Love for homeland begins with family essay. Love of country begins with family quotes. The stages of the lesson are highlighted

For some it begins with a picture in a book, for others it begins with the place where a person was born, but I believe that the Motherland, after all, starts with family. Yes, from the most important social unit in the world.

– these are not just parents, brothers and sisters. These are also traditions, moral norms, rules, instructive stories that we are told from childhood. And they instill that same love for the Motherland.

There is a lot of controversy over who should cultivate patriotic feelings and love for their Motherland in a person. For me, the answer is obvious – parents. From an early age, they should tell us what we can and cannot do, what is good and not so good, talk about the history of the country, the exploits of people, important events of the past. From such pieces, a whole puzzle called the Motherland is assembled.

Our country is truly unique, and not knowing its history and not being a patriot is simply indecent. Love for one’s land, for one’s country makes a person a person, and this is very, very important in the modern world.

It is important for any person to remember their homeland; the statements collected here help with this. When reading quotes about your homeland, you can react to them in different ways, the main thing is to understand your feelings on this issue.

Nowhere does it say what to do during the singing of the anthem - stand, lie down or crawl. We must love our homeland.
Vladimir Volfovich Zhirinovsky

You cannot return to the same house from which you left. This is the result of maturity.
Dragon Age 2

We have two words: Motherland and State. We love our homeland. Therefore, the Motherland is “our mother”, and the state is “your mother!!!”

Mikhail Zadornov

It is much easier to fall in love with someone else's homeland than with your own...
Max Fry. Volunteers of Eternity

So you don't love our country?
- I live in it.
Oscar Wilde. The Picture of Dorian Grey

We only feel the charm of our native speech when we hear it under foreign skies!

George Bernard Shaw

Great quote about your homeland!

As a child, I fell asleep during history lessons at school: I was bored and not interested. Speaking about the Second World War, the teacher referred to numbers, diagrams and showed cards with arrows. And only today I realized that there were real people behind this: boys, girls younger than me, who fought for their Motherland, died for it, for us today, for our lives. Every year on May 9, my mother took me to the parade. I liked how the orders sparkled. Mom bought me balloons. Everyone was smiling. Mom gave flowers. I just couldn’t understand why they called this holiday with tears in their eyes. Now I understand everything - the Motherland is one, one for all time.
Fog

I am far from admiring everything I see around me; As a writer, I am upset... a lot of things disgust me, but I swear to you on my honor - for nothing in the world would I want to change my homeland, or have a different history than the history of our ancestors, as God gave it to us.
Alexander Sergeevich Pushkin

There is such a profession - to defend the Motherland.
Officers

Russia is the best Motherland in the world! But the most awkward state.

Mikhail Zadornov

Aphorisms about the homeland were left by different people, each of whom had their own homeland. But they were all united by similar feelings when they said quotes about their homeland.

There is always an irresistible charm in a foreign World, no matter what it is. And one’s own homeland often evokes melancholy disgust, sometimes completely unjustified.
Max Fry. Simple magical things

Did Hitler think that he would fight the Stalinist regime? Fool! A naive fool who repeated the mistake of a much more talented man - Napoleon. He had to fight not with the regime, but with the People. A people who defended not the state, but the Motherland, the Fatherland. And when our people defend the Fatherland, they can only be defeated by destroying them in principle. Without exception. This is probably our greatest secret strength. Russia is such a strange country. You can inflict a series of defeats on her, you can even win a military campaign against her, and maybe even an entire war. But only as long as this war is waged by the state. So far, as Lenin would say, it “does not develop”... just not from imperialist to civil, but from an ordinary war to the Patriotic War.
This is the kind of war that cannot be won against Russia. At no cost.
Vladimir Medinsky. War. Myths of the USSR 1939-1945

Love for the Motherland is the first dignity of a civilized person.
Napoleon I Bonaparte

Love for the homeland begins with family.
Francis Bacon

Have you ever had a desire to leave Russia?
- This is my country, my homeland, my destiny. I don't have another one.
Leonid Parfenov

My love for the fatherland does not force me to turn a blind eye to the merits of foreigners. On the contrary, the more I love my fatherland, the more I strive to enrich my country with treasures not extracted from its depths.

(Voltaire)

You can grow old and not know that you love your fatherland; but for this you need to stay in it. We learn the essence of spring in winter; the best May songs are sung behind the stove.

(G. Heine)

The homeland is our second mother, and even more so for a homeland like the Urals.

(D.N. Mamin-Sibiryak)

Patriotism does not mean only love for one’s homeland. This is much more... This is the consciousness of one’s inalienability from the homeland, the inalienability of experiencing its happy and unhappy days with it.

(A.N. Tolstoy)

Motherland! She's always beautiful. And in the autumn flames of the forests, and in the snowy January expanse, and in the first spring flowers, and in the golden flood of grain fields!

(V. Dvoryanskov)

Besides my own mother,
There is no mother in the world.
In addition to the homeland - another
There is no native land in the world.

(B. Ukachin)

Russia does not need revival, but cleansing and restoration.

(A.V. Shakhmatov)

What is the Fatherland? This is the sum of economic, legal, political, etc. facts and ideas bequeathed to us by our fathers.

(N. Mikhailovsky)

A country is not some kind of addition to the population, the individuals that compose it; she herself is the soul, conscience, personality, living force.

(E. Ranan)

There were people before us, now we are, and there will be people after us. The Russian warrior on the Kulikovo field is a warrior at Kunersdorf. A warrior at Kunersdorf is a warrior on the Borodino field. A warrior on the Borodino field is a warrior on Shipka. Warrior on Shipka - This is the defender of the Brest Fortress...
Ideas have changed, people have become different. But they still have one homeland - mother Russia; and at all times blood has been shed in the name of one thing - in the name of the Russian Fatherland. We did not accompany those who fell on the Kulikovo field on their march. It was not Yaroslavna's sobs that woke us up.
We don’t know the names frozen on Shipka... And yet we know them! Yes, we remember them, we see them, we hear them, we will never forget them. For these are our ancestors, reader.
There is a voice of blood in history. This voice obliges us to do a lot. Let us not seek glory for ourselves.

We spoke in the days of Batu,
Like on the fields of Borodin:
May Russia be exalted,
Let our names perish!

(V. Pikul)

And around invincible love
To the villages, pine trees, to the berries of Rus',
My life revolves invisibly,
Like the earth around its axis!…

(N. Rubtsov)

The homeland is the first experienced caress, the first conscious thought that dawns on the head, it is the smell of the air of trees, flowers and fields, the first games, songs and dances...
These are successive impressions of being, childhood, adolescence, adolescence, youth and maturity.

(A.I. Kuprin)

For most people, the feeling of homeland in the broad sense - native country, fatherland - is complemented by a feeling of small, original homeland, homeland in the sense of native places, fatherland, region, city or village. This small homeland with its special appearance, with its - albeit most modest and unpretentious - beauty appears to a person in childhood, at the time of lifelong impressions of the childish soul, and with it, this separate and personal homeland, he comes over the years to that big The Motherland that embraces all the small ones - and in its great whole - is one for everyone.

(A. Tvardovsky)

You don’t yet love Russia: you know how to be sad and irritated by rumors about everything bad, whatever happens in it, all this produces in you only callous annoyance and despondency. ... If you love Russia, you will be eager to serve her..

(N. Gogol)

Russia has always been a philosophical country. But philosophical not in the German and European sense of the word. The philosophy of Russia has always been a philosophy of the heart, a philosophy of the spirit.

(D. Likhachev)

...Just as a flower grows from a grain, our love for the Motherland has its source in that “corner of the earth” where we were born and raised.
In early childhood, our world is limited to the rooms of our father’s house, later - to the happy awareness of our blood involvement in that sacred and lofty thing that is called by the name of our native country.
In my distant wanderings, I carefully carried the name and image of my Motherland in my heart, just as one carries a portrait of a mother in a hidden medallion. I love everything about my great Motherland - its sad tundras, its rivers, its new buildings that magically revive recently barren deserts, and its dense forests that preserve the original charm of nature.

(N. Smirnov)

In a decent person, patriotism is nothing more than the desire to work for the benefit of his country, and comes from nothing else than the desire to do good - as much as possible and as much as possible better.

(N. Dobrolyubov)

The image of the Motherland is always concrete. It cannot be vague or general. They love their native land, where they were born and raised. For one it is the vast expanses of the steppe, for the other it is oras drawing a broken line against the sky. One has a scorching sun overhead, the other has cold flashes of the northern lights. For one it is the silence of a village afternoon, for another it is the dissonance of a city street.

