Naumova Anastasia Sergeevna
primary school teacher
GBOU school No. 416 of the Petrodvortsovy district of St. Petersburg
Fundamentals of world religious cultures.
Family.
[Download]
Methodological development of a lesson in elementary school
Item: foundations of religious cultures and secular ethics
Subject module:"Fundamentals of World Religious Cultures"
Subject:"Family"
Lesson type: a lesson in discovering new knowledge
The purpose of the lesson: to form an idea of the family as the basic value of society in the traditional religions of Russia.
Tasks:
Educational:
To acquaint with the meaning of the word "family", its origin;
To form ideas about the attitude towards the family in traditional religions;
Developing:
Develop speech, logical thinking, attention, memory;
Develop skills in working with information and photographic materials;
Educational:
Raise love and respect for your family;
To instill in the child a sense of responsibility for the family.
Planned results:
Subject:
Know the meaning of the word "family";
Explain the meaning of proverbs about family.
Personal:
Treat family members with respect;
Understand their involvement in the family team;
Feel responsible for each member of the family.
Metasubject:
Develop the ability to work with graphic and textual information (collection, systematization, storage, use);
To form the ability to listen and hear the interlocutor, conduct a dialogue, express one's point of view and argue it,
To develop the ability to interact in groups.
Equipment and materials for the lesson:
“Fundamentals of spiritual and moral culture of the peoples of Russia. Fundamentals of World Religious Cultures ”- a textbook for grades 4-5, Beglov A.L., Saplina E.V. and etc.
Additional material: reference books, dictionaries, proverbs, sayings and sayings about the family;
Illustrative material: sheets with the image of the sun and unfinished sentences;
Visual material: wood and ribbons.
Formed at the UUD lesson:
Personal:
Formation of the ability to self-esteem;
Regulatory:
Formation of skills of self-examination and mutual examination.
Communicative:
Formation of the ability to listen and understand others;
Formation of the ability to build a speech statement in accordance with the tasks set, to formulate one's thought in oral and written speech;
Formation of the ability to work in a coordinated manner in a group and team.
Cognitive:
Analysis of objects in order to highlight essential features;
Selection of bases and criteria for comparison;
Independent selection and formulation of the educational goal;
Using the material to find answers to questions;
Formulation of a way to complete the task;
Ability to act by analogy;
Establishment of causal relationships.
Technical equipment: computer presentation, multimedia projector, screen, access to Internet resources.
The structure of the lesson
|
Lesson stages |
Teacher activity |
Student activities |
|
1. Organization of the class (1 minute) |
Psychological attitude of students to the lesson. |
Check readiness for the lesson, tune in to the lesson. |
|
2. Understanding the learning task (5 minutes) |
Leads to the topic of the lesson through a summary of answers to riddles |
Make a conclusion about the topic of the lesson through a generalization of answers to riddles and a conclusion about the objectives of the lesson |
|
3. Learning new material (31 minutes) |
Discuss with students the meaning of the word "family". Offers to choose an associative series for this word. Draws children to the rebus. Offers to reflect on family relationships based on legends and parables, proverbs and sayings. |
Children make assumptions about the meaning of the word "family", read the definition in the dictionary. Build an associative series to this word. Read legends and parables, draw conclusions about their meaning. |
|
Fizminutka (1 minute) |
Sets students up for a little rest. |
Student doing physical exercise |
|
The teacher draws students' attention to the attitude of traditional religions of Russia to the family. He proposes to discuss the relationship between children and parents in an Orthodox family, to compare with relationships in families in other religions. Organizes work in groups - search for answers to questions based on the materials of the textbook. Organizes an educational discussion on finding the hallmarks of sacred structures. Asks students to write sentences on slips of paper and discuss their answers. |
Pupils discuss the relationship of traditional religions in Russia to the family. Discuss family relationships in traditional religions. They work in groups. They conclude about the importance of the family in all religions. Determine which sacred building they see in the illustrations. They complete the proposals, discuss the resulting proposals. |
|
|
5. Reflection. Analysis and introspection of the lesson. |
Reflection of the lesson, self-assessment of the activities of students in the lesson. |
Summarize the information received in the lesson, self-assessment. |
|
6. Organized end (1 minute) |
Explains homework. Thanks for the lesson. |
Write down homework. Thank the teachers. |
2.3 Forms and methods of diagnosing subject, meta-subject results of students in the lesson.
Methods and techniques:
Verbal methods - conversation, educational discussion, story-narration, story-conclusion, explanation;
Visual methods - the method of illustrations, demonstrations, associations;
The method of independent work on the assimilation of new material - analysis of graphic and textual information, note-taking;
The method of consolidating the studied material is a generalizing conversation.
Forms of organization of work in the lesson:
teamwork,
Independent work,
Work in groups and pairs.
Means of education:
Material - educational literature, educational equipment, technical teaching aids;
Ideal - visual aids, educational computer programs on the topic of the lesson.
Material and ideal teaching aids are used in combination, mutually complementing each other. Therefore, the boundary between them is often conditional: a material object can be described in words, and a thought or image can be translated into a material form. At the same time, material teaching aids arouse interest, attract attention and are indispensable for practicing practical actions, ideal ones help to understand the essence of processes and phenomena, remember, describe and explain them, comprehend the logic of reasoning, develop a culture of speech, develop intellect.
Teaching tools and teaching methods are closely related to each other. This lesson complies with the requirements of the Federal State Educational Standard.
