GBOU secondary school No. 88 of the Kalininsky district of St. Petersburg is a complex educational system, the development of which is influenced by both external and internal factors.

On the one hand, the school is part of the Russian and St. Petersburg educational system, operates in the socio-cultural environment of the country, city; interacts with socio-cultural, scientific and educational institutions.

On the other hand, the school has its own internal development potential, determined by the level of preparedness and professional mobility of the teaching staff, the degree of introduction of innovative forms and technologies in the educational process, material equipment, and the staff's readiness for change in accordance with the social order of society.

This allowed the school to formulatepedagogical credo - Akademics - school of equal opportunities (adaptive).

An adaptive school is a school with a mixed contingent of students, where gifted and ordinary children study, as well as children in need of correctional and developmental education (ethnic minorities and children of migrants).

School No. 88 took an adaptive model as the basis for the Education and upbringing programs educational institution and is currently mastering the adaptive education system (ASE). ASO is a system that is able to adapt to the levels of development of each student and bring them to a higher level of development of learning and upbringing.

Basic principles of ASO:

• promotion of each student from his level to a higher level of development, learning, upbringing;
• the main technology is the technology of differentiated learning;
• the main methodological idea is the ability of students to independently acquire knowledge, generalize them, and draw conclusions.

The adaptive school model is described in the works of E.A. Yamburg. An adaptive school is an educational institution that “strives, on the one hand, to adapt as much as possible to pupils with their individual characteristics on the other hand, to respond as flexibly as possible to socio-cultural changes in the environment.”

The program is aimed at developing the school as an open educational system focused on the adaptive training of the student in accordance with the needs of the individual, society, state, in the context of the national educational initiative "Our new school» and educational standards of the II generation.

Within the framework of the school development program "School - the center of educational, socio-pedagogical and civic initiatives"project "Ethno-tolerant school" from 2009 to 2014

Target: formation of ethnocultural communicative competence of teachers. Creation of organizational conditions for increasing comfort and tolerance in the educational environment of the school.

Tasks:

• Creation of conditions for teaching the state language to migrant children, without reducing the indicators of the general preparation of all students and fulfilling the Russian standard of education.
• Increasing the level of socio-cultural adaptability of migrant students and representatives of ethnic minorities to the mentality of St. Petersburg.
• Formation of Russian identity while maintaining the national and cultural identity of all students, the formation of ethno-cultural competence of all subjects of the educational process.
• Education of tolerance based on respect for various confessions, ethnic and cultural traditions.
• Formation of universal moral values ​​in the socio-cultural environment.
• Development of interethnic tolerance in a multiethnic school.
• Creation of a management model for the process of formation of ethnic tolerance.
• Determination of criteria and level of formation of interethnic tolerance among schoolchildren.
• Experimental substantiation of the methodology, stages and psychological and pedagogical conditions for the formation of interethnic tolerance of schoolchildren in a multiethnic school.

Project participants:creative group of teachers, class teachers, methodological subject associations, students, parents.

Project management:deputy Director for OWRM, Governing Council, Parents' Committee.

Educational and social values ​​of the project:

• Providing support for the organizational mechanism of the pedagogical activity of a teacher of a multi-ethnic school.
• Diagnosis of methodical (ethnocultural orientation) support of the educational process.
• Creation of a single multicultural space "School - student - parent".

Project Implementation Plan

Expected results:

• Formation of ethnocultural competence, expressed in the totality of ideas about ethnocultures, their place in world culture, the experience of mastering ethnocultural values.

• Overcoming the cultural barriers of teachers in teaching classes with a multi-ethnic composition.

• Reorientation of previous pedagogical experience to multi-ethnic education.

As of 03/01/2014, 751 people study at GBOU secondary school No. 88 of the Kalininsky district of St. Petersburg, of which 37 are migrant children, which is only 5% of the total number of students. It should be noted that in primary school 13 people study, in the main - 17, in the senior - 7. Of these, citizens of Azerbaijan - 12 children, Armenia - 7, Ukraine - 6, Tajikistan - 5, Moldova - 3, Kazakhstan - 2, Uzbekistan -2. However, the national composition of students in grades 1-11 is much more diverse (see table):

*/ * - data for 2014 / 2009

As part of the School Development Program for 2014-2018 "School - the center of educational, social and civic initiatives"the project "Polycultural education and upbringing" is being implemented. The strategy of this project iscreation in the educational institution of a system of multicultural education capable of providing support for the socio-cultural integration of foreigners and bilinguals in educational environment on equal grounds in the interests of Russian civic identityand further participation of the school in the international project "Diversity as an opportunity - 3". The structure of the "school of dialogue of cultures" by V. Bibler will be tested, where the concept of "culture as a dialogue" (M. Bakhtin) organizes methodological and organizational support for the implementation of multicultural education in educational institutions.

The school of the dialogue of cultures is relevant in the context of the growing culture-forming role of the school and education in general.It's a transition from an idea" educated person to the idea of ​​a "man of culture". The result of educational activity should be the basic culture of the individual. The main thing in culture is not objects and knowledge, but values ​​and norms, ways of thinking andcreation . Students should not memorize the truth, but engage in search, research. In dialogue with the teacher, with classmates, everyone forms their own unique view of the world, their position, their self, assimilating modern culture as a reflection of previous cultures.