(V. Pekelis)

Love for the Fatherland is a willingness to defend its independence. This is what makes up patriotism - a great, necessary, beautiful feeling. It absorbs love for the Motherland, devotion to it, and the desire to serve its interests through its deeds.

(V. Pekelis)

True patriotism can be defined as love for one's country, respect for all people living in it, knowledge of the customs and traditions of one's people, devoted service to the good of the country. A patriot is one who, in any situation, puts the interests of the country above his own needs. Patriotism is aimed at the true good and prosperity of the country, which cannot be achieved through immoral actions.

(W. Haynes)

True love for one's people, one's Motherland is impossible without love and respect for other countries and peoples. This is what patriotism consists of - not opposing oneself to the whole world, but respect and deep understanding of one’s people, a sense of responsibility for the fate of one’s country, which helps to see the true value of any other culture.

(W. Haynes)

The homeland is dear to the heart not because of its local beauties, but because of its captivating memories.

(N. Karamzin)

You are not the only Russian person in this firestorm. From the heights of history, our singing Ermak, and the wise Minin, and the Russian lion Alexander Suvorov, and the glorious craftsman Peter the Great, praised by Pushkin, and Peresvet and Oslyabya, who were the first to fall in the Kulikovo battle, look at you. In difficult times, ask them, these strict Russian people, who piece by piece collected our homeland, and they will tell you what to do, even if you were left alone among the enemy multitude. With what courage they served her!... And wherever they went beyond distant borders, they bowed to their dear one, and the bitter, wormwood ashes of her roads were sweeter than honey to them.
And a handful of native land, sewn into an amulet, was carried to a foreign land, like a mother’s blessing, on the chest. And wherever the dictates of history found the Russian man, his heart, like the needle of a compass, was steadily directed in one cherished direction, towards Russia. And clean shirts were put on before a mortal feat, going to military suffering, as if on a bright holiday. That is why the Russian land was strong and stood for centuries.

(L. Leonov)

It is known that the feeling of the Motherland in every citizen is commensurate with his personal creative contribution to the common cause, hence it is easy to explain both the patriotism of a true worker and the political indifference of a tradesman.

(L. Leonov)

...A citizen cannot become a person who is separated from the root system of his people. And therefore, the entire education of young people - from the primer to the university bench - must be permeated with an effective master’s attachment to the Motherland and its nature, to everything that constitutes the grandfather’s heritage, on which lies the imprint of the dreams and golden hands of our geniuses.

(L. Leonov)

The feeling of the Motherland cannot be taught, but it cannot be taught. This is akin to teaching writing or artistic skills: the teacher may not know whether his student will become a creator of brilliant compositions, but he is able to instill in him a craving for beauty, he believes in it and is obsessed with it. Stone by stone we are putting together a building whose name is love for Russia.

(Yu. Tyurin)

Dear, bright Motherland! All our boundless love is for you, all our thoughts are with you.”

(M. Sholokhov)

Oh, bright and beautifully decorated, Russian land! You are famous for many beauties: you are famous for many lakes, rivers and local springs, mountains, steep hills, high oak forests, clean fields, wondrous animals, various birds, countless great cities, glorious villages, monastery gardens, temples of God and formidable princes, honest boyars, many nobles. The Russian land is filled with everything...

(“The Word about the Destruction of the Russian Land”)

Recognition of the Motherland is multi-layered and diverse, just as knowledge of the secrets of art, the study of nature, and comprehension of the laws of existence is diverse and multi-layered. More than one road leads to the goal, but the main thing is to once step on your road, then you must go without turning.

To combine love for the Fatherland with the first impressions of memory.

(K. Ryleev)

History is a powerful factor in the education of conscious patriotism. To belittle your history and forget it means to spit on the graves of your ancestors who fought for their native land...

Every person is aware of his blood ties and spiritual kinship with the Fatherland.

A civilized people has a great dignity - love for the Motherland. – Napoleon Bonaparte

Connection with the homeland in the mind of a citizen is a feeling for the living native land and the people inhabiting it in general and specific terms. – A. A. Blok

The Fatherland and Motherland are the land where the soul languishes and suffers. – Voltaire

In the family unit, love for the Motherland arises. – F. Bacon

Two feelings that bother us. In them the body finds a soul. Love for home. Craving for paternal penates. – Pushkin A.S.

A true homeland can provide unlimited freedom and obligatory duty. – T. Jefferson

The wound inflicted on the homeland is felt by the entire state and each of its individual citizens. – V. Hugo

At the word “Fatherland,” the timid become brave, rejecting death and disease. –Lukain

Rodina is a specific person with whom I feel comfortable having a conversation. I. Goethe

A son cannot look calmly at the troubles of his dear mother; a person worthy of his father will not turn his back to the Fatherland - N. A. Nekrasov

Read more quotes on the following pages:

Anyone who does not love his country cannot love anything. – Byron D.

Anyone who does not consider himself connected with his fatherland has nothing connected with humanity. – Belinsky V. G.

It is gratifying and honorable to die for the fatherland. – Horace

The love of the sons of Russia strengthens the fatherland in spirit and hand; Everyone wants to shed all their blood, the sound of the menacing invigorates them. – M.V. Lomonosov

A true man and a son of the Fatherland are one and the same... He is truly noble, whose heart cannot help but tremble with tender joy at the single name of the Fatherland... - A.N. Radishchev

Patriotism in the national sense is the same as egoism in the individual sense; both, in essence, flow from the same source and bring similar benefits and similar disasters. Respect for your society is a reflection of respect for yourself. – Spencer G.

The smoke of the fatherland is so sweet to us and we love it! - Griboyedov A.

You cannot be a hero while fighting against your fatherland. – Hugo V.

There is nothing worse than wandering in foreign lands. – Homer

It is better to die far from your homeland than to live without a homeland in your soul. – V. Delaunay

Defense of the Motherland is defense of one’s dignity. – N. Roerich

The good news about our side is sweet to us: The Fatherland and the smoke are sweet to us. – Derzhavin G.R.

In places where there are no free rights, there is no homeland of the region. – L. Becherel

Russia - Sphinx. Rejoicing and mourning, And shedding black blood, She looks, looks, looks at you, And with hatred and with love!.. - Blok A.A.

Rulers should not blame people for lack of patriotism, but do everything in their power to make them become patriots. – T. Macaulay

I fell in love with you, my uncomplaining country! And for what - I can’t understand. Your manifestations with the arrival of the spring-blooming season are joyful to me. – Yesenin S.

Love for the fatherland is compatible with love for the whole world. The people, acquiring the light of knowledge, do not cause harm to their neighbors. On the contrary, the more enlightened states are, the more ideas they communicate to each other and the more the power and activity of the universal mind increases. – Helvetius K.

There is no higher idea than how to sacrifice your own life, defending your brothers and your fatherland, or even simply defending the interests of your fatherland... - F.M. Dostoevsky

We adore our homeland not because it is huge in size, but because it is close to us. – Seneca

In order to destroy an entire homeland, even one scoundrel may be enough: there are multiple historical examples of this, confirming the death. – Napoleon I

The homeland is where you feel freedom. – Abul-Faraj

While we are burning with freedom, while our hearts are alive for honor, my friend, let us devote our souls to our homeland with wonderful impulses! – A.S. Pushkin

The best purpose is to defend your fatherland. – Derzhavin G.R.

They love their homeland not because it is great, but because it is their own. – Seneca

The smoke of the fatherland is sweet. – Homer

Sacrificing your life for your homeland is a happy destiny: He who dies with valor is immortal forever. – Corneille P.

Patriotism, no matter who it is, is proven not by word, but by deed. – Belinsky V. G.

As soon as you get to a foreign land, you will begin to claim that here we have roasted pigs walking around. – Petronius

I am fully convinced that not a single people in the world is endowed with any ability preferentially over others... - G. Lessing

The good news about our side is dear to us: the fatherland and the smoke are sweet and pleasant to us. – G.R. Derzhavin

For a person to be completely happy, it is necessary to have a glorious fatherland. – Simonides of Keos

What is more humanly beautiful, purer than the holy struggle for the homeland? – F. Schiller

The sun does not warm in a foreign land. – T.G. Shevchenko

The historical significance of every Russian great man is measured by his services to his homeland, his human dignity by the strength of his patriotism... - N.G. Chernyshevsky

The best way to instill in children love for the fatherland is for their fathers to have this love.

But even then, When the enmity of tribes passes throughout the entire planet, Lies and sadness disappear, - I will sing with all my being in the poet The sixth part of the earth With a short name, Rus'. – Yesenin S. A.

To betray the homeland requires extreme baseness of soul. – Chernyshevsky N. G.

