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26законам его действия, принципам, лежащим в основе его создания [5]. Учитывая вышеупомянутые трудности, программа робототехники пока еще не получила широкого распространения в школах. Но даже без использования специальных устройств, конструкторов и настоящих роботов в школьных программах по ИТ и ИКТ необходимо изучить введение в робототехнику.
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MORAL AND ETHICAL DEVELOPMENT AND SELF-DEVELOPMENT OF STUDENTS:
CONDITIONS AND PREREQUISITES
Kadol F.
Doctor of Pedagogics, Professor, head of the Department of Pedagogics F. Skaryna Gomel State University
ABSTRACT
The identification of conditions and prerequisites for moral and ethical development and self-development of students is purposeful, specifically focused and systematically managed. The key role in their identification is given to the teaching staff of general secondary education institution. Pedagogical staff is a coordinating link of educational impact of pedagogical space on moral and ethical development and self-development of students. In identifying the conditions and prerequisites for moral and ethical development and self-development of students the basic laws of personal development and formation should be followed. In this regard, the teaching staff should create a socially favorable environment conducive to students' self-affirmation. For this purpose, it should carry out purposeful work on overcoming the external causes of immoral behavior of students. This work is a necessary link in creating a favorable pedagogical space for moral and ethical development and self-development of students.
Keywords: development, self-development, morality, ethics, students, pedagogical space.
Introduction
Identification of conditions and prerequisites for moral and ethical development and self-development of students allows us to give this process a purposeful, specifically focused and systematically controlled nature. The leading role in this process belongs to the pedagogical staff of general secondary education as a coordinating link of educational impact of the pedagogical space on moral and ethical development and self-development of students. The solution of this problem
requires a closer pedagogical influence and daily educational work on the part of the administration of educational institutions, teachers, teacher educators and class teachers, employees of the socio-psychological service.
First of all, we should note that the activation of moral and ethical development and self-development of students requires compliance with the basic laws of development and formation of personality as a morally responsible subject of pedagogical space. In this regard,
the task of the teaching staff of the school is that "in every centimeter of school life" teachers create a socially favorable environment conducive to students' self-affirmation. Our study showed that there are a number of difficulties in the system of interpersonal communication of students, especially adolescents and high school students.
Analysis of Results and Discussion
In their essays on the topic "Me, My Class and My School" the pupils under study wrote that they feel uncomfortable because of frequent humiliation in their class and school. More than a half of pupils are indifferent to everything that happens around them; many of them noted absence of preconditions for self- assertion in lessons and therefore attend school with a certain anxiety. Only one fifth consider school as a second home, where they feel no fear, where their personal dignity is respected, and their opinions are listened to. For many students this situation is exacerbated by the nature of their relationships with teachers and parents [2, p. 82]. We have identified a number of other examples that confirm the need for special and purposeful work of teaching staff to overcome external causes of immoral behavior of students. This work is a necessary link in creating a favorable pedagogical space for moral and ethical development and self-development of students.
The fundamental direction of work of pedagogical staff on moral and ethical self-development of students is actualization of motivational and demand sphere of students, namely internal or personal aspect of moral and ethical self-development in the context of personal self-improvement. In this regard academician I.F. Kharlamov emphasized that the primary basis of methodology of moral and ethical development of a personality "should be creation at school of such highly moral atmosphere, which would have efficient positive influence on development of all structural components of morality in students - their moral needs and healthy motives of behavior, would promote formation of moral consciousness and behavior. Exactly such atmosphere should act as moral being of schoolchildren and serve as a source of their moral growth and self-improvement" [4, p. 65].
This point of view is also held by other scientists, who, recognizing the validity of such an approach to the methodology of promoting moral and ethical development and self-development of the individual and detailing it in relation to the process of formation of individual personal qualities, emphasize the need to intentionally create an educational space, the so-called pedagogical microenvironment, corresponding to the specificity of the process of moral and ethical development and self-development of students. Otherwise, the individual components of the pedagogical space will influence children spontaneously and not necessarily in a positive way.
It is also important for teachers to consider the pedagogical requirement that the influence of the needs-motivational sphere on the moral and ethical development and self-development of a child can be talked about only when he/she outlines for himself/herself the manifestation of moral actions and deeds in the
critical conditions of his/her life. In this case the child sees differences in how the moral position required in life is expressed by him/her and what it should be from the point of view of a morally upbringed person. The actualization of such contradictions should be paid special attention to in the process of pedagogical management of students' moral self-development, especially in adolescence.
In the process of experimental work in one of the institutions of general secondary education in Gomel, we created the Constitution of the institution, which prohibited such immoral actions as: getting into a fight, verbal threats and intimidation of younger and weaker physically pupils; moral insults and the use of insulting nicknames; infringement of personal dignity on national or social grounds; emphasizing physical defects of others; rude statements about another person; slandering or insulting his/her classmates to school administration, the administration of the school, and the teachers. The Constitution provided for the establishment of a school commission to protect the honors and dignity of a person in conflict situations. With respect to the duties of this body, it was stated that the commission would: a) seek to identify the real causes of conflicts between students and reconcile the parties; b) in conducting the proceedings, avoid anything that might cause new conflicts; c) suppress undignified behavior of the conflicting parties. The commission was given the right to contribute to the protection of the affected person in every possible way. The Commission could take the following decisions: reconcile the students; require a public apology from the perpetrator; warn a student who had engaged in hooliganism about possible expulsion from school.
