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a theoretical substantiation of phenomena «pedagogical interaction» and «the polycultural educational environment» in modern Russian pedagogics

In modern Russia the attention of the state and pedagogical community to questions of interaction of school and a family in education of children and youth in the polycultural educational environment amplifies.

It is caused by a number of economic, social, cultural and actually pedagogical factors among which scientists allocate: the risks connected with globalisation and formation of a world information field in which frameworks children, not having sufficient life experience, join to various cultural values and to the models of behaviour not always corresponding to moral principles and rules, socially approved in Russia; absence of continuity between the moral standards which have developed in the Soviet state and the world outlooks generated in dismantle of the Soviet ideology; decrease in cultural and moral level at a considerable part of the population; crisis of a family and easing of functions of parents in education of children; The insufficient account of the base national
Values of the Russian Federation in moral education in educational institutions, involving of children and youth in the nationalist and extremist organisations [Akutina, 2010; Daniljuk, 2010; Metlik, 2012; Suprunova, 2006].

Many politicians and researchers consider as an effective remedy of the decision of the named problems interaction of teachers and parents in spiritually-moral education of schoolboys. In realisation of problems of spiritually-moral education of schoolboys in the state documents and in scientific researches the important role is taken away to parents. In the Law «About formation in the Russian Federation» it is told, that parents (lawful representatives) minors trained have the right of priority to training and education of children before all other persons. They are obliged to put in pawn bases physical, moral and intellectual development of the person of the child [the Federal law «About formation in the Russian Federation», 2013. With. 54].

In Strategy of development of education in the Russian Federation for the period to 2025 (2015) it is underlined, that priority problems of a state policy in the field of education are: creation of conditions for consolidation of efforts of social institutes on rising generation education, maintenance of support of family education, assistance to formation of the responsible relation of parents or lawful representatives to education of children [Strategy of development of education in the Russian Federation for the period till 2025, http://government.ru/media/files]. As a leading problem of the Russian Federation in education sphere in the named document it is defined: development

The highly moral person dividing traditional Russian cultural wealth who is capable to realise moral, intellectual, physical potential in a modern society. In this context school and family interaction should be considered as the important resource of increase of efficiency of spiritually-moral education
The maturing person on the basis of values and traditions of native culture, and also national values of the Russian state.

The researches spent by modern Russian scientists, confirm position that quality of education of the growing person in defining degree depends on way of a family and a school life, from what moral and psychological atmosphere has developed in a family, how much effectively teachers use for the decision of problems of education and training family traditions and cultural values in the maintenance of formation and pedagogical process.

The family is considered by the Russian scientists as one of the most significant resources of improvement of quality of education on the basis of spiritually-moral traditions and cultural values [Kadieva, 2013; Kartsev, 2002; Kozhurova, 2011; Metlik, http://cyberleninka.ru/article/n/semya-i-shkola-soglasovanie-tsennostey - vospitaniya; Kim, 2013].

Authors recommend to solve problems of spiritually-moral education of schoolboys on the basis of world outlook and cultural requirements of their families, and also free and voluntary familiarising of pupils with culture of traditional Russian faiths [Galitsky, 2009. With. 36-46; Potapovsky, http://www.orthedu.ru/vospitan/potapovsk1.htm]. Realisation of such recommendations assumes the account in the maintenance of education and formation in whole, in pedagogical process historical, sotsiokulturnyh, ethnic features of certain region, cultural requirements and the traditions which have developed in families, and also working out of strategy of interaction with the cultural and religious organisations provided that their valuable installations do not contradict the all-Russian values.

At younger school age parents are an example, on which the child is guided in the daily life. In a family spiritual and moral traditions, cultural and moral values are transferred to children. Sincere state of health of the child, its prospect further
Lives in many respects depend on family way and from that, how much parents will co-ordinate the actions in relation to the child with teachers of school in which it is trained [Nedvetsky, 2009; Semenova, 2015; Homenko, 2007]. Told gives the basis to consider, that the major resource of the decision of problems of spiritually-moral education of younger schoolboys is school and family interaction.

The concept "interaction" represents the interdisciplinary category opening an interconnection of various phenomena, and also their mutual conditionality and vzaimoperehod from one condition in another. In philosophy interaction is understood as mutual influence of objects against each other, their mutual conditionality which is characterised by change of a condition and an exchange of these objects of substance, energy, the information [the Short philosophical encyclopaedia, 1994. With. 66]. In sociology the phenomenon "interaction" is treated as process of the mediated or direct influence of social groups and individuals against each other which the Sociology generates their mutual conditionality [: the dictionary-directory, 2006. With. 32]. In psychology

Interaction is treated as process of reflexion of influence of various objects against each other, generating their mutual conditionality and communication. So, K.A.abulhanova under interaction understands such system of actions at which actions of one person or group of people cause certain actions of others, and actions of the last, in turn, define actions of the first [Abulhanova-Slavsky, 1991. With. 216­220].

