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Features of education of a multicultural personality. Basic research. Formation of a multicultural personality

  • Martyanova Irina Anatolyevna, Candidate of Sciences, Associate Professor, Associate Professor
  • Izhevsk State Technical University named after M. T. Kalashnikov
  • FORMATION AND DEVELOPMENT
  • MULTICULTURAL PERSONALITY
  • COMMUNICATION TOLERANCE
  • CROSS-CULTURAL COMMUNICATION
  • POLYLOG

The article discusses the principles of communicative tolerance as an integrative quality multicultural personality, the model of multicultural education is substantiated.

  • Diagnostics of the level of development of communicative competence of university students in a multicultural society
  • Possibilities of humanities in the development of educational and cognitive competence
  • Functional literacy in the structure of professional competence of students
  • Development of educational and cognitive competence of students
  • Problems of forming patriotic consciousness among the younger generation

Globalization processes and the integration of Russia into the world community have determined the social order of society to the domestic education system for the formation of a multicultural personality capable of successfully adapting to the modern multicultural space, accepting the values ​​and meanings of an open, democratic society. In the context of cultural diversity, problems have become more acute intercultural communication, appearing more and more often in people’s everyday lives. An individual, as a carrier of his own culture, is naturally included in the dialogue of cultures, since he is forced to live and work at the intersection of many ethnocultural and subcultural groups.

In the context of problems of intercultural and interethnic communication, the concept of “multicultural personality” reflects a new modern type of personality, capable of perceiving their native culture in a variety of connections with all of humanity. In multicultural consciousness, a positive image of one’s own ethno-sociocultural group correlates with a positive value attitude towards other ethnophors and subcultural out-groups. As a bearer and transformer of a certain ethnoculture, a multicultural personality is capable of accepting universal human values ​​and, on their basis, is ready for productive interaction and cooperation in a multicultural environment. Only this type of personality can fully realize himself in modern world regardless of national and ethnocultural affiliation.

An integral quality of a multicultural personality, focused on an open, mutually enriching dialogue with the outside world, is tolerance as a universal concept of non-conflict interaction between people in a multicultural environment. Thanks to the efforts of UNESCO, the concept of “tolerance” has become an international term, the most important keyword in peace issues. According to the interpretation given in the “Declaration of Principles of Tolerance”, tolerance means respect, acceptance and correct understanding of the rich diversity of cultures of our world, our forms of self-expression and the ways in which human individuality manifests itself. This definition implies a tolerant attitude towards other nationalities, races, skin color, gender, language, religion, political or other opinions, social origin, etc. As social phenomenon tolerance is a communicative strategy and is a necessary condition for effective interpersonal communication in a multicultural society. In this perspective, tolerance characterizes the measure of tolerant attitude towards the opinions, views, beliefs, spiritual values ​​of various social groups and at the same time expresses confidence in the worldview, spiritual values ​​of one’s own social group. Tolerance contributes to the dialogical nature of the communication process, which requires subjects cross-cultural communication, taking into account each other’s interests, establishing relationships of openness and mutual understanding. Thus, tolerance must be considered as a communicative category, since it is a necessary condition for effective communication between people.

Currently, the problem of forming a multicultural personality as a subject of communication, ready for interaction and cooperation on the basis of a tolerant, friendly, conflict-free type of communicative behavior, is becoming obvious. It is communicative tolerance as a psychosocial characteristic of a person that contributes to the knowledge of the position and opinion of another, and stabilizes the process of intercultural communication itself. This leads to an understanding of communicative tolerance as a socially and personally significant value, without awareness of which it is impossible to form a multicultural consciousness of an individual. All of the above emphasizes the need to develop the tolerant properties of a multicultural personality at all levels of education.

Responding to the challenge of the time, the education system must instill in the younger generation optimal adaptive models of behavior in a multi-ethnic and cultural environment, including the formation of multicultural thinking, a sense of solidarity, tolerance, intercultural communication skills, and the ability for dialogue (polylogue). The development of a multiculturally oriented personality as a citizen of the country, Europe, and the world should become a priority task in the modern educational and pedagogical process.

One of the modern innovative educational means with the help of which the multicultural qualities of schoolchildren and students are formed is the model of multicultural education. Multicultural pedagogy is aimed at educating an ethnically identical and multicultural personality, oriented through its culture to others. The content of multicultural education involves introducing young people to ethnic, national and world culture, and developing planetary consciousness on this basis. The model of multicultural education is implemented through the gradual development of personality from the ethnic self to the civic self and the planetary self. An important link in the process of formation of a multicultural personality is the ideology of tolerance.

Thus, the formation of communicative tolerance among young people in the process of education is a reflection of society’s objective need for a new multicultural personality type - a tolerant person.

References

  1. Belogurov, A.Yu. The idea of ​​multiculturalism in the educational process / A.Yu. Belogurov // Higher education in Russia. – 2005. - No. 3. – P.109-112.
  2. Declaration of Principles of Tolerance: Approved by resolution 5.61. General Conference of UNESCO on November 16, 1995 [Text] // Century of Tolerance: scientific and journalistic bulletin. – M.: MSU, 2001.

The specifics of Kazakhstan are determined by the multi-ethnic and multi-religious composition of the population. Representatives of more than 130 nationalities live in the Republic of Kazakhstan.

This is why we need an education model that focuses on preserving the identity of ethnic groups. At the same time, mastering the values ​​and standards of other cultures is important because ethnic identity is not lost and they provide national values.

The strategy of ethnocultural education is aimed at the implementation of two interrelated goals, ethnic identification and state integration.

Ethnocultural identity of the people is formed as a result of knowledge of the events of their history, culture, loyalty to established spiritual values, and veneration of national heroes. They are formed in the process of free and voluntary life-creation of the nation.

State integration – the fundamental and strategic goal of ethnocultural education. Statehood is the main condition for the possibility of ethnic identification of the people inhabiting the Republic of Kazakhstan.

Ethnocultural and state identity can be achieved most effectively through the education system.

Ethnocultural education – this is education aimed at preserving the ethnocultural identity of an individual through familiarization with the native language and culture while simultaneously mastering the values ​​of world culture.

3. Formation of a multicultural personality

The main objectives of ethnocultural education are:

- education of a multicultural personality : creating conditions for identification (identification, recognition) of an individual with his original culture and assimilation of other cultures. Orientation towards dialogue of cultures, their mutual enrichment.

- formation of a multilingual individual : training of citizens who are able to communicate effectively in their native, state and Russian languages. In real practice, we can talk about effective command of 3-4 or more languages. A necessary prerequisite for the establishment of an ethnocultural education system in the Republic of Kazakhstan is the creation of an ethnocultural educational space.

Multicultural personality is an individual oriented through his culture to others. For him, a deep knowledge of his own culture is the foundation of an interested attitude towards others, and acquaintance with many is the basis for spiritual enrichment and development.

Another thing is also important: does a particular individual have a need for his own national culture and language, does he have the desire to master them and the desire to identify himself with his people. The state should provide comprehensive assistance and create incentives for mastering their native language. However, the position of the individual is decisive.

4. Ethnocultural educational space.

The concept means cultural soil, a field for the development of ethnic cultures, material conditions for the development of national and cultural communities.

Ethnocultural educational space – this is a family, a mother’s school, preschool institutions, schools, universities, national cultural centers, clubs and courses.