During the classes
1. Organizational moment
Invented by someone simply and wisely.
At a meeting, say hello: "Good morning"
Good morning to the sun and birds.
- Good morning smiling faces,
And everyone becomes kind, trusting,
Let the good morning last until the evening!
2. Understanding the learning task
With a good mood, we begin our lesson. We will talk about an important and close topic for each person. And what exactly, you will find out if you guess the riddles:
1. Who washes, cooks, sews,
Tired at work
Waking up so early? -
Only caring ... (mother)
2. Who will teach you how to hammer a nail,
Let the car drive
And tell you how to be brave
Strong, agile and skillful?
All you guys know -
This is our favorite ... (dad)
3. Who loves both me and my brother,
But does she like to dress up more? -
Very fashionable girl
My eldest ... (sister)
Well done, guys, we coped with the riddles. What do the riddles have in common? Name it in one word.
Today we will talk about family. (The slide “family” appears on the interactive whiteboard.)
What questions would you like answered in today's lesson? (slide 2)
3. Discovery of new knowledge
Guys, what is a family? While we are discussing the answer to this question, one student will look up the meaning of the word "family" in the explanatory dictionary, and the other will look for the meaning of the same word in the Internet dictionary.
Who else do you think are family members? What is another name for all family members?
On the desks you have sheets with the image of the sun. Write “family” in the center of the sun, and on its rays the words with which it is associated.
Family is a strange word
Although not foreign.
How did the word come about?
It's not clear to us at all.
Well, "I" - we understand
Why are there seven?
No need to think and guess
two grandfathers,
Two grandmothers,
Plus dad, mom, me.
Folded? That makes seven people.
Family"!
Now you will work in groups. Each group has its own task - a legend, a parable, proverbs, sayings and sayings about the family. After you get acquainted with the content of your text, we will discuss it.
So, the guys of the 1st group read the "Legend of the Wise Man". (Annex 1)
What is this legend about? What advice did the sage give to family members who approached him? How do you understand it?
The children of the 2nd group read the parable "Friendly brothers". (Appendix 2). What is this parable about? Why does she have such a name? What is its meaning?
Read the names of these qualities: (on the board) UNDERSTANDING, LOVE, TRUST, KINDNESS, CARE, HELP, FRIENDSHIP (slide 4).
If each member of the family follows these rules, then peace and harmony will reign in the family. And that means everyone will be happy.
The children of the 3rd group read the biblical parable about Noah and his sons. (Appendix 3). What is this parable about? What does she teach? What do you think, in what case can parents say about their children “our support and protection”?
4. Physical Minute. Let's get some rest.
And now we will talk about the attitude of the traditional religions of Russia to the family.
Family - mom, dad, brothers and sisters - plays a big role in our lives. It is in the family that many people learn about the traditions of their people, their country, about the foundations of faith. The family in Orthodoxy is often referred to as the church. What are the meanings of this word? So the family in Orthodoxy is called a small church. The family in Orthodoxy is a school of love. Everyone can learn to love here - dad, mom, and children, because Christians believe that it is difficult, impossible to love God if you do not know how to love the one you see every day - a person, and even more so a member of your family. All the saints taught love for neighbors and relatives, even if they sometimes scold you. Now the guys will tell us about St. Sergius of Radonezh, who all his life preached to love neighbors and honor their loved ones. (Pre-prepared students tell) (Appendix 4) (slide 5.6).
What do you think, is it worth it to be offended by your parents when they scold you? Why?
Group 1 - How should people live in a Christian marriage?
Group 2 - What is the significance of marriage in Judaism?
Group 3 - What is the significance of marriage in Islam?
Group 4 - What is the meaning of marriage in Buddhism?
Why do you think the family is considered one of the most important values in all religions? On the pages of the textbook, we saw photographs of the sacred buildings of Christians, Jews, Muslims and Buddhists. How to determine which building in which religion is sacred?
What is a family? Turn over the leaf with the sun and complete the sentences:
1. Mom and dad are the most for me ...
2. I love my grandparents for ...
3. I love together with my brother (sister) together ...
4. I consider my family ...
5. I want to wish my relatives ...
5. Reflection. Analysis and introspection of the lesson.
So guys, our lesson is coming to an end. Tell us what new things you learned in the lesson, what do you remember? (A tree appears on the board.)
I suggest you decorate our tree with ribbons. If everything was clear to you in the lesson, you worked with interest, then decorate the tree with a green ribbon, and if not everything worked out, there were difficulties in understanding the material, then hang a red ribbon (slide 8).
Guys, I hope that you will justify the hopes of your parents, become good and kind people (slide 9).
Family is happiness, love and luck,
Family is a summer trip to the country.
Family is a holiday, family dates,
Gifts, purchases, pleasant spending.
The birth of children, the first step, the first babble,
Dreams of good, excitement and awe.
Family is work, caring for each other,
Family means a lot of housework.
Family is important! Family is hard!
But it is impossible to live happily alone!
Always be together, take care of love,
I want my friends to talk about you
What a good family!
6. Organized finish.
Thank you for the lesson.
Applications to methodological development
Suggested information for students
Annex 1
The legend of the sage
A long time ago there was a family that had 100 people, but there was no agreement between them. They are tired of quarrels and strife. And so the family members decided to turn to the sage so that he would teach them to live together. The sage listened attentively to the petitioners and said: “No one will teach you to live happily, you must understand for yourself what you need for happiness. Write what you want to see your family. This huge family gathered for a family council and they decided that in order for the family to be friendly, it is necessary to treat each other, adhering to these qualities ...