The innovative product of this project will be:

• multicultural school model,
• methodological recommendations on the organization of multicultural education and upbringing,
• methodological recommendations with didactic material for approbation of foreign experience at school, development of methods for working with children and adults (parents) foreigners;
• development of guidelines for the management of educational institutions with a multi-ethnic composition;
• psychological and pedagogical support for migrant families.

Monitoring. His results.

In March 2014, in order to improve the process of education and upbringing, taking into account the needs and interests of children and parents, the school conducted a survey of parents and children on the problems of interethnic relations, to identify the difficulties and problems of families and children related to the national question. Monitoring results and early studies have shown

Socio-pedagogical problems of migrants

Analyzing the difficulties faced by migrants when changing their place of residence, the following groups of problems can be distinguished: legal; linguistic; social; culturological; pedagogical, religious.

We are interested in socio-pedagogical problems. The most typical difficulties for children are related to:

• with the difference of training programs from their usual ones;
• with a language barrier;
• loss of personal status in relation to teachers and peers, the need to establish new role relationships, etc.

As a result, there is a general state of anxiety, a decrease in self-esteem, the presence of difficulties in adapting to a new environment and changing requirements for the process of education and upbringing, problems in processing information and accepting a different culture.

A migrant child living under the influence of a migrant subculture and encountering the culture of the majority every day is in a difficult crisis situation: regardless of whether his family has decided (and has the opportunity) to permanently settle in this country, whether he is the second and even the third generation foreigners, for the healthy development of his personality, it is necessary for him to achieve a positive ethnic identity and, against this background, the formation of ethnic tolerance. Here the pedagogical support of the child plays a huge role in the choice of ethnic identity in the form of lessons in the native language and religion. All this contributes to the development of the language of communication between children of the dominant culture and the culture of the minority, accelerates the integration of the child into new culture, at the same time, preventing the danger of de-ethnization (the process of loss of ethnic tradition), and marginalization. Another pedagogical problem is the problem of adapting children of different ages to the socio-cultural conditions of a new region. If in younger schoolchildren this problem is associated mainly with ignorance of the language, misunderstanding and inability to communicate in the language, then in adolescence and adolescence adaptation is complicated by specific age-related problems. Due to age, social and psychological features, the criticality of this age period teenagers - migrants are most fully subject to the emotional experience of a situation of social instability and experience a psychological crisis. One of the manifestations of this crisis is disadaptation, disorientation in the construction of the I - concept, worldview, entry into adulthood. Adolescent migrants are a special social and age category of the population that needs special conditions for adaptation to the changed conditions of life. Therefore, this category of families, as well as all families of dynamic observation, needs preventive work.

The family is the first social community that lays the foundation for the personality of the child. In the family, he acquires the initial experience of communication, here he develops a sense of trust in the world around him, in close people. family education should help the child initially learn the norms of behavior in society, in a team, in relationships with people, that is, education in modern society is considered not only as a purely family matter, but also as a social obligation of parents.

Undoubtedly, the success of the adaptation of migrant children to the cultural space can only be guaranteed when a single upbringing and educational space "family - educational institution" is created. Experience shows that the closer the relationship between the family and the school is, the more effective the pedagogical result.

For the successful adaptation of children of migrants and children of internally displaced persons, the systematic work of the entire teaching staff of the educational institution with the family is necessary, which includes:

Planning the content of communication with each family, a combination of individual and group forms of work;

Ensuring daily informing of parents about the life of the child in an educational institution, as well as the transfer of positive information to each parent about his child;

Definition of "problem areas" of child development and ways to solve them;

Establishment of the requirement for a comprehensive discussion and collegial development of constructive proposals in the current conflict situation;

Increasing the psychological culture of interaction of all participants in the pedagogical process - teachers, parents, children;

Improving the style of communication with parents adopted in an educational institution;

Ensuring the protection of children's rights in an educational institution and family.

The leading areas of interaction between an educational institution and families of migrants and internally displaced persons can be:

Studying the family, its problems and needs (questionnaires, monitoring, interviews, etc.);

- informing parents (parent meetings, open days, parent conferences, discussions, parent evenings, etc.);

- psychological and pedagogical education of parents (parents' lecture hall, mother's school, family lounge, counseling service, conducting workshops and trainings with parents);

Joint activities of parents and children (organization family competitions, a story about family traditions, hobbies, holding joint events, holidays and affairs, creative meetings with parents, presentation of family dynasties, creation of thematic photo albums, etc.).

Involving parents in joint activities solves a number of educational tasks:

Establishment of friendly relations, cooperation, the formation of experience in creative activity;

Formation of intergenerational transmission, strengthening of traditions, transfer of skills and abilities in a variety of activities: intellectual, socially useful, artistic and creative, gaming, free communication;

Establishing warm relations between children, parents and teachers through a joint positive experience.