In ethnocultural education there are 3 types of education:

1. Propaedeutics;

2.Training;

3.Immersion in practice;

Lecture 5. Professional competence of a teacher

Target: Identification of features of a teacher’s professional competence

Tasks:

    Reveal the essence of the concept of “Professional competence”

    Introduce psychological and pedagogical knowledge and skills

Plan

    The concept of “Professional competence”.

    Psychological and pedagogical knowledge and skills

    Structure pedagogical competence teacher as a set of pedagogical skills.

    Professional competence and pedagogical skills of the teacher

Basic concepts: Pedagogical competence; analytical, prognostic, projective, reflective skills

Literature:

    Mizherikov V.B., Ermolenko V.A. Introduction to teaching. - M., 2002.

    Robotova V.A. Introduction to teaching. - M., 2006

    The concept of “Professional competence”

Competence– the personal capabilities of the official, his qualifications (knowledge and experience), allowing him to take part in the development of a certain range of decisions or resolve issues himself due to the presence of certain knowledge and skills.

If we talk about the professional competence of a teacher, then the content of this concept includes the personal capabilities of the teacher, educator, educator. Allowing him to independently and quite effectively solve pedagogical problems formed by himself or the administration of the educational institution. Knowledge of pedagogical theory is assumed to be necessary for solving certain pedagogical problems. Ability and willingness to apply its provisions in practice.

Thus, the pedagogical competence of a teacher can be understood as the unity of his theoretical and practical readiness to carry out teaching activities.

    Psychological and pedagogical knowledge and skills. Psychological, pedagogical and special knowledge is an important but insufficient condition for a teacher’s professional competence, since much theoretical, practical and methodological knowledge is only a prerequisite for intellectual and practical skills. The structure of a teacher’s professional competence is understood through the pedagogical skills that he acquires, and the skills are revealed through a set of sequentially unfolding actions (some of which can be automated into skills based on theoretical knowledge and aimed at solving pedagogical problems.

V.A. Slastyonin combines all pedagogical skills into four groups:

    The ability to “translate” the content of objective pedagogical reality, the objective process of education into specific pedagogical tasks, i.e. studying (diagnosis) of the individual and the team to determine the level of their readiness to master new knowledge and designing their development based on diagnostics, identifying priority educational, educational and developmental tasks;

    The ability to build and implement a logically complete pedagogical system (from planning educational tasks, selecting the content of the educational process to choosing the forms, methods and means of its organization);

    The ability to identify and establish relationships between various components and factors of education, and to put them into action; create the necessary material, material-psychological, organizational, valeological and other conditions, ensure connections between the school and the environment; activate the student’s personality, develop his activity in such a way as to transfer him from an object to a subject of education; organize joint activities etc.;

    The ability to take into account and evaluate the results of teaching activities, i.e. carry out introspection and analysis educational process, and the results of the teacher’s activities, as well as determine the next set of priority pedagogical tasks.

Professional competence is considered to be an integral component of professionalism and pedagogical excellence. The concept of “competence,” which characterizes the fusion of a person’s theoretical and practical readiness to perform any activity, is widely used today in the theory and practice of general and vocational education.

A.K Markova identifies several types of professional competence, the presence of which means a person’s maturity in professional activity:

    special competence - mastery of professional activity at a sufficiently high level, the ability to plan one’s further professional development;

    social competence - mastery of professional joint activities, cooperation, as well as professional communication techniques accepted in a given profession; social responsibility for the results of one’s work;

    personal competence - mastery of methods of personal self-expression and self-development, means of confronting professional deformations of the individual;

    individual competence - mastery of methods of self-realization and individual development within the profession, readiness for professional and personal growth, self-organization and self-rehabilitation.

The unique nature of pedagogical activity makes it unacceptable to have only highly specialized competence; a teacher’s professionalism is determined by a combination of all types of professional competence.

In addition, the competence of a teacher can be considered as the unity of the general competence necessary for a person regardless of his profession, competence in the field of the science the foundations of which he teaches, and psychological and pedagogical competence.

There are different approaches to defining structures of professional competence. One of them is associated with the disclosure of the structure of professional competence through the system of teacher’s pedagogical skills, the other with the identification of individual competencies in accordance with the leading types of professional activity of a teacher in the areas of: independent educational and teaching activities; educational activities. Scientific, methodological and research activities; social-pedagogical and cultural-educational activities; correctional and developmental activities; management activities.

Regardless of the types of activities of the teacher, competence in each of them includes two main components: 1) a system of knowledge that determines the theoretical readiness of the teacher; 2) a system of skills and abilities that form the basis of his practical readiness to carry out professional activities.

Generalized requirements for the level of theoretical and practical readiness of a teacher are contained in the qualification characteristics of a graduate who has received the specialty “teacher”, presented in the state standard of professional higher education.

Requirements for the theoretical readiness of a teacher.

The specifics of pedagogical activity require the teacher to possess a system of general cultural and general scientific, special, psychological and pedagogical knowledge. A primary and secondary school teacher deals with that age group of students who have quite diverse general and emerging professional interests. Effective pedagogical interaction, the establishment of interpersonal relationships with them is possible only as a result of his broad outlook, general erudition, competence in various fields - social, cultural, scientific, technical, on the basis of which a creative, spiritually rich personality is formed, attracting youth, attracting her to yourself. In addition, the professionalism and pedagogical skill of a teacher is determined by the depth of his knowledge in the subject area he teaches.

Successful implementation of professional activities involves mastery by the mentor of the basics of general theoretical disciplines to the extent necessary to solve pedagogical, scientific, methodological and organizational and managerial problems: knowledge of the second state language of the Republic of Kazakhstan - Russian, in which teaching is conducted; knowledge about general laws thinking and ways of formalizing its results in writing and oral speech; knowledge of the fundamentals of philosophy, explaining the most general laws of nature and human existence, ensuring awareness of meaning own life and professional activities; knowledge about the world and national history and culture, forms and methods of scientific knowledge and their evolution, the role of science in the development of society; knowledge of the basics of economic and social life of society. Regardless of the specifics of the discipline being taught, the teacher must know fundamentals of law and leading legal documents, defining the social and educational policy of the state: the Constitution and laws of the Republic of Kazakhstan, decisions of the government of the Republic of Kazakhstan and educational authorities on education issues, the Convention on the Rights of the Child. To ensure the protection of the life and health of children, he must know: age-related physiology and the basics of school hygiene, rules and regulations of labor protection, safety precautions and fire protection.

Competence in the field of independent educational activities is ensured knowledge of the basics scientific organization labor, methods of searching, processing, storing and using information, modern information educational technologies, ways of organizing independent work, observing work and rest regimes.

The system of psychological and pedagogical knowledge necessary for any teacher includes several blocks. First of all, he must have psychological knowledge about the age and individual characteristics of schoolchildren, the basic mental processes and psychological mechanisms underlying upbringing and teaching. A teacher needs knowledge of the characteristics of pedagogical activity, its structure, the requirements that it places on the teacher’s personality, the foundations of professional and personal self-education and self-development.

He must possess a system of methodological and conceptual knowledge that helps him consciously build the pedagogical process; about the essence of education as a social phenomenon; about the place and role of general and pedagogical education in the system of lifelong education; about the functions of education, main trends, directions and prospects for its development: about modern approaches to training and education, etc.