Annex 2
Parable "Friendly brothers"
Two friendly brothers lived in the same village. Although their houses were on different sides of the village, they lived in complete harmony, helping each other.
One autumn the brothers harvested and divided everything equally. That night, the older brother thought: “We divided the harvest in half, but this is not right, my brother has just started to acquire a household, he needs more than me. The older brother got up and took the sack of his grain to the younger at night. And at this time, the younger brother also lies and thinks: “No, we divided the harvest incorrectly. My brother has a big family, and he is older than me, he needs more than me.” In the morning, the younger also furtively carried a bag of grain to the elder. In the morning, the brothers looked into their barns and wondered: “How did this happen? I remember yesterday I took a sack of grain to my brother, but the grain did not decrease. They counted the bags several times and were surprised: “Well, miracles ...”
Oh, it's you, where is it so late?
At the age of 10, young Bartholomew (the name that his parents gave to Sergius of Radonezh at birth) was sent to study literacy at a church school along with his brothers: the elder Stefan and the younger Peter. Unlike his brothers, who were successful in their studies, Bartholomew was noticeably behind in learning. The teacher scolded him, his parents were upset and shamed him, the boy himself prayed with tears, but his studies did not move forward. And then an event happened, which is reported by all the biographies of Sergius.
When the boy was 13 years old, on the instructions of his father, he went to the field to look for horses. During the search, he went out into the clearing and saw under the oak an old hermit, "holy and wonderful, with the dignity of a presbyter, handsome and like an angel, who stood in the field under the oak and prayed earnestly, with tears." Seeing him, Bartholomew first humbly bowed, then approached and stood close, waiting for him to finish the prayer. The elder, seeing the boy, turned to him: “What are you looking for and what do you want, child?” Bowing low, with deep emotional emotion, he told him his grief and asked the elder to pray that God would help him overcome the letter. After praying, the elder took out the reliquary from his bosom and took a particle of prosphora from it, blessed it and ordered it to be eaten, saying: “This is given to you as a sign of the grace of God and understanding of the Holy Scriptures, about literacy, child, do not grieve: know that from now on the Lord will grant you have a good knowledge of reading and writing, more than that of your brothers and peers. After that, the elder wanted to leave, but Bartholomew begged him to visit his parents' house. At the meal, the parents of Bartholomew told the elder many signs that accompanied the birth of their son, and he said: “A sign of the truth of my words will be for you that after my departure, the lad will know the letter well and understand the sacred books. And here is the second sign and prediction for you - the lad will be great before God and people for his virtuous life. Having said this, the elder was about to leave and finally said:
When the sun is warm, when the mother is good.
Happy is he who is happy at home. L.N. Tolstoy
Family life, perhaps, is never a continuous holiday. Know how to share not only joys, but also grief, misfortune, misfortune. V.A. Sukhomlinsky
In family life, the main thing is patience ... A.P. Chekhov
A mother's heart is an abyss, in the depths of which there is always forgiveness. O.Balzac
Appendix 6
Petrienko Olga Mikhailovna
2012
The problem of religious education, the upbringing of religious tolerance and the identification of the younger generation is very acute today both in the whole world and in our country in particular. It is quite obvious that the religious component, along with science, art, morality and law, as an important part of the spiritual culture of mankind, cannot be left outside the framework of the school curriculum without significant damage to the quality of education, the spiritual and moral development of the individual.
Issues related to the introduction of religious topics into the school curriculum, considered within the framework of the cultural approach, are of particular importance today, since the nature of a secular school is determined, among other things, by its relations with the social environment, religious associations, recognition of freedom of religion and the worldview of participants in the educational process. The demand for religious education, which solves the problems of the spiritual and moral education of Russian citizens, remains too high to remain unanswered.
At the same time, teaching the basics of religious culture in a general education school brings with it the need to solve the most difficult cultural, ethical, legal, psychological, didactic and educational problems, which are multiplying in the face of global shifts and the destruction of traditional forms of identity.
In this regard, the inclusion in the school curriculum of the course "Fundamentals of Religious Cultures and Secular Ethics", which is of a complex nature and represents the five most important national spiritual traditions - Orthodoxy, Islam, Buddhism, Judaism, and secular ethics, becomes especially relevant.
The purpose of the comprehensive training course "Fundamentals of Religious Cultures and Secular Ethics" is to form the Russian civic identity of a junior schoolchild by introducing him to the national religious and cultural tradition.
The main culturological concept of the training course is “Russian religious and cultural tradition”. It can be considered as a category integrating in its semantic space the concepts of "tradition", "religious tradition", "cultural tradition".
The new subject is designed to update the content of general education, model the Russian religious and cultural tradition by pedagogical means, and create conditions for Russian schoolchildren to become familiar with it.
The domestic religious and cultural tradition is incompatible with the unification of the content of different religions and ethical teachings. Its principle - community in diversity, "multi-unity" - reflects the cultural, social, ethnic, religious complexity of both our country and the modern world.
The domestic religious and cultural tradition - the common spiritual basis of the multinational people of Russia - is formed historically and is updated today under the influence of a number of factors:
the common historical fate of the peoples of Russia professing different religions;
a single space of modern social life, including the commonality of the state, language, education, culture, economy, law, mentality, a developed system of interpersonal relations;
many nationwide internal and external challenges that contribute to the consolidation of society under the threat of its destruction.