A good name belongs to every honest person, but I based my good name on the glory of my Fatherland, and all my deeds tended towards its prosperity. Self-love, often a submissive cover of fleeting passions, has never controlled my actions. I forgot myself where I should have been thinking about the common good. My life was a harsh school, but my innocent morals and natural generosity made my labors easier: my feelings were free, and I myself was strong. – Suvorov A.V.

A patriot is a person serving his homeland, and the homeland is, first of all, the people. – Chernyshevsky N. G.

While we are burning with freedom, While our hearts are alive for honor, My friend, let us dedicate our Souls to beautiful impulses to the fatherland! – Pushkin A.S.

And the month will float and float, Dropping oars across the lakes, And Rus' will still live the same, dancing and crying at the fence. – Yesenin S. A.

For us, Russians with a soul, one Russia is original, one Russia truly exists; everything else is only an attitude towards it, a thought, Providence. We can think and dream in Germany, France, Italy, but we can only do business in Russia. – Karamzin N.M.

You can’t understand Russia with your mind, you can’t measure it with a common yardstick: It has become something special - You can only believe in Russia. – Tyutchev F.I.

To betray your country, you must have an extremely low moral spirit. – Chernyshevsky N.

You must devote your life to your fatherland if you want to be an honest person forever. – D.I. Fonvizin

It is permissible, I think, for every true Russian, who sincerely loves his Fatherland, at this decisive hour to be slightly annoyed with those who, through their influence, direct or indirect, pushed into a disastrous war, who did not take into account his moral and material resources and accepted their theories as true the country's politics, their unfinished research - for a genuine national feeling, who, finally, prematurely singing victory anthems, misled public opinion, when it was not too late to stop on the slippery path along which frivolity or mediocrity carried the country. It is permissible, I think, in the face of our misfortunes not to share the aspirations of unbridled patriotism, which has led the country to the edge of the abyss, which thinks of getting out, persisting in its illusions, not wanting to recognize the desperate situation it has created. – Chaadaev P. Ya.

The best way to instill in children love for the fatherland is for their fathers to have this love. – C. Montesquieu

Love for the fatherland is compatible with love for the whole world. The people, acquiring the light of knowledge, do not cause harm to their neighbors. On the contrary, the more enlightened states are, the more ideas they communicate to each other and the more the power and activity of the universal mind increases. – C. Helvetius

Find where your roots are and don't fuss about other worlds. – Toro G.

Our parents, dear children, loved ones, relatives are dear to us; but all ideas about love for something are united in one word, fatherland. What honest man would hesitate to die for her, if he could benefit her by doing so? – Cicero

In a full and healthy nature, the fate of the homeland lies heavily on the heart... every noble person is deeply aware of his blood relationship, his blood ties with the fatherland. – V.G. Belinsky

The smoke of the fatherland is sweet. – Homer

Without true love for humanity there is no true love for the motherland... - A. France

Two feelings are wonderfully close to us - In them the heart finds food: Love for the native ashes, Love for the tombs of our fathers. – Pushkin A.S.

But I love you, gentle motherland! And I can’t figure out why. Your short joy is merry With a loud song in the spring in the meadow. – Yesenin S. A.

But who will sleep alone in his corner when great things are happening in his homeland? – F. Schiller

Patriotism is one of the deepest feelings, consolidated by centuries and millennia of isolated fatherlands. – Lenin

I, of course, hate many things in my father’s places - but I am very sad if a stranger also shares these feelings with me. – A. Pushkin

Moscow, how immeasurably much is contained in this word. So, uniting Russian souls, as if it calls for something in the hearts of people! – Pushkin A.S.

A statesman, more than other fellow citizens, must be animated, motivated and guided by love for the Fatherland. He must live by love for the Fatherland, pour it into his subordinates and be an example in it to the entire state. – Derzhavin G.R.

If the holy army shouts: Throw away Rus', live in paradise!, I will say: No paradise, Give me my homeland. – Yesenin S. A.

The most courageous thing is to defend your country. - Derzhavin G.

There are no small nations in the world... The greatness of a people is not at all measured by its numbers, just as the greatness of a person is not measured by its height. – V. Hugo

Loving feelings for one’s homeland give rise to civilized qualities in a person. - Napoleon.

Many people tend to confuse two concepts: Fatherland and Your Excellency. – M. Saltykov-Shchedrin

The best way to instill in children love for the fatherland is for their fathers to have this love. – Montesquieu

Love for the Motherland begins with family
dedicated to International Family Day May 15, 2017

The relevance of the lesson lies in the need for patriotic education of the younger generation. The family is the main social unit of society, in which the foundations for the moral, spiritual, cultural, and physical development of the individual are laid. In the family, the formation of life guidelines and values, attitudes towards oneself, towards other people and towards the Fatherland occurs. In the family, children receive their first lessons in patriotism. The moral norms of society are presented to the child, embodied in the entire lifestyle of the family and are internalized as the only possible way of behavior. It is in the family that habits and life principles are formed. How family relationships are built, what values ​​and interests are in the foreground, determines how children will grow up and how their fate will turn out.

That's why purpose of the lesson is to form a conscious perception by students of the influence of the family on the development of an individual who has the qualities of a citizen - a patriot of the Motherland and is able to successfully fulfill civic duties.

Tasks The questions to be solved during the lesson are as follows:

1. Formation of an idea of ​​the moral principles of the individual laid down in the family.
2. Formation of a conscious perception of unity with one’s Motherland, a sense of patriotism.
3. Formation of ethical forms of behavior in society and when communicating with each other.
4. Formation of skills to correctly assess the behavior of others, recognize positive and negative personality traits.

In the lesson, the formation of UUD takes place - personal, cognitive, communicative.

Planned result– students must:

1. Be able to navigate interpersonal relationships when discussing a problem, correlate actions and events with accepted ethical standards, highlight moral aspects of behavior, and navigate moral norms and rules.
2. Be able to consciously and voluntarily construct a speech utterance in oral form, compare and classify objects according to selected characteristics, build a logical chain of reasoning, apply independent work skills, analyze and establish cause-and-effect relationships in the events under discussion, formulate conclusions, and summarize information.
3. Be able to express your thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication, learn to hear and listen to each other, carry out joint activities in a coordinated manner, negotiate, lead a discussion, provide support to each other and effectively collaborate with both the teacher and classmates.

When conducting a lesson, the technology of critical thinking is used. The pedagogical technique is research.

Lesson form– strategy for solving the problem IDEAL.

The lesson is focused on age group– 14-16 years old.

Equipment- presentation for the lesson “Love for the Motherland begins with the family”, video “Where the Motherland begins.”

Used teaching methods:

• verbal - story, heuristic conversation, discussion with elements of discussion, independent mental activity and students’ presentation of its results;
• visual - viewing the presentation.

The stages of the lesson are distinguished:

1. 1. Preparing to identify the problem.

The student reads L. Gaykevich’s poem “Family.” Students identify an object of study, generating as many ideas as possible.

1. 2. Formation of the purpose of the lesson.

The teacher's story about the influence of the family on the development of the individual, his moral qualities, and a sense of patriotism leads students to formulate the purpose of the lesson.

1. 3. Problem identification. The chosen goal is determined in general terms.

The student's story reflects the problem of a family who tried to flee the country by hijacking a plane and putting the lives of hundreds of people at risk. The teacher's questions encourage the generation of hypotheses. Students put forward hypotheses about the possible causes of the tragic situation that has arisen.

1. 4. Problem identification. The selected goal is defined in a specific form.

The student’s story reflects the problem of the family from the point of view of the psychological relationship between family and society, and attitudes towards the Motherland.

The teacher's questions encourage students to generate the maximum number of options for family moral attitudes, highlighting positive and negative ones; reasons for committing criminal acts, their connection with moral attitudes.

1. 5. Preparing to generate inferences.

It is carried out under the influence of the teacher’s story about the role of love for the Motherland in the development of the child’s personality and listening to the song “Where the Motherland Begins” and watching a video clip.

1. 6. Generating logical conclusions.

Students generate as many logical conclusions as possible.

1. 7. Problem solved.

The lesson ends with O. Fokin’s poem “Keep the Fire of the Hearth” as the logical conclusion of the students’ research work.

Lesson Study
“Love for the Motherland begins with family”

Lesson progress

Student 1: (preparation for problem identification)

Family is a source of joy and happiness,
Love is an inexhaustible spring.
Both in clear weather and in bad weather
The family cherishes and appreciates the moment of life.

Family is the stronghold and strength of the state,
Keeping the traditions of centuries.
In a family, a child is the main wealth,
A ray of light is like a beacon for sailors.