To carry out teaching activities, he needs knowledge of the following psychological and pedagogical foundations of teaching:

    the essence of the learning process, its patterns and principles;

    features and structure educational activities students and ways of organizing it;

    psychological foundations of the assimilation process;

    design methods educational process, selection of training content, adequate forms, methods and teaching aids, modern pedagogical technologies;

    requirements for equipment and equipment of classrooms and utility rooms;

    teaching aids and their didactic (learning) capabilities;

    essence, types and methods of organizing independent work of students, monitoring and recording learning results;

    ways of diagnosing and analyzing the results of one’s teaching activities.

Finally, he must have an idea of ​​the psychological and pedagogical foundations of communication, and to perform the function class teacher-know the theoretical foundations of the educational process and methods of organizing the educational process, have knowledge in other areas of their professional activities: scientific-methodological, social-pedagogical, correctional-developmental, managerial.

In accordance with the specifics of the teaching activity of a subject teacher, he must have a deep understanding of his subject area of ​​knowledge and teaching methods. A feature of a teacher’s professional knowledge is its complex nature, since professional competence and pedagogical skill largely depend on the ability to synthesize knowledge from various fields of science and practice and turn it into a personal asset, making it an instrument of one’s teaching activities and professional and personal self-improvement.

The effectiveness of professional knowledge and its translation into practical activities are largely determined by the degree of mastery by the teacher of a set of skills (mastered methods of activity) and skills (automated skills), pedagogical technologies and techniques formed on the basis of this knowledge.

Requirements for the practical readiness of a teacher.

The variety of professional functions and activities performed by a teacher is reflected in the list of skills that he must possess in the qualification description. A graduate of a pedagogical university must be able to:

Carry out the learning process for secondary school students with a focus on the tasks of teaching, upbringing and personal development of the student and taking into account the specifics of the subject being taught;

    stimulate the development of extracurricular activities of students, taking into account the psychological and pedagogical requirements for education and training;

    systematically improve their professional qualifications, carry out methodological work as part of school methodological associations and in other forms;

    perform the work of a class teacher, maintain contact with students’ parents and provide them with assistance in carrying out family education;

    comply with the rules and regulations of labor protection, safety and fire protection, ensure the protection of life and health of students in the educational process;

    solve organizational and management problems.

To organize self-education and improve methodological skills, a teacher needs to: navigate the latest specialized and psychological-pedagogical literature, master various ways of knowing and mastering the world around him, methods of searching, processing and using information, be able to interpret and adapt it for students.

The basis of a teacher’s professional competence is his practical readiness to self-organize his activities, which consists of the ability to plan his activities, correctly allocate his time and find optimal ways to organize them, the skills of self-control, self-analysis and self-assessment of its results.

A more detailed system of teacher actions, mastery of which ensures his readiness to perform professional activities, builds a system of pedagogical skills, which are the methods of these activities mastered by the teacher. Systems of gnostic, prognostic, design, reflective and analytical skills, which are formed in the process of relevant activities on the basis of similar pedagogical abilities, constitute in their totality pedagogical technology teachers.

The concept of “educational technology” has many meanings. Considered as a component of pedagogical skill and the basis of a teacher’s professional competence, educational technology includes a system of skills that ensure the design and implementation of the pedagogical process in a certain sequence of actions and procedures. A teacher constructs educational activities technologically if he understands the logic and structure of this activity, clearly sees and organizes all its stages, and has the skills necessary to organize each stage.

For any type of teacher activity (teaching, educational, socio-pedagogical, correctional and developmental, etc.), the technological chain of actions is as follows:

    diagnostics (study and analysis) of a pedagogical situation (teaching, educational, situation of interpersonal and group interaction);

    goal setting - setting goals (training, education) and their specification in a system of tasks;

    selection of appropriate content, forms and methods, creation of conditions for pedagogical interaction;

    Organization of pedagogical interaction (teaching, educating);

    feedback, assessment of current performance results and their correction;

    final diagnostics, analysis and evaluation of the results of pedagogical interaction;

    setting new goals and objectives.

The ability to build a pedagogical process presupposes the teacher’s mastery of pedagogical technology- ways and means of managing oneself and influencing others, aimed at organizing pedagogically appropriate interaction with students.

The first group of means of pedagogical technology is associated with psychotechnical skills that ensure control of oneself, one’s body, methods of relaxation (relaxation to relieve physical and psychological stress, methods of emotional self-regulation, displacing negative emotions and replacing them with positive ones, ways of creating a working creative well-being, etc. .

The second group contains verbal (verbal) and non-verbal means that allow you to effectively influence others, which include:

Speech technique - its emotionality, imagery, intonation expressiveness, rhythm and tempo, accuracy and linguistic literacy, clarity, diction; nonverbal means - mastery of facial expressions, gestures, movements that contribute to the adequate transmission of thoughts and feelings.

It is not enough for a teacher to know well the methods and techniques of pedagogical influence and interaction; they must be able to use them and appropriately instrument them using verbal and nonverbal means. A.S. Makarenko wrote that he became a real master only when he learned to say “come here” with 15-20 shades, when he learned to make 20 nuances in the production of a face, figure, and voice. Achieving relaxedness, freedom, external behavioral expressiveness, mastery of facial expressions and movements requires the same work on oneself from the teacher as from the actor. That is why the system of psychotechnical training of an actor developed by K. S. Stanislavsky is successfully used to develop pedagogical techniques. Modern technical means can help the teacher in improving it - video-audio recordings of classes that reveal shortcomings that are not realized during the activity itself.

Of course, pedagogical technology plays a service role and will not help a person who does not have other properties: a pronounced focus on interaction with students, deep professional knowledge, developed pedagogical abilities and skills.

General and professional knowledge, skills, pedagogical technology and technology in their unity form the basis of a teacher’s professional competence, but his pedagogical skills are far from being exhausted by them. The concept of “craftsmanship” characterizes the highest level of professionalism, which is not limited to craftsmanship, conscientious implementation of all instructions and regulations. It reflects the specifics of pedagogical activity as an art, as a creative process, in which a huge role is played by the teacher’s flexibility and spontaneity, readiness “for the graceful execution of pedagogical processes” (Sh. Amonashvili), to create “unstructured situations” (A. Maslow), stimulating open expression by him and his students of their own ideas, thoughts, feelings, ensuring the expansion of degrees of freedom. The ability to improvise and gain insight, to create for students an emotionally intelligent field of tension in which they live and become aware of being. bringing them to the level of procedural consciousness and discovering the world for oneself as if for the first time cannot be replaced by any technologies. First of all, this requires a change in the consciousness and worldview of the teacher himself, the destruction of his mechanicalness, one-linearity, and orientation only to the objective world.” Mastery is a great miracle that is born instantly. When a teacher, at any cost, must find an original solution, discover a pedagogical gift, faith in the endless possibilities of the human spirit,” writes Yu. Azarov.

Pedagogical skill is determined by the entire cultural evolution of the teacher as an individual and therefore is always singular, unique, and manifests itself in each master teacher in a completely individual, original way. Over the course of a lifetime and teaching practice, a teacher develops his own professional style, an individual style of activity, which holistically and uniquely reflects all the components of his pedagogical skill.

Nowadays, the concept of “competence” is widely used both among scientists (theorists and practitioners) and among teachers (rather practitioners). Perhaps it “came” into modern pedagogy textbooks from modern life, and then “went” back from the textbook to life.