The training course is comprehensive and includes 6 modules: Fundamentals of Orthodox Culture, Fundamentals of Islamic Culture, Fundamentals of Buddhist Culture, Fundamentals of Jewish Culture, Fundamentals of World Religious Cultures, Fundamentals of Secular Ethics.
The educational process within the boundaries of the educational module and the accompanying system of interdisciplinary connections forms in students the initial idea of the national religious and cultural tradition through:
orientation of the content of the module "Fundamentals of World Religious Cultures" to a common pedagogical goal, defined by the Federal State Educational Standard of Primary General and Basic General Education, as well as the Concept of Spiritual and Moral Development and Education of a Russian Citizen - the education of a highly moral, creative, responsible citizen of Russia, rooted in spiritual and cultural traditions of the multinational people of Russia;
systems of connections established between the modules of the training course, as well as between them and other disciplines (the world around us, the Russian language, literature, history, etc.);
pedagogical organization of the general cultural and historical context of teaching the educational module, reflecting the common historical destiny of the multinational people of Russia, the commonality and originality of the cultures of the Russian peoples, the unity of modern state and civil life, the national challenges that exist today, which can only be answered by a single people with common ethical values , moral norms, spiritual ideals;
orientation of educational content to the joint comprehension by teachers, students and their parents of topical problems in the development of the personal value-semantic sphere of younger adolescents;
uniform requirements for the results of mastering the content of the training course.
MAIN COURSE CONTENT
"FOUNDATIONS OF RELIGIOUS CULTURES AND SECULAR ETHICS"
The training course "Fundamentals of Religious Cultures and Secular Ethics" is a single set of structurally and content-related six training modules: "Fundamentals of Orthodox Culture", "Fundamentals of Islamic Culture", "Fundamentals of Jewish Culture", "Fundamentals of Buddhist Culture", " Fundamentals of World Religious Cultures, Fundamentals of Secular Ethics.
Each training module, being a part of the course, has a logical completeness in relation to the established goals and results of training and education and includes such a volume of material on the subject that allows it to be used as an independent educational component.
The content of each of the six modules of the training course is organized around three basic national values: Fatherland, family, religion - and is represented by four main thematic blocks (sections). Two of them (first and fourth) are common to all training modules. The substantive accents of the first thematic block are spiritual values and moral ideals in the life of a person and society. The fourth thematic block represents the spiritual traditions of the multinational people of Russia. The second and third thematic blocks, studied respectively in grades 4 and 5, differentiate the content of the training course in relation to each of the training modules.
Training module "Fundamentals of World Religious Cultures"
Russia is our motherland.
Culture and religion. The emergence of religions. ancient beliefs. Religions of the world and their founders. Holy books of world religions: Vedas, Avesta, Tripitaka, Torah, Bible, Koran. Keepers of tradition in the religions of the world. Man in the religious traditions of the world. sacred buildings. Art in religious culture. Good and evil. The emergence of evil in the world. The concept of sin, repentance and retribution. Heaven and Hell. Religions of Russia. Religion and morality. Moral precepts in the religions of the world. Religious rituals. Customs and rituals. Religious rituals in art. World Religion Calendars. Holidays in the religions of the world. Family, family values. Duty, freedom, responsibility, teaching and work. Mercy, caring for the weak, mutual assistance, social problems of society and the attitude of different religions towards them.
Love and respect for the Fatherland. Patriotism of the multinational and multiconfessional people of Russia.
From September 1, 2012, the course "Fundamentals of Religious Cultures and Secular Ethics" will become mandatory for 4th grade students.
The course is designed to cultivate tolerance for other cultures, and aims to ensure that children can learn about the traditions of different religions. At the same time, each child has the right to choose one of the 6 proposed modules.
In the MBOU "Gymnasium No. 22" in Maykop, the parents of the students chose the training module "Fundamentals of World Religious Cultures". This choice was preceded by a number of measures taken by the administration of the gymnasium. In connection with the forthcoming introduction of the “Fundamentals of World Religious Cultures” curriculum into the school curriculum, a so-called roadmap was developed for the introduction in 2012 of the “Fundamentals of World Religious Cultures” training module in MBOU “Gymnasium No. 22”.
Roadmap for the introduction in 2012 in the MBOU "Gymnasium No. 22" of the educational module "Fundamentals of World Religious Cultures".