In a pedagogical science the concept "interaction" began to be used widely for a designation of relations between participants of pedagogical process from second half of XX-th century when at theoretical and applied levels have gained distribution of idea of a humanistic paradigm of formation. The big contribution to disclosing of essence of interaction to domestic pedagogics was brought by the such
Known scientists, as S.A.Amonashvili, L.A.Baykov, I.P.wol, S.N.Lysenkova, B.P.Nikitin, V.F.Shatalov, during an explanation and introduction in practice of positions of pedagogics of cooperation as one of interaction strategy. From the beginning of 1990th years concept «pedagogical interaction» takes strong positions in the scientific thesaurus, receives reflexion in pedagogical dictionaries [Bezrukov, 1992. With. 6; Kicheva, 2012. With. 21; Kodzhaspirova, 2005. With. 33]. In textbooks on pedagogics the given concept even more often began to replace kontsept «pedagogical influence» [Bordovsky, 2008. With. 41; Small horns, 2004. With. 354-359; Slastenin, 2006. With. 292; SHijanov, 2007. With. 398-407].

In modern pedagogics pedagogical interaction is treated as «the intrinsic characteristic of pedagogical process», «a base category of pedagogics» [See Korotayev, 2001]. In the slovarno-help pedagogical literature pedagogical interaction is characterised as personal contact of subjects of the educational process which consequence are mutual changes in their installations, relations, activity, behaviour [Kicheva, 2012. With. 21; Kodzhaspirova, 2005. With. 32; the Pedagogical dictionary: studies. The grant for stud. vyssh. Studies. Institutions, 2008. With. 183-184]. Domestic researchers allocate and theoretically prove models of interaction of subjects of formation among which leaders is the following: the person-collective, the teacher-pupil, the teacher-parent [Vasileva, 2003; Molodtseva, 2010; Pronin, 2010. With. 21].

Family and school interaction is understood by the Russian scientists as social partnership of teachers equal in rights and parents in training and education questions (E.G.Zamolotsky, T.V.Kovalenko, O.J.Kozhurova, O.A.ShChekina), as determined by the educational situation, communication of subjects mediated by socially-psychological processes (and objects) the formations, leading to quantitative and qualitative changes of initial qualities and conditions of the designated subjects and
Objects (M.N.Nedvetskaja) as joint activity of teachers and parents in which course strategy is defined, are realised programs, conditions for improvement of quality of formation trained (I.I.Klimenko, T.V.Kovalenko, I.N.Pronin) are provided.

The comparative analysis of the scientific literature concerning pedagogical interaction gives the basis to consider, that in the second decade of the XXI-st century pedagogical interaction is understood by researchers, first of all, as cooperation of teachers and trained in pedagogical process. So, as the Dictionary of actual terms of pedagogics (2012) obosnovanno affirms, that

gumanisticheski the focused pedagogical process can be only process of interaction of the tutor and the pupil where both participants act as parity, equal in rights, to the extent of the knowledge and possibilities, partners [Kicheva, 2012. With. 21].

From the end of the XX-th century the school and a family in the Russian state co-operate in the conditions of strengthening of cultural variety of a society. The polycultural educational environment becomes the significant factor of increase of efficiency of interaction of teachers and parents in spiritually-moral education of younger schoolboys in these conditions. Integration of Russia into world cultural and educational space, intensive processes of globalisation and information at planetary level in the world community, increase of interest of cultural communities and citizens of the Russian Federation to traditional spiritual and to cultural values lead to creation at schools of the polycultural educational environment. In polyethnic and polikonfessionalnom the Russian state the polycultural educational environment promotes performance of the important social and cultural function - society consolidations, making positive impact on character of interaction of teachers and parents which represent various ethnic, konfessionalnye and other cultural groups.

The analysis of psychological and pedagogical scientific sources allows to consider, that domestic scientists consider kontsept «the educational environment» as multidimensional and multilevel concept. So, V.A.Jasvin characterises the educational environment as «system of influences and conditions of formation of the person, and also possibilities for its development, a containing in social and in detail-spatial environment» [JAsvin, 2000. With. 11]. V.I.Zagvjazinsky represents the educational environment in the form of set spiritual (cultivated values, a psychological climate, traditions) and material conditions of interaction of pupils and the teacher [the Pedagogical dictionary, 2008. With. 27]. The Island of The Trinitatsky has scientifically proved concept «the environment of innovative educational institution», having opened it as «the organised space welfare, in detail-design, vospitatelno-training, kommunikativnoyopartnerskih and demokraticheski joint conditions in which innovative function of school» [Trinitatsky is realised, 2009. With. 15]. The resulted definitions, and also results of researches on I.A.Baevoj, T.G.Grigorevoj V. A's given problem. Kozyreva, A.G.Kovaleva allow to consider the educational environment as set of possibilities for training and education of the growing person, as a resource of its self-actualisation and self-realisation [Baeva, 2015; Egorov, http://shgpi.edu.nu/files/nauka/vestnik/2013/2013-2-10.pdf; Kozyrev, 2004].