Parents should pay attention to the fact that the adaptation of their children will be successful only in conditions of close interaction between the educational institution and the family.

Usually, one of the main reasons for maladaptation is the language barrier. If parents and children do not speak Russian well, then the problems are exacerbated many times: loss of understanding, disruption of the usual way of life, lack of communication, possible aggression from peers, socio-psychological inconsistency with peers in the class, fraught with the formation of an inferiority complex.

To overcome the maladjustment of migrant children in an educational institution, all teachers are involved, however, first of all, class teachers, language teachers, a social teacher, a teacher-psychologist are responsible for this area.

We can conditionally designate the following mechanism for building constructive interaction between the family and the educational institution, aimed at the successful adaptation of children of migrants, children of internally displaced persons:

1. An initial examination of children of migrants and internally displaced persons entering an educational institution (the social and financial situation of the family; the level of proficiency in Russian - written and oral; the psychophysical state of the child).

2. If necessary, comprehensive language training using traditional methods, interactive methods.

3. Explanation to parents of the need for the mandatory participation of their children in extra classes and cultural events of extracurricular activities (use of computer, language and cultural programs, participation in sections, circles).

4. Creation of an optimal "receiving environment" for the inclusion of migrant children in the life of society: the maximum use of events where a child with poor language skills can apply their resources and skills, be successful on an equal basis with classmates.

5. Conducting seminars, conferences, thematic lessons on the history and culture of the district by joint efforts of teaching staff, students and their families.

The joint work of an educational institution with migrant families can be divided into two areas:

Uniting events that contribute to the rapprochement of students and the formation of an active citizenship (parent clubs, school councils, family competitions, holding civil holidays);

Events with an ethnocultural component that contribute to the formation and preservation of a positive ethnic identity and develop intercultural contacts. These events serve to preserve and develop the traditions of the multinational district.

So, one of the most important tasks facing us is the adaptation of migrants to the social environment of St. Petersburg. Adaptation is impossible without information. Families of migrants should be widely informed about the possibilities social environment into which they enter. For migrant families with children school age, the center of information can, and perhaps should, be the school.

One of the ways to help migrants at school is to create a memo for the parents of the student. Each institution may have its own memo, based on the characteristics of the school. However, there are issues common to all educational institutions.

Approximate Structure of a Reminder for Migrant Parents

About school

• address, phone number, website address, email address
• Administration, reception hours
• School hours

Your child in school (student requirements)

• appearance requirements
• Rules of conduct for a child at school
• General requirements for student readiness for the lesson
• General provisions for keeping a diary

Service to help you

• Service structure, mode of operation
• Treatment cases
• Service tips:

§ Conditions necessary for successful learning

§ How to get your child ready for school

§ Home environment is the key to success

§ etc.

• Psychologist's consultations "What to do if ..?"
• Russian language courses

Child's opportunities at school

• Catering
• Medical service
• library service
• Additional education

Useful information

• Links to the websites of the Committee on Education, the District Department of Education, the Federal Migration Service, etc.
• Addresses, phone numbers of district and city services: TsPMSS, TsSPSiD, UDOD, etc.

Accessibility, brevity, maximum awareness on topical issues are the positive aspects of such social projects for migrants

Interethnic relations have become an important element of modern life. Everyday solution of the problems of adaptation of the arriving population makes it possible to provide equal opportunities and equal rights in the conditions of modern St. Petersburg.

Algorithm for creating a memo for migrant parents

1. Designation of the problem (diagnostics: observation, questioning, sociometry)
2. Problem Research
3. Involvement of teachers, specialists to solve the problem
4. Creation of a working group on writing a memo
5. Working on the memo
6. Involvement of native-speaker children to translate the memo into national languages
7. Edition of the memo
8. Duplication (print, internet)

Bessarabova I.S.

The article actualizes the role of multicultural education for modern society, which is characterized by the aggravation of ethnic conflicts, intolerance to cultural differences. Using the example of Russia and the USA, the author shows that multicultural education is becoming the main direction of life of any multi-ethnic and multicultural society.

The problem of improving education is one of those pedagogical problems that do not lose their relevance over time. The current situation in Russia is characterized by the growth of local ethnic conflicts. The tasks of maintaining security in Russian society require constant work to study the nature of conflicts between representatives of various ethnic groups, their impact on the social and economic life of society, as well as the search for ways to overcome them. All this poses serious challenges for education, which cannot but respond to the events taking place in society. The experience of foreign countries, in particular the United States, shows that educational institutions are the main structures where a purposeful unifying and peacemaking policy is pursued. Therefore, education can help society educate young people in the spirit of a humane attitude towards representatives of other cultures and find effective ways to reduce ethnic hostility that can be applied in the social environment.

The problems of tolerance in various spheres of personal and public life, as well as its antipode - extremism, are especially relevant in the situation modern Russia, which is marked by the exasperation of morals among some groups of the population, the spread of aggressive motives and actions fueled both by objective socio-economic difficulties and by the policies of certain groups interested in inciting illegal sentiments. This situation did not leave indifferent domestic scientists, who carried out a number of studies, published monographs and scientific articles on the problems of tolerance.