|
№p\p |
Events |
Timing |
Responsible executors |
|
1. |
Studying the regulatory legal acts of the Ministry of Education and Science of the Republic of Adygea on the introduction of a comprehensive training course "Fundamentals of Religious Cultures and Secular Ethics" (ORKSE) |
2011-2012 |
Administration |
|
2. |
Conducting a pedagogical council on the introduction of a comprehensive training course of the ORKSE |
February 2012 |
Administration |
|
3. |
Carrying out explanatory and informational work among the parents of students of choice for the mandatory study of one of the modules of the comprehensive training course of the ORKSE |
January-February 2012 |
|
|
4. |
Conducting parent-teacher meetings on the introduction of a comprehensive training course ORKSE |
January 2012 |
Deputy director for water resources management Govorova N.G. |
|
5. |
The progress of the course preparation at the advanced training courses for teachers who will teach the comprehensive training course of the ORSE and the formation of an application for January 2012, the acquisition of textbooks for the comprehensive course of the ORSE |
January 2012 |
Deputy director for water resources management Shvetsova N.N. |
|
6. |
Conducting an administrative meeting on making changes to the curriculum of the gymnasium in connection with the introduction of a comprehensive training course of the ORSE from September 1, 2012 in the 4th grade |
January 2012 |
Director Andreeva I.V. |
|
7. |
Formation of a regulatory legal framework (local act) to ensure the introduction of a comprehensive training course of the ORKSE |
September 2012 |
Deputy director for water resources management Govorova N.G. |
|
8. |
The study of methodological, consulting, informational materials to accompany the introduction of a comprehensive training course of the ORKSE |
2011-2013 |
Deputy director for water resources management Govorova N.G. |
|
9. |
Organization of a meeting of parents with teachers of the comprehensive training course of the ORKSE to get acquainted with the features of the content, forms and methods of pedagogical work |
September - October 2012 |
Administration |
|
10. |
Creation of the necessary conditions for the introduction of a comprehensive training course of the ORKSE, including: - organizational and managerial; - organizational and pedagogical; -information support; -normative legal support; - educational and methodological support; |
March – September 2012 |
Administration |
|
11. |
Participation in the work of seminars-meetings on the exchange of experience on the introduction of a comprehensive training course of the ORKSE |
2012-2013 |
Administration |
|
12. |
Preparation and placement of information on the introduction of a comprehensive training course of the ORSE on the website of the gymnasium |
September 2012 |
Petrienko O.M. Portnenko L.V. |
According to this action plan, at the first school-wide parent meeting, the content and brief description of the two main modules were presented: "Fundamentals of secular ethics" and "Fundamentals of world religious cultures". At the second meeting, the parents made a choice in favor of the training module "Fundamentals of World Religious Cultures".
The results of the choice of parents of the 3rd grade on 12.03.2012.
|
Module |
Number of people who chose |
Percentage of those who chose |
|
1. Fundamentals of Orthodox culture |
0 |
0 |
|
2. Fundamentals of Islamic culture |
0 |
0 |
|
3. Fundamentals of Buddhist culture |
0 |
0 |
|
4. Fundamentals of Jewish culture |
0 |
0 |
|
5. Fundamentals of world religious cultures |
118 |
99% 1-against |
|
6. Fundamentals of secular ethics |
0 |
0 |
|
Total: |
118 |
99% |
After the presented material, the parents filled out the applications.
Director
MBOU "Gymnasium No. 22" Andreeva I.V.
from the parents of the student (s) _______ class
____________________________
Home address and contact phone number:
_________________________________
Statement.
Based on our constitutionally enshrined and internationally recognized inalienable rights to choose the moral and cultural education of our child, in accordance with our beliefs and our culture, having been informed about the content of the Model Program of the Comprehensive Study Course "Fundamentals of Religious Cultures and Secular Ethics" (34 hours), developed in accordance with the Order of the President of the Russian Federation of August 2, 2009 and the Order of the Chairman of the Government of the Russian Federation of August 11, 2009, we ask you:
To provide our (my) child ____________________________, age ____ years old, student (student) ______ class, with the opportunity to study, within the framework of the comprehensive training course "Fundamentals of Religious Cultures and Secular Ethics", module _____________________________________________________________________________
As part of the study of this module, ______________________ against study tours to the temple buildings of world religions.
Parents:
______________________________________________________________ (full name, signature)
Date _____________________
In addition, a fairly convincing argument in favor of the introduction of this particular module in our school may be the fact that from the 5th grade, students begin to study the subject "World Artistic Culture". The program for grades 5-6 of this subject is based on the study of mythological and biblical subjects in art, and in grades 7-8 on the basis of the traditions of world religions. Thus, the introduction of the educational module "Fundamentals of World Religious Cultures" in the MBOU "Gymnasium No. 22" is a logical previous stage for studying other subjects of the school curriculum.
PROSPECTS FOR STUDYING THE MODULE "FOUNDATIONS OF WORLD RELIGIOUS CULTURES"
The program is implemented in the complex addressed to students of the 4th grade: "Fundamentals of World Religious Cultures and Secular Ethics", author A.V. Danilyuk.
The curriculum, which contains four domestic religious traditions and the ethics essentially related to them, creates a worldview and value basis for the integration of diverse humanitarian educational content in the main school. Russian history, literature, art is easier to understand and, therefore, to accept, knowing their religious and cultural foundations, understanding those ideals, values, life priorities that our ancestors shared and aspired to. The training course creates the initial conditions for the development of Russian culture by students as an integral, original phenomenon of world culture; understanding of religious, cultural diversity and historical, national-state, spiritual unity of Russian life.
The development of the educational module "Fundamentals of World Religious Cultures" should provide:
knowledge of the basic norms of secular and religious morality, religious precepts; understanding their significance in the life of a person, family, society;
the formation of initial ideas about the historical and cultural foundations of traditional religions in Russia;
formation of a respectful attitude towards traditional religions and their representatives;
formation of the initial idea of the national religious and cultural tradition as the spiritual basis of the multinational multi-confessional people of Russia;
knowledge, understanding and acceptance by a person of values: Fatherland, family, religion - as the foundations of the traditional culture of the multinational people of Russia;
strengthening faith in Russia;
strengthening by means of education the spiritual continuity of generations.
