks, find the best way to solve the problem, draw up an action plan, evaluate and analyze their work, correlate the results obtained with the expected. Teaching methods

Case method is a method of specific situations, active problematic analysis of the situation by solving specific problems (case solving) Teaching methods

Forms, methods, options for conducting ORKSE lessons, various types of discussions (debates, disputes); educational and social projects; excursion lessons; heuristic conversations; business and role-playing games; workshops; various quizzes and other competitive events; creative workshops.

Types, techniques, methods, techniques Didactic games; Actions according to instructions; Development of collective solutions; Evidence and argumentation of points of view; Situation analysis; Resolution of conflict situations; Working with illustrative material; Practical work; Project development; Creation of texts; Thematic discussions; Press conferences; Working with parables

Cross-cutting activity Compilation of a glossary of terms; Creating a gallery of images; Designing the layout of your own book

Thank you for your attention!