Competence is the personal capabilities of an official, his qualifications (knowledge and experience), allowing him to take part in the development of a certain range of decisions or resolve issues himself due to the presence of certain knowledge and skills.

If we talk about the professional competence of a teacher, then the content of this concept includes personal capabilities teachers, educators, pedagogues, allowing him to independently and quite effectively solve pedagogical problems formed by himself or the administration of the educational institution. Necessary for solving certain pedagogical problems is knowledge of pedagogical theory, the ability and willingness to apply its provisions in practice.

Thus, the pedagogical competence of a teacher can be understood as the unity of his theoretical and practical readiness to carry out teaching activities.

The content of psychological and pedagogical knowledge is determined by the state educational standard of higher pedagogical education and is specified in the relevant curricula and plans for them. At the pedagogy departments of pedagogical universities, an indicator of the readiness of graduates to carry out practical teaching activities is being developed and tested.

Psychological, pedagogical and special (in a particular subject) knowledge is an important, but insufficient condition for a teacher’s professional competence, since much theoretical, practical and methodological knowledge is only a prerequisite for intellectual and practical skills.

The structure of a teacher’s professional competence is understood through pedagogical skills, which he acquires, and the skills are revealed through a set of successively unfolding actions(some of which can be automated to skills), based on theoretical knowledge and aimed at solving pedagogical problems.

The pedagogical task is part of the pedagogical activity, and regardless of the level of generalization of the pedagogical task, the cycle of its solution comes down to the triad - “think-act-think” and coincide with the components of pedagogical activity and the skills corresponding to them.

V.A Slastenin combines all pedagogical skills into four groups:

    the ability to “translate” the content of objective pedagogical reality, the objective process of education into specific pedagogical tasks, i.e. studying (diagnosis) of the individual and the team to determine the level of their readiness to master new knowledge and designing their development based on diagnostics, identifying priority educational, educational and developmental tasks;

    the ability to build and implement a logically complete pedagogical system (from planning educational tasks, selecting the content of the educational process to choosing the forms, methods and means of its organization);

    ability to select and install relationships between various components and factors of education, bring them into action; create the necessary material, material-psychological, organizational, valeological and other conditions, ensure connections between the school and the environment; to activate the student’s personality, to develop his activities in such a way as to transfer him from an object to subjects of education; organize joint activities, etc.;

    the ability to take into account and evaluate the results of teaching activities, i.e. realize introspection and analysis educational process, and the results of the teacher’s activities, as well as determine the next set of priority pedagogical tasks.

What is the content of the theoretical readiness of a teacher? It manifests itself in the generalized ability to think pedagogically, which in turn presupposes the presence of analytical, predictive, projective and reflexive skills.

Analytical skills are represented by such private skills as:

    analyze pedagogical phenomena, i.e. break them down into their component parts (conditions, reasons, motives, means, forms of manifestation, etc.);

    comprehend each element of the pedagogical phenomenon in connection with the whole and in interactions with other elements;

    find provisions, conclusions, and patterns in pedagogical theory that correspond to the phenomena under consideration;

    correctly diagnose a pedagogical phenomenon;

    formulate priority pedagogical tasks and find optimal ways to solve them.

Predictive skills are associated with a clear representation in the mind of the teacher (who is the subject of management) of the purpose of his activity in the form of the result he foresees. Pedagogical forecasting is based on reliable knowledge of the essence and logic of the pedagogical process, patterns of age and individual development of students. It leads to proper management of the educational process. The pedagogical skills of a teacher include:

    formulation of diagnosable educational goals and objectives;

    selection of methods to achieve them;

    anticipating possible deviations in achieving results, adverse events and choosing ways to overcome them;

    mental elaboration of the structure and individual components of the educational process;

    preliminary assessment of the costs of funds, labor and time of participants in the educational process;

    designing the content of interaction between participants in the educational process.

Depending on the object of forecasting, forecasting skills are combined into three groups:

1) forecasting the development of the team (its level, dynamics, structure, system of relationships; changes in the position of the asset and the individual in the team, etc.);

2) forecasting personal development (integrative personal qualities, feelings, will, behavior, possible deviations in the development and behavior of the individual; difficulties in establishing contacts and relationships with peers);

3) forecasting the pedagogical process (educational, developmental and educational opportunities for the content of education, students’ difficulties in learning and other activities; forecasting the results of using certain methods, means and techniques of education).

Pedagogical forecasting requires the teacher to master such pedagogical (predictive at the same time) methods as modeling, hypothesizing, thought experiment, etc.

Projective skills can be implemented when developing a project for the educational process. These include skills:

Identify the field of educational problems;

Justify methods for their phased implementation;

Plan the content and types of activities of participants in the educational process, taking into account their needs, capabilities (including material), interests, means, experience and personal qualities;

Determine the form and structure of the educational process depending on the formulated pedagogical tasks and the characteristics of the participants;

Determine the individual stages of the pedagogical process and the tasks characteristic of them;

Plan individual work with students to provide timely differentiated assistance to develop abilities;

Select forms, methods and means of teaching and education to obtain high-quality pedagogical results;

    plan systems of techniques aimed at stimulating the activity of schoolchildren and restraining negative manifestations in their behavior;

    plan the development of the educational environment and the school’s relations with parents and the public.

Planning requires the teacher to master a number of narrowly methodological skills that are usually acquired in practical activities.

Reflective skills are associated with the control and evaluation activities of the teacher, aimed at himself.

Reflection can be understood as a specific form of theoretical activity aimed at understanding and analyzing one’s own teaching actions. Reflection is not just knowledge or understanding by the subject of pedagogical activity of himself, but also finding out how and how other participants in the educational process (students, colleagues, parents) know and understand him as a teacher, his personal characteristics, emotional reactions, professional abilities and possibilities. It is very important for the teacher to establish to what extent the results obtained (positive or negative) are a consequence of his own activities.

So, there is a need to analyze your own activities. In doing so, we define the following:

    the correctness of the formulated goals, their transformation (specification) into certain tasks;

    adequacy of solutions priority tasks necessary conditions;

    compliance of the content of students’ activities with the assigned tasks;

    the effectiveness of the methods, techniques and means of pedagogical activity used;

    compliance of the applied organizational forms age characteristics of students, their level of development, content of education in a particular educational field;

    the reasons for successes and failures, mistakes and difficulties in the implementation of the assigned tasks of training and education;

    holistic experience of their teaching activities and its compliance with the criteria and recommendations offered by modern science.

Organizational The (organizational) activity of the teacher is associated with the inclusion of students in various types of activities and the organization of the activities of the team, transforming it from an object into a subject of education.

To the group General pedagogical organizational skills are classified as mobilization, information-didactic, developmental and orientation.

Mobilization skills- These are the teacher's skills:

    attract the attention of students, develop their sustainable interest in learning;

    create a need for knowledge;

    to develop educational skills and teach methods of scientific organization of educational activities;

    developing in students an active, creative attitude towards the phenomena of the surrounding reality by creating and solving problem situations;

    wisely use methods of reward and punishment,

    create an atmosphere of empathy, etc.

Information and didactic skills-skills related not only to direct presentation educational information, but also with methods for its production and processing. These are skills and abilities to work with printed sources of information, bibliographies, the ability to obtain information from various sources and process it in relation to the goals and objectives of the educational process.

