The Russian (civilian) identity of a person is a free identification of himself with the Russian people, which has a significant meaning for him; feeling and awareness of involvement in the past, present and future of Russia. The presence of Russian identity implies that for a person there is no “this city”, “this country”, “this people”, but there is “my (our) city”, “my (our) country”, “my (our) people” .

The task of forming Russian identity among schoolchildren, declared strategic in the new educational standards, implies a qualitatively new approach in terms of content, technology and responsibility for teachers to the traditional problems of developing civic consciousness, patriotism, tolerance of schoolchildren, their command of their native language, etc. So, if a teacher in his work focuses on the formation of a Russian identity in a schoolchild, then:

– in civic education, he cannot afford to work with the concepts of “citizen”, “civil society”, “democracy”, “relations between society and the state”, “human rights” as speculative abstractions, in a purely informative style, but must work with tradition and peculiarities of the perception of these concepts in Russian culture, in relation to our historical soil and mentality;

- in the education of patriotism, the teacher does not rely on the development of a child's non-reflexive pride in "one's own" or a kind of selective pride in the country (pride only for successes and achievements), but seeks to cultivate a holistic acceptance and understanding of the past, present and future of Russia with all the failures and successes, anxieties and hopes, projects and "projects";

- the teacher works with tolerance not so much as with political correctness (a fashionable trend of the secular consumer society), but as with the practice of understanding, recognizing and accepting representatives of other cultures, historically rooted in the Russian tradition and mentality;

- shaping the historical and political consciousness of schoolchildren, the teacher immerses them in a dialogue of conservative, liberal and social democratic worldviews, which is an integral part of Russian culture as a European culture;

- teaching the Russian language takes place not only in the lessons of literature, but in any academic subject and outside the lesson, in free communication with pupils; the living Russian language becomes the universal of school life;

- the teacher is not limited to communication with pupils in a protected, friendly environment of the classroom and school, but brings them to an out-of-school social environment. Only in independent public action, action for people and on people who are not the “inner circle” and are not necessarily positively inclined towards it, does a young person really become (and not just learn how to become) a public figure, a free person, a citizen of the country.

Even this far from complete enumeration shows that the task of forming Russian identity quite reasonably claims to be a key, turning point task in current educational policy.

In modern pedagogical science, the civil (Russian) identity of a schoolchild is fruitfully considered as:

- the unity of a certain type of knowledge, values, emotional experiences and experience of activity (A.G. Asmolov, A.Ya. Danilyuk, A.M. Kondakov, V.A. Tishkov);

— a complex relationship between historical memory, civic consciousness and project consciousness (A.A. Andryushkov, Yu.V. Gromyko).

In our opinion, no less productive is consideration of civic identity from the perspective of the school identity of the child.

It is almost a truism that a child's love for the motherland begins with love for the family, school, and small motherland. It is in small communities, where people are especially close to each other, that “hidden warmth of patriotism” is born, about which L.N. Tolstoy and which best expresses a person's experience of civic identity. That is, the Russian identity of a young person is formed on the basis of family, school, identity with the territorial community.

It is obvious that the subject of special responsibility of the school is the school identity of the child. What it is? This is experience and awareness child of his own involvement to school, which has a meaningful meaning for him. Why is this needed? School is the first place in a child's life where he goes beyond blood relations and relationships, begins to live among others, different people, in society. It is at school that the child turns from a family person into a social person.

What does the introduction of the concept of "child's school identity" give? In the usual role-playing reading the child at school acts as a student, boy (girl), friend, citizen, etc. . AT identification in reading, a schoolboy is “a student of his teachers”, “a friend of his classmates”, “a citizen (or inhabitant) of the school community”, “son (daughter) of his parents”, etc. That is, the perspective of identity allows you to more deeply see and understand thanks to someone or something the student feels connected (or not connected) with the school community, what or who creates in him a sense of belonging to the school. And evaluate, diagnose the quality of those places and people at school that engender involvement in the child.

Here is our vision of these places and people:

Identification position of the child in school	Place of formation of this position
Son (daughter) of his parents	Specially created or spontaneous situations at school where the child feels like a representative of his family (disciplinary entry in the diary, teacher's threat to call parents, encouragement for success, etc.)
Friend of his schoolmates	Free, outwardly unregulated, direct communication with classmates and peers
A student of his teachers	All educational situations both in the classroom and in extracurricular activities (circles, electives, sports sections, etc.); educational communication with teachers
"Citizen of the class" (class team)	Intra-class events, affairs, activities; self-management in the classroom
"School Citizen" (school community)	School events, children's associations of additional education at school, child-adult co-management, school self-government, school clubs, museums, etc.; extracurricular communication with teachers.
"Citizen of Society"	Social projects at school; actions and affairs aimed at the out-of-school social environment; children's public associations and organizations. School-initiated communication with other social actors.
Member of your own ethnic group	All situations at school that activate a child's sense of nationality
Member of your religious group	All situations at school that activate a child's sense of religious affiliation

School identity allows you to see if the student connects his successes, achievements (as well as failures) with the school; whether the school is a meaningful place for him or not.

Low identity scores will indicate that the school is not significant or of little significance to the child. And even if he is objectively successful as a student, the source of this success is not in school (but, for example, in the family, tutors, out-of-school additional education, etc.).

High indicators of identity will indicate that the school occupies an important place in the life of the child, is significant for him. And even if objectively he is not very successful as a student, then his personal dignity, his self-respect stem from his school life.

Since we assumed that each of the above identities is formed at school in certain “places” (processes, activities, situations), then low scores for one or another identification position can show us the “bottlenecks” of school life, and high scores - “ points of growth. This can be the beginning of a “reset” of school life, the launch of a development process.

To date, we have the results of a study (with the help of a sociological questionnaire) of the school identity of students in grades 7-11 from 22 schools in the cities of Moscow, Perm, Kaliningrad, Tomsk. We selected schools that are considered “good” by the population and the pedagogical community; At the same time, the schools themselves believe that their educational activities are very well organized.

In order to visually illustrate some of the key trends, we will summarize the data for schools. We have established a distinction on specific aspects of school identity at the level of “experienced – not experienced”, while specifying whether it is experienced positively or negatively (it is obvious, for example, that a student can feel like the son of his parents when teachers praise him or, on the contrary, a citizen of the class - when he manages to realize his ideas, plans in a class team, or when he is imposed on this or that assignment). We were interested not only in the very fact of experiencing as an indicator that the school in a particular aspect does not leave the child indifferent, but also in the nature of this experience. We also leveled the scatter in the values ​​of this or that indicator by school, determining the average value for 22 schools.

