Experience in the application of ethnopedagogics in the subjects of the Russian Federation

Abstract

The problem and the goal. Today there is extensive experience in the field of ethnopedagogy in the multinational space of Russia, but there are no studies studying this experience, tracking the reasons for the insufficiency of its wide application. This problem is caused by the weakening of the influence of traditions on the upbringing and education of children, the distortion of the deep psychological meaning of ethno-pedagogical methods and methods of education, the erosion of folk ways. The purpose of this article is to describe the process and results of studying the experience and the role of ethnopedagogy in the system of Russian general education. Research methods. 994 people, 25 teachers of preschool education, 969 primary school teachers from the subjects of the Russian Federation took part in the survey: Vologda, Kurgan, Moscow regions, Republics: Bashkortostan, Buryatia, Dagestan, Sakha (Yakutia), North Ossetia –Alania, Tatarstan, Chechen and Chuvash. Results. Teachers understand that knowledge of the traditions of their people will contribute to the development of intercultural dialogue (99.09%); they believe that knowledge of ethnic culture, cultural activities should be included in the educational program of primary education (63.88%), they realize the importance of intercultural dialogue in the educational process (30.48%). Difficulties were caused by the question of the basic values of the culture of his people. Holidays are named among ethnocultural national traditions (74.95%). Respondents (96.28%) like to participate in events related to traditional culture. 99.3% of teachers consider it important to broadcast folk traditions. The most frequently used ethnopedagogical means are: works of oral folk art (94.54%), musical folklore (58.15%), the inclusion of children in work (41.05%), folk outdoor games (54.23%). Ethnopedagogical means are constantly used – 17.71%, often – 41.95%, "from time to time" – 35.01%, rarely – 5.03%, never – 0.3%. 544 teachers (54.73%) reported the presence of national clothes. 15.09% are very well oriented in the ethnoculture of the region, 43.56% are generally good, 39.74% "sometimes have difficulties", 1.61% are not oriented at all. Conclusion. The reasons for the insufficient use of ethnopedagogical means, according to teachers: the lack of an appropriate system of professional development, insufficient time. Activities that contribute to the development of ethno-cultural competence: master classes, ethnographic quests, educational tourism, historical reconstructions, interaction with cultural institutions, professional skill contests, pedagogical projects and self-education. In the future, it is advisable to conduct a comparative analysis of the experience of Russian regions in the field of ethnopedagogy, to identify the most promising regions in this regard for the dissemination of their experience.