The rays are growing, becoming brighter
And people are greedily drawn to the light.
The soul of the family becomes richer,
When love and advice reign in her.

When mutual understanding reigns,
Then the whole world lies at your feet.
Love in the family is the basis of the Universe.
So may God protect all our families!

L. Gaykevich

Teacher: Guys! What will be the object of study in our training session?

Student answers: (preparation for problem identification)

1. Family and relationships between all family members and the child in it.
2. The family is the stronghold of our state.
3. A family that preserves the age-old traditions of the people.

Teacher: (formation of the lesson goal)

The family has a significant educational influence on the formation of a child’s personality. The family is the first social stage in a person’s life. From early childhood, she directs the consciousness, will, and feelings of the child. Under the guidance of their parents, children acquire their first life experience, skills and abilities to live in society. At the same time, it is parents - the first educators - who have the strongest influence on children. Also J.-J. Rousseau argued that each subsequent educator has less influence on the child than the previous one. His first teachers and educators are his father and mother. From the very first days of birth, when the child is still helpless and needs basic care, he learns parental intonations, perceives the emotional atmosphere of the family, learns to listen and hear, respond to affection, and appreciate beauty. The child receives his first life lessons in the family. It has long been established that for a child, common family everyday joys and sorrows, successes and failures are the source that gives rise to kindness and sensitivity, and a caring attitude towards people. The family gives the child his first ideas about good and evil, moral standards, community rules, and his first work skills. It is in the family that a person’s life plans and ideals take shape. The family circumstances in which children grew up leave an imprint on their entire lives and even predetermine their fate.

What is the purpose of our lesson?

Student answers ( generating the maximum number of options for possible lesson objectives)

So, the purpose of our lesson is to explore the problem of the moral attitudes of the family as a leading force in the development of personality and in the fate of a person, in the development of his sense of patriotism.

Let us turn to the history of the Ovechkin family, residents of the city of Irkutsk, known throughout the country.

Student 2: (identification of the problem. The selected goal is defined in general terms)
(the student’s story reflects a family problem)

The Ovechkin family is a large family from Irkutsk, which in the 1980s became famous for its family amateur jazz ensemble “Seven Simeons”. On March 8, 1988, the family made an unsuccessful attempt to hijack a plane in order to escape from the USSR. The Ovechkin family - Ninel and her 10 children - flew from Irkutsk on a Tu-154 plane to Leningrad on tour. When boarding the plane, there was no thorough search of hand luggage, which allowed the criminals to carry homemade explosive devices and sawn-off shotguns hidden in musical instruments. The attempt to hijack a plane failed: the plane landed at a military airfield and was stormed. In this case, a total of 9 people died: five terrorists (Ninel Ovechkina and her four eldest sons), flight attendant T.I. Zharkaya and three passengers; 19 people were injured and wounded. The further fate of the surviving Ovechkins developed differently. One of the sons was killed in prison by a cellmate, the daughter was killed by her partner during a domestic drunken quarrel, the other led an antisocial lifestyle, tried to commit suicide, and became disabled. Only two survivors lived to old age.

Teacher:

What led to the family's collapse? What distorted the fate of gifted children?

Student answers: (forming hypotheses)

1. The desire to leave one's country.
2. The desire to escape from justice may have committed an irreparable crime.
3. They didn’t love their homeland - they wanted to have another homeland.

Teacher: in order to solve the problem of this family, you need to know the characteristics of family relationships that have been formed in it over many years.

Student 3: (identification of the problem. The selected goal is defined in a specific form)
(addition to problem description)

Description of the Ovechkin family.

The Ovechkins lived modestly, their father loved to drink, so their mother, Ninel Sergeevna, was mainly involved in raising 11 children. The woman has always been an authority for all members of a large family, but, having become a widow, she further strengthened her influence on her family. Brothers Vasily and Dmitry beat their own father to death 4 years before the plane hijacking for drunkenness and cruelty. My father drank heavily and at the same time became very rowdy and even sometimes grabbed his gun. There were cases when the father fired a gun, and the brothers had to fall to the floor to avoid being hit by bullets! The investigation qualified the father's murder as forced self-defense! After the death of his father, the older brother Vasily became the main man in the Ovechkin family. He obeyed his mother, but raised his brothers mercilessly and cruelly! Disobedience was harshly suppressed. It was a family where the younger ones unquestioningly obeyed the elders, and all together - the mother. She kept the children with her, separating them from the outside world with a palisade of bourgeois and philistine habits. According to her instructions, all the boys entered the music school, and the daughters, like their mother, went into the trade sector. They did not participate in cleanup days or other school events. But work was always in full swing on their plot, the children were always fussing in the ground, rushing like crazy to get water, repairing the house, caring for the cattle.

None of the Ovechkins smoked or drank. The whole day was spent at work. And at night, until two o'clock, they beat the drums. We never visited, we didn’t let neighbors into the house, we didn’t make friends. A small, self-contained clan. The mother noticed that her boys were incredibly musical. Together with her sons she organized the jazz ensemble “Seven Simeons”. The success was colossal. A documentary was made about the gifted musicians. By the way, the Ovechkins, especially their mother, did not like the film: “Why did you show us as peasants? My sons are artists! Did you want to humiliate us?” - this is how the woman, already filled with pride, thought narrowly. The state, from whose strong embrace they would later want to escape, gave the mother of many children two three-room apartments. The talented seven were accepted into the Gnessin School without competition, but they didn’t want to study - they were self-taught, they considered themselves real professionals and took their studies lightly; due to tours and constant rehearsals, the “Simeons” left their studies after a year. Music and jazz were not a way of life for them, creativity was not the essence and meaning of life, but just a way to qualitatively change their lives.

The mother did not pay attention to the education of her daughters; the girls only served the musicians. Only boys in the family were involved in music, the sisters were something like servants, Olga went on tour with her brothers and performed the roles of make-up artist, costume designer, and cook. Olga was quiet, humble, even meek. Only once did she try to rebel against family oppression - she fell in love with a guy who was not Russian by nationality. “If you give birth to a black child, we will kill you and tear the child into pieces,” her beloved brothers promised her. Olga gave birth after all - already in prison. In 1987, Ovechkin had an incredible chance for those times - a trip to Japan, where young talents had to perform in front of a huge audience. When they returned, they no longer wanted to live “in a country of queues and shortages.” Later, one of the surviving Ovechkins will tell the investigation that during a tour abroad, the young people were given a lucrative offer - a good contract with an English recording company. Even then the brothers were ready to say yes and stay in a foreign land. But by doing this, they could forever say goodbye to their mother and sisters, who would never have been released from the Soviet Union. Then the musicians decided that in the near future they would leave Sovk at any cost, and began to prepare to escape from the country. They imagined what fame, wealth and comfort they would receive if they found themselves abroad! At that time, they were not so far away from great fame! But the first success turned heads and destroyed all the plans of a life that had begun so successfully!

Teacher: The situation before committing a crime is usually a situation of moral choice; it is inextricably linked with a person’s worldview. For a person with high moral standards, the fact of committing a crime is impossible in itself.

What positive moral attitudes were evident in the Ovechkin family? Why?

Reasoned answers from students:

1. Healthy lifestyle.
2. Hard work.
3. Cohesion.
4. Uniting the family with a common idea.
5. Love for mother.

Teacher: (incentive to generate hypotheses)

What family morals did you not like in the Ovechkin family? Why?

1. Severe suppression of the will of younger family members.
2. The desire is only to obtain material benefits.
3. Lack of interests outside the family, self-sufficiency.
4. The desire to realize their own interests, regardless of the impact of their actions on the fate and lives of other people.
5. Disregard for the interests of others.
6. Lack of an elementary sense of patriotism, love for the homeland.

Teacher: What personal qualities of the Ovechkin mother led to the collapse of an undoubtedly promising family and the death of her children?

(generating the maximum number of problem options)

1. Low level of spiritual culture.
2. Lack of spiritual interests, only a consumerist attitude towards life and others.
3. Raising children in strict subordination to the mother and eldest son.
4. The predominance of one’s own interests, disregard for the interests of the people around them and even their lives.
5. Lack of patriotism, love for the Motherland.