Here are the scores for each aspect of school identity:

Identity	experienced (% of students)		Not experienced (% of students)
	positively	negatively
Son (daughter) of his parents
Friend of his schoolmates
A student of his teachers
class citizen
School Citizen		11% (imposed sense of citizenship)
society citizen		(imposed sense of citizenship)
Member of your own ethnic group
Member of your religious group

Conclusions regarding the civil (Russian) identity of schoolchildren who took part in the study:

- only 42% of adolescents feel positively involved in their classroom team as "citizens", that is, people "doing something, even the simplest, that affects the life of their school class";

- even less - 24% of adolescents feel like "citizens of the school community";

- only 1 out of 10 students will leave school with a feeling of a citizen (non-philistine) of our Russian society.

Recall that this situation, which can definitely be called a situation of alienation, is fixed by us in the educational reality of the so-called "good" schools. It is easy to imagine what happens in the rest.

What's the way out? In our opinion, in a situation of alienation of children from school, a responsible educational policy can only be an "identity policy". No matter what we do at school, no matter what new projects and technologies we propose, no matter what traditions we want to preserve, we must always ask ourselves: “Does this give rise to free involvement of children in school? Will the child want to identify with it? Have we thought of everything and done everything so that he would have involvement with us? Why is it suddenly that what we have done so diligently, with such efforts, is not perceived by children? And then we will not chase novelties from pedagogy, pass off our inertia and lack of curiosity as loyalty to tradition, mindlessly follow educational fashions, rush to fulfill political and social orders, but we will work in depth, for the real development of the individual, for social inheritance and the transformation of culture.

For example, the school is faced with the social passivity of adolescents. Of course, it is possible to increase the resource of social science disciplines, to conduct a series of conversations “What does it mean to be a citizen?” or organize the work of the school parliament, but this work, at best, will provide students with useful social knowledge, form a positive attitude towards social action, but will not give the experience of independent action in society. Meanwhile, we are well aware that know about what citizenship is, even value citizenship does not mean act as a citizen be citizen. But the technology, which involves moving from (1) a problem-value discussion of adolescents to (2) a negotiation platform for adolescents with representatives of local authorities and public structures, and further to (3) a children-adult social project demanded by the territorial community, brings adolescents into an independent public action.

Thus, the real, non-imitation formation of the Russian (civil) identity of students is possible only on the basis of their positive school identity. It is through the feeling, consciousness and experience of citizenship acquired in school life (in the affairs of the class, the school community, in the social initiatives of the school) that a young person can mature a stable understanding and vision of himself as a citizen of the country. A school with which children do not identify themselves, in which they do not feel involved, does not educate citizens, even if it declares this in its concepts and programs.

And one more important effect of the "identity policy" in the field of education: it can help, if not to unite, then at least not to break with each other, conservatives, liberals and social democrats of Russian education. What we all, teachers, (each, of course, someone one and in our own way) are.

The formation of a person's civic identity is today an urgent key task of the socio-cultural modernization of society and is of practical value for improving the quality of the educational process.

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FORMATION OF THE CIVIL IDENTITY OF THE MODERN SCHOOLCHILDREN

N.A. Shmatkova

MAOU Yamskaya secondary school

urban district of Domodedovo

The formation of a person's civic identity is today an urgent key task of the socio-cultural modernization of society and is of practical value for improving the quality of the educational process. The Concept for the Long-Term Socio-Economic Development of the Russian Federation for the period up to 2020 points to the need to support programs for the formation of a single Russian civil nation, a national-state identity. In this regard, it is especially important to provide ideas for the formation of the civic identity of schoolchildren in a modern school. Educational and educational processes that form civic identity through various forms of lessons, in extracurricular and extracurricular activities. This topic is one of the areas of work of the teaching staff of our school. Educational and extracurricular activities in the pedagogical process of the school are interconnected and interdependent, which makes it possible to successfully integrate various types and forms of classes used by all participants in the pedagogical process (both in the community and individually). The relationship between the activities of the teacher in the formation of the civic identity of schoolchildren is ensured due to the fact that the developed ideas of schoolchildren about a citizen, about identity, about a civil community are “incremented” by ideas about the values ​​of tolerance, justice, responsibility, nobility, generosity, duty, etc., which ( values) take the form of a motive for civic behavior and activities of schoolchildren. The dominant method of forming the civic identity of schoolchildren is becoming such a method, the implementation of which allows schoolchildren to identify problems of civic content and respond to them with a practical result of a virtual (website, presentation) or real nature (socially significant business, action, presentation, etc.). And the introduction of the direction of formation of the civic identity of schoolchildren is carried out through a set of forms and methods that ensure the solution of tasks by the teacher in the implementation of the content of each of its blocks.The formation of civic identity is impossible without knowledge of the main events in the history of the Fatherland, the heroic past of Russia, without an understanding of the connection between the history of one's family and the history of the Fatherland.Students go to the location of the studied objects (historical monuments, museums, sights of the past, places of military glory) for direct acquaintance with them.Active cooperation with veterans, officers and relatives of fallen soldiers of local wars,with school graduates who chose the military path for themselves, soldiers, participants in important historical events (meeting with a member of the public organization "Combat Brotherhood" Gorbach A.P.), old-timers, local historians, members of various search teams and other interesting people.Participation in real practical events: the Day of Military Glory, the Day of Remembrance of the Unknown Soldier, in a solemn rally and laying flowers at the monument to the dead wars at the military graves of the village of Yam. The school created a "Corner of military and military glory" ( in the basis of creation is a reflection of the history of developmentmilitary unit) and for many years the guys have been working oncollection of new information, exhibits, research work, publication of newspapers, excursions, observing certain traditions. Excursions allow you to combine the educational school process with a visual comprehension of objects of real life into a single whole, to directly introduce children to the objective world of the past, to expand the boundaries of the school course.

Every year, our school hosts a scientific and practical conference, where schoolchildren make presentations, creative projects and research papers. The areas of work are very different: local history, professionally oriented, eco-biological, cultural studies.The project work brought together all participants in the educational space: students, their parents, teachers.Each family has its own history, customs and traditions; many families keep unique historical documents and antiques. The projects "Relics of my family", "Home archives or how to preserve the history of the family" tell about the importance of working to preserve the cultural heritage of the family. That it is impossible to postpone it for later, because together with the older generation, unique interesting information that forms a part of our common history is leaving us.