According to the results of sociological research, tolerance and inclination towards extremism among Russians can manifest themselves in a variety of areas and relate to various aspects of people's relationships. So, in general, in modern Russia, the contradictions between the rich and the poor are especially acute. Second place after the socio-economic reasons for the possible extremist actions of Russians is occupied by reasons related to interethnic relations.

This picture is in direct contrast to the situation in the United States, where the main reason for the contradictions between the citizens of the country is still the color of the skin. Even those Americans of color who manage to succeed feel different. Today, African Americans hold leadership positions in more than 300 US cities. But despite this, they continue to experience a sense of alienation from the white majority, explaining that they have to live in two worlds, in one of which they are judged by abilities, and in the other, racial affiliation remains the main criterion. Let's bring specific example. The Graysons, an African-American couple, have been living in a prestigious New York area in a luxurious apartment building for more than eight years. The head of the family is New York's deputy mayor for finance, and his wife is vice president of the National Medical Foundation. According to both spouses, they had more than once experienced a dismissive attitude from the white tenants of their house, who, being unfamiliar with them, refused to let them into the elevator, mistaking them for strangers. Currently, there are so-called “gilded ghettos” in the United States, areas where wealthy African Americans live (Chatham in Chicago, North Portal Estates in Washington), as they still encounter barriers to buying houses in areas inhabited by whites. Americans.

Situations such as those described above are very aptly characterized by the words of Gloria Ladson-Billings in Beyond the Big House (as the author calls the world of white Americans): “African Americans were given the right to enter this house, but they never became part of it.”

Russia, like the United States, is a multinational, multireligious and multicultural country with a population of about 150 million people. More than 100 nationalities and ethnic groups live in Russia. In addition to the Russians, who are the titular ethnic group (81%), the numerous nations in the country are Tatars, Jews, Chuvashs, Bashkirs, Udmurts, Maris, etc. minorities, mainly in the North (Nenets, Evenks, Aleuts, Negidals, Oroks, Tofalars, etc.). The historically established national and cultural diversity in our country has affected the system of basic values ​​of domestic education, in particular, its obligatory nature and accessibility for all citizens. At the same time, the educational policy of the Soviet period did not reflect the real problems regarding various ethnic groups.

Let us turn briefly to some of the historical stages in the development of education in our country, which were the prerequisites for multicultural education in Russia.

In the mid 50s. XX century With the coming to power of N.S. Khrushchev, many deported peoples (Kalmyks, Chechens, Balkars, Russian Germans, etc.) were allowed to return to their homeland. According to the policy of N.S. Khrushchev, all people who lived on the territory of the USSR were to become Russian-speaking. At the same time, native languages ​​were considered as an obstacle to the perfect mastery of the Russian language. This idea was reflected in the Program of the CPSU (1961), which proclaimed the creation of a “nationwide state” as the main task of the party. At the same time, it was implied that in the process of building a classless society, national differences would be erased, not excluding linguistic ones. This policy was continued by L.I. Brezhnev, during whose reign the idea of ​​forming a “Soviet man” was put into practice. Russification, i.e. the obligatory study of the Russian language in all educational institutions of the country was considered a necessary condition for the birth of a new type of citizen. In all schools of the country, the main attention and financial resources were directed to the study of the Russian language. In connection with the economic needs of the USSR, government structures pursued a policy of accelerated transfer of the education of national minorities to the Russian language of instruction, which acquired the status of a language international communication. Consequently, the languages ​​of the national minorities living in the country were left without attention, which caused the loss of their native languages ​​and cultures by many ethnic groups.

This policy of the party and government of the USSR, aimed at the assimilation and Russification of nations, at the creation of a new historical community "Soviet people", is similar to the "melting pot" policy pursued in the United States, with the aim of "melting" all national, cultural and ethnic differences arriving in the country immigrants, as well as Native Americans (Indians), obliging everyone to study English language and Anglo-European middle class culture.

Due to the profound political, demographic and social changes in Russian and American society, and in the world that took place in the second half of the 20th century, the assimilationist policy did not justify itself. It was replaced by an awareness of the importance of ethnic diversity as an indispensable condition for the cultural wealth and stability of the country. Tolerance and diversity have become landmarks for the 21st century.

In this regard, the world pedagogical thought began the development of an appropriate educational strategy. The task of preparing young people for life in a multi-ethnic and multicultural society was named one of the main ones in the documents of the UN, UNESCO and the Council of Europe.

In the report of the international commission of UNESCO on global strategies for the development of education in the XXI century. it was emphasized that one of the most important functions of the school is to teach people to live together, to help them transform the existing interdependence of states and ethnic groups into conscious solidarity. For these purposes, education should help to ensure that, on the one hand, a person realizes his roots and thus can determine the place that he occupies in the world, and on the other hand, instill in him respect for other cultures.

Consequently, multicultural education today is becoming the main force contributing to the survival and development of people not only in Russia, but also in the world in the context of global anthropogenic problems and ethnic conflicts.

Russian and American researchers do not give a universal definition of multicultural education. We believe that different approaches to its definition are explained by the presence of a large number of interpretations of the concept of "culture", which is a key one in multicultural education.

