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Conclusions under chapter 2

On the basis of the theoretical positions formulated in Chapter 1, on approbation of the developed model, aimed at experimental check of efficiency of interaction of school and a family empirical research has been carried out spiritually-moral education of younger schoolboys in the conditions of cultural variety of the Russian society.

The results received during ascertaining, forming and control stages of experiment, have allowed to draw following conclusions and generalisations.

1. Model of interaction of school and a family in spiritually-moral education of younger schoolboys in the polycultural educational environment, designed on the basis of principles it is system-dejatelnostnoj the organisations of interaction, its humanistic orientation, orientation to an educational ideal, dialogical dialogue, interrelation
Traditions and innovations in education, has defined strategy of experimental work on increase of efficiency of teamwork of school and a family in spiritually-moral education of younger schoolboys taking into account the polycultural factor.

2. Efficiency of interaction of teachers and parents in duhovnoyonravstvennom education in the polycultural educational environment is characterised in research as high level of readiness of its subjects to joint actions in conformity by problems and the values formulated in the Federal state educational standard of the initial general education and in Approximate basic educational program of the initial general education in the conditions of the polycultural Russian state. A priority problem of subjects of interaction in this context is rendering assistance to children in spiritual and moral formation on the basis of the following base values which have developed in ethnic and all-Russian cultures: The person, a family, the Native land, art, work, the nature, the cultural and spiritual traditions, which interpretation in the maintenance of formation and in pedagogical process on the basis of the principles formulated in developed model, promotes formation at the growing person of such qualities, as kindness, responsiveness, compassion, unselfishness, a call of duty, honesty, a collectivism, cooperation, respect for the family, respect for other cultures and their carriers.

3. Levels of readiness of teachers and parents to effective interaction in spiritually-moral education in the polycultural educational environment were defined during experimental work on a basis kognitivnogo, motivatsionno-valuable, kommunikativnoyodejatelnostnogo criteria. Kriterialnymi as characteristics of an investigated phenomenon corresponding indicators which are structured within the limits of high, average and low levels have acted. Definition of levels of readiness of school and a family to teamwork in
The decision of problems of spiritually-moral education of younger schoolboys in the polycultural educational environment has created favorable preconditions for working out of procedure of ascertaining, forming and control stages of experiment, and also for revealing of dynamics of efficiency of interaction in the given direction of educational activity.

4. At an ascertaining stage of experimental work on the basis of the developed indicators and levels of readiness for joint activity in spiritually-moral education of younger schoolboys in the polycultural educational environment at teachers and parents have been defined: level of knowledge of subjects of interaction about problems, the basic directions of the maintenance, technologies and conditions of interaction of school and a family in the given direction of educational activity with the account sotsiokulturnoj situations of development of children; level of interest of subjects in interaction, aspiration of teachers and parents to co-ordinate problems and ways of spiritually-moral education of children in educational process and in a family with a support on family traditions and base national values of the Russian Federation, motivation degree on integration of efforts into the decision of problems of spiritually-moral education at school and in a family in the conditions of cultural variety of the Russian society; Level of abilities of teachers and parents to project and carry out strategy of interaction on the basis of the coordination of cultural requirements of parents and base national values of the Russian Federation; possession of ways of realisation of problems and the basic directions of spiritually-moral education of children in the polycultural educational environment, readiness to use in the decision of problems of spiritually-moral education the interactive technologies, allowing to realise cultural variety of a society and school as a source of spiritual development and moral perfection of the person; ability to the analysis and a reflexion of results of joint actions in this aspect of education.

5.

Results of research of a problem at an ascertaining stage of experiment have given the basis to conclude, that readiness of teachers and parents for interaction in spiritually-moral education of younger schoolboys in the polycultural educational environment both in control, and in experimental groups on all indicators was at average and low levels that has served as additional stimulus for approbation of the theoretical positions formulated by us on questions duhovnoyonravstvennogo education, interactions of school and a family, the polycultural educational environment in practice of work of the educational organisation within the limits of experimental group for increase of efficiency of such interaction.

6. Data of an ascertaining stage of experiment have allowed to specify

Pedagogical features of interaction of school and family in duhovnoyonravstvennom education of younger schoolboys in the polycultural educational environment which account has given the chance to raise efficiency of teamwork of teachers and parents during model approbation at a forming stage of experimental work. It is revealed, that the most effective ways of interaction of teachers and parents in the decision of problems spiritually-moral education in the polycultural educational environment are: joint activity on

To designing and realisation of educational functions on the basis of the coordination of family and base national values of the Russian Federation; formation at parents pedagogical kompetentsy, allowing to realise ethnic and a national identity as the important means of spiritual growth and moral perfection within the limits of psihologo-pedagogical education, pedagogical self-education, psihologo-pedagogical consultation, involving of parents in activity on increase of educational potential of the polycultural educational environment, in working out and use in family education of the interactive technologies providing understanding
Cultural variety of the Russian society as source and means of the future successful personal and professional life of children; definition of indicators and levels of readiness of teachers and parents to interaction taking into account the polycultural factor; teamwork monitoring on formation at children of bases of spiritual and moral culture in the conditions of a polycultural Russian society.