In the modern global world the environment of any educational institution functions within the limits of interaction of several cultures: ethnic (native) culture trained, the Russian and world cultures. The ethnic culture is understood by domestic scientists as «expression of uniqueness of a way of life of these or those people, its beliefs, ethical values, the vital priorities caused by geographical, historical, psychological features of ethnos. The Russian culture is characterised as set of material and spiritual achievements of the people of the Russian Federations united by traditions of the joint
Residing, economic relations, statehood, the general contribution to a science, the literature and art. The world culture is defined as result of material, scientific and art creativity of the different people united by the general planetary space »[Davidov, 2003. With. 16].

Features of formation and development of the person of cultural variety of society trained in a context are investigated in humanitarian knowledge within the limits of the polycultural educational environment. The phenomenon of the polycultural educational environment is full enough described in concepts of the American researchers since teachers of the USA one of first-ever have faced necessity of the decision of problems of training and education of pupils in the conditions of strengthening of cultural variety of a society. The founder of the theory of multicultural formation of J. Benks considers the multicultural educational environment as a complex of the conditions which realisation allows the growing person to realise, on the one hand, the cultural identification, and with another - to feel itself as the citizen of the uniform nation, joining to national values [Banks, 2008. P. 121].

Significant positions for our research contain in K.Granta's concept which considers, that in the multicultural educational environment conditions for familiarising of all schoolboys with cultural values, traditions of native culture, for involving of subjects of formation in productive joint activity on comprehension of cultural variety as source of development of the person, for training of children having cultural differences from a great bulk of pupils [Grant, 2001 should be created. P. 64-66]. The known expert in J.Garsia's analyzed problem obosnovanno asserts, that the multicultural environment is characterised by that the material in which it is reflected available for schoolboys sotsiokulturnyj experience is entered into the formation maintenance, including cultural and cultural wealth,
Family traditions that makes the cultural capital of group to which the trained belongs. Besides, in training and education follows as it is possible to use more widely the native language of pupils in which this cultural capital is put in pawn. The scientist also believes, that the teacher should have accurate idea about sotsiokulturnom a context of development and socialisation of the child outside of school: in a family, the nearest environment, in a cultural community competently to give it pedagogical support in self-actualisation and self-realisation [Garcia, 2002. The River 122]. The characterised positions of the American scientists are defined by us as reference points for definition of pedagogical features of interaction of teachers and parents in spiritually-moral education of younger schoolboys in the polycultural educational environment.

In domestic pedagogics of function of the polycultural educational environment reveal in A.I.Bogdanovoj, O.V.Gukalenko, A.N.Dzhurinsky, O.L.Kolonitskoj, J.S.Sviridchenko, L.L.Suprunovoj, etc. A.I.Bogdanova's works allocates as the basic function of the polycultural educational environment creation of conditions for understanding «values of universal, national and individual culture raznokulturnymi individuals in the environment» and assistance in «adaptations of the person to culture by means of formation» [Bogdanova, 2011]. O.V.Gukalenko has theoretically proved concept «polycultural educational space» which characterises as objectively existing system of the intercultural social, educational mutual relations promoting interiorizatsii by pupils of national culture, to formation of universal values. The structure of polycultural educational space is presented by the author of the concept as interaction of following basic components: multinational collective of the trained; multicultural structure of teachers; krosskulturnyj character of pedagogical process; sotsiokulturnaja the educational environment; a family; means of the mass
Information; children's, youthful and teenage public organisations [Gukalenko, 2003. With. 192-193]. Told allows to consider, that as O.V.Gukalenko's polycultural educational space understands pedagogicheski the organised environment in which frameworks problems of training and education taking into account cultural features of the person trained and cultural variety of the state are solved.

A.N.Dzhurinsky believes, that a basis of the polycultural educational environment are gumanisticheski the intelligent moral, ethical, aesthetic, cultural norms underlying polycultural formation and education, reflecting difficult and dynamical system of human life which can be conditionally presented in the form of several groups of ideals and values: universal, civil, family. «All of them are specifically shown in a certain pedagogical context of multinational societies» [Dzhurinsky, 2006. With. 26]. According to the scientist, the polycultural environment consists of the various social groups possessing special culture.

L.L.Suprunova considers the polycultural educational environment as set of cultural, spiritual and material conditions of existence and activity of subjects of pedagogical process in which find reflexion cultural variety of a society and character of relations between teachers, pupils, their parents representing various ethnic and other cultural groups. In polycultural educational circle the scientist allocates as the general, invariant signs characterising the educational environment both a pedagogical category as a whole, and its distinctive properties. As invariant components of such circle L.L.Suprunova considers: subjects of pedagogical process, the purpose and the formation maintenance, technological realisation of an object in view, theoretical and methodical security of teaching and educational activity, material
Technical resources of educational institution, emotional climate in collective, style of dialogue of subjects of pedagogical interaction. Features of the polycultural educational environment are expressed, according to the scientist, in reflexion and the account ethnic, konfessionalnogo, language, social variety of modern Russia and the world in the maintenance of formation and in pedagogical process, in designing and realisation of problems of training and education on the basis of educational traditions available in families and the base national values which have developed during centuries-old development polyethnic and polikonfessionalnogo of the Russian state [the Polycultural educational environment as the factor of formation of the communicative competence speaking another language of schoolboys, 2018. With. 266-273].