Education Committee of the Municipal Formation "City of Maykop"
Priority areas and prospects
teaching the course ORKSE module
"Fundamentals of World Religious Cultures"
highest qualification category
Petrienko Olga Mikhailovna
Municipal budgetary educational institution
"Putin's secondary school"
Lesson summary for the course ORKSE
(module "Fundamentals of World Religious Cultures")
"Family"
Prepared by: Stepanova Lidia Grigorievna,
primary school teacher
Putino, 2014
Plan - lesson summary
1. Lesson topic: Family
2. Date of the event: 2014-2015 academic year
3. Grade: 4
4. Type of lesson: combined lesson
5. Purpose of the lesson: to form the educational competencies of students of the school of the first stage (informational, communicative, etc.) through bringing to the consciousness of children that the family is the most precious, the closest that a person has.
6. Learning objectives aimed at achieving:
1) personal learning outcomes:
- the formation of a respectful attitude to a different opinion, a different point of view;
The development of motives for learning activities and the formation of the personal meaning of learning.
Development of the ability to work with information (collection, systematization, storage, use) - cognitive UUD;
Formation of the initial forms of personal reflection - regulatory UUD;
- the formation of the ability to listen and hear the interlocutor, to conduct a dialogue, to express one's point of view and argue it,
- formation of the ability to interact in groups - communicative UUD.
3) subject learning outcomes:
- disclosure of the concept of "family", identification of its distinctive features,
Enrichment of vocabulary, development of speech, thinking, creative imagination,
Raising respect for your family members.
7. Used textbooks and teaching aids:
Beglov A.L., Saplina E.V. etc. Fundamentals of spiritual and moral culture of the peoples of Russia. Fundamentals of world religious cultures. 4-5 classes. Proc. for general education institutions. – M.: Enlightenment, 2011.
Fundamentals of religious cultures and secular ethics. The book for the teacher. Grades 4-5: Ref. materials for general education. institutions. – M.: Enlightenment, 2011.
8. Equipment used: computer, projector, presentation for the lesson, music with the song "Parental House".
9. Basic concepts:"family", "friendly family".
10. Plan for studying the material:
1) What is family"?
2) How do traditional religions view the family?
3) How should family members treat each other?
4) How to make a family coat of arms?
| Lesson stages | Teacher activity | Student activities | Formed UUD |
| 1. Motivation 2. Understanding the learning task 3. Goal setting 4. Discovery of new knowledge 5. Physical Minute 6. Homework 7. Fixing 8. Reflection | Guys, look carefully at the board and choose the "smiley" that you like best. Today we will consider a very interesting and important topic. What will we talk about in class? (A card with the inscription "family" is posted on the board) What do you think we should learn from this topic? We will also answer questions: 1. Why is it often said that the word "family" means "seven selves"? 2. What are the names of people united by one family? 3. In what case can parents say about their children: “This is my protection and support in old age”? How do you understand the word "family"? Let's find out the origin of this word. Families used to be big. And now there are families both big and small. Do you have a big family? Tell about your family. Our friendly family: Mom, dad, brother and me. We love doing sports And, of course, get hot. We are happy family, Mom, dad, brother and me. What family is called friendly? (A card with the inscription "friendly family" is posted on the board) There are legends about close-knit families. Listen to one of them "How a friendly family appeared." Write the qualities of a close-knit family. Read the names of these qualities: (On the desk) UNDERSTANDING, LOVE, TRUST, KINDNESS, CARE, HELP, FRIENDSHIP. If each member of the family follows these rules, then peace and harmony will reign in the family. And that means everyone will be happy. Let's talk about the attitude of the traditional religions of Russia to the family. What question should we answer? Each group gets a task. We check. Why is it often said that the word "family" means "seven selves"? What are people who are united by the same family called? Relatives are near and far. Who can be called your closest relatives? And who are you to your parents, what are you called? But your moms and dads have parents too. And they are also very close to you, loved and also belong to you as close people. Who are we talking about? And if your moms and dads have brothers or sisters, who are they to you? What do you think, in what case can parents say about their children: “This is my protection and support in old age”? What proverbs and sayings about family do you know? How do you understand them? What is a family? Guys, we talked about family. Since ancient times, each family had its own family coat of arms. On it, symbols depicted important moments in the history of the family, its traditions and values. I suggest you create an image of your family coat of arms. What can be a coat of arms? What colors would you add to the family coat of arms? What can be depicted on the coat of arms? At home, you will draw your family coat of arms. Now imagine that your relatives came to our class, let's say a few kind words to them. The following sentences are written on the blackboard: 1. Mom and dad are the most for me ... 2. I trust my secrets... 3. I love my grandmother because ... 4. I consider my family ... 5. I want to wish my relatives ...) Guys, I hope that you will justify the hopes of your parents, become good and kind people. Guys, look carefully at the board and attach your emoticon to the words "family" or "friendly family." I have prepared a present for you. The song performed by L. Leshchenko "Parents' house" sounds. | They go to the blackboard and choose "emoticons". The student reads: I have a mother, I have a father, I have a grandfather I have a Grandmother, And they have me. About family. What is family"? Why do people create a family? How should family members treat each other in order to live happily in the family? How do traditional religions view the family? Build an associative array. Work with the school etymological dictionary: Family - from seven"household". Family - "living in the same village." 