We have systematized numerous definitions of multicultural education presented by American authors according to the following features: multicultural education - idea, concept, philosophy; reform movement; idea and movement for reform; area of ​​scientific research.

In general, domestic scientists understand multicultural education as a process of mastering students' knowledge about the various cultures of their country and the world, understanding the general and special in their native culture and the world for the purpose of spiritual enrichment, the development of planetary consciousness, the formation of skills and abilities for interaction in a multicultural environment. both Russian and world community.

Taking into account the views of domestic and American authors, our understanding of multicultural education comes down to the following: multicultural education- this is a special way of thinking based on the ideas of freedom, justice, equality; educational reform aimed at transforming traditional educational systems in such a way that they correspond to the interests, educational needs and abilities of students, regardless of racial, ethnic, linguistic, social, gender, religious, cultural affiliation; an interdisciplinary process that permeates the content of all disciplines of the curriculum, and not individual courses, methods and strategies of teaching, the relationship between all participants in the educational environment; the process of introducing students to the richness of world culture through the consistent assimilation of knowledge about their native and national cultures, equipping students with the ability to critically analyze any information in order to avoid false conclusions, as well as the formation of a tolerant attitude towards cultural differences - qualities necessary for life in a multicultural world.

BIBLIOGRAPHY:

1. Bessarabova I.S. Current state and development trends of multicultural education in the USA: Monograph. Volgograd: Change, 2008.364p.

2. Gaganova O.K. Multicultural education in the system of general school education in the USA: Dis.... cand. ped. Sciences. Institute of Theory of Education and Pedagogy of the Russian Academy of Education. M., 2003.

3. Makaev V.V., Malkova Z.A., Suprunova L.L. Multicultural education is an urgent problem of modern school//Pedagogy.-1999.-№4.-P.3.

4. Tolerance / General. ed. M.P. Mchedlov. M.: Respublika, 2004. 416s.

5. Khairullin R.Z. Status and prospects for the development of national education systems in Russia//http:tatar-history.narod.ru/federal.htm.

6. Ladson-Billings G. Beyond the Big House. New York: Teachers College Press, 2005. 212p.

Bibliographic link

Irina Lesik
Means of multicultural education

Relevance multicultural education.

Interethnic and interethnic conflicts in only one, separately taken XX century brought a lot of troubles to mankind. Yes, and in our century, in the age of total tolerance, complete informational freedom and accessibility education paradoxically, there is intolerance towards other cultures and traditions. Especially it concerns megacities where the problem of the relationship between the indigenous population and immigrants is becoming more acute. That is why all over the world today in one form or another there is multicultural education.

Multicultural education in Russia is an educational system, which, within the framework of the unified state educational The standard forms the content of education and upbringing in accordance with the structure of Russian identity, that is, it is guided by the goals of translating the ethno-cultural heritage and national cultures of the peoples of Russia in the broad context of Russian and world civilization.

In the process multicultural education the child is introduced to his native culture, and from it - to Russian and world culture.

The international community has developed its basic principle multicultural education: a person must know his roots and at the same time respect other cultures.

How is this goal achieved and how means of multicultural education exist in modern domestic education?

Most Effective means of multicultural education:

Communication between representatives different peoples.

Literature and oral folk art.

The study of national music.

Objects of decorative and applied art.

Folk Games.

Folk toys.

Communication between representatives of different peoples is one of the most effective forms of fostering tolerance and forming interethnic friendship.

Advantage educational organizations in that they are most often multinational in their composition, therefore, in the youth (childish) the collective must form respect for the national culture, language, as well as for a foreign culture and, in general, for a person. This is largely favored by the age of young people - the period of manifestation of intellectual, emotional and behavioral activity, as well as the moral, psychological and moral climate of the organization.

The methodology for educating a culture of interethnic communication is based on the teacher's knowledge of the characteristics of children, the relationship between them. When organizing work to educate a culture of interethnic communication, teachers need to know and take account of:

Individual characteristics of each child, especially family upbringing, family culture;

The national composition of the student body;

Relationship problems between children, their causes;

Cultural features of the environment environments, ethnopedagogical and ethnopsychological features of culture, under the influence of which interethnic relations are formed among students and families.

Literature and folklore - provide comprehensive information about the mentality and traditions of different cultures.

Functions and educational potential of works of oral folk creativity:

Folklore contributes to the deepening of knowledge about the folk spiritual culture in its past and present. Folk art introduces the life, traditions, customs of their own and "neighbor people";

With the help of folklore, the assimilation of moral and behavioral cultural norms and values ​​enshrined in the culture of any people is carried out. Moral and behavioral norms and values ​​are expressed in the system images. Revealing the characters fairy tale characters, delving into the essence of their actions, the child understands what is good and what is bad, thereby easily determines his likes and dislikes, comprehends popular ideas about human beauty. Wise folk proverbs and sayings inform about behavioral norms;

With the help of folklore, it is possible to cultivate a respectful attitude towards the culture of one's own ethnic group, as well as a tolerant attitude towards other ethnic cultures. Studying folklore, the child realizes that the people are the creator, the creator of the cultural heritage that needs to be admired and proud of. The works of oral folk art are a centuries-old folk work that preserves the history of the ethnic group.