The formation of the values ​​of humanism and morality is a priority task of educating civic identity. Many of our projects are dedicated to the culture of the Orthodox Church, because knowledge of this culture can become a moral source for introducing the younger generation to the eternal truths that determine the essence of human life.

Working on the projects "Temple of Flora and Laurus" and "Temple of St. Nicholas", the students of the school got acquainted with the monuments of temple construction on the territory of the Yamsky administrative district with their structure and architectural features.

Members of the local history circle submit material to the local newspaper Pakhrinskiye Vesti, draw up such headings as “You can’t forget to save” (the history of the Leninskaya station was the content material for this work), “It's interesting” (made sketches of temples, collected photographic material, met with people interested in preserving cultural heritage). Schoolchildren prepare messages, analyze the events that took place in the country and were reflected in the history of the urban district and the village of Yam.

Proactive participation in socially significant events organized by adults: the children voluntarily took part in the Concert for Veterans; with great desire, representatives of the choir studio of the school performed at the Pavlovsky Palace of Culture at the celebration dedicated to Mother's Day; in holding a festival of street sports; environmental expedition to clean up a site on the banks of the Pakhra River; subbotnik for cleaning the territory of the military camp; event for the improvement of military graves and a monument to the village of Yam "Obelisk of Tristel to the fallen fellow villagers"; charity event "Start the year with mercy", responded to the call of the Yamsky temple in honor of Florus and Laurus and the Domodedovo branch of the "Combat Brotherhood" aboutrendering feasibleassistance to residents of the Luhansk and Donetsk People's Republics; "Hurry to do good" - prepared New Year's gifts for the pupils of the shelter and the center "Family"; in preparing material for the local newspaper of residents of the Yamsky and Kolychevsky administrative districts (together with the ICTT "Integral"); conducting a radio line about the days of military glory, the victorious days of Russia “Remember, love, be proud!”; production of holiday cards and invitations for veterans on the occasion of the 70th anniversary of the Victory (participation of volunteers inpreparation and holding of solemn events dedicated to the presentation of anniversary medals "70 years of Victory in the Great Patriotic War of 1941-1945").

The involvement of children and adolescents in constructive actions and public initiatives, their willingness to show social responsibility, to learn new work skills make it possible to build productive cooperation with peers, their parents and teachers in the context of the implementation of pressing socially significant problems.

To work in a school environment, teachers have chosen and offer interactive classes.

Topic of the interactive session	Educators' approach
The formation of civic identity and the development of patriotism in the lessons of the Russian language, literature and extracurricular activities.	The teaching of the Russian language takes place not only in the lessons of literature, but in any academic subject and outside the lesson, in free communication with pupils; the living Russian language becomes the universal of school life.
Social partnership of family and school in the formation of students' civic identity.
Psychological aspects of vocational guidance work at school in the context of the introduction of the Federal State Educational Standard.	In the upbringing of patriotism, the teacher does not rely on the formation of a child's non-reflexive pride in "one's own" or a kind of selective pride in the family, for the country (pride only for successes and achievements), but seeks to cultivate a holistic acceptance and understanding of the past, present and future of Russia with all failures and successes, anxieties and hopes, projects.
Modern forms of organizing extra-curricular activities at the course of life safety at school.	In civic education, he cannot afford to work with the concepts of "citizen", "civil society", "democracy", "relations between society and the state", "human rights" as speculative abstractions, in a purely informative style, but must work with tradition and the peculiarities of the perception of these concepts in Russian culture, in relation to our historical soil and mentality.
Local history as one of the factors in the formation of civic identity (From the experience of organizing and holding the Day of local history at school)	The teacher works with tolerance not as political correctness, but as a practice of understanding, recognizing and accepting representatives of other cultures, historically rooted in the Russian tradition and mentality. Presentation of experience in the formation of civic identity by means of local history activities

Civil (Russian) identity is the free identification of a person with the Russian nation (people); the inclusion of a person in the social, cultural life of the country, the awareness of oneself as a Russian; a sense of belonging to the past, present and future of the Russian nation. The presence of a Russian identity in a person suggests that for him there is no “this country”, “this people”, “this city”, but there is “my (our) country”, “my (our) people”, “my (our) city".

A child's love for the motherland begins with love for the family, school, and small homeland. The civil (Russian) identity of a young person is formed on the basis of family, school, identity with the territorial community.

The subject of special responsibility of the school is the school identity of the child. What it is? This is experience and awareness child of his own involvement for school. Why is this needed? School is the first place in a child's life where he truly goes beyond blood ties and relationships, begins to live among others, different people, in society. It is at school that the child turns from a family person into a social person. What does the introduction of the concept of "child's school identity" give? In the usual role-playing Reading the child at school acts as a student, boy (girl), friend, citizen. ATidentificationReading a schoolboy is “a student of his teachers”, “a friend of his classmates”, “a citizen (or inhabitant) of the school community”, “son (daughter) of his parents”. That is, the perspective of identity allows you to more deeply see and understandthanks to someone or somethingthe student feels connected (or not connected) with the school community, what or who creates in him a sense of belonging to the school.

Identification position of the child in school	Place of formation of this position
Son (daughter) of his parents	Specially created or spontaneous situations at school where the child feels like a representative of his family (disciplinary entry in the diary, teacher's threat to call parents, encouragement for success, etc.)
Friend of his schoolmates	Free, outwardly unregulated, direct communication with classmates and peers
A student of his teachers	All educational situations both in the classroom and in extracurricular activities (circles, electives, sports sections, etc.); educational communication with teachers
class citizen	Intra-class events, affairs, activities; self-management in the classroom
School Citizen	School events, children's associations of additional education at school, child-adult co-management, school self-government, school clubs, museums, etc.; extracurricular communication with teachers.
society citizen	Social projects at school; actions and affairs aimed at the out-of-school social environment; children's public associations and organizations. School-initiated communication with other social actors.
Member of your own ethnic group	All situations at school that activate a child's sense of nationality
Member of your religious group	All situations at school that activate a child's sense of religious affiliation

School identity allows you to see if the student connects his successes, achievements (as well as failures) with the school; whether the school is a meaningful place for him or not.

The civic identity of a young person is formed on the basis of family, school, identity with the territorial community. It is at school that a child becomes not only a family person, but also a social person. Therefore, the problem of the formation of civic identity in the younger generation acquires special pedagogical significance and its solution in full affects all levels of educational institutions.