The characterised positions of foreign and Russian scientists give the basis to consider the polycultural educational environment as set of training, educational, communicative, reflective resources and the possibilities allowing subjects of interaction successfully to solve tasks in view within the limits of the maintenance of joint activity on the basis of the coordination of cultural requirements of a family with base national values, approved by the majority of the population of the Russian Federation. Being based on results of researches of the Russian and foreign scientists, we have allocated following sistemoobrazujushchie characteristics of the polycultural educational environment which define features of interaction of teachers and parents in duhovnoyonravstvennom education of younger schoolboys: the account of cultural features of subjects of interaction for inclusion in this process of their internal resources: interests, propensities, abilities,

sotsiokulturnyh features; a support on base national values which have developed during centuries-old development polyethnic and polikonfessionalnogo the Russian state, in the decision of problems duhovnoyonravstvennogo education at school and in a family; a recognition of the cultural
Varieties of the educational organisation, region, and also the Russian society and the world as a whole as a source and the important factor duhovnoyonravstvennogo developments of the person; reflexion of cultural variety of the Russian society and the world in standard documents of the state, region, school, in the maintenance of formation and in pedagogical process; involving of subjects of interaction in activity on creation of conditions for education at schoolboys of love to native culture, respect for other cultures and their carriers.

Valuable reference points for increase of efficiency of interaction of teachers and parents in spiritually-moral education of younger schoolboys in the polycultural educational environment contain in the Federal state educational standard of the initial general education. Since 2013 the subject domain is entered into the Standard «Bases of religious cultures and secular ethics» (ORKSE) in which frameworks formation at schoolboys of readiness for moral self-improvement is provided, to spiritual self-development; creation of conditions for acquaintance of secular with basic norms secular and religious morals, understanding of their value in forming of constructive relations in a family and a society, and also understanding of value of morals, belief and religion in human lives and societies [http://mosmetod.ru/metodicheskoe - prostranstvo/nachalnaya-shkola/fgos/prikaz-minobrnauki-rossii-ot-31-dekabrya-2015-g-n-1576-o-vnesenii-izmenenij-v-fgos-noo.html].

Within the limits of ORKSE pupils for choice parents (lawful representatives) have possibility to study the certain module: bases of orthodox culture, a basis of Judaic culture, a basis of Buddhist culture, a basis of Islamic culture, a basis of world religious cultures, bases of secular ethics. All modules will be co-ordinated among themselves on problems, requirements to achievements of personal and subject results, under the maintenance and conditions of realisation of these requirements in the basic educational program. With introduction in the maintenance of the initial
Formations of subject domain ORKSE the importance of interaction of teachers and parents of younger schoolboys since in these conditions it is necessary to spend already from the first class propaedeutic work as among children, and their parents increases that they could choose the certain module on the basis of representations available for them about spirituality and the morals which has developed in a family of cultural traditions and valuable orientations, being guided thus on base national values of the Russian Federation.

The analysis of the scientific pedagogical literature carried out by us testifies that in the XXI-st century the majority of domestic researchers consider a problem of interaction of school and a family within the limits of pedagogical system (Since Kim, M.N.Nedvetskaja, A.A.Ovcharova, I.N.Pronin, L.L.Suprunova). As legally underlines A.A.Ovcharova, only in unity of all making components of pedagogical system it is possible to carry out the correct analysis of interaction of school and a family and to offer optimum ways of influence on informative and personal spheres of children [Ovcharova, 2012. With. 11].

In this context we characterise interaction of teachers and parents in spiritually-moral education of younger schoolboys in the polycultural educational environment as set of components of pedagogical system which includes subjects of pedagogical interaction, the purpose, principles, problems, the maintenance, forms and methods (a technological component), and also conditions of this interaction. Researchers, as a rule, include in number of subjects of interaction of school and a family: directors of the educational organisation, its assistants on teaching and educational and educational work, methodical associations of teachers, teachers, class teachers, teachers-psychologists and social teachers, leaders, pupils and their parents, and also a various sort of community of parents (family councils, councils of fathers, parental committees, etc.) [Maksimenko, 2013; Nedvetsky, 2009; Omarova,

2016; Pronin, 2010].

The scientists who are engaged in a theoretical substantiation of problems of spiritually-moral education of schoolboys in the polycultural educational environment, consider as subjects of interaction not only teachers and parents, but also mass media, informal children's and youth communities, authorities at the state and regional level, the religious organisations, national-cultural associations, formal children's and youth groups [Metlik, 2012. With. 66-67; Suprunova, 2011. With. 320]. Inclusion in subjects of interaction of social partners of school allows, in our opinion, is system and purposefully to realise strategy duhovnoyonravstvennogo education of pupils not only on school, but also at municipal, regional and federal levels. In the research we have concentrated efforts to revealing of functions of teachers and parents as the basic subjects of interaction in duhovnoyonravstvennom education of pupils in the polycultural educational environment taking into account influences on this process of other social institutes and authorities.