2-3 students talk about their families. Name the signs of a friendly family. A prepared student reads: “A long time ago there lived a family in which there were 100 people, but there was no agreement between them. They are tired of quarrels and strife. And so the family members decided to turn to the sage so that he would teach them to live together. The sage listened attentively to the petitioners and said: “No one will teach you to live happily, you must understand for yourself what you need for happiness. Write what you want to see your family. This huge family gathered for a family council and they decided that in order for the family to be friendly, we must treat each other, adhering to these qualities ... " Children write the qualities of a friendly family. How should people live in marriage? (Group work) Work with the textbook: Find the answer to the question in the textbook: 1 group How should people live in a Christian marriage? 2 group What is the significance of marriage in Judaism? 3 group What is the importance of marriage in Islam? 4 group What is the meaning of marriage in Buddhism? Answers of students of 1-4 groups. Relatives, relatives. Parents: mom and dad. Children, child, son, daughter. Grandmothers and grandfathers. Uncles and aunts. What is the treasure - if the family is in harmony. Children's answers. Children write words on pieces of paper and attach to the board around the word "family". Possible student responses Proposals continue. | Regulatory ECM (assessment) Personal UUD Cognitive UUD Personal UUD Cognitive UUD Personal UWP Cognitive UUD Cognitive UUD Personal UUD Communicative UUD (questioning, proactive cooperation in the search and collection of information) Personal UUD Personal UUD Cognitive UUD Personal UUD Personal UUD Regulatory UUD |
Fundamentals of spiritual and moral culture of the peoples of Russia. Fundamentals of world religious cultures. Grades 4-5: a textbook for educational institutions / A.L. Beglov, E.V. Saplin, E.S. Tokareva, A.A. Yarlykapov. - 2nd ed. - M .: Education, 2012.
Fundamentals of spiritual and moral culture of the peoples of Russia. Fundamentals of religious cultures and secular ethics. The book for the teacher. 4-5 classes. Reference materials for educational institutions. Edited by V.A. Tishkova, T.D. Shaposhnikova. M. : Education, 2012.
Insert to the magazine "Primary School", 2011, No. 8.
Insert to the magazine "Primary School", 2011, No. 10.
View presentation content
"OMRK"
Family
Fundamentals of World Religious Cultures
Stepanova L. G. Primary school teacher, MBOU "Putinskaya secondary school"
I have a mother,
I have a father,
I have a grandfather
I have a Grandmother,
And they have me.
Understanding Love
Respect Trust
Kindness Care
Help Friendship
- 4. One of the main purposes of the family in Buddhism is responsibility and care - for children, for parents, for monks.
There are many instructive riddles and discoveries in the word family. This word can be divided into "SEVEN" and "I", i.e. seven are just like me. And, indeed, in the family everyone is somewhat similar to each other: face, look, voice.
The number "7" in itself is special - it is simple. Therefore, it tells us that the family is a single whole. Just in the family, the principle should operate in full force - all for one and one for all. The word "family" is clear to everyone, like the words "mother", "bread", "homeland". Family from the first moments of life next to each of us. Family is a house, it's dad and mom, grandma and grandpa, it's sisters, brothers
- Happy is he who is at home.
- The whole family is together, and the soul is in place.
- A treasure is not needed, if the family is in harmony.
- When the sun is warm, when the mother is good.
- A consonant family and grief does not take.
- To live for oneself is to smolder, for the family to burn.
- 1. Music with the song "Parental House" from the disk.
- 2. http://yandex.ru/images
Municipal state educational institution
Bogolyubov Secondary School
Prepared by: Tsikulaeva Natalya Alexandrovna,
primary school teacher
Bogolyubovo, 2012
Purpose: the formation of educational competencies of students of the first stage school (informational, communicative, etc.) through bringing to the consciousness of children that the family is the most precious, the closest that a person has.
1) personal learning outcomes:
- to form a respectful attitude to a different opinion, a different point of view;
- develop the motives of learning activities and form the personal meaning of learning.
Learning objectives aimed at achieving: Learning objectives aimed at achieving:
2) meta-subject learning outcomes:
- develop the ability to work with information (collection, systematization, storage, use) - cognitive UUD;
- to form the initial forms of personal reflection - regulatory UUD;
- to form the ability to listen and hear the interlocutor, conduct a dialogue, express one's point of view and argue it,
- to form the ability to interact in static groups - communicative UUD.
Learning objectives aimed at achieving: Learning objectives aimed at achieving:
3) subject learning outcomes:
- to reveal the concept of "family", to identify its distinctive features,
- enrich vocabulary, develop speech, thinking, creative imagination,
- cultivate respect for your family members.
Equipment used: computer, projector, presentation for the lesson, music with the song "Parental Home". Textbooks and teaching aids used:
- Beglov A.L., Saplina E.V. etc. Fundamentals of spiritual and moral culture of the peoples of Russia. Fundamentals of world religious cultures. 4-5 classes. Proc. for general education institutions. – M.: Enlightenment, 2011.
- Fundamentals of religious cultures and secular ethics. The book for the teacher. Grades 4-5: Ref. materials for general education. institutions. – M.: Enlightenment, 2011.
Plan for the study of the material: 1) What is a "family"?
2) How do traditional religions view the family?
3) How should relatives treat each other?
4) How to make a family coat of arms?
Lesson steps i. Call
II. Making sense of the learning task
III. Discovery of new knowledge
IV. Reflection
I. Challenge Purpose: to identify the emotional state of children, set them up for work.
Task: choose the "sun" that you like best.