7. Readiness of parents for interaction with teachers in duhovnoyonravstvennom education of younger schoolboys in the polycultural educational environment was formed taking into account such requirements to personal results of pupils of the initial classes formulated in FGOS NOO, as formation of bases of the Russian civil identity, feelings of pride of the Native land, the Russian people and history of Russia, comprehension ethnic and a national identity; formation of values of a multinational Russian society; formation of humanistic and democratic valuable orientations. During experiment it has been established, that effective technologies of development of the maintenance of joint activity in the polycultural educational environment are: Joint design activity, role game, collective creative business, interactive dialogue, the analysis of a problem situation, pedagogical support of parents in educational activity, remote technologies of self-education and consultation.

8. Monitoring and interpretation of results of a control stage of experiment have allowed to establish, that during realisation of the ways of increase of efficiency of interaction developed by us at teachers and parents of experimental group were purposefully formed pedagogical the competence, allowing successfully to solve problems duhovnoyonravstvennogo education of children taking into account the polycultural factor; experience of joint activity in designing and realisation of actions for creation of conditions for acquaintance of younger schoolboys collected with
Spiritual and moral values, developments of moral feelings, formations of abilities to make the realised moral choice in difficult situations in the conditions of cultural variety of the Russian society. Level of readiness of teachers and parents of experimental group to interaction stably raised. In control group of essential positive changes in indicators of readiness of teachers and parents to interaction in spiritually-moral education of children in the polycultural educational environment it has not been revealed. In experimental group positive dynamics in expansion and strengthening of tsennostno-semantic sphere of younger schoolboys was observed, in formation at them readiness to estimate and meaningly to build the relation to, to other people, to a family, to Fatherland on the basis of the coordination of family and base national values of the Russian Federation.

9. Reliability of results of experimental work on approbation of model of interaction of school and a family in spiritually-moral education of younger schoolboys in the polycultural educational environment was provided on the basis of complex and interconnected use both traditional, and modern empirical methods of research (supervision, questioning, conversation, studying of standard documents of school, a self-estimation of readiness of teachers and parents to interaction, a self-estimation of level of moral good breeding from pupils, an expert estimation, the analysis of experimental cuts by means of correlation analysis Spirmena) in all directions of interaction.

10. The comparative analysis and an estimation of results of approbation of model of interaction of school and a family in spiritually-moral education of younger schoolboys in the polycultural educational environment at ascertaining, forming and control stages of experiment according to the criteria developed by us have allowed: to carry out monitoring of levels of possession by subjects of interaction by knowledge, relations, skills, experience of practical activities with
The account of the polycultural factor; to define dynamics of formation at them pedagogical kompetentsy in sphere of spiritually-moral education of younger schoolboys in the conditions of cultural variety of the Russian society; to check up efficiency of use of the interactive and praktiko-focused technologies during the decision of a problem of research; to reveal influence of this kind of interaction on changes in tsennostno-semantic sphere of the child. The data received during experimental work, testify to efficiency of the structurally functional model of interaction of school developed by us and families in spiritually-moral education of younger schoolboys in the polycultural educational environment.

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A source: RAZHINA IRINA NIKOLAEVNA. PEDAGOGICAL FEATURES of INTERACTION of SCHOOL And the FAMILY In SPIRITUALLY-MORAL EDUCATION of YOUNGER SCHOOLBOYS In the POLYCULTURAL EDUCATIONAL ENVIRONMENT. The DISSERTATION on competition of a scientific degree of the candidate of pedagogical sciences. Pyatigorsk - 2019. 2019

More on topic Conclusions under chapter 2:

  1. Conclusions under chapter 2
  2. Conclusions under Chapter 1.
  3. Conclusions under chapter 1
  4. Conclusions under chapter 2
  5. Conclusions under the chapter II
  6. CONCLUSIONS ON THE SECOND CHAPTER
  7. Conclusions on chapter 1
  8. CONCLUSIONS ON CHAPTER 1
  9. Conclusions under chapter 1
  10. Conclusions under chapter 2
  11. Conclusions on the third chapter
  12. Conclusions under chapter 3
  13. CONCLUSIONS ON CHAPTER 1