Within the limits of pedagogical system experts in education problems formulate the purposes of interaction of school and a family. L.V.Bajborodova, M.I.Rozhkov consider, that such purpose in a modern Russian society is formation of partner relations between all subjects of pedagogical process for creation of favorable conditions on socialisation, education and training of the growing person [Small horns, 2004. With. 354]. I.N.Pronin, L.L.Suprunova believe, that the interaction purpose - the organisation of joint activity of teachers and parents on creation of conditions for self-realisation of children, their personal and spiritual growth, intellectual development, strengthening of physical and mental health [Pronin, 2010. With. 23]. D.A.Bezhevets allocates as the purpose of interaction of school and a family in spiritually-moral
Education formation of the person, spiritually-moral development of the child [Bezhevets, http://web.snauka.ru/issues/2014/04/32834].

With a view of interaction of school and a family, the Russian scientists formulated in concepts, importance of coordination of efforts of teachers and parents in creation of favorable conditions for development of the child, necessity of the co-ordinated actions on rendering to it of the help and support in self-development and self-improvement are traced. At the same time, it is represented to us, that along with an overall aim of interaction of school and a family the important purpose of such interaction in spiritually-moral education of the person of the growing person in the polycultural educational environment is maintenance of favorable conditions for education, training and high-grade development of the growing person on the basis of the coordination of cultural requirements of pupils and their parents with the base national values developed during centuries-old development of the multinational state and representing the spiritual and cultural importance for all Russians.

Necessary condition of achievement of an object in view is formation at teachers and parents of readiness for the joint educational activity directed on formation at the younger schoolboy of bases of spiritual and moral culture taking into account cultural variety of the Russian society. In the modern pedagogical literature readiness is understood as ability of subjects uchebnoyovospitatelnogo process pedagogicheski to think, plan, organise training and education of tasks in view trained for the decision. So, V.A.Slastenin considered readiness as set of qualities of the person which provide to it success in performance of pedagogical functions [Slastenin, 1993]; V.I.Zagvjazinsky understands as readiness for pedagogical activity level of skill of the teacher which acts as the base of professional competence [Zagvjazinsky, 2008. With. 186]; V.N.Zaporozhets treats
Readiness for pedagogical activity as the system integrated new growth defining personal growth of the teacher, providing professional adaptation and promoting successful realisation of this activity [Zaporozhets, 2009. With. 166]. Readiness for pedagogical activity includes motivational, kognitivnyj, emotsionalnoyovolevoj and dejatelnostnyj components [Zagvjazinsky, 2008; Zaporozhets, 2009; Slastenin, 1993]. The presented characteristics of readiness as pedagogical phenomenon allow to consider readiness of teachers and parents for interaction in spiritually-moral education of children in the polycultural educational environment as set of knowledge, abilities, the relations allowing successfully to solve a problem in this field of activity which is shown in pedagogical kompetentsijah.

In interests of our research it is important to concretise the cores pedagogical the competence of teachers and parents of this direction of joint activity in the polycultural educational environment at level of knowledge, abilities, valuable orientations and practical experience. On the basis of the comparative analysis of the positions formulated in works of the Russian scientists, recommendations of the Federal state educational standard (FGOS IN 3 +) in a direction 44.03.02 - «Psychologoyopedagogichesky formation», qualification - the applied bachelor for a profile «the Teacher of initial classes», and also requirements to results of development by younger schoolboys of the Basic educational program of an elementary school on spiritually-moral education we concretised pedagogical the competence of the teacher of initial classes of sphere of interaction of school and a family of this direction of educational activity in the polycultural educational environment. kompetentsy the teacher we have included the following in a circle: 1) aspiration and ability to consider sotsiokulturnye features, interests of a family in interaction with parents; 2) ability to carry out interaction with parents in spiritually-moral education of children within the limits of leading directions
Joint activity on the basis of the coordination of family and base national values of the Russian Federations representing the spiritual and cultural importance for all Russians; 3) ability to use the interactive and praktiko-focused technologies for formation at parents pedagogical kompetentsy, allowing to realise cultural variety of Russia as a source of moral development and spiritual perfection of the person; 4) ability to carry out monitoring and a reflexion at an estimation of efficiency of interaction with parents in the decision of problems of spiritually-moral education in the polycultural educational environment.