During the training, the group information-didactic skills are manifested in actually didactic skills:

    accessible, taking into account the specifics of the subject, the level of training (preparedness) of students, their life experience and age to present educational material;

    using various teaching methods and their combination (story, explanation, conversation, problem-based learning, etc.) to logically and correctly build the process of teaching and assimilating educational information to students;

    formulate questions in an accessible, concise and expressive manner;

    Effectively use TSO, visual aids, ETV;

    quickly diagnose the nature and level of students’ assimilation of educational material;

    promptly change (if necessary) the logic and method of teaching students.

Developmental skills suggest:

    determination of the “zone of proximal development” (L.S. Vygotsky) of individual students and the class as a whole;

    creation of special conditions and problem situations for the development of cognitive processes, will, and feelings of students;

    stimulation of cognitive independence and creative thinking, the need to establish logical (from particular to general, from type to genus, from premise to effect, from concrete to abstract) and functional (from cause to effect, from goal to means, from quality to quantity, from action to result) of relationships;

    asking questions that require the application of previously acquired knowledge;

    individual approach to students.

Orientation skills teachers are associated with the formation of moral and value attitudes of students and their scientific worldview; with the formation of a sustainable interest in educational activities, science, production and professional activities that correspond to the aptitudes and capabilities of children; with the organization of joint creative activities in order to develop socially significant personality qualities.

Teacher communication skills- these are interconnected groups perceptual skills, the actual skills of pedagogical (verbal) communication and the skills of pedagogical technology.

Teacher's Perceptual Skills- these are skills that manifest themselves at the initial stage of communication. Ability to understand other people (students, teachers, parents). To implement these skills in practice, it is necessary to know the value orientations of another person, which are expressed in his ideals, needs, interests, and level of aspirations. In addition, it is necessary to know a person’s ideas about himself, what he accepts in himself. What does not accept (the basics of the self-concept of personality).

V.A. Slastenin presents the totality of perceptual skills as the following interconnected series. These are the skills:

    perceive adequately and interpret signals from a communication partner received during joint activities;

    penetrate deeply into the personal essence of other people;

    establish the individual identity of another person;

    based on a quick assessment of a person’s external characteristics and manner of behavior, determine his inner world, direction and possible future actions;

    determine what type of personality and temperament a person belongs to;

    by insignificant signs, to grasp the nature of experiences, a person’s state, his involvement or non-involvement in certain events;

    find in a person’s actions and other manifestations signs that distinguish him from others and himself in similar circumstances in the past;

    see the main thing in another person, correctly determine his attitude to social values, take into account “corrections” for the perceiver in people’s behavior, resist stereotypes of perception of another person (idealization, “halo effect”), etc.

Data about other people obtained as a result of the perceptual skills “included” by the teacher listed above can become prerequisites for successful pedagogical communication at all stages of the pedagogical process in the future.

It is believed that the actual skills of pedagogical (verbal) communication are associated with the following:

A) Carrying out a communicative attack, in other words, attracting attention in four ways (according to V.A Kan-Kalik), namely:

    speech (verbal address to students);

    pauses in speech with active internal communication (demand for attention);

    hanging visual aids, tables, notes on the board, etc. (use of sign-motor variant);

    a mixed version, including elements of the three previous ones.

IN) Establishing psychological contact with the class, facilitating the effective transmission and perception of information, manifests itself in the teacher’s skills:

Create an environment of collective search and joint creative activity;

Encourage students to communicate with the teacher and the subject he teaches.

C) Management of communication in the pedagogical process, which involves acting organically and consistently in a public setting, i.e. ability to communicate in public. This group of skills includes the following skills:

    organize creative activities together with students;

    purposefully support communication by introducing elements of conversation and rhetorical questions;

    distribute and maintain attention;

    choose the most appropriate method of behavior and communication in relation to the class and individual students, which would prepare them for the perception of information, remove the psychological barrier, and bring the student closer to the teacher;

    analyze the actions of students, see behind them the motives that guide them, determine their behavior in various situations;

    create an experience of emotional experiences for students, ensure an atmosphere of well-being in the classroom.

D . Establishing emotional feedback in the process communication, which in turn is achieved (manifested) by the following skills:

Catch the general psychological mood of the class from the behavior of students, their eyes and faces:

Feel the moment of change in emotional states when communicating with students in the class;

Timely see the exclusion of individual students from general activities and, as far as possible, include them in activities again.

Pedagogical technique is a set of skills necessary for a teacher in his activities to effectively interact with people in any situation (speech skills, pantomime, the ability to manage oneself, a friendly optimistic attitude, elements of the skills of an actor and director) (according to L.I. Ruvinsky).

Pedagogical technique involves a combination of two groups of skills: a) a group of skills associated with managing one’s behavior (facial expressions, pantomime, emotions, mood, attention, imagination, voice, diction);

b) a group of skills related to the ability to influence an individual and a team (didactic, organizational, constructive, communication skills, techniques for managing communication, organizing technical and technical work) (according to I.A Zyazyun).

Pedagogical technology can be represented by the following skills and abilities (according to V.A. Mizherikov and M.N. Ermolenko):

Choosing the right tone and style in dealing with students and other subjects of pedagogical interaction;

Control their attention;

A sense of pace;

Mastery of words, correct diction, breathing, facial expressions and gestures (i.e. developed speech culture);

Controlling your body, the ability to relieve muscle tension;

Regulating your psychological state (invoking) “on demand” feelings of surprise, joy, anger, etc.);

Mastery of intonation techniques to express different feelings;

Ability to win over your interlocutor;

Figurative, colorful transmission of information.

Lecture 6. The teaching profession and its purpose in society

Target: formulate the concept of “teacher of a new formation” and study the requirements for it in modern society .

Plan.

    Social purpose of teacher's work.

    A teacher in conditions of radical changes in the socio-economic structure of society.

    Requirements for a modern teacher, his rights and communities, reflected in the Law of the Republic of Kazakhstan “On Education”, in the “Concepts for the Development of Education in the Republic of Kazakhstan”, in “ State program development of education in the Republic of Kazakhstan for 2005-2010.”

Literature:

1. Mizherikov V.A., Ermolenko M.N. Introduction to teaching. –M., 2002.

2. Nikitina N.N., Kislinskaya N.V. Introduction to teaching activities. - M., 2004.

3. Smitenina V. A. Pedagogy. - M., 2000.

4. State program for the development of education for 2005-2010. “Kazakhstanskaya Pravda” 16.10.04.

5. The concept of higher pedagogical education - newspaper Kazakhstanskaya Pravda dated August 18, 2005.

6. Law of the Republic of Kazakhstan “On Education”. –Astana, 2007.

In Kazakhstan, the ethnolinguistic aspect of multiculturalism is very pronounced, since representatives of several nationalities live compactly here. Along with the state Kazakh language and Russian as the language of interethnic communication, communication is carried out in more than 140 languages. In a multicultural ethnogeographical space such as Kazakhstan, a significant part of the population is bilingual. Bilingualism, enriched by the heritage of two cultures, creates favorable conditions for mastering a foreign language.