Slide #10
II. Making sense
educational task Purpose: updating the knowledge that children have on the topic "Family".
Exercise:
Formulate questions on the topic of the lesson that need to be answered.
The teacher poses problems to the children.
Slide #11
III. Discovery of new knowledge Purpose: learning new material.
Tasks:
1. Build an associative array with the word "family".
2. Find out the origin of the word "family".
3. Tell about your family.
4. Name the signs of a friendly family.
Slide #12
III. Discovery of new knowledgeLegend
“Once upon a time there lived a family of 100 people,
but there was no agreement between them. They are tired of quarrels and strife.
And so the family members decided to turn to the sage so that he would teach
them to live together. The sage listened attentively to the petitioners and
said: "No one will teach you to live happily, you must yourself
understand what you need to be happy. Write what you want
see your family." This huge family gathered for a family
advice and they decided that in order for the family to be friendly, one must treat
to each other, adhering to these qualities: understanding, love,
trust, kindness, care, help, friendship.”
Slide #13
5. Group work. (Working with the textbook): Find the answer to the question in the textbook:
Group 1 - How should people live in a Christian marriage?
Group 2 - What is the significance of marriage in Judaism?
Group 3 - What is the significance of marriage in Islam?
Group 4 - What is the meaning of marriage in Buddhism?
Slide #14
III. Discovery of new knowledgeQuests:
6. Read the Bible story and answer the question: How should children treat their parents?
Slide #15
III. Discovery of New Knowledge Noah had three sons. After the flood, Noah began to grow grapes and make wine. Since he was the first, he did not know all the properties of wine. I did not know that it not only amuses the heart of a person, but also deprives him of control over himself and puts him to sleep. Noah drank the wine he had made, got drunk and fell asleep in his tent. Ham - one of the sons of Noah - entered the tent, saw his father lying on the floor, and instead of shifting him and covering him, he called his family to laugh. Since then, the name Ham has become a household name. It is used to denote rudeness: an insensitive, cheeky, low attitude towards people, especially towards parents and students.
Slide #16
III. Discovery of new knowledgeQuests:
7. Remember proverbs, sayings, poems about the family.
What is the treasure - if the family is in harmony.
Leading the house - do not shake your beard.
When the family is together, the soul is in place.
In the family - and the porridge is thicker.
One in the field is not a warrior.
A family in a heap is not a terrible cloud.
Attach an orphan that a temple
build.
Lesson 28 How traditional religions relate to the family. The family occupies a large place in religious traditions. In Orthodoxy, the family is called a small or small Church. Marriage is considered one of the sacraments of Christianity. To live in marriage is to live in love. Judaism. Marriage and the birth of children is considered one of the most important commandments. Islam. Marriage is a duty, children are a sign of God's favor. The leading role of the mother in education, after the age of majority - the father. Raising love and respect for elders, for parents. Buddhism. Believers in Buddhism: monks from the community and lay people (outside it). For the laity, the family is an important part of life. Marriage is for the sake of the happiness of two and for the sake of the interests of the community. The main purpose of the family is responsibility and care for children, parents, and monks. Maternal love in Buddhism is the ideal of human relationships.
Slide 22 from the presentation "Module "Fundamentals of World Religious Cultures"" to the lessons of religion and ethics on the topic "ORCSE Modules"Dimensions: 960 x 720 pixels, format: jpg. To download a free slide for use in a religion and ethics lesson, right-click on the image and click "Save Image As...". You can download the entire presentation “The Basics of World Religious Cultures Module.pps” in a 1965 KB zip file.
Download presentationORKSE modules
"ORKSE Modules" - Fundamentals of religious cultures and secular ethics. Fundamentals of Buddhist culture. Fundamentals of Islamic culture. Fundamentals of secular ethics. Fundamentals of Jewish culture. Course textbooks. Normative-legal and methodical documentation. Fundamentals of world religious cultures. Aims and nature of the new training course. Fundamentals of Orthodox culture.
"Modules" - Parenting. Synagogue and its structure. Training module "Fundamentals of secular ethics". Choice of moral standards. Prayer room. In the classroom of the ORKSE course. Muslim family. Children in Buddhism. The question of spiritual and moral education of children. Regulatory framework. Family in Buddhist culture and its values.
"Module "Fundamentals of World Religious Cultures"" - Training modules. Russia is our motherland. Family. Religions of the world and their founders. Love and respect for the Fatherland. Pilgrimages and shrines. Good and evil. sacred buildings. Sacred books of religions of the world. The emergence of religions. The structure of the presentation of the topic of lessons in textbooks. Mercy, care for the weak, mutual assistance.
"Contents of the course ORKSE" - Fundamentals of Buddhist culture. The purpose and objectives of a comprehensive training course. Fundamentals of Jewish culture. Fundamentals of Islamic culture. ORSE course program. Problems of teaching the module "World Religious Cultures". Choice of modules in the school. To help the teacher. Educational-methodical complex for the course. Module: "Fundamentals of World Religious Cultures".
"Modules of the course ORKSE" - Fundamentals of Islamic culture. Fundamentals of Orthodox culture. Fundamentals of world religious cultures. How will the teaching of the new course be organized? The training course includes modules. Purpose of the course. Contents of all modules. Russia is our motherland. Fundamentals of Buddhist culture. Objectives of the training course. Fundamentals of Jewish culture.