Teacher:

The family is the unit of society; the socialization of the younger generation takes place in the family. The life of every family is part of the life of the country. Children receive their first lessons in citizenship in the family. Citizenship and patriotism are feelings of an inextricable connection with the Motherland, awareness of responsibility for its safety and prosperity. “The best way to instill in children a love for the Fatherland is for their fathers to have this love,” wrote the French philosopher Charles Montesquieu. Love for the Motherland begins with love for father, mother, grandmother, grandfather, sister, brother and other close people. Love for the Motherland is, first of all, love for the place where you were born, said your first word, took your first step, grew up, stepped into adulthood. Wherever fate takes you, this place will be sacred, to which you always want to return. It's called Little Motherland. Small Motherlands merge into a whole country, for which each of its citizens experiences sublime feelings - patriotism, pride, admiration. When a child grows up in a natural patriotic environment, from childhood sees manifestations of patriotic feelings surrounded by close people, understands the problems of his Motherland, comprehends its achievements, participates in its creation, his attitude towards the Motherland is uncontested - he grows up as a patriot. What if this is not the case? Then the Fatherland is in danger, as are the people living in it.

Was the Ovechkin's mother a patriot of her country? Did she raise her children to be patriots of the Motherland?(encouragement to generate options for the causes of criminal actions of the family)

Reasoned answers from students: (generating the maximum number of options for reasons for action)

1. The patriots of their country would not have come up with the idea of ​​leaving their homeland in such a criminal way, risking the lives of hundreds of innocent people.
2. No matter how difficult it is to live in your homeland, with hard work you can overcome everything, you can live with dignity.
3. Just as there was no feeling of love for the Motherland in the mother, there was none in the children.

Teacher: K.D. Ushinsky believed: “Just as there is no man without self-love, so there is no man without love for the fatherland, and this love gives education the sure key to a person’s heart and a powerful support for the fight against his bad natural, personal, family and tribal inclinations.” Homeland. Fatherland. The roots of these words contain images close to everyone: mother and father, parents, those who give life to a new being. Love for loved ones, for one’s home, one’s hometown and one’s home country play a huge role in the development of a child’s personality. Unfortunately, in the Ovechkin family, devotion to their mother and their home coexisted with indifference to the fate of the country, to the fate of its ordinary citizens. And the seed for the future death of her family was laid by her mother, who was not a patriot of her country!

(preparation for generating logical conclusions)

There are songs about the Motherland, which also contain the theme of the connection between family and fatherland.

The song “Where the Motherland Begins” plays, watch the video.

Teacher: (encouragement to generate logical conclusions)

Let's formulate together the basic principles of the family that will allow children to grow up as happy citizens who love their homeland!

Reasoned answers from students: (generating the maximum number of logical outputs)

1. Parents, first of all, must be educated, patriotic people.
2. It is necessary to instill in children discipline, collectivism, and a sense of camaraderie from childhood; the closed world of the family does not allow the individual to develop.
3. The family should not have a cult of consumerism, but of spiritual and intellectual development.
4. Everyone must fulfill family work responsibilities, join in the real affairs of the family, and social work for the benefit of society.
5. Travel, together admire the beauty of our native nature, unique and original.

Student4:(problem solved)

Keep the fire of your home hearth
And don’t covet other people’s fires -
Our ancestors lived by this law
And they bequeathed to us through the centuries:
Keep the fire of your home!
Cherish a piece of your father's land,
No matter how swampy, no matter how rocky it is,
Don’t reach for clean black soil,
What others have gained before you.
Cherish a piece of your father's land!
O. Fokina “Keep the fire of the native hearth”

Educational work program

"Creation of Personality"

"People are not born
and become what
who they are."

K. A. Helvetius.

I. Explanatory note.

The current Law “On Education” defines priorities in the construction of the educational process. State policy in this area puts forward “the priority ... of the free development of the individual” as a priority task.

Free personality -

• This is, first of all, a spiritual and moral personality, enriched with spiritual values ​​developed by humanity over thousands of years;
• this is a person who is physically and intellectually mature, capable of active creative, transformative and useful activities;
• This is a person who has the needs and abilities for self-knowledge, self-realization, self-development, and self-determination.

The latest achievements of domestic and world psychophysiology give every reason to assert: the free development of a child’s personality is possible only on the basis of freedom of movement and sensory impressions from images of the world in free space, as well as freedom of expression of emotional experiences in hand- and speech-making, creative activity in all areas of learning and everyday life Only under such conditions is it possible to liberate the bodily and spiritual potentials of the species.

The true creative activity of every person, and especially of a child, always works on the intuitive algorithm of “insight - epiphany” and shapes thinking. The basis for the emergence and rooting of such an ability is the model of the world built by one’s mental creativity. This is why the child is initially the creator of his spiritual nature. But the path to mastering creative freedom for every child is long and difficult. Creativity is the foundation on which a child’s mind is formed.

A creative mind is characterized by:

• brightness and artistic imagery of thinking and speech;
• wealth and variety of artistic and constructive creative abilities, including solutions to any problem situations.;
• ideological search, which includes the social orientation of the individual, awareness of oneself as an element of a social community.

The creative mind is not given ready-made: it, like a spiritual graft, is grown through the long, painstaking efforts of adults and the child himself.

The “Creation of Personality” program provides a holistic educational influence of the teacher on the formation of the child’s free personality, includes all the ways and methods of active cooperation between the teacher, child and parents.

II. Purpose of the program:

creating conditions for the development of students’ personal qualities, their socialization and adaptation in modern society.

Program objectives:

1. Creating conditions for the development of intellectual, creative, moral qualities of students, the formation of a scientific worldview.
2. Provide pedagogical support to students to develop their creative potential.
3. Creating conditions for developing healthy lifestyle skills.
4. Creating conditions for the social adaptation of every child to modern society.
5. Creating conditions for strengthening intra-family ties between children and their parents.

Basic principles of educational work for the development of progressive, creative activity of the child.

1. 1. The principle of psychological comfort.

Removing all stress-forming factors, creating an atmosphere of goodwill, safety, cooperation, understanding and acceptance of each child as he is. Acceptance of everything that is in the child as natural, consistent with his nature, even if it does not correspond to cultural ideas and moral guidelines. Creating an atmosphere of interest around each child, establishing spiritual contact. Formation of motives for various types of his activities and, above all, internal motives for self-improvement and self-development.

1. 2. The principle of holistic development of the child.

Creating conditions that ensure the overall mental, social and biological development of each child. All these processes occur in unity and interconnection. A child matures by being raised and trained, under the guidance of adults, mastering the content of culture that humanity has created.

1. 3. The principle of variability.

Developing in a child an understanding of the variability of ways to solve cognitive and life problems, tasks, the ability to compare them and find the best option. All independent statements and actions of children are encouraged, their desire to find different solutions to the same problem, to put forward and justify new ideas. Seek the truth with him.

1. 4. The principle of creativity.

To develop in every child the need and ability for creative activity: initiative, inventiveness, readiness to think through, generate ideas, produce them, and solve problems in a non-standard way. If you help and approve the creative, cultural work of a child in every possible way, stimulate his ideas, then they will grow and develop in him. The child participates in creative, transformative activities, overcomes stereotypes, and realizes his abilities.

1. 5. The principle of a holistic view of the world.

A holistic view of the world “Nature – society – I” shapes the orientation of the individual, his motives, values, beliefs, and subjective experience.

1. 6. Operating principle.

Ensuring the child’s own active activity, aimed at independently creating new things, embodying the ideas produced. Inclusion of the child in the activity as its main subject.

1. 7. The principle of the optimal combination of group and individual activities for children.

Basic rules of educational work.

• Take into account the interests and desires of the children.
• Always look for the best in children and use it in educational work.
• Convince not so much with a word, but with a demonstration of worthy behavior, a clear action.
• Find a reasonable measure of trust.
• Do not do for students what they can do themselves.
• Don’t put up with mistakes, but don’t highlight the guys’ shortcomings either.
• Don't let the guys stop there, encourage them to do better and more.
• Do not impose your opinion, quietly lead them to a correct assessment of events, to a fair decision.

III. Educational process in the classroom.

1. Characteristics and main directions of educational work.

The educational program includes nine blocks, interconnected areas of educational work:

• educational direction;
• legal direction;
• patriotic direction;
• labor direction;
• ethical direction;
• leisure direction;
• aesthetic direction;
• sports direction;
• development of communication.

The main directions of educational activity must necessarily be based on and supported by the creative activity of the child, first with the help of a teacher-educator, and then independently (Appendix 1).

The block of educational direction under the motto “Life is endless knowledge” (Appendix 2) is the first stage of the program implementation:

1. The special and practical abilities of students are identified with the help of a psychologist and social teacher.
2. Assistance is provided in choosing a training profile.
3. Assistance is provided to students in successfully preparing for school and specialized courses.
4. Gifted children are being prepared for school and city Olympiads in subjects.
5. Students who achieve the best results in their studies are encouraged.
6. Correction of learning is carried out for children with poor academic performance.