This approach to learners is reinforced by the workshop "Humanism as a teacher-educator: essence and ways of realising it". At the workshop it is important to discuss specially selected questions that focus teachers' attention on actualization of students' need for moral and ethical self-development. Here are the possible questions for discussion at methodical meetings of teachers and class masters: whether pupils in your class strive for achievement of positive results in learning, observance of rules of conduct at school and public places; how to implement the principle of objectivity and humane attitude towards pupils in the process of knowledge assessment; what methods and techniques of moral education should be used in work with pupils for inducing them to moral and ethical self-education; what the pedagogical tact of the teacher and respect for personal dignity are demonstrated in a seminar. Discussion of these issues should not be reduced to declarative proclamation of the ideas of humanistic approach to pupils. The main accent is made on the practical relevance of the problem of moral and ethical development and self- development of the personality, on the possibilities of its solution through the development of students' needs for self-education, recognition of their social and personal significance, help in life difficulties.
The negative role of unjustified punishments, threats and intimidation in the moral and ethical development and self-development of students should be
characterized from a slightly different point of view. Fear and fear of teachers have never been good helpers in the system of moral self-education of students. Therefore, overcoming the authoritarian attitude towards students should be considered as a crucial link in the system of educational work to create an atmosphere of personal protection for each student without exception, his moral and ethical development and self-development [2, p. 63].
Negative aspects of the authoritarian position of teachers in enhancing moral and ethical development and self-development of students can be grouped as follows: a) the relationship between teachers and students is dominated by excessive exhortation and does not achieve personally meaningful results of the main activities organized in the school; b) educators and class teachers do not know the strengths of students, their level of ambition in those activities that are most important for a growing person and influence his/her professional self-determination; c) teachers do not pay attention to the emotional experiences of students associated with the contradiction in the evaluation of their efforts to achieve success in learning, social and personally significant activities.
Generalizing the causes of conflicts that provoke situations of social risk, the teaching staff should be proactive in overcoming them, trying to notice and praise the young person in time not only for their academic success, but also for a humane and noble deed. Improvement of educational work in this direction is the most important link in stimulating students' internal desire to develop a positive self- concept, appropriate moral self-consciousness and behavior in a harmonious unity of their manifestation in everyday life and socially significant activities [5, p. 85].
In order to implement the provisions formulated above, the task of the school administration is to systematically study the state of teaching and educational work, the application of modern methods of education, as well as providing appropriate methodological assistance to teachers, taking into account their individual characteristics and level of professional skills. The successful solution of this systematic task requires compliance with a number of pedagogical conditions. The first involves learning about students' attendance and performance and using opportunities to improve educational standards in the area of morale and ethics. The second is the study of the business and professional qualities of teachers, their pedagogical styles, their level of training, their strengths and weaknesses. The third condition requires the provision of timely professional assistance to those who need it, dissemination of teachers' creative experience and the best examples of educational work.
It should be noted that administrative control over the progress of moral and ethical development and self-development of students is exercised because of the personal responsibility of the supervisor for its quality. But this form of control is undergoing significant changes. In the practice of modern institutions of general secondary education administrative control acquires analytical nature, and the results of the control get humanistic coloring. The collected information in
the process of administrative control implies subsequent corrective and methodological work and professional development of teachers, in particular on the issues of moral and ethical self-development of students [5, p. 108].
An important place in the analytical activities of the administrative strategy of the school is taken by the pedagogical analysis of educational activities, collective creative activities (CTD). When planning the work on moral and ethical self- development of students the aspect analysis of the content of educational work as a method of extracurricular educational work is investigated. In general the system of control over the course of extracurricular educational work on moral and ethical issues may be as follows: a) study of documentation of individual classes; b) direct observation of the system of moral and ethical education in the classroom; c) observation of class meetings, discipline of students in the classroom, during breaks, in public places; d) study of the attitude of students to fulfill public tasks, maintaining sanitary condition, activity in subject circles, sports sections; e) questionnaires and establishing students' interests and hobbies; f) talking to students, teachers and class teachers about morality and ethics.
Conclusion
It is very important to pay attention to moral and ethical self-development of students in the system of educational lessons, especially in humanities subjects. In particular teachers of literature, history, social studies, fine arts, and music should be guided to teach these subjects as lessons of morality. It is known that aesthetics is a sister of morality. Unfortunately, in recent years the role of education in the educational process has decreased because of the final control in the form of testing, including centralized testing. So right are those academics who say there are fewer and fewer authentic educators in today's schools, and only subject teachers remain. This state of affairs provokes the emergence of violations of the culture of moral and ethical behavior due to ignoring the pedagogical importance of the moral self- development of the student in the learning process.
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