During training foreign language pay attention primarily to the lexical and syntactic levels of linguistic reflection of reality. However, there is also a text level, which represents a linguistic picture of the world. According to V.A. Maslova, the linguistic picture of the world reflects the national picture of the world and can be identified in linguistic units different levels Maslova V.A. Cognitive linguistics: textbook / V.A. Maslova. 2nd ed. - Minsk: Tetra Systems, 2005. - 256 p., p. 51.Problems of the relationship between language and culture require a complex and multidimensional approach. The picture of the world not only reflects in language surrounding reality, morality, value system, mentality, national character, but also shapes the language and its speakers Tameryan T.Yu. Language model of a multicultural world: interlinguocultural aspect: dissertation... Doctor of Philology: Nalchik, 2004. - 460 pp., p. 2]. .

The concept of a linguistic picture of the world correlates with the concept of linguistic consciousness, defined as the characteristics of culture and public life of a given human collective, which determined its mental identity and was reflected in specific features ah of this language. With this understanding, the linguistic picture of the world appears as knowledge recorded in the content of linguistic forms and conventional ways of expressing them, as a unique system of dividing the world and a form of its categorization. This approach to the interpretation of the concept of “linguistic picture of the world” seems to be the most productive with an anthropocentric approach to the study of linguistic units. Consequently, the assimilation of a non-native language presupposes the assimilation of the linguistic picture of the world, the linguistic consciousness of native speakers of a given language.

Thus, the linguistic picture of the world reflects the method of speech-mental activity characteristic of a particular era with its spiritual, cultural and national values. Sociolinguists argue that language, having emerged as a historical necessity, is called upon to meet the requirements that society places on it. At the same time, it reflects the state of society and actively contributes to its progress. As V.G. rightly states. Kostomarov, the dialectical unity of the verbal means of communication and social consciousness, that is, the unity of language and national culture, leads to obtaining a unique opportunity, using language data, to restore details of the historical past of the ethnos Linguistic taste of the era. - St. Petersburg : Zlatoust, 1999. - 320 p.. This provision is true in relation to any specific language and the society of its speakers, who naturally turn out to be carriers of a certain culture.

In this regard, knowledge of other languages ​​contributes to the emergence of new points of view on the world, additional features, this is an acquaintance with a different worldview and interpretation of the world, when you can correct and clarify the knowledge about the world that was obtained using your native language. The purpose of multicultural and multilingual education is to form a person capable of active life in a multinational and multicultural environment, possessing developed sense understanding and respect for other cultures, the ability to live in peace and harmony with people different nationalities, races and beliefs.

Consequently, at the center of the problem of multicultural communication is a person with multilingual and multicultural competence, i.e. intercultural competence formed on the basis of at least three languages ​​and cultures (native and two non-native).

A multicultural personality is one of the main characteristics of a specialist in any professional field of activity in the context of a culturally diverse society. However, it should be noted that there is large number interpretations of the concept of “multicultural personality”. For example, the concept of ethnocultural education in the Republic of Kazakhstan states that a multicultural personality is “an individual oriented through his culture to others.” Order of the President of the Republic of Kazakhstan dated July 15, 1996 No. 3058 On the Concept of ethnocultural education in the Republic of Kazakhstan. Along with the definition of a “multicultural personality,” this document also reflects the requirements for the qualities that a multicultural personality should possess. These are:

developed linguistic consciousness (implies that the individual has knowledge of his native, state and foreign languages, which broadens the horizons of the individual and is a fruitful basis for the development of the individual’s multicultural versatility);

a holistic worldview (the individual must have a unified picture of the relationships between such concepts as the world, society and culture);

developed historical consciousness (knowledge of history consists of knowledge of myths, symbols, images, which also play an important role in the formation of a multicultural personality);

developed geographical consciousness (implies the formation of a multicultural personality through the prism of regional studies and ethnographic aspects);

developed artistic and aesthetic consciousness (introducing an individual to the cultural diversity of the whole world through nurturing in him a sense of beauty through great works of art in various fields).

However, one cannot but agree that this definition is not entirely complete. So according to A.N. Dzhurinsky, a multicultural personality is an individual who recognizes the uniqueness of other cultures, who is ready to conduct a tolerant intercultural dialogue. Dzhurinsky A.N. Pedagogy of interethnic communication: multicultural education in Russia and abroad. Textbook.-M.: TC Sfera. 2007.-224s In turn, Yu.V. Agranat makes an important clarification that a multicultural personality is a subject of cross-cultural dialogue who has all the qualities listed above Agranat Yu.V. Formation of a multicultural personality of future social sector specialists when teaching a foreign language at a university. dis. ...cand. ped. Sci. Khabarovsk, 2009. It should also be noted that there are three levels of development of a multicultural personality:

high, which is characterized by the presence in individuals high level empathy, conflict resistance, as well as the ability to use various adequate means to solve problems of interaction with representatives of different cultures;

average, which is characterized by incomplete formation of all components of a multicultural personality, an individual with this level shows an insufficient level of such qualities as empathy and tolerance. It also shows situational manifestations of conflict;

high, which is characterized by a very low level of formation of the components of a multicultural personality, a low level of conflict resistance, evaluating people based on one’s own “I”, a low level of empathy, and tolerance.

As we can see, the main criteria for a multicultural personality are qualities such as empathy, conflict resistance, tolerance, that is, the potential ability of subjects to conduct dialogue. Knowledge of individual languages ​​is an indispensable requirement for the process of intercultural communication. However, the above personal qualities appear only if the interlocutors have formed a worldview in which the concepts of world, society, culture, history, geography are combined not only at the level of their ethnic consciousness, but it is also interconnected with similar concepts acquired during learning foreign languages. In other words, teaching foreign languages ​​is the transfer of not only linguistic knowledge, but also familiarization with the linguistic picture of the world.

In this regard, the formation of linguocultural competence in students, i.e., comes to the fore in the process of teaching foreign languages. their awareness of language as a treasury of national culture, the relationship between language and the history of the people, mastery of norms speech etiquette, culture of interethnic communication. This problem acquires particular relevance in the context of a dialogue of cultures, which is an indispensable condition for the peaceful coexistence of residents of such a multinational state as Kazakhstan.

References

lexical ethnolinguistic language

  • 1. Maslova V.A. Cognitive linguistics: textbook / V.A. Maslova. 2nd ed. - Minsk: Tetra Systems, 2005. - 256 p., p. 51
  • 2. Tameryan T.Yu. Language model of a multicultural world: interlinguocultural aspect: dissertation... Doctor of Philology: Nalchik, 2004. - 460 pp., p. 2
  • 3. Linguistic taste of the era. - St. Petersburg : Zlatoust, 1999. - 320 s.
  • 4. Order of the President of the Republic of Kazakhstan dated July 15, 1996 No. 3058 On the Concept of Ethnocultural Education in the Republic of Kazakhstan
  • 5. Dzhurinsky A.N. Pedagogy of interethnic communication: multicultural education in Russia and abroad. Textbook.-M.: TC Sfera. 2007.-224s
  • 6. Agranat Yu.V. Formation of a multicultural personality of future social sector specialists when teaching a foreign language at a university. dis. ...cand. ped. Sci. Khabarovsk, 2009
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The article points out the special importance of the formation of a multicultural personality in the context of the multiethnic component of the modern educational space. The author has identified the structural components of the model of a multicultural personality (ethnocultural ideas, ethnocultural awareness, ethnic identity, ethnic tolerance, ethnocultural position, ethnocultural self-realization), which acquire specific formation at each age stage of development. The possibilities of forming a multicultural personality of schoolchildren on the basis of stage-by-stage socialization in the conditions of a multi-ethnic educational space are shown at the monocultural (mastery of the native ethnoculture and ways of thinking characteristic of it), intercultural (comprehension of the ethnocultures of the peoples of a particular region), intercultural (ability for intercultural interaction and dialogue) levels. The identified age characteristics make it possible to determine conditions and outline directions pedagogical support formation of a multicultural personality of schoolchildren in a multiethnic educational space.

multiethnic educational space

structural components of a multicultural personality

multicultural personality

1. Batarchuk D.S. Psychological and pedagogical support for the development of a multicultural personality by means of folk pedagogy in a multiethnic educational environment // Bulletin of Tomsk State University. – 2011. – No. 34. – P. 153–159.