Expected Result- high level of training, deep knowledge of the subjects.

The block of patriotic direction under the motto “Not only plants should have roots” (Appendix 3) provides:

1. Formation of children's knowledge about the history of the country's development.
2. Involvement and creative participation of children in the preparation of classroom hours dedicated to patriotic themes.
3. Encouragement to participate in the collection of humanitarian aid for Russian military personnel and the poor.
4. Encouraging students to write articles for a combat leaflet dedicated to the Victory, the liberation of the city of Mineralnye Vody from the Nazi invaders, on military and patriotic themes.

Expected Result- a conscious feeling of love for the native Fatherland, small Motherland.

The block of ethical direction under the motto “You can kill with a word, you can save with a word, you can lead shelves with a word” (Appendix 4) provides for:

1. Assisting students in developing literate, clear speech skills.
2. Assisting in the formation of a rich vocabulary and literary expressions in the process of communication.
3. Formation of skills of conducting a discussion, polite treatment of an opponent.
4. Formation of knowledge about the rules and norms of behavior accepted in society.
5. Correction of behavior, relationships and speech of students.

Expected Result- a person with a rich vocabulary.

The aesthetic direction block under the motto “They meet you by their clothes” (Appendix 5) provides:

1. Formation of knowledge about the rules of personal hygiene - keeping the body clean; length and cleanliness of nails and hair; cleanliness of teeth.
2. Formation of skills in maintaining the cleanliness of clothing and its appearance - neatness, compliance with school requirements.
3. Formation of knowledge about the appropriateness of using cosmetics - facial cosmetics, manicure, rules of use.
4. Formation of knowledge about the socially acceptable level of facial expressions and pantomime, tempo and pitch of speech, body posture.

Expected Result– a person with a clearly defined culture of behavior that corresponds to generally accepted norms.

The sports block under the motto “From a healthy lifestyle to Olympic achievements (Appendix 6) provides:

1. Formation of knowledge about a healthy lifestyle - morning exercises, hardening procedures, quitting smoking and alcohol .
2. Building knowledge about the consequences of an unhealthy lifestyle
3. Ensure knowledge of the skills to determine the state of your health - methods for determining poor posture, flat feet, and chest development.
4. Encouraging students to play sports, involving them in sports clubs and sections

Expected Result– physically mature person.

The labor block under the motto “Labor created man from a monkey” (Appendix 7) provides for:

1. Encouragement to maintain cleanliness in public spaces and on the street.
2. Formation of knowledge about the influence of work activity on the development of the body.
3. Encouragement to carry out cleaning work on the school grounds.
4. Encouragement to participate in community cleanups.
5. Encouragement to participate in school renovations during the summer.
6. Encouragement to help parents.

Expected Result- a person capable of free creative work.

The leisure block under the motto “Time for business, time for fun” (Appendix 8) is based on

1. Involving students in extracurricular and club activities
2. Organization of field trips
3. Encouragement to visit a local history museum, theater, cinema.
4. Encouraging students to participate in competitions - scholars, YID teams.

Expected Result- a person who spends his free time creatively.

The legal direction block under the motto “Know your rights, fulfill your responsibilities!” (Appendix 9) provides:

1. Providing assistance in solving acute life problems.
2. Encouragement to comply with rules and norms of behavior.
3. Ensuring the acquisition of knowledge about rights and responsibilities.
4. Correction of student development and behavior.

Expected Result- a person who follows the laws of the country.

Block for the development of communication under the motto “Great and mighty is the Russian language!” (Appendix 10) is provided:

1. Encouragement to prepare and conduct classroom hours.
2. Joint activities in the preparation of wall newspapers and combat leaflets.
3. Encouragement to participate in inter-class competitions in subjects.
4. Encouragement to participate in sports.
5. Visiting school discos.
6. Participation in excursions around the cities of the Caucasian Mineral Waters and the outskirts of the city.

Expected Result- a person who communicates freely with elders and peers

2. Arsenal of diagnostic tools.

The teacher needs to have knowledge of diagnostic tools in order to guide the moral development of children - to foresee the course of events, it is advisable to change the direction of the pedagogical plan, and clearly determine the means of its implementation. It is not easy to penetrate into the complex inner world of a person; special methods are needed to help reflect the variety of characteristic shades, which together will help to understand the essence.

a) observation method - an everyday unfixed vision of school life with a target setting and a previously developed guideline. (Appendix 15)

b) the conversation method - listening to the opinions of various people who are in direct communication with the child, comparing their subjective assessments in order to correctly determine the true essence of the emerging person in the polyphony of opinions. (Appendix 16).

c) ethical disputes - they allow us to identify the beliefs and ideals of the children. Aphorisms are offered that hide certain life aspirations; you need to choose those that are more suitable for the child and justify your choice.

d) questioning is an indirect way to understand the motives of behavior and activity. The questionnaire reveals not only a rich picture of self-analysis, but the desire to express oneself in a certain way. Along with sincere answers to questions, you can find formal replies that mask genuine beliefs, or the absence of your own views on the problem (Appendix 17).

e) essays - provide space for expressing one’s own attitude to the moral criteria surrounding.

3. Motivation in the educational process.

Motivation is a source of human activity, a system of incentives for any human activity and behavior. It includes all types of motivations: motives, needs, interests, aspirations, goals, drives, attitudes, ideals.

Social motives relate to a child's various social interactions with other people. Can be very different:

• The desire to fulfill one’s duty and prepare for one’s chosen profession.
• The desire to take a certain position in a class, society, a place in relationships with other people, to gain approval, to earn authority.
• The desire to be first, to take the place of a leader, to dominate in a team.
• Awareness, analysis of methods and forms of cooperation, relationships, their improvement.
• The need for group affiliation, the desire to identify himself with a strong, cohesive group that can provide him with support, where he could show initiative, independence, and express his point of view.

Cognitive motives are associated with the content of the child’s activity and the process of its implementation:

• Interest in new facts, phenomena, ideas.
• Interest in methods of acquiring new information and its implementation in the course of active creative activity.
• The child’s focus on independently producing and implementing ideas, improving various methods of activity.

4. Methods of encouraging students to engage in active creative activity.

1. Social (Appendix 11):

• interest in the results of one’s own and collective activities;
• the urge to imitate a strong personality;
• the desire to fulfill one’s duty, to prepare for one’s chosen profession;
• development of the desire to be useful.

2. Strong-willed (application 12):

• presentation of educational requirements;
• information on required performance results;
• assistance in the pursuit of self-realization;
• formation of attitude towards one’s own development.

3. Cognitive (Appendix 13):

• reliance on personal experience;
• intellectual stimulation;
• creating problematic situations;
• brain attack;
• performing creative tasks;
• search for an alternative solution.

5. Forms of educational work in the classroom.

(Appendix 14)

A). Creative activity of children in groups - units.

Goes by the motto:

“Create, search, fantasize more boldly-
The search is on for an unusual idea!
Pile your thoughts up a big mountain,
Out of hundreds of simple ones, we will find the golden one!
Don't you dare throw a stone at your neighbor,
If you throw a stone, there will be no ideas!
The complex of ideas is especially appreciated,
Ideas are ripe – implement them quickly!”

6. Individual activities to complete tasks.

The student team is created, grows and strengthens in the process of various joint activities of the children. This activity makes the life of the team meaningful and interesting, serves as a source of collective interests, experiences, and a source of accumulation of life and moral experience. Working in groups contributes to the unity of the children's team, the emergence of a sense of pride in belonging to the group, responsibility not only for their own activities, but also for the work of their comrades.

Organization of group work.

Receiving a task.

Defining goals and mastering tasks.

Providing work - conditions, means, performers.

Work planning and distribution of responsibilities.

Operational consulting.

Analysis of effectiveness and summing up of activities.

Report on the completion of the task.

Rules for the guys when completing the task.

Once you receive a task, figure it out.

Don't neglect the experience and help of others.

Consider the capabilities of your group members.

Make a work plan based on real conditions.

Collectively discuss the progress of the work.

Everyone bears personal responsibility for their area of ​​work.

Conduct a final analysis of the work performed.

The work of the units takes place under the control and, if necessary, with prompt consultation of the teacher-educator.

The creative activity of groups - links in the class team - begins with specific and useful common tasks that require coordinated work of all participants in the educational process - the children, the class teacher.

An extracurricular activity will be successful if the following conditions are met:

• when jointly developing or writing a script for an event, interesting didactic material for a quiz, brain-ring;
• diluting the event with non-standard, unexpected moves, amateur performances, determining the roles of all subjects or responsible;
• with constant consultation from the teacher, monitoring the implementation of all parts of the event;
• with high-quality implementation of the event.

