Abstract
This paper presents a systematic approach to the spiritual and moral education of primary school children, which is proposed to implement through a model that includes target, meaningful, subjective and effective components. All components of the model are described. For its implementation, forms of educational tourism were chosen, taking into account the age characteristics of children. The author described how to use different forms of tourism. A tourist activity application algorithm for younger students spiritual and moral education is developed on the basis of a concentricity principle and assumes participation of students parents. The presented model of spiritual and moral education is based on local history material and includes active and interactive forms and methods of work, which allows to develop knowledge as well as experience of moral behavior. The paper describes the modules of the world exploration consistently from exploring the city, the region and the country on the principle of expanding and deepening spiral. The description of each form of educational tourism on the material of Omsk and Omsk Region is given. The author offers options for involving parents, options for creative assignments and final sessions for children. The model is ready for use and can serve as a basis for further research.
Highlights
A survey was conducted among foreign students studying at
Natural Sciences Education Faculty of the I. Yakovlev Chuvash State Pedagogical University located in Cheboksary
a survey was conducted in order to identify socio-pedagogical conditions of students' adaptation
Summary
СОДЕРЖАНИЕ МОДЕЛИ ДУХОВНО-НРАВСТВЕННОГО ВОСПИТАНИЯ МЛАДШИХ ШКОЛЬНИКОВ СРЕДСТВАМИ ПОЗНАВАТЕЛЬНОГО ТУРИЗМА В данной статье представлен системный подход к духовно-нравственному воспитанию детей младшего школьного возраста, который предлагается реализовать посредством модели, включающей такие компоненты, как целевой, содержательный, субъектный, результативный. Представленная модель духовно-нравственного воспитания строится на краеведческом материале и включает активные и интерактивные формы и методы работы, что позволяет формировать не только знания, но и опыт нравственного поведения.
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