Defining pedagogical the competence of parents of this direction of joint activity, we recognised that in the Russian pedagogics there was no yet an accurate concept «the pedagogical competence of parents». One scientists consider this phenomenon as ability of parents successfully to solve problems of education of children in a family [Akutina, 2009; Minjajlo, 2009], others - as certain level of pedagogical culture [minina, 2013], the third - as sformirovannost at parents of knowledge, abilities, skills and the personal qualities allowing successfully to solve a problem of education and training of the child in a family [Maksimenko, 2013. With. 38]. Despite different approaches to understanding of essence pedagogical kompetentsy parents, in all scientific works devoted to the given problem, in its structure and the maintenance enter: a motivational component, knowledge, skills, personal qualities of parents.

In this context pedagogical the competence of parents of sphere of interaction of school and a family of spiritually-moral education of children in the polycultural educational environment are formulated by us by analogy with pedagogical kompetentsijami teachers of initial classes. Such kompetentsy we have included the following in a circle: 1) aspiration to carry out interaction with teachers in the decision of problems of spiritually-moral education of children on the basis of the coordination of cultural requirements of pupils and
Their parents with the base national values of the Russian Federation representing the spiritual and cultural importance for all Russians; 2) possession of representations and knowledge concerning spiritually-moral education of children of younger school age, interaction with teachers in spiritually-moral education of children in the polycultural educational environment; 3) ability to use the knowledge received during psihologo-pedagogical education, consultation and self-education in joint activity with teachers in sphere duhovnoyonravstvennogo education of children taking into account features of the polycultural educational environment; 4) ability to solve a problem of spiritually-moral education in a family taking into account the requirements formulated in standard documents on formation; 5) ability to organise and carry out out-of-class actions in sphere of spiritually-moral education in the polycultural educational environment; 6) readiness and ability to carry out monitoring and a reflexion at an estimation of efficiency of interaction with teachers in the decision of problems of spiritually-moral education of children in the polycultural educational environment.

Interaction of school and family in spiritually-moral education of children in the polycultural educational environment is important to spend on the basis of corresponding principles which define an orientation of problems, maintenances, forms and methods of such interaction. L.V.Bajborodova and M.I.Rozhkov allocate as basic reference points of joint activity of teachers and parents a principle of humanistic orientation; a principle of integration and differentsirovannosti the purposes, problems and the organisation of joint activity; management of interaction of teachers and parents [Small horns, 2004. With. 357-359]. E.L.Nikitin includes a principle of maintenance of emotional safety of parents in number of such positions; a principle of social partnership; a dialogue principle; a humanisation principle. I.N.Pronin and L.L.Suprunova consider as principles of interaction of teachers and parents authority strengthening
Parents; trust to educational possibilities of a family; a pedagogical step, delicacy concerning private life of parents; an optimistic spirit; a support on positive experience of family education [Pronin, 2010. With. 36-37]. N.E.ShChurkova in the concept of interaction of teachers and parents opens principles of the agreement, interface, empathy, participation, sodejannosti [SHCHurkova, 2004. With. 28-96].

In the polyethnic Russian state in interaction of a family and school in spiritually-moral education of pupils it is important to be guided also by the principles formulated in the Concept of spiritually-moral education by I.V.Metlika: a principle of voluntariness and variability in a choice of spiritual and moral values as bases of spiritually-moral education of the schoolboys, realised taking into account cultural features and requirements of their families and the nearest environment, and also a principle of the coordination of these values with the all-Russian civil values and norms [Galitsky, 2009. With. 44]. Within the limits of a research problem, among the characterised principles the most important are: sistemnost,

kulturosoobraznost, a humanistic orientation of the maintenance and the organisation of teaching and educational process, interrelation of traditions and innovations in education, voluntariness and variability in a choice of spiritual and moral values, the coordination of these values with the all-Russian civil values and norms on the basis of dialogue of cultures.

The important component of interaction of school and family in duhovnoyonravstvennom education of younger schoolboys in the polycultural educational environment as pedagogical system, the maintenance of teamwork which varies depending on tasks in view is. So, in interaction of a family and school in preparation trained to profile training by the important problems of pedagogical collective in work with parents and accordingly its priority directions
Maintenances are: formation at parents of representations about the role in development of informative interests in children, about ways of the realised choice them of the future trade, formation of psihologo-pedagogical culture of parents, involving of parents in work on preparation trained to profile training [Pronin, 2010. With. 92-112].

During interaction of teachers and parents in activity on socialisation of schoolboys by leading directions of its maintenance, according to M.R.Kadievoj, act: level increase psihologoyopedagogicheskoj cultures of teachers and parents in the set direction, formation at parents of a subject position in school and class work, development of relations of trust and respect between parents, children and teachers, rendering assistance to a family on creation of conditions for socialisation of the person of the schoolboy [Kadieva, 2013. With. 109-112]. A.A.Ovcharova includes in the maintenance of pedagogical interaction of school and a family diagnostic, information-communicative, organizatsionnoyopragmatichesky, reflective components [Ovcharova, 2012. With. 106-108].