The list of activities carried out by the class is huge and begins with choosing the team name, motto, distributing the guys into units and electing team members, choosing the name of the units, their motto.

A report on the work done is being prepared by the end of the year.

7. Activities that require a creative approach and active participation of all groups - links:

Equipment and decoration of the classroom before the start of the school year, before the holidays, preparation of class hours - all this helps the children to become more deeply aware of their connection with the team, imbued with a sense of responsibility towards it.

The children are involved in work activities during cleanup days, when cleaning classrooms - here they are complete masters, organize their activities, and join forces to achieve common success.

Fulfilling public assignments contributes to team unity and the manifestation of the child’s individual abilities. All students carry out social assignments; weak or disorganized children cannot be left without them, because Diligence, responsibility to the team are fostered, organization and self-discipline are taught.

• The educational work of children is a creative collective work directed by the teacher - the subject specialist. The success and failure of a student in a friendly team is considered as a personal, but also a public matter. The team organizes active participation in the struggle for high quality knowledge, mutual assistance in academic work, and requires everyone to take a serious and conscientious attitude to learning.
• The unity of the children occurs as a result of the correct organization of the children’s free time. Exciting walks, sledding together, excursions, hiking and travel, sports competitions, musical evenings - leave a bright, lasting impression on the children.
• Class traditions are a good custom, a positive experience of activity, enshrined in the life of the team. A chronicle of the creative affairs of the class, a report from the class to parents about class activities at the end of the school year, participation in the activities of younger schoolchildren who replaced the older ones, participation in traditional school holidays - a festive concert on March 8, New Year's matinees, etc.
• Thematic class hours are held by the units in consultation with the teacher, choose the form of implementation, ways to implement the topic, attract children from other units, and jointly develop an original idea.

8. Parents in the educational process.

The effectiveness of educational work largely depends on the influence of parents. The joint activities of family and school provide the basis on which the student’s abilities develop and a free personality is formed. The selfish interest of the mother or father only in the successes and failures of their child is overcome.

The forms of communication between parents and students in the class are varied:

• Participation of parents in school competitions - sports, intellectual, even as spectators.
• Organized excursions to places of military glory and into nature.
• Ensuring the business rhythm of the child’s educational work, the sequence of requirements for the implementation of the regime, the daily routine.
• The participation of parents in thematic classes creates an educational atmosphere, children’s pride in their parents, and their high intellectual or professional level.
• Deepening the scientific knowledge of the educational process among parents by holding parent universities and thematic class parent meetings.

9. The main stages in the development of a class team.

With systematic educational work, the class team goes through several stages in its development, in which the functions of the class teacher and the children of the class change.

First stage: the main organizer of the children’s creative and useful activities is the class teacher, coordinating and directing. The children’s behavior is spontaneous, unorganized, the motivators of activity are group and individual needs. The asset of the class is the teaching assistants.

The second stage - the class activist acts not only as assistants to the class teacher, but as independent organizers of activities. They put forward new perspectives and identify those responsible for different areas of collective work. The role of the class teacher is to ensure the expansion of the active class, provide support to children with low initiative, regulate the behavior of the class active, and expand the field of social activity.

The third stage – the initiative is transferred to student government. The class teacher adjusts activities as necessary.

Based on materials from the 2017 Unified Lesson “Family and Fatherland in my life.” Author: Shamilova Liliana Shamilovna, Secondary school No. 7, Mineralnye Vody, Stavropol Territory.

The author of the statement, F. Bacon, is known not only as a British politician and the founder of empiricism and English materialism, but also as a philosopher. As we know, all modern sciences, including sociology and social psychology, were formed from philosophy. It is to them that the above quote applies, since a person’s attitude towards his Motherland affects his actions and relationships in society.

I highlight the following problems. Firstly, what is the task of the family as a primary social institution. Secondly, the problem of instilling a sense of patriotism in the family.

Let's look at the first problem. As you know, a family is a small group based on marriage and consanguinity. It is in the family that a person undergoes primary socialization; he is instilled with love for everything native. One of the functions of the family is the upbringing and socialization of a person. An example is the fact that, according to the Constitution of the Russian Federation, every citizen is obliged to take care of the preservation of historical and cultural heritage, to protect historical and cultural monuments. If the family has not instilled in an individual a love for the Fatherland, he will not be able to fully fulfill his responsibilities in the future.

Patriotism is a social feeling, the content of which is love for the homeland and the willingness to sacrifice one’s interests for its sake. This feeling arises even in preschool age, when the foundations of a value-based attitude towards the world around us are laid, and are formed in the individual throughout life. Patriotism allows an individual to love his Motherland and become ready to act for its good. Since the family is the primary institution of socialization of the individual, it can instill in a child such an important feeling and instill love for the Motherland. An example would be the heroes of the Great Patriotic War. People understood that their family, home, and Fatherland were in danger and needed support. The soldiers went to war and were ready to give their lives to save not only their relatives and friends, but also the Fatherland itself. Such people were instilled with a sense of patriotism from early childhood by their family and relatives.

Subject. Love for the Motherland begins with family
Symbols of Russia.

Goal setting: - introduce students to the symbols of the Russian state and their history;
- develop cognitive interest, broaden horizons in the field of state symbols;
- expand children’s ideas about the country in which they live, about their native village;
- to cultivate love for the Motherland, for the native land, for the Motherland.

Equipment: map of Russia, presentation.

I am glad to see you here at our first class hour. Today our meeting is dedicated to family and Motherland. Family is a word we hear every day and are so used to it that we don’t even think about what this word means. Of all human relationships, family is the oldest and greatest. Its basic laws - fidelity, love, raising children - serve as the most solid foundations of all human good. The word family, like the word bread and water, does not require decoding; it is absorbed by us from the first days of life. What is family? Family is relatives who love, support, and understand you. Family is home, parents and children, grandparents.
The Motherland is the house in which we live, and the Russian birch tree, and the songs of the nightingale, and the clearing in the forest, and the river flowing nearby. This is the place where we were born, where we live with our parents, with our friends.
Each person has his own small corner - a village or city, a street, a house where he was born and raised.
- For many of you, Opalikha is a small Motherland.

Slide 3
Our common, great Motherland consists of many such small corners.
- What is the name of our Motherland?
- The country we live in is Russia.
You won't find it on the world map
The house where you live
And even native streets
We won't find it on the map.
But we will always find it
Our country is our common home.
Russia is a multinational state. All people living in our country can be called Russians. But their nationalities are different. More than 100 nationalities and nationalities live in Russia. The country's population is more than 150 million people.
Our state is called the Russian Federation.
“Federation” is an association of many republics, territories and regions.
The head of our state is the President, who is elected by citizens to lead the country. (Vladimir Vladimirovich Putin)
Chairman of the Government of Russia - Prime Minister (A.D. Medvedev)
Moscow is capital of Russia.
The capital is the city in which the government of the country operates.

III. State symbols of Russia. Coat of arms of Russia.
1. State symbols.
- There are many different states on planet Earth. States differ from each other in their geographical location, the language spoken by the people, their history, traditions, and their symbols. The state has several symbols, and we will get to know them today.
- What do you guys think, what is a “symbol”?
A symbol is a conventional sign or image.

The state symbols of any country include: the State Emblem, the State Flag and the State Anthem

Guys, have you seen the State symbols of Russia?

Only about 100 years ago, a mandatory tradition was established throughout the world - each country to have its own coat of arms, flag and anthem.

Residents of different countries are rightfully proud of their symbols. The attitude towards the coat of arms, flag and anthem is the attitude towards the state itself. And it must be respectful. Every person in our country cherishes Russia, its glorious history, its ancient symbols.
The symbols of our Motherland date back hundreds of years.
The first state emblem appeared at the end of the 15th century, the first flag - in the 18th century, and the first anthem - in the 19th century.

2. Coat of arms of Russia
The teacher shows an image of the coat of arms of Russia.
- Who knows what this symbol of Russia is called?
- What is depicted on the coat of arms? (Double-headed eagle with raised wings.)
A golden double-headed eagle is depicted on a red shield. The eagle clutches the scepter with its right paw. In his left paw is a power. We see crowns above the eagle's heads. The scepter is a staff decorated with intricate carvings, gold and precious stones. The orb is a golden ball with a cross on top. In ancient times, crowns, scepters and orbs served as signs of royal power. Today they remind us of the historical past of our Motherland and symbolize the unity of the Russian Federation and its independence from other states. You need to pay attention to the eagle's wings. They look like the rays of the sun, and the golden bird itself looks like the Sun.
- There is another coat of arms in the center of the coat of arms. Who can say which one? (Coat of arms of Moscow.)
On the eagle's chest there is a red shield with the image of a horseman. This is Saint George the Victorious. He is on a white horse, a blue cloak flutters behind his shoulders, and in his right hand he holds a silver spear, which helped him defeat the dragon. The terrible black snake is a symbol of evil. He is defeated by a hero. The warrior's faithful horse tramples the dragon with its hooves.
The coat of arms of Russia symbolizes beauty and justice, the victory of good over evil.
- Who guessed: why is it located in the center of the Russian coat of arms? (Moscow is capital of Russia.)
- Where can you find an image of the Russian coat of arms?