Formation of Russian civil identity at the lessons of the history of Russia in the 9th grade

INTRODUCTION

The formation of civic identity is today an urgent key task of the socio-cultural modernization of society and is of practical value for improving the quality of the educational process. The Concept for the Long-Term Socio-Economic Development of the Russian Federation for the period up to 2020 points to the need to support programs for the formation of a single Russian civil nation and national-state identity. The federal state educational standard of the new generation provides for the formation of knowledge of fundamental sciences, the education of an all-Russian identity, patriotism, citizenship, social activity, legal self-awareness, tolerance, adherence to the values ​​enshrined in the Constitution of the Russian Federation, and on the other hand, a system of universal educational activities that determine the ability of an individual to learn , cooperate in the knowledge and transformation of the surrounding world.

In this regard, one of the important socio-pedagogical problems is the problem of the formation of students' civic identity.

It is possible to single out the main qualities that make up citizenship: patriotism, law-abidingness, trust in state power, responsibility for one's actions, conscientiousness, discipline, self-respect, inner freedom, respect for fellow citizens, social responsibility, active citizenship, a harmonious combination of patriotic, national, international feelings. and etc.

At the same time, it must be remembered that in civic identity it is necessary to distinguish between state and national identity. The first is the relationship of the individual with the state, the second - with the ethnos. In Western literature, more attention is paid to the national, because. For the most part, European countries are mono-national states.

Russian civic identity is a relationship with their fellow citizens - Russians. In modern Russian science, the structure of identity as a socio-psychological phenomenon includes:

substantive foundations (social memory, social knowledge, sociocultural experience),

activity and spatial aspects (mechanism of territorial identification).

In other words, the concept of civic identity contains:

realization of the basic needs of the individual in belonging to a group (T. Vodolazhskaya);

the identity of the individual to the status of a citizen, as an assessment of one's civil status, the readiness and ability to fulfill the obligations associated with the presence of citizenship, enjoy the rights, take an active part in the life of the state (M. Yushin);

the result of the process of self-identification of the subject with the corresponding social groups at the cognitive and emotional levels of the individual (R. Shikova);

awareness by the individual of his belonging to the community of citizens of a certain state on a general cultural basis (A. Asmolov);

the identity of the individual to the socio-cultural status (P. Grigoriev).

Adolescence is an important stage in the formation of readiness for personal self-determination based on the development of self-awareness and worldview, the development of value orientations. The new social situation in the development of adolescents leads to significant difficulties in the formation of a civic position (sociality, the construction of civic identity as a basic prerequisite for strengthening statehood), so the transition to a new strategy for teaching the history of Russia in grade 9 is very relevant.

The formation of civic identity is a complex process. To achieve the result, it is important to use methods and forms of activity and student-centered approaches in teaching.

The main thing in the activity approach is the cognitive activity of the students themselves, active participation in the educational process within the framework of age opportunities, fulfillment of norms and requirements within the framework of history lessons, the ability to conduct a dialogue, participation in public life, the ability to make plans for life, taking into account specific social political and economic conditions of the past and present.

The purpose of the study: to develop approaches to the formation of Russian civic identity in the lessons of the history of Russia in the 9th grade and experimentally test their effectiveness.

In order to achieve this goal, it was necessary to solve the following tasks:

analyze the scientific literature on the research problem;

to study the experience of using forms and methods of work that form civic identity in educational and educational activities;

to find and adapt for this study methods for measuring the socio-psychological components of the civic identity of 9th grade students; civic identity history lesson

conduct experimental lessons aimed at shaping the components of Russian civic identity among ninth-graders;

analyze the obtained experimental data and evaluate the effectiveness of the proposed approaches to the formation of the Russian civic identity of schoolchildren.

Object of study: the educational process in the primary school.

Subject of study: the process of formation of Russian civic identity among 9th grade students in history lessons.

Research hypothesis: it is assumed that the lessons of the history of Russia, built on specially selected historical material, conducted using multimedia, video and case materials, allow the formation of civic identity in 9th grade students.

Directions for the implementation of the goals and objectives:

spiritual and moral education of students - the formation of citizenship, above-class, above-party, above-corporatism as priority values; nationality; priority of public and state interests over personal ones; loyalty to the foundations of the state and social system, to the existing political system; patriotism, devotion to one's Fatherland; humanism and morality, self-esteem; social activity, responsibility, intolerance to violations of morality and law.

historical education - the study of the history of Russia in its unique destiny, the formation of a sense of pride and belonging to the heroic events of the past and the awareness of historical responsibility for events in society and the state. The conditions for the development of the patriotic position of the individual are the study of the history of Russia, its heroic past, the place and role of Russia in the world historical process, understanding the peculiarities of the traditions and culture of our peoples.

political and legal education - implies awareness and orientation of students in political events in society and the state, understanding of civil and military politics in the context of major historical events.

patriotic education - aimed at organizing the assimilation of the values ​​​​of citizenship and love for the Motherland, the cultural and historical values ​​\u200b\u200bof our society and state, the formation of national identity; development of a sense of love for the country and pride in belonging to one's people, respect for national symbols.

professional activity education - the formation of a conscientious and responsible attitude to work, readiness for professional self-development and self-realization; ability to plan and implement professional plans.

To achieve the goal of the study, the following educational technologies were used:

case technologies;

multimedia technologies;

video lecture (interactive) technologies;

The interdisciplinarity of the study is due to the fact that the development of approaches to the model of the process of formation of Russian civic identity among ninth-graders implies a synthesis of pedagogy, social psychology, history, political science, philosophy and sociology.

The problem of the formation of Russian civic identity has been dealt with by various scholars.

The problem of social identity is considered by some authors as its cultural component (T.G. Grushevitskaya, V.D. Popkov, A.P. Sadokhin, N.V. Tishunina, etc.), as an environmental component (V.A. Baranova, E S. Ivanova and others), as religious (V.N. Pavlenko and others), ethnic (T.G. Stefanenko, N.M. Lebedeva and others), professional (L.B. Schneider, R. G. Gadzhieva and others), territorial (Yu.L. Kachanov, N.A. Shmatko and others), civil (A.G. Asmolov, A.M. Kondakov, I.V. Konoda and others).

The problems of sociocultural identity are presented in the studies of M.V. Zakovorotnaya, V.S. Malakhov, G.S. Batishcheva, and others (philosophy), I.S. Kona, A.G. Asmolova, L.B. Schneider, D.I. Feldstein and others (psychology), I.S. Semenenko, O.I. Genisaretsky and others (political science), V.A. Yadova, E.N. Danilova, L.G. Ionina and others (sociology), M.V. Shakurova (pedagogy), etc.