2. Bakhtin M.M. Questions of literature and aesthetics. – M.: Artist. lit., 1975. – 504 p.

3. Gorshenina S.N. Multiethnic educational space as a factor in the formation of a multicultural personality // Problems of education in the conditions of innovative development. – 2014. – No. 1. – P. 13–18.

4. Gorshenina S.N. Value guidelines for the formation of a multicultural personality in a multiethnic educational space // Global scientific potential. – 2014. – No. 11 (44). – pp. 35–37.

5. Gorshenina S.N., Sokolova P.Yu. Procedural foundations for the formation of ethnocultural awareness of junior schoolchildren // Perspectives of Science. – 2014. – No. 7 (58). – pp. 29–31.

6. Ivanova L.V., Agranat Yu.V. Pedagogical conditions for the formation of a multicultural personality of students in the context of teaching a foreign language at a university // Basic Research. – 2013. – No. 1–1. – pp. 82-84.

7. Piaget J. Selected psychological works. – M.: Education, 1969. – 660 p.

8. Temirova F.A., Nakokhova D.Kh. Psychological characteristics formation of ethnic tolerance among adolescents in the educational process // Modern problems of science and education. – 2015. – No. 1; URL: www..06.2015).

9. Feldshtein D.I. Psychological features of personality development in adolescence // Questions of psychology. – 1988.– No. 6. – pp. 31–41.

10. Ethnodidactics of the peoples of the world: a practice-oriented approach to teaching / Ed. F.G. Yalalova. – Nizhnekamsk: From NMI “Chishme”, 2003. – 228 p.

In the modern sociocultural situation, the problem of forming a multicultural personality as a subject of a multiethnic educational space acquires particular relevance and significance.

This phenomenon is significant for the Republic of Mordovia, which is a multi-ethnic region. Multiculturalism acts among other coordinates of the educational space of the republic as one of the system-forming ones. The multiethnic educational space of the region seems to be a way of existence, activity and communication of people of different nations and nationalities. In fact, it forms the immediate environment in which the socialization of the individual takes place, the formation of his culture and self-awareness. The substantive component of a multiethnic educational space depends on the cultural and environmental set of conditions, the main ones among which we tend to consider mutual influence, interpenetration, integration and interaction of cultures of different ethnic groups. This is facilitated by innovative processes in the regional education system, the increased need of society for the preservation and enhancement of cultural heritage, ethnocultural specifics, the creation of educational organizations with a multi/ethnocultural component, children's ethnocultural centers, and ethnocultural health camps.

Purpose of the study

Identification of age-related characteristics of schoolchildren that have a significant impact on the process of formation of a multicultural personality in a multi-ethnic educational space. Identification of these features allows us to determine the conditions and outline the directions of pedagogical support for the formation of a multicultural personality.

Research methodology and organization

The study was conducted based on the use of theoretical level methods, among which priority was analysis, synthesis, comparison and systematization of material about the specifics of the formation of a multicultural personality of schoolchildren in a multiethnic educational space.

Research results and discussion

A multicultural personality, towards the formation of which the pedagogical potential of a multiethnic educational space is aimed, must have a system of ethnocultural and universal values, skills of intercultural dialogue, ethnic tolerance, be capable of life in the context of a multiethnic society, of successful self-determination and productive activity in the conditions of cultural diversity of society.

To determine the structure of a multicultural personality, we relied on the research of F. G. Yalalov, who, describing the model of a “person of national culture,” identified the following basic components: “ethnocultural ideas”, “national identity”, “social roles and functions”, “ethnocultural self-realization ". Analysis of the research results on the problem of the formation of a multicultural personality () made it possible to add “ethnic identity”, “ethnocultural awareness”, “ethnic tolerance”, “ethnocultural position” to the designated components in the structure of the model of a multicultural personality.

The process of forming a multicultural personality in schoolchildren acquires specificity at each age stage of development, which corresponds to the structural components of the model of a multicultural personality and represents the gradual formation of ethnocultural ideas, ethnocultural awareness, ethnic identity, ethnic tolerance, and ethnocultural position.

Primary school age should be considered as a sensitive period for the formation of a multicultural personality. At this stage, students acquire a body of knowledge about the ethnic culture of their people, the ethnic diversity of the world, and internalize ethnocultural and general cultural values. The result of the perception of ethnocultural values ​​is the formation of ethnocultural ideas of schoolchildren, which are considered as the process of becoming one of the components of the ideological sphere of the human psyche. Ethnocultural ideas are a component of the system social ideas, which in the age period under study act as a new formation, the basis for building a child’s relationship with a multicultural society. Features of ethnocultural ideas are visibility, fragmentation, instability and impermanence. IN scientific literature this term is used to designate the transitional stage from sensations and perception to thinking, which takes place in the structure of cognition.

The works of J. Piaget note that from about 9 years old, a schoolchild’s emotional preferences develop into stable stereotypes, national feelings appear, and the child’s ethnic self-identification with his ethnic group occurs, motivated by the nationality of his parents, place of residence, and the language he speaks. Ethnocultural ideas are supra-individual, and the channel of their transmission is folk culture: language, tales, legends, customs and traditions, holidays, etc. In junior school age ethnocultural ideas are formed about the diversity of peoples and their cultures, symbols of the world order, an objectified system of images and values, elements of folk culture (oral poetry, folk crafts, crafts, etc.).

Ethnocultural ideas become the basis for the formation of ethnocultural concepts, which should be considered as a reproduction of objects and phenomena of national culture in their generalized characteristics-words. With the help of words, the younger student names the ideas he needs and can combine existing ideas into various images. Junior schoolchildren operate with such ethnocultural concepts as: people, family, homeland, world, folk culture, folk holiday, folk game, tradition, ritual, folk art, folk arts, crafts, national costume, national embroidery, national cuisine etc.

The ideas and concepts formed in younger schoolchildren ensure the development of ethnocultural material, serving as the basis of ethnocultural knowledge. At primary school age, a number of features of mastering ethnocultural knowledge can be identified: the attitude towards ethnic culture manifests itself in the cognitive sphere, the ability to establish cause-and-effect relationships between the components and phenomena of culture appears, ethnocultural knowledge is divorced from practical activities ethnocultural orientation.

Ethnocultural ideas, ethnocultural concepts, ethnocultural knowledge are the basis for the formation of ethnocultural awareness junior school student. Ethnocultural awareness and ethnocultural knowledge and beliefs developed on its basis make it possible to display a tolerant attitude towards representatives of different ethnic groups and their cultures in the process of intercultural interaction.