I.V.Metlik and O.M.Potapovskaja as the basic directions of the maintenance of interaction of teachers and parents in spiritually-moral education of schoolboys allocate: formation at teachers and parents of representations about essence, problems, the maintenance in this sphere of educational activity within the limits of mastering pedagogical kompetentsijami; participation of subjects of pedagogical process in designing of the maintenance of spiritually-moral education on the basis of cultural wealth of the people of the Russian Federation; formation at teachers and parents of readiness for pedagogical support of spiritually-moral education of children during development of effective forms and methods of this direction of education in practical activities; creation of conditions for reflective activity of participants of educational process for improvement of quality of spiritually-moral education at school [Metlik, 2016. With. 57-65].

As a whole, on the basis of the analysis of scientific publications spent by us it is possible to draw a conclusion that in spiritually-moral education of schoolboys it is expedient to include in the maintenance of interaction of school and a family pedagogicheski the interpreted knowledge, abilities, skills, values and relations which are defined in standard documents on formation, will be co-ordinated with the maintenance of an elementary education and provide the effective decision of problems in this aspect of educational activity. The Tsennostno-semantic basis of the maintenance are base national values which are formulated in the Constitution of the Russian Federation, the Law «About formation in the Russian Federation», FGOSah NOO, Concepts of spiritually-moral development and education of the person of the citizen of Russia, and also the family values expressed in cultural traditions, religious preferences, ethical standards. As result of development of the maintenance of interaction of school and family readiness of teachers and parents for teamwork which is formed during development by them pedagogical kompetentsy acts. Necessary knowledge, abilities, skills, values and relations accustom teachers and parents within the limits of psihologo-pedagogical education, pedagogical self-education, consultation to the decision of daily educational problems, involving of parents in educational and educational activity on creation of the polycultural educational environment, spiritually-moral education within the limits of system school-family.

The great value for our research has revealing of the conceptual bases of methods and forms of interaction of school and a family in spiritually-moral education of schoolboys in the polycultural educational environment since how at technological level are realised the purpose, problems and the maintenance of teamwork of pedagogical collective of educational institution and a family taking into account the polycultural factor, appreciably depends efficiency of spiritually-moral education of children. The comparative analysis of publications of experts on
To school and family interaction (D.A.Bezhevets, J.V.Molodtseva, M.N.Nedvetskaja, A.A.Ovcharova, O.M.Potapovskaja, I.N.Pronin, M.I.Rozhkov, N.E.ShChurkova) has allowed tipologizirovat methods and interaction forms to signs of traditional character and innovatsionnosti. Researchers, as a rule, carry To traditional methods and forms of interaction of school and a family: the story, reading and discussion of texts, conversation, exercise, belief, the parental lecture hall, the information directed on storing.

As fairly confirms A.A.Ovcharova, such methods and forms are odnostoronne directed since do not allow to comprehend and subject in a due measure a reflexion a necessary material [Ovcharova, 2012. With. 72]. However we consider, that when it is necessary to fulfil practical skills of teachers or parents on education of children, use of reproductive forms and methods is justified as transformation of ability into certain skill causes of application of numerous actions on the sample.

Researchers carry to innovative forms and methods of interaction of school and a family interactive and praktikoyoorientirovannye ways of the organisation of joint activity of teachers and parents more often. For example, N.E.ShChurkova offers such interesting forms of work, as day of a family, family interview, visiting and the analysis parents of studies, kind conversation, ball of generations, a basket of house and school problems, conferences of fathers, competition «Skilful hands», a various sort charitable actions [SHCHurkova, 2004. With. 54-96]. I.N.Pronin, L.L.Suprunova consultations of parents and teachers on actual problems of training and education recommend to use as interactive methods and forms, group discussions, the analysis of a pedagogical situation, role game, brain storm, a method of projects, Internet correspondence with parents, electronic dispatch to parents of information materials [Pronin, 2010. With. 39-41].

L.V.Bajborodova and M.I.Rozhkov allocate as forms and methods of interaction of school and a family: parental meeting, a parental lecture hall, conferences on an exchange of experience, evening of questions and answers, debate-reflexion concerning education, meetings with an educational institution management, group consultations for parents, and also a practical training on mastering by them in the ways of support of children in self-education. Besides, scientists recommend to use in work with a family individual forms and methods of the organisation of joint activity: conversation, consultation-reflexion, the commission, visiting in-home, etc. which create favorable preconditions for inclusion of parents in the decision of problems of education of children [Small horns, 2004. With. 364­369]. We share opinion of those researchers which suggest to use in joint activity of teachers and parents both traditional, and innovative forms and methods, including in the named groups of ways collective, group, individual.

In the XXI-st century researchers and teachers-experts, considering problems of methodical maintenance of joint activity of school and a family, even more often apply the term «pedagogical technology». So, in E.J.Maksimenko's dissertational research the technology of development pedagogical kompetentsy at parents [Maksimenko, 2012 is theoretically proved. With. 64-102]; in A.A.Ovcharovoj's dissertation the technology of socially-pedagogical interaction of school and a family on formation of socially significant qualities of the schoolboy [Ovcharova, 2012 reveals. With. 70-82]; in O.M.Potapovskoj's dissertation pedagogical technologies of dialogue interaction of uneven-age communities in game, is art-productive and socially significant design activity [Potapovsky, 2015] are developed and approved.