The processes of development of civic consciousness (L.N. Kulikova, K.G. Mitrofanov, A.V. Mudrik, M.I. Sitnikova, etc.), self-determination (N.M.

Borytko, N.N. Nikitina, N.S. Pryazhnikov, V.V. Serikov and others), personal growth (N.L. Selivanova, D.V. Grigoriev, P.V. Stepanov, A.G. Pashkov and others).

In pedagogy, the problem of civic education of schoolchildren is studied from various positions: general theoretical (B.Z. Vulfov, Z.A. Malkova, G.N. Filonov, etc.); didactic (V.I. Kuptsov, A.Yu. Lazebnikova, Yu.E. Sokolov, etc.); worldview and value (T.K. Akhayan, E.V. Bondarevskaya, Z.I. Vasilyeva, M.G. Kazakina, etc.). The problems of civic education of young students in modern conditions are considered by A.V. Belyaev, A.S. Gayazov, V.I. Kozhokar, S.E. Matushkin and others.

Scientific novelty of the research: the implementation of the task of forming a civic identity in the context of general education as the leading social activity of society in the lessons of the history of Russia in grade 9 led to the following personal and social effects:

self-awareness by students as citizens of Russia;

strengthening Russian statehood;

the growth of state and civil consciousness;

reducing the risk of conflicts along ethnic, confessional and/or regional lines.

Research methods:

theoretical methods: analytical, inductive, deductive, comparative, modeling of socio-pedagogical processes and phenomena;

empirical methods: observation, conversation, survey, questioning;

diagnostic methods: analysis of performance results; experimental work on the formation of the Russian civic identity of ninth graders;

methods of information processing: ranking, methods of quantitative and qualitative processing of the material (Fisher's angular transformation method for comparison of samples).

Approbation. The main theoretical provisions, as well as testing the results, were reflected in the speech at the regional scientific and practical conference “Development of Patriotic Education of Students in Modern Educational Organizations of the Moscow Region. (On the occasion of the 75th anniversary of the start of the counter-offensive of the Battle of Moscow)" at the Academy of Social Administration.

The results of the study can be used by teachers and social pedagogues of Russian schools, as well as in demand by the system of professional training of students of pedagogical universities and pedagogical colleges, advanced training and retraining of teachers, specialists in working with youth, and organizers of the children's movement.

The structure of the work includes an introduction, two chapters, a conclusion, a list of references and sources and applications.

CHAPTER I

1 THE CONCEPT OF "RUSSIAN CIVIL IDENTITY" AS A PEDAGOGICAL CATEGORY

Large-scale changes in Russian society have affected people's self-awareness and their identity. Many domestic and foreign authors note that at the moment a person's need for identity is one of the first places in importance in the life of an individual. In modern sociocultural conditions, it is obvious that achieving harmony with one's "I" is hampered by dynamic, often contradictory norms and patterns of self-realization, aggravated by indifference or open rejection by a person of many of them. All this has given research in the field of identity a pronounced relevance.

Each person should have his own ideal attitudes and life aspirations, which predetermine his unique way of life and self-realization. This should correspond to the inner world of the individual, as well as his conscious and unconscious needs. The acquisition of vitality and the search for the true "I" are quite difficult tasks for a person in his daily life. And the social sciences differ in the methodology and interpretation of these problems.

In modern Russia, the formation of the Russian civic identity of schoolchildren has acquired special significance. It is worth noting that, on the one hand, the processes of globalization undermine the stability of belonging to communities that are carriers of an active citizenship of Russians. According to the results of the study "Youth of Russia", conducted by a group of sociologists led by Andrey Marudenko in September 2007 in 25 regions of the country, only 27% of respondents called themselves citizens, patriots, Russians, only 3% of respondents identified themselves with the "small Motherland", the city , village, region. Only one respondent said about himself "I am Russian". But on the other hand, the processes of globalization increase the role of such elements of influence on a person's identity as ethnic groups and families. According to many sociological studies, among other types of identities (generational, gender, etc.), the rating of civic identity is far from paramount, it is still in the process of formation. For modern Russians, it is more significant to comprehend oneself in terms of belonging to a certain profession, generation, residents of a city, village, region, ethnic group, etc. In general, judging by the ISSP (International Social Survey Program) data, in Russia 65% of citizens demonstrate an idea of ​​themselves as Russians, but only about a fifth (21.6%) often felt closeness, unity with all Russian citizens. As evidenced by the study of the sociologist R.I. Anisimov, devoted to the transformation of civic identity in Russia, in 2011, the degree of distrust in state institutions, which are the objectification of the state, according to sociological surveys, is experienced by more than 50% of the population. Anisimov writes: “Any actions carried out on behalf of the state are questionable and skeptical, even harshly criticized, which means that many people do not identify themselves with the state. As a result, alienation and fear for themselves and their loved ones are growing, people have no long-term plans and prospects, and some citizens have a growing desire to leave the country. Disbelief in the propaganda of patriotism, carried out by modern official structures, including educational organizations, is being strengthened.”

The formation of Russian civil identity with the help of pedagogical means is relevant in modern Russia, however, it is associated with many theoretical difficulties. For starters, when developing and

For the implementation of this process, it is important to understand what identity is and take into account all its aspects.

We proceed from the fact that Russian civic identity is a subspecies of sociocultural identity, that is, one of the types of personal identity. This statement determines the logic of the analysis, namely, from the general to the particular: identity - socio-cultural identity - Russian civil identity.

Among the leading functions of identity are called adaptive (maintaining the integrity of individual personal experience) and organizing (formation of personal experience into an individual "I"). Thus, the identity of the individual is based on a sense of identity to himself and on the continuity of his existence. The teacher O. Yu. Ivanova clarifies: “at the same time, it is of fundamental importance that this identity and continuity be accepted and approved by others” 3 . The mechanisms for the formation and development of a person's identity are based on the identification of "one's own Other", "one's own group", "one's own culture". This means that in order to form an identity, it is necessary to have or highlight an object in the historical and sociocultural space.