Adolescence is characterized by fundamental changes caused by the restructuring of previously established psychological structures and the emergence of new formations. At this age stage, the foundations of conscious behavior are laid, and a general direction in the formation of social attitudes emerges. Features of the manifestation of adolescence are determined by changes in his social position: the teenager subjectively enters into new relationships with the world of adults, with the world of their values, which constitutes the new content of his consciousness, forming such a new psychological formation as self-awareness.

DI. Feldstein notes that for adolescents, a conscious position in relation to the values ​​of a certain social group and society, including an ethnic group, is not yet sufficiently formed. The lack of necessary life experience leads to frequent changes of views. Teenagers' range of interests is constantly changing, their differentiation, depth and content are growing. A teenager’s awareness of his “I” influences the formation of self-esteem and determines relationships with peers and adults. The emerging self-concept at this age contributes to the further construction of adolescent behavior models.

In adolescence, there is an expansion of the subjectivity of schoolchildren in educational activities: increasing cognitive activity in the study of a multicultural world, the need for active individual and social realization, the formation of socially responsible behavior, expanding the range of forms of socially significant activity in a specific multi-ethnic environment.

Based on knowledge about their own and other ethnic groups, adolescents gradually develop a complex of ethnocultural ideas that form a system of ethnodifferentiating characteristics. In the practice of everyday interethnic differentiation, the emphasis is on stable and clearly expressed components of the culture of ethnic groups: language, religion, art, customs, rites, norms of behavior, habits and other elements of ethnic culture that have a specific identity for each ethnic group.

In adolescence, regardless of cultural affiliation, a child is faced with the problem of forming an identity, searching for his “I”, the possibility of a harmonious combination of its various components, gaining independence, achieving independence from parents.

In early adolescence (10-11 years old), ethnocultural identity is formed in in full, the child understands the uniqueness of the story different nations, specific features of traditional cultures. Ability for cultural identification and interpretation of its values ​​M.M. Bakhtin calls it the fundamental property of a holistic personality, which determines the worldview, spirituality, psychological makeup, behavior and lifestyle of a person as a bearer of the culture of an ethnos. Ethnocultural identification of schoolchildren can occur both in the zone of their native culture and in the course of comprehending Russian and world culture, because a person must identify himself both as a representative of an ethnic group or a bearer of its culture, and as a citizen of Russia and a person of the World.

Ethnic identity cannot change arbitrarily and be a subjective reflection of a person’s objectively existing position in society. During adolescence, clear ideas about ethnic identity are formed, the attitude towards which is often ambiguous and conflicting. The positive attitude of adolescent children towards their own ethnic community is expressed in the desire to belong to it. Negative attitudes include denial of one's own ethnicity and acceptance of others'. ethnic group as a reference. In addition, this component includes such signs as showing respect for another’s culture, traditions, respect for the expressed opinion, and empathy.

Adolescents are likely to develop ethnocentric positions if they view behavior within a particular culture as “right” or “wrong”; they may display strong and deep emotions that pose a threat of conflict between representatives of different ethnic groups. It should be borne in mind that at this age stage the formation of an all-Russian identity, comprehension and acceptance of universal human values ​​in the process of analyzing the similarities of cultures are important.

Ethnic identity allows a teenager not only to recognize himself as a representative of a particular ethnic group, but also to realize the significance of his personality in a multinational society. In mastering the components of ethnic culture, a teenager achieves completeness when his knowledge, beliefs and views are embodied in actions and behavior that meet ethnocultural norms. In this case, the values ​​and norms of the ethnic group learned by adolescent children become internal regulators of their social behavior.

IN modern conditions It is quite obvious that the attitude of the younger generation towards various cultures and their bearers develops depending on the system of values ​​​​accepted in a particular socio-cultural environment. Reliance on the ideas of humanistic pedagogy about the value of a person as a bearer of a certain culture, about the need to respect his rights and freedoms presupposes granting the student the right to originality and individuality, and makes it possible to take into account the ethnocultural needs of schoolchildren in education.

The growth of social activity, the desire for self-realization, the intensive formation of a teenager’s worldview allows at this age stage to form a tolerant attitude towards people who differ from them in cultural values, lifestyle and behavior style, to promote the development of skills for constructive interaction with people of other cultures, and the resolution of emerging conflicts . It is important to associate the formation of ethnocultural tolerance with the formation in a student of such personal qualities as respect for different cultures and peoples, the acceptance of universal values ​​as the basis for productive communication, coexistence with other people, as well as readiness for dialogue and cooperation. Due to emotional and cognitive maturity, it is necessary to educate adolescents about the possibilities of positive intergroup and intercultural contacts, to show examples of successful interethnic contacts in an educational organization and within the framework of other social interactions. For this purpose, exercises that develop empathy and are aimed at suppressing the tendency to use stereotypes and discrimination in interethnic contacts are useful.

At high school age, the formation of the ethnocultural position of the individual is significant. At this age stage, not only dialogue with ethnic cultures, but also puts forward the task of introducing the individual to universal human values, forming a sense of involvement in human culture as a whole. This allows students to develop a willingness to express their ethnocultural position through the search for harmonious relationships with other people, through the manifestation of their “I” in the social world based on beliefs, in particular, “I am a representative of an ethnic group,” “I am a bearer of ethnoculture,” “My ethnic community.” ", "I preserve and enrich ethnoculture." This determines the purpose, ways of life, values, interests, aspirations and needs of students. On their basis, the student can study various manifestations of ethnoculture, find out its features and role in the existence of the ethnic group, propose and implement ways to preserve and further develop it. As a result, the student’s ethnocultural position will be manifested in the recognition of cultures of different ethnic groups, the establishment of intercultural connections to preserve the unique characteristics of each of them in a multicultural society, as well as readiness to express it in active ethnocultural activities.

Thus, the identified structural components make it possible to determine the basis for designing the process of forming a multicultural personality in the conditions of the modern sociocultural situation. Taking into account specific features age development will allow us to identify the main conditions, mechanisms, methods and technologies of pedagogical support for the formation of a student’s multicultural personality in the real conditions of the educational space of a multiethnic region.

The work is carried out with the support of the Russian Humanitarian Foundation grant “Moral values ​​as the basis for the formation of a multicultural personality in the educational space of a multiethnic region (using the example of the Republic of Mordovia)” (project No. 14-16-13008 a(r)).

Reviewers:

Yakunchev M.A., Doctor of Pedagogical Sciences, Professor of the Department of Biology, Geography and Teaching Methods, Head of the Research Laboratory “Ethnocultural Training of Pedagogical University Students” Federal State Budgetary Educational Institution of Higher Professional Education “Mordovia State Pedagogical Institute named after M. E. Evsevyev”, Saransk;

Karpushina L.P., Doctor of Pedagogical Sciences, Professor of the Department of Music Education and Methods of Teaching Music at the Mordovian State Pedagogical Institute named after M. E. Evseviev, Saransk.

Bibliographic link

Gorshenina S.N. FEATURES OF FORMATION OF A MULTICULTURAL PERSONALITY IN THE EDUCATIONAL SPACE OF A MULTI-ETHNIC REGION // Modern problems of science and education. – 2015. – No. 4.;
URL: http://science-education.ru/ru/article/view?id=21010 (access date: 02/01/2020). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"