The coat of arms is the emblem of the state; it is depicted on seals, passports, banknotes, and documents.

IV. Physical education minute
Crane-crane-crane!
He flew over a hundred lands.
Flew around, walked around,
Wings, legs strained.
We asked the crane:
- “Where is the best land?”
He answered as he flew by:
- “There is no better native land!”
(G. Graudin)

V. Russian flag.
Each country must have not only a coat of arms, but also a flag.
The word flag is of Greek origin (from the word “flego”, which meant “to burn, illuminate, burn”). The most ancient name of the flag is “banner”; it continues to this day. Russian squads have had a banner since pagan times.

Russia has a tricolor flag. For the first time, the white-blue-red flag was given to the Russian fleet and army by Tsar Peter I. The birthday of the white-blue-red flag can be considered January 20, 1705, when a special decree of the tsar was issued. Peter the Great never changed the order of the stripes; the top always remained white, the bottom - red.
In Russia, these colors have long been revered and had the following meanings:
above – white – the Divine world;
below – blue – heavenly world;
below – red – the natural world;
Both in those days and now, color is given a special meaning.
White color means peace, purity, nobility;
blue - sky, fidelity, truth, honesty;
red - fire, courage, courage and generosity.
Warriors fight under the flag for the independence of their country, it is raised during sporting victories, and hung during holidays. National flags rise above government buildings and crown diplomatic missions and ambassadors' cars. On special days and holidays, houses and streets are decorated with flags. The state flag is given military honors and is revered as a shrine.
The flag is constantly displayed on buildings where meetings of the chambers of the Federal Assembly are held, on the residence buildings of the President of the Russian Federation and other federal executive bodies.

VI. Russian anthem
Each state must have its own anthem. The anthem reveals the greatness of the country, since it usually talks about the glorious pages of the history of the state, about its historical destiny and its purpose.
An anthem is a solemn song glorifying one's country.
This is the main song of the state, which is performed only on special occasions, at state celebrations, and receptions of foreign delegations. When athletes win competitions, the flag of their homeland is raised and the anthem of their country is played. During the performance of the anthem, everyone must stand up, and men take off their hats. By doing this they express respect and respect for the country.

VII. Lesson summary. Reflection.
- What did we talk about in class today?
- What is the name of our country?
- What symbols of our state did you see at the solemn holiday dedicated to the beginning of the school year?
- What are the people living in our country called?
- Which city is the capital of Russia?
- What symbols of the state do you know?
- Where is the state emblem of the Russian Federation placed?
- Where is the state flag of the Russian Federation located?
- When is the Russian anthem performed?
- Why do we call Russia our Fatherland?
- Who is the President of the Russian Federation?

Guess what symbols of the country we are talking about:
a) a cloth of a certain color or several colors attached to a shaft or cord. (Flag)
b) the emblem of a state, city, class, clan, depicted on flags, coins, seals, state and other official documents. (Coat of arms)
c) a solemn song adopted as a symbol of state or social unity. (Hymn)

Patriotism is love for the Motherland, and love for the Motherland begins with family.
I would like love for your family, your country, your homeland to live in your heart.

First, let's remember what a family is. As you know, a family is a small group based on marriage and consanguinity. It is in the family that a person undergoes primary socialization; it is in the family that he is instilled with love for everything native. One of the functions of the family is the upbringing and socialization of a person. By homeland, in turn, it is customary to understand the place where a person was born. Thus, we have two concepts that are completely dependent on each other.

I completely agree with this statement.

Let us recall the work of L.N. Tolstoy "War and Peace". There, Andrei Bolkonsky was brought up in the family of a count, who from childhood taught children discipline and love for their homeland, which is why Andrei grew up to be a true patriot.

You can also think of examples from other sources, such as historical facts. So, during the Great Patriotic War, many soldiers, before going into battle, remembered their home, their family and understood their responsibility to them and to their homeland.

All of the above tells us that love for the homeland begins with love for family.

Buchinskaya E.A.

Teacher of Russian language and literature

KSU "School No. 2" Taiynsha

Taiynshinsky district

[email protected]

Love for the Motherland is, first of all, love for the place where you were born, said your first word, took your first step, grew up, found true friends, met your first love, stepped into adulthood. Wherever fate takes you, this place will be sacred, to which you always want to return, about which you think and remember constantly... In these memories there is a common feeling that unites the family and the Motherland.

But where does love for the Motherland begin? First of all, love for the Motherland begins with family. After all, every self-respecting person appreciates and loves what is currently nearby. And these are people close and dear to his heart (mothers, fathers, grandmothers...) who will always understand and support him in difficult moments of life. His home, in which he can hide from problems, in which he is always welcome and accepted, no matter what happens.

The theme of home, family, small homeland, state is one of the main themes in literature, history, and art. In them we find confirmation that it is in the family that such human concepts as love and care for loved ones, for the small homeland, for one’s homeland are formed. Remember the instruction of a father to his son in the story by A.S. Pushkin’s “The Captain’s Daughter”: “Take care of your dress again, and take care of your honor from a young age.” The hero always remembered this order. And who doesn’t remember what Taras Bulba did with his son, who betrayed his family, friends, and Fatherland?! In the epic novel “War and Peace,” L.N. Tolstoy claims that “people are like rivers”: each has its own source, its own channel. From the source - from a mother's lullaby, from the warmth of the home, from the care of relatives - human life begins. And what direction it will go in largely depends on the family, family structure and traditions.

To summarize, we can say that the Motherland begins with the family. This is true. Let's think about who we are without our family? Nobody! It's the same with our homeland. After all, it is from our small families that the state, our Motherland, grows. Each of us cherishes that corner of the earth where we grew up, where we became people. Each of us remembers our small homeland. Thus, it becomes obvious that the Motherland begins with the family.

An active life position is the path to success

Agapova T.V.

KSU "Leonidov Secondary School"

Taiynshinsky district

The modern world is a constantly changing reality, moving forward. And the main driving force of progress is, undoubtedly, man. The question arises: is every person capable of deciding to transform the world? In my opinion, not everyone can do this. Let's try to take a closer look at who is able to achieve greater success, a person with an active life position or a passive person.

A person with an active life position focuses not only on achieving personal well-being, but also on the readiness to act for the benefit of society. Attention should be paid to the fact that the personal qualities of a person are of no small importance: worldview and beliefs, moral standards and personal principles. One who is not satisfied with the existing reality cannot be called a person with an active life position; he criticizes it, but does not take any action to transform it. A theoretical approach alone is not enough; practical steps are necessary. And it doesn’t matter at all what scale they will be. Some are able to solve problems on a national scale, others are only able to help one person. But this does not make the significance of the result any less. By helping a lonely old man or child, perhaps you are doing more than someone who strives to solve global problems, since “small deeds” are always the foundation on which the well-being of society is based. This means that this is the path not only to personal success (after all, even a small victory is success), but also to the improvement of life.

Unfortunately, in our society there are many passive and indifferent people. Very often you can hear the phrases: “I don’t know...”, “I don’t care...”. This is said by people who are adrift, unable and unwilling to achieve their goals. The maximum that they can do in their lives is just to arrange their life, to live for their own pleasure. Is this the path to success? Maybe yes, but this success is only significant for one person.

“The best person is the one who lives primarily with his own thoughts and other people’s feelings...” wrote L. Tolstoy. These words, in my opinion, very succinctly describe a person with an active life position: someone who thinks clearly, is able to assess the situation, set a goal and achieve a result, but at the same time does not remain indifferent, detached from the problems of other people. Therefore, an active position will inevitably lead to success.

Review

This work corresponds to the topic. The essay has a clear structure, which can be divided into an introduction, main part and conclusion. The author of this work uses the possibilities of an opinion essay: poses rhetorical questions, reasons logically, and draws conclusions. A systematic approach is traced from the general to the specific. Theses are formulated in accordance with the chosen problem. Each thesis is supported by arguments and arguments expressing the author’s point of view on the problem.