The study of approaches and interpretations of the concept of "identity" allows us to define this phenomenon through a set of essential characteristics identified in the study of the teacher and methodologist M.V. Shakurova, which include the following:

identity is not a given, it is constructed and modified, therefore, we can talk about the procedural basis of its formation (the formation of identity is a function of self-consciousness according to the coordination of its components), determined by the capabilities of a person, as well as the living conditions of an individual;

identity is an expression of self-consciousness (as subjective feelings

and observable characteristics), emphasizing continuity and identity as its inherent characteristics;

the basic vector of the identity formation process runs in the direction from a narrow to a wider choice, from mechanical (impulsive, random) fixing to a more thoughtful, reflective one;

the formation of identity is based on interrelated mechanisms of identification - alienation, but not limited to them;

"I - I" in the aspect of clarifying the characteristics of "I";

the characteristics of the process of identity formation largely depend on the measure and nature of the activity (subjectivity) of a person, as well as the level of development of reflection;

the process of identity formation is long-term and has a search orientation, which is associated with the representation of the individual (group, community) of himself in the world around him;

the process of identity formation allows and presupposes elements of external management, including specially organized, pedagogical one.

Identity can be defined in a pedagogically significant sense as “a dynamic characteristic of self-consciousness, which is a set of anthropological images and models appropriated, transformed, developed by the subject, having a different level of integrity and consistency, categorized and implemented externally by the subject itself as “mine”, “reflecting me”, “ not contradicting me” (or vice versa).

We share the point of view of scientists who believe that these types of identity are inextricably linked with each other. Social identity is an indispensable condition for the emergence of personal identity. Also, personal identity is an obligatory basis for the formation of self-identity, which, in the end, determines the achievement and development of personal and social identity.

For pedagogical research in studying the problem of social identity, it is important that it directly depends on the conditions of the directly sociocultural environment. These conditions influence the formation of personality. The Russian psychologist V. V. Stolin points out:

“Personal identity appears as an internal mobile structure that combines the subject’s ideas about himself with the expectations from the “others” significant to him, realized in the self-consciousness of a person into a single whole without losing their originality6.

Personal identity can also be defined using a system of knowledge, self-descriptions and self-determination of the subject about his role as a member of a social or ethnic group, about his abilities and business qualities. In addition, such an identity is socially organized and, therefore, is not a set of exclusively unique characteristics that can be reduced only to differences.

To indicate the difference between personal and social identity, it is worth noting that personal identity reflects differences, and social identity reflects the similarity between the accepted personality and communities, groups, faces of anthropological images and models. This statement is of fundamental importance for the study, since it allows us to consider any subspecies of sociocultural identity from the point of view of the relationship between similarity and difference.

It will require an explanation and use of the construction "sociocultural identity" as a synonym for the concept of "social identity". “The structure of social identity can be described by its numerous subspecies, among which cultural identity is traditionally present, which is the result of the identification of a subject or group with specific cultural phenomena or objects,” writes Russian methodologist T.G. Grushevitskaya. It is possible to assume that each cultural object has its own social scale, that is, the number of people or social groups, institutions for which it acts as a source of organization and the meaning of life.

There is a sociocultural identity, according to M.V. Shakurova:

“an element of self-awareness, manifested in the procedures of sensation, comprehension and realization by the subject of its certainty and continuity in the processes of acceptance, internalization and intrariorization in a given spatio-temporal continuum, broadcast by social institutions, communities, groups of cultural models that are significant from his point of view” . The content of this type of identity lies in the following reasoning by T.G. Grushevitskaya and A.P. Sadokhin: “a person accepts specific cultural norms and patterns of behavior, value orientations and language, understands his “I” from the position of cultural characteristics that are accepted in a significant social group, community, in a given society, in self-identification with the cultural patterns of these particular social groups , communities, precisely this society. The reverse connection is also undoubtedly obvious: the individual uses the existing cultural preferences to select objects in the social environment and contacts with them.

The study of sociocultural identity involves focusing on such components as:

a) cognitive-semantic (understanding one’s own belonging to a particular group; drawing up and correlating opinions about oneself as a member of this group with the opinion of both one’s own and “foreign” groups);

b) emotional and value (a complex of feelings, assessments, relationships, actualization and a sense of the adequacy or inadequacy of one's own

c) activity (implementation of scenarios and ways of behavior both inside and outside "one's own" group).

It is generally accepted that the study of identity in relation to broad communities and groups, such as ethnic, professional, civil, etc., is especially difficult, which is determined by objective difficulties and problems in the study of the mentality of large communities, for example, peoples and nations.

The foregoing is the basis for this study, since Russian civic identity, which is seen as a subtext of sociocultural and personal identity, is ultimately shaped by the correlation of the individual with the images transmitted by larger communities. It is worth noting the existing duality: one can classify oneself as a community of Russians (Russian identity) or citizens of the Russian Federation (civil identity). Based on this, one should proceed to characterize the concept of “Russian civic identity”.

The image of a Russian, according to M.V. Shakurova, today is considered as:

The image of a resident of a particular territory (territorial

identity);

the image of a representative of a certain ethnic group, the heir to the traditions of a certain people or community (ethnic, national-state identity);

the image of a Russian citizen, heir to traditions, memory, history

certain state (civil identity).

Determining the characteristics of such a complex concept as "Russian civic identity" is associated with a number of objective problems.

Firstly, the main problem of determining the content of Russian civic identity, as M.V. Shakurova: “consists in the fuzziness (fragmentation, inconstancy, lack of expression, etc.) of the basic set of identifiers or in their idealized nature (reduction of the variety of norms, anthropomorphic images and samples as a matter of course to value orientations, obligations)” . However, it is important to understand that today the Russian state and its citizens are in a period of complex, internally contradictory historical transition to a new state, the ideal model of which is distinguished in the public mind by a high degree of uncertainty and inconsistency.

Secondly, the problem of civic identity is often addressed when studying questions about the impact of socio-political changes in the country and the world on the self-awareness of the individual in general. It is worth noting here that many studies of civic identity are more of a sociological or political nature. There is still not enough pedagogical research in this area, and such critical issues as the essence, the process of formation, dynamics, the place of civic identity in the overall structure of sociocultural identity need theoretical substantiation and empirical verification. In turn, the approaches and scientific traditions of the analysis of the phenomenon, considered in sociology and political science as approaches and traditions of the macro-level of the study of the phenomenon of identity, are most often not applicable to the study of the personified process of the formation of Russian civic identity.

Thirdly, the considered subspecies of identity correlates with one of the most controversial and ambiguous concepts in modern science, which is the concept of "nation", which does not deny the need for its study and formation. According to the Russian ethnologist and social anthropologist V. A. Tishkov: “a common civic identity is concretized through the concept of “nation” and this, from his point of view, is as important for the state as the state border, common legal field or the Constitution. From the standpoint of this approach, such an attitude towards the nation, obviously, adds legitimacy to state power by creating an image that integrates power institutions into a holistic organism and governs with the consent and on behalf of this integrity.