Folklore promotes development aesthetic taste. The child feels the beauty of folk thought, he has a need to communicate with the people. He seeks to understand what funds uses the people in his work, tries to apply them in the future.

The study of national music.

D. B. Kabalevsky wrote about the importance of introducing children to the music of different peoples So: “Russian guys cannot fully study, grow and develop spiritually, remaining deaf to the music of that people, in the environment in which they live, with whom they constantly communicate, whose colloquial and musical speech is constantly heard around them.

Over the course of many centuries, music has been transformed and changed, obeying the evolution of mankind, but the common beginning, the source of music is life, ancient foundations (archetypes, emotions and feelings reflected in the sounds, made it accessible to the understanding of every person, regardless of his nationality. Recall the words of P I. Tchaikovsky that music is a treasury in which every nationality contributes its own for the common benefit.The historically established features of the music of different peoples do not destroy a single musical space, but, on the contrary, enrich the universal musical language and musical culture of different peoples of the world.

Music is one of the richest and most active teaching aids, has a great power of emotional impact, develops the child's feelings, forms his tastes.

Forms and methods of introducing children to the music of different nationalities:

Listening to songs and works.

Presentation "Composers".

Learning national songs.

Presentation, videos "Dances of the peoples different nationalities» .

Learning folk dances, dances, round dances.

Acquaintance with national musical instruments.

Objects of arts and crafts will tell a lot about the traditions and history of the people.

Decorative and applied art is a part of the national culture. It manifests the best features of the people, universal values: humanism, optimism, wisdom, courage, the eternal desire for beauty. At the same time, in the art of every nation, its originality: manners, customs, way of thinking, aesthetic preferences, national psychology, culture, history.

There is nothing superfluous in folk decorative art; the main thing is worked out and preserved in it. The most expressive features of the surrounding objects are conveyed expressively and concisely. Genuine folk art is distinguished by its special simplicity, taste, and expressiveness. That is why it is understandable and accessible to people and even the smallest - preschoolers.

Visiting national museums.

“A museum, like a book, is a spiritual testament from one generation to another…”- said A. I. Herzen.

Museum pedagogy helps a child to become a creative person, helps him to live not one life, but hundreds of other lives and gain valuable life experience.

The museum is peculiar a way of knowing the surrounding world, therefore it reflects the most diverse aspects of national reality. Museum Pedagogy Helps the Teacher Solve Problems education and can be used to implement both complex and additional programs. This direction plays a big role in the formation of the child's value system, in his familiarization with the historical and cultural heritage; contributes to the education of tolerance, cognitive, creative and emotional development. In addition, museum pedagogy provides visibility educational process, promotes interaction educational organizations with families and communities.

Folk games are a unique phenomenon of human culture, since every century, every era, every specific ethnic group, every generation has its favorite games. These games reflect lifestyle of people, their way of life, ideas of honor, courage, courage, the desire to possess strength, dexterity, endurance, speed, to show ingenuity, endurance, creative invention, resourcefulness, will and desire to win.

Folk games contribute to the education of a certain attitude to everything around, to the phenomena of social life. Because in child's play peculiarly reflected surrounding reality, the game, like no other activity, is saturated with social content. There is a child in her sincerely directly expresses his thoughts and feelings - sympathy and friendly attitude towards people of different nationalities. Children's ideas about the homeland, the features of life, work, art of different peoples are not only refined, fixed in the folk game, but also enriched, creatively enriched, creatively processed and then become the basis of their behavior and beliefs.

The folk toy contributes to the expansion of the world of childhood, the world of play, it brings the child to the world of adult culture, and also to the world of art.

Basics multicultural education should be embedded in early age. It suggests individual approach for every child in the group. Children should not only be aware that children of other nationalities study in their class or group, and which ones, but they should be informed about the peculiarities of their culture, be able to interact with representatives of other ethnic groups, and promote mutual cultural enrichment.

Sections: General pedagogical technologies

Today, education is of great importance in modern society, since it is the foundation for the formation of personality and plays an important role in the family, school, and society. But one of the most pressing issues remains the issue of multicultural education of the younger generation.

The relevance of educating multiculturalism is explained, first of all, by the fact that the social reality of our life cannot exist as a monocultural one. An indicator of a progressive social life is the diversity of cultures. However, the clash in the process of globalization of various social phenomena, value priorities, lifestyles, cultures, on the one hand, creates conditions for their interaction and development, but on the other hand, it can become a source of negative conflict between various nations. This is due to the fact that it is easier for a person to communicate with people who share his point of view, have similar values ​​and beliefs, a culture of behavior. But still, he is not always comfortable among those who have a different culture, different views and positions. The degree of this discomfort depends on the situation in which the “meeting” of different cultures takes place, on the personal qualities of a person, his initial assessment of the environment. If cultures, values, ideals of people do not coincide, this can be expressed in intolerance, hostility towards another, which is serious step to conflict. A positive solution to the situation is possible if cultural differences are considered as one of the alternatives to human existence. Thus, one of the urgent problems of modern society is the education of a multicultural personality, capable of adequately perceiving representatives of a different culture and building relationships with them on the basis of tolerance.