The comparative analysis of concept «pedagogical technology», presented to modern scientific researches, testifies to aspiration of the Russian scientists to investigate a problem of the methodical
Maintenance of educational activity within the limits of pedagogical system. Considering school and family interaction as pedagogical system, we consider expedient application in joint activity of teachers and parents in spiritually-moral education of children in the polycultural educational environment interactive and praktikoyoorientirovannyh technologies which are directed on increase of pedagogical activity of subjects of this interaction.

Within the limits of pedagogical technology teachers and parents have a possibility on a basis is system-dejatelnostnogo and kompetentnostnogo approaches, using various forms and the methods of education united by the general conceptual ideas to realise cultural variety of Russia as a source of moral development and spiritual perfection of the person and from these positions to help children in familiarising with spiritual and moral values of the nearest environment and a multinational Russian society, in motivation formation to the realised moral behaviour based on knowledge and respect of cultural and religious traditions of the people and other people, living in Russia, and also to dialogue with representatives of other cultures.

The characterised ways of interaction of school and family in spiritually-moral education of younger schoolboys in the polycultural educational environment get system character if certain pedagogical conditions are created. The comparative analysis of scientific works concerning education and interaction of school and G.Z.Bazarovoj, O.V.Kitikar's family, So-called Kasimovoj, has allowed to establish T.V.Kovalenko, M.N.Nedvetskoj, A.A.Ovcharovoj, O.M.Potapovskoj, I.N.proninoj, that the Russian researchers consider pedagogical conditions as set of external and internal circumstances in which the educational and educational activity proceeds, tasks in view promoting the successful decision [Bazarova, 2016; Kitikar, 2016;
Kovalenko, 2016; Nedvetsky, 2009; Ovcharova, 2012; Potapovsky, 2015; Pronin, 2009; Savchenko, 2011]. So, G.Z.Bazarova allocates organizational-pedagogical, didactic, technological conditions of educational activity; T.V.Kovalenko and O.M.Potapovskaja is considered as priority by organizational-pedagogical conditions [Bazarova, 2016. With. 11; Kovalenko, 2016. With. 11; Potapovsky, 2015. With. 11].

Within the limits of a problem of our research the special importance is got by creation of organizational-pedagogical conditions for successful interaction of school and a family in the polycultural educational environment. On an investigated problem (G.Z.Bazarova, M.R.Kadieva, T.V.Kovalenko, I.N.Pronin) and our own pedagogical experience following organizational-pedagogical conditions of increase of efficiency of interaction of teachers and parents in duhovnoyonravstvennom education of younger schoolboys have allowed to allocate the analysis of publications of modern Russian scientists. The first - mutual respect of subjects of joint activity, trust for educational possibilities of parents, a support on sotsiokulturnyj experience and traditions of family education, formation of a common position concerning education that promotes creation of atmosphere of an openness and trust. The second - the work organisation by definition and formation at parents pedagogical kompetentsy which allow to solve successfully problems of spiritually-moral education in polyethnic and polikonfessionalnom the Russian society. The third - the coordination of actions of teachers and parents in the decision of problems of spiritually-moral education at school and in a family on the basis of standard documents on the formation, opening the strategy of the state directed on strengthening of civil and spiritual unity of the Russian nation. The fourth - working out of the program of interaction of teachers of initial classes and parents in sphere of spiritually-moral education in polycultural
To the educational environment, as component of the Educational program of school, and also corresponding methodical materials (instructions, recommendations, texts of lectures for a parental lecture hall, scenarios of educational actions, etc.). The fifth - working out and introduction in teaching and educational process, and also in family education of interactive technologies of the spiritually-moral education aimed at comprehension by parents of cultural variety of a society, region, a city, school as source of spiritual development and moral education in which frameworks are applied both traditional, and innovative forms and education methods. The sixth - increase of educational potential of the polycultural educational environment during involving of parents in out-of-class activity on formation at children of spiritual and moral qualities on the basis of the coordination of personal inquiries and base national values.

In aggregate realisation of the named pedagogical conditions of interaction of school and a family in spiritually-moral education of younger schoolboys in the polycultural educational environment can provide the successful decision of problems in this direction of educational activity.

Revealing and specification of teoretiko-methodological aspects of phenomena «school and family interaction» and «the polycultural educational environment» and supplementing them kontseptov have allowed us to formulate sistemoobrazujushchie concepts of an investigated problem: interaction of school and a family in spiritually-moral education

Pupils, the polycultural educational environment, pedagogical ways of interaction of school and a family in spiritually-moral education

Younger schoolboys in the polycultural educational environment, readiness of teachers and parents for interaction in spiritually-moral education in the polycultural educational environment, and also have given the chance to develop structurally functional model of the such

Interactions in spiritually-moral education of younger schoolboys which is characterised in the following paragraph.

1.3.

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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

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