Ethnologist and social anthropologist V.A. Turaev points out: “Civil identification is accompanied by political and legal identification, which means recognition and correlation by the subject of his declared legal status with the actual status in reality, with the status of other persons in his own and foreign states.”

So, it is necessary to move on to the definition of the term "nation". A nation is understood as a community of people that has developed in the course of the formation of a community of their territory, economic ties, literary language, ethnic characteristics of culture and character. Therefore, within the framework of the above reasoning by V. A. Tishkov and V. A. Turaev, civic identity arises from a sense of group membership in a community that can call itself a nation. This close relationship is based on a large number of traditions, historical memory of the past. It can also manifest itself in the present as pride in the successes and achievements of the nation, or, conversely, as shame in its defeats and failures.

In Western literature, “nation” is a synonym for “state” and its citizens, therefore, in the Western tradition, civic identity means precisely national identity. The defining features of a nation usually include: language, culture, religion, social, political and other institutions, history, belief in a common destiny and some compact territory.

The scenario of the formation of civic identity, when the concept of “nation” is its semantic core, in the context of modern Russian reality, in our opinion, does not withstand any criticism. Such a development of events must comply with an indispensable condition: the nation is organized into a state in order to achieve independence. But, according to the American sociologist and political scientist Samuel Huntington: “after all, in historical reality, a state with a nationally homogeneous population has always remained a fiction,” and for Russia at all stages of its history, starting from the 16th century. and does not seem to be applicable at all.

“The actual term “Russians” contains the meaning of the concept

“political nation” as in European states, for example, Germans, French, Italians, but by no means is a leading identifying feature either for the Russian people themselves or for the non-Russian population of Russia,” writes M.V. Shakurova.

For such a multinational, multi-confessional country as the Russian Federation, a multicultural approach, which implies the need to unite citizens on the basis of territorial and political unity and the principles of respect for cultural differences, as well as legal equality, is more convincing.

The construct of "civil identity" is relatively young for Russian science.

The problem of analyzing civic identity in the domestic tradition is complicated by the variety of terms associated with national self-consciousness: “civil”, “general civil”, “state”,

"national identity". There are two main concepts,

most often used to analyze the content of identity: civil and state. In some works, a distinction is made between these concepts. For example, the Russian psychologist A.G. Asmolov writes: “civil identity, unlike the state identity, does not imply a single culture, a single system of values ​​or a mythical “national territory”, but is filled with the meaning of certain rights and obligations of a person.”

State identity is not limited to a person's understanding of his place within the framework of a geographical or territorial position. When a person, when answering the question "Who am I?" calls himself a "Russian", then he, apparently, denotes not only his state or territorial affiliation. In such a self-designation or, one might say, self-identification (“Russian”), a complex set of ideas and feelings of a person regarding their own status, rights and obligations, as well as various attributes of this belonging is hidden.

Therefore, we can agree with the opinion of the political scientist I.V. Konoda: “on the one hand, civic identity implies the self-identification of an individual, groups within the territorial and political community - the state, understanding of political norms and customs, and on the other hand, the formation, on the basis of learned ideas about one’s place, not only in the system of relationships between an individual, a community and the state."

The category "civic identity" includes allegiance to the state; identification of the individual with his fellow citizens; perceptions about this community; responsibility for the fate of the state and related feelings (resentment, disappointment, pride, pessimism or

enthusiasm). At the same time, it is important to note that there are cognitive, emotional and regulatory elements (desire and determination to act in the name of these ideas and experiences).

From the point of view of pedagogy, it is important to understand that identification has a multilevel structure: individuals, microgroups, as well as small communities can and should be the bearers of the corresponding images.

When a person says about himself "I am a Russian" and "I am a citizen", he thereby demonstrates his Russian civic identity. He recognizes his membership as part of the community, the image of a member of this community is close to him and significant; He knows and accepts the norms of behavior, shares values, implements them in everyday life. Guided by these ideas, assessments, relationships, a person differentiates his environment, reflects its compliance with the norms and patterns adopted in the reference community for him. The formation of this identity can be a factor in the positive inclusion of the individual in the activities of the state, the development of activities to establish social ties and a reasonable attitude to resources. At the same time, this identity is based on the importance, relevance today and now of this or that image, membership, belonging. How deeply civic identity can take root in a person's self-consciousness and how to achieve this is also the subject of pedagogical research. For this study, the connection between the concepts of "civil identity" and "citizenship", the definition of their common semantic content, as well as differences, is important.

The teacher, academician of the Russian Academy of Education G. N. Filonov, wishing to combine the meanings of the categories of citizenship and citizenship (vertical and horizontal relations between citizens), gives a very broad interpretation of citizenship. He defines

citizenship as “a set of personal qualities that are realized in activities and manifested in relationships. According to the author, citizenship creates conditions for the formation in the mind of a person of conscious law-abiding, devotion and patriotism in serving the Motherland, an independent and free choice of orientation to moral imperatives (from family and domestic to interpersonal relations)20. And further he notes: “Citizenship is a conciliar consciousness, traditional for our society, it presupposes the consciousness of the unity of the people, society, not only in the present generation, but also with ancestors and descendants.”

The difference in approaches to the definition of the concept of "citizenship" is also reflected in the definition by scientists of the main components of its structure. Teacher, Minister of Education of the Republic of Bashkortostan A.S. Gayazov writes:

"The structure of citizenship is multi-level, and the initial foundations are philosophical, general scientific views, beliefs, attitudes towards society and the state."

Despite the difference in the positions of scientists regarding the understanding of citizenship, what is common to all these different points of view is as follows. Citizenship implies the presence of civic characteristics of a person in the conditions of her real participation in public life. We believe that political and legal meanings predominate in citizenship, but they are restrained by moral imperatives and are preserved in the moral being of a person. Category

"citizenship" is associated with elements of political and legal and moral culture, the possession of which allows a person to self-identify as a citizen.

Thus, citizenship can be interpreted through: activity and conscious participation in the life of the community;

Awareness of oneself as a citizen, a full member of society; ability and readiness to realize the role of a citizen; commitment to the interests of the political community, for example, the state.

From this it follows that citizenship is a systemic quality of a person, manifested in the readiness and ability of a person to live correctly and harmoniously in the state, as well as actively participate in the life of the political community and thus benefit fellow citizens and the country. Citizenship, as a rule, is expressed through the conscious and responsible behavior of a person, freedom of choice, active life position. The integral attributes of citizenship are a reflexive-critical attitude to the surrounding reality, self-actualization and self-identification (the desire for inner harmony).