Multicultural education is designed to suppress interethnic and interracial conflicts, the spread of fascist ideas.

It should be noted that multiculturalism, as a quality of personality, develops from childhood and throughout life under the influence of various social institutions, public organizations, and educational institutions.

Multicultural education is a direction of pedagogical science and practice aimed at educating the younger generation in the spirit of multiculturalism, which involves the formation of a personality who will be aware of the concepts of “tolerance”, “humanism”, “internationalism”, a developed sense of respect for peoples, nations, races and ethnic groups. .

As a teacher of foreign languages, I am more interested in the topic of multicultural education than anyone else. I have a good opportunity to implement it in my lessons.

A foreign language is one of the main means of educating multiculturalism. A schoolchild, studying a foreign language, along with the language gains experience in communicating with the outside world, with other people, the process of socialization of his personality takes place. This becomes possible due to the natural openness and susceptibility of the child to all circumstances that affect his development. If we take into account that the acquisition of experience most often occurs in a monolingual (mono-lingual) and monocultural environment, in an environment in which subjects - carriers of one culture interact, then the child learns the "rules of the game" accepted only in a certain linguo-society - a community of speakers of one language and one culture. However, as you know, the modern world of a child is many-sided and multicolored from the point of view of both languages ​​and cultures. And therefore, ignorance of the languages ​​and characteristics of foreign cultures can lead to problems in communicating with their native speakers. To avoid this and to enable children to adapt to the multicultural living conditions in the modern world, children should be introduced to foreign languages ​​and, through language, to the world of other cultures. Society and the school, including the program of teaching foreign languages, contribute to solving the problem of interethnic integration of peoples. It is this circumstance that dictates the need to consider the study of foreign languages ​​in the context of the general linguistic and cultural space of the country.

The purpose of my work is to adapt to cultural traditions, preserve ethnic culture and traditions, create conditions for mutual penetration, unite people of different nationalities in the name of peace on earth.

Educational tasks in foreign language lessons:

Education of tolerance, tolerance for cultural differences, recognition of the possibility of deviations from generally accepted standards;

Understanding and accepting another culture, exploring and supporting the ethnic differences with which children come to school;

Respect for cultural differences between representatives of different nationalities.

Now, multilingualism, knowledge of a foreign language by every resident is put forward as the main goal in the field of learning a foreign language. Foreign languages ​​currently determine the language policy of the country. Our country has its own socio-economic specifics, its own priority international relations, its own educational opportunities, its own needs for personnel, for whom a particular foreign language may be a priority.

In our case, the formation of a multicultural personality directly in the lessons of a foreign language is carried out through the solution of certain tasks. Here the student is the creator, the main character. The formation of a multicultural personality in foreign language lessons contributes to the use of interactive teaching methods that develop the ability and skills of speaking. The leading place in these lessons is occupied by the creative and search activities of students, discussions, group and individual work, role-playing games.

Multilingualism contributes to the formation of an open person, open to the world, people, goodness and ready to work for the benefit of other people. Teachers should have knowledge about the upbringing of the younger generation, about the pedagogy of everyday life, family, clan, tribe, nationality and nation. Only then will they be able to bring up a real person who would have a developed culture of tolerance.

Multicultural education is aimed primarily at the preservation and development of the entire diversity of cultural realities that exist in society, at the transfer of this heritage to the younger generation. Multiculturalism is based on the fact that a person is the intersection of many cultures, which means that he can be mono- or multi-identical.

In the conditions of a multicultural reality, when people belonging to different linguistic and cultural communities come into contact, the mutual influence and interpenetration of cultures leads to the acculturation of members of societies that combine different cultures in their minds, oriented towards the other, predisposed to a dialogue with him. Language teaching, combined with familiarization with cultural and social values, can and should serve powerful tool mutual understanding between peoples.

And it is the teacher of a foreign language who is able to contribute here to the formation of tolerance in children, since the child encounters a new culture for him in foreign language lessons, ideas alien to him. A foreign language is a tool that should ensure unhindered communication, the exchange of ideas.

UDC 372.881. Pilipenko

student YURIU RANEPA Scientific adviser: candidate of pedagogical sciences, prof. Mitusova O.A.

PROBLEMS OF POLYCULTURAL EDUCATION AND

EDUCATION

Resume: The article deals with the main problems of multicultural education and upbringing. The prerequisites for the occurrence of such problems are listed. The characteristic of the teacher who carries out such educational activities is given.

Key words: multicultural education, multicultural education, multiculturalism, polyculturalism.

The unpredictable changes taking place in the socio-economic system of the country, the complication of the situation in interethnic relations, the growing volume of information form the need for the formation of a person who is able to live in a multicultural space, a creative and tolerant person, responsible, ready to take constructive actions in difficult living conditions. The main social institution that adapts a person to changes in society is the education system.

In the current political, economic, social and educational situation in Russia, the problem of multicultural education is becoming increasingly important.

Multicultural education is the education that a person

receives in a multi-ethnic society where people live and cooperate,

speaking multiple languages.

Multicultural education acts as a "response" to such processes as:

Processes of globalization and integration of education;

Strengthening the influence of religious movements that have negative impact, on young people;

Intensive interaction between Russian and foreign organizations;

Growth of extremism, aggression;

The need to form a tolerant consciousness, etc. It is not uncommon for today's youth to demonstrate

ignorance in knowledge of the characteristics of the national cultures of the world, their customs, traditions and history. There is also a share of the responsibility of education in this, because such a quality as multiculturalism is not laid down at the genetic level, but is brought up.

It should be noted that multicultural education is inextricably linked with multicultural education, which, in turn, involves taking into account the cultural and educational interests of nations, and also cultivates a spirit of solidarity and mutual understanding in a person, which contributes to the formation of peace and the preservation of the cultural identity of various peoples.

O.A. Mitusova notes that Russia, as a multinational country, is characterized by the presence of an “internal multicultural space” and

108 Mitusova O.A. Language education in the context of intercultural communications / Humanitarian and socio-economic sciences. 2006. No. 3. S. 121-124.

"external multicultural space" that affect educational processes.

A teacher plays a significant role in the field of multicultural education and upbringing. According to E.I. Solovtsova, a specialist in this field should have the following qualities and skills:

Developed critical and reflective thinking;

Acceptance of the multicultural world;

Respect and a sense of tolerance towards other cultures.

The main objective of multicultural education is to develop the ability and readiness for intercultural communication, which is understood as “communication in a foreign language, taking into account the culture of the country where this language is spoken”109, however, not all universities provide such training. One of the reasons is insufficient legal support. There are not so few legal acts regulating the educational process, but so far none of them has adopted the principle of polyculturalism as a priority direction of development, however, some provisions correspond to the goals and objectives of multicultural education. It should be noted that the multicultural training of teachers is not mentioned in any regulatory legal act.

At this stage of the development of society, the use of innovative technologies in multicultural education also plays an important role. But the complexity of using such technologies lies in the “lack of

109 Mitusova O.A. Architectonics and logical and semantic content of the language educational space: formal, non-formal, informal education of students // Uchenye zapiski SKAGS. 2011. №3. pp. 171-176.

unified methodology and practice of a comprehensive current assessment of the quality and effectiveness of the educational process”110.

In non-linguistic universities, often, the source of multicultural education is only the discipline "Foreign Language", which, in comparison with other disciplines, "allows you to more effectively set students' attitudes of tolerance and ethical identity"111.

The problem is also the fact that the principle of polyculturalism is characteristic, at this stage of the development of education, only for individual courses, and not for all disciplines.

Based on research in the field of multicultural education, S.M. Mamleeva put forward conditions that ensure the effectiveness of multicultural education. These include:

Creation of a stable moral and psychological readiness of students to choose goals and priorities that contribute to the formation of value orientations;

Interdisciplinary integration;

Use of innovative pedagogical technologies in the educational process.

Summarizing the problem of multiculturalism, taking into account the above information, multicultural education and upbringing can be defined as an innovative process that is aimed at a qualitative change in the educational system and which orients future specialists towards mobility and independence, and most importantly, competitiveness, in a multicultural and multilingual environment. modern world. Except

110 Pronina E.V. Necessary conditions for the implementation of innovative education technologies in Russian universities // Vocational education and youth employment: XXI century. 2016. Part 2

111 Mitusova O.A., Martirosyan Yu.V. Formation of attitudes of tolerance and national identity among bachelor-managers // Uchenye zapiski SKAGS. 2013. No. 1. pp. 146-152.

In addition, multicultural education contributes to the enrichment of large and small ethnic groups without infringing on the latter.

UDC 378.147.34 Fastashchenko T.A.

student of JURI RANH and GS Scientific adviser: Doctor of Philology, prof. Kotova N.S.

MOBILE EDUCATION

Abstract: The article discusses the principles governing student-centered learning, discusses the growing attention to information and communication tools and mobile resources. Wireless technologies are presented as a natural and affordable way to promote student-centered learning in combination with the process of interaction between the teacher and the student.

Key words: mobile education, information and communication technologies, educational process, student-centered education.

The potential of digital devices and networks that provide

wireless e-learning and mobile learning (m-learning)

combine "individual (or personal) learning", which can be accessed at any time and in any place of study. This

promotes the "convergence of the Internet", wireless networks, wireless electronic devices and "e-learning methods".

112 Kotov S.V., Kotova N.S. Formation of inclusive education in Russia // European Social Sciences Journal. 2015, No. 6. P.263-267.

113 Kotova N.S., Kotov G.S. Higher education through distance technologies (foreign experience). // In the collection: Theory and methodology of the modern educational process, a collection of scientific papers based on the materials of the I International Scientific and Practical Conference. Editors: N.A. Krasnova, T.N. Pleskanyuk. Nizhny Novgorod, 2016, pp. 51-54.