Citizenship in modern society performs important functions: mobilizing (forming an active attitude of people to reality), directing stability to the actions of an individual and civil society) and, finally, regulating (determining the reaction to external influences, as well as the nature of public relations and relations).

Civic identity is classified by recognizing that the subject belongs to the community of citizens as a result of the process of identifying the individual with the values ​​and norms of civil society and civil society as such. The realization of civic qualities, rights and obligations, the assessment of events in public and political life pass through the “filter” of the values ​​of civil society, which take the form of motives in activity and behavior.

Therefore, civic identity provides:

integration of citizens into a single community;

self-realization and self-actualization of the individual in socially significant and socially valued activities;

fulfillment of the need to belong to a group.

The feeling of “we” helps to minimize fears and anxieties, ensure a person’s confidence and stability in changing social conditions, fixes the unity of interests of the individual with this social community, allows us to influence the civil community, which is manifested in the political and civic activity of the individual. Thus, civic identity performs a protective function and the function of self-actualization.

Analyzing the structure of civic identity, sociologist E.A. Grishina notes: “civil identity has objective (both formally prescribed by the state and law, and informally dominant cultural and social standards and norms) and subjective (relatively arbitrarily constructed by the individual) components.” The author emphasizes that it is the ratio of the objective and subjective components of civic identity that is important for ensuring social reproduction through the implementation of appropriate social practices.

The structure of Russian civic identity as a type of socio-cultural identity includes the following main components.

Cognitive-semantic:

a) knowledge of belonging to a particular social community and the concept of identifying features (language, general history and culture of the country and people, the image of the Motherland as a "unique community of peoples", religion, national and confessional diversity, character, social circle, civil rights and responsibilities)

b) ideas about the features and foundations of this association (territorial, cultural, political, etc.), about citizenship and the nature of the relationship between a citizen and the state and citizens among themselves.

Emotional value - a positive or negative attitude towards

the fact of belonging, acceptance or non-acceptance of a civil community as a membership group (the idea of ​​social well-being and a strong state), as a result of the action of the first two in the form of such emotional experiences as shame or pride in one's country (patriotism).

Activity (behavioral) - realization of oneself as a citizen, Russian, participation in the life of a civil community and the state; realization of a civil position in activity and behavior.

Reflexive-regulatory: in the event that the norms, values ​​and ideals of the reference community for a citizen become really significant for him in everyday life, then he reflects and regulates his behavior, actions in accordance with the normative guidelines declared and accepted in this community. They are a condition for the development of a positive Russian civic identity of the individual.

At the same time, the main functions of civic identity are integration into a single community; self-realization and self-actualization of personality.

A distinctive characteristic of Russian civic identity is its valence (the degree of positivity - negativity). Personal meaning and the value component are key conditions that will strengthen the characteristics of civic identity. The structure of civic identity is dominated by emotional and value components, which largely influence the content of the cognitive component. For the emergence and development of civic identity, the mere fact of citizenship is not enough. A great contribution to the development of this identity belongs to value relations and the nature of the experience with which such belonging is associated. The main mechanism of identification is patriotism, which is realized in the sense of belonging to civil society and recognizing it as the most important value.

1.2 ESSENCE, STRUCTURE AND CONTENT OF THE PROCESS OF FORMATION OF THE RUSSIAN CIVIL IDENTITY

AT THE NINE-GRADE SCHOOL

Most researchers believe that a person's personality is not a static and unchanging structure. We fully agree with this position. The process of identity formation objectively continues throughout a person's life. In this process, we can distinguish a number of stages, the result of each of which is the formation of an integral identity (in the process of overcoming the crisis) and the transition to the next stage of development. At the same time, the vector of identity development, in other words, individual variations in personal development, can be very different. Based on the studies of M. V. Shakurova and L. B. Schneider and taking into account the essential characteristics of the Russian civil identity of the individual presented in the previous paragraph, the process of its formation can be represented as follows.

The basis of this idea of ​​the process of formation of Russian civic identity is an objective regularity about the existence of stages of a person's life fulfillment (active and adaptive).

It is important for pedagogy to have an idea of ​​how this objective process can be directed and followed. As a result of the analysis of the literature on this issue, we identified the socio-pedagogical factors that ensure the dynamics and direction of the process of formation of the Russian civil identity of the individual.

First, the formation of self-awareness of the civil community, the implementation of which is provided in a sense by multidirectional trends: differentiation and integration.

Differentiation defines the boundaries of the community, separating it from "others" that are not included in it.

Integration involves the definition of intragroup community in accordance with the following features:

a) common fate (common historical past), which strengthens and legitimizes the existence of this community (all this is reproduced in symbols, myths and legends);

b) a single language as a means of communication and an important condition for common values ​​and meanings;

c) self-name of a civil community;

d) a common culture, organized in the process of living together, which contains the fundamental principles of relationships characteristic of a given community, as well as the features of its institutional structure;

e) experience by this community of collective emotional states.

Secondly, the expansion of the representation of civil society actors (individuals, microgroups, groups, microcommunities), which, for various reasons, can become referents for schoolchildren.

The construct "civil community" contains a complex set of social and moral relations between its constituent members. Here you can highlight such qualities of a person that will characterize him as a citizen.

Civic community in the context of sociological discourse can be defined as a set of people who are united by the unity of living conditions, common norms and values, and positive civic identity. In the content of the civic community, one can single out the norms and values ​​of society that determine the content aspects of the civic identity of subjects who identify themselves with this community.

Given the formation of identity as a process that has determinants of age, a person's personality in these communities should be considered in terms of the dynamics of their priority at different age stages. The inclusion of a person in society goes from “narrow” (microsocial correlation) to “broad” (macrosocial correlation). “The subject naturally begins its correlation with small and fragmented structures of the microsocial environment, gradually reaching social characteristics, when projection and formation take place.

“selves” already in a “broader” context, where the dominant concepts by which the subject describes his involvement are cultural, ethnopsychological, political24,” writes political scientist M.V. Berendeev.

Among the primary agents influencing the formation of Russian civic identity among schoolchildren, it is customary to include: family, peers, the church, the education system, the media, interest organizations, cultural, sports, military-patriotic associations, etc.

The family for a person is the first prototype of social relations. However, as an agent of the formation of civic identity for a ninth grader, the family loses its significance. Due to the crisis course of the process of growing up, ninth-graders objectively perceive the family as a conservative, but not as an initiating force.

The role of the modern Russian family in the formation of civic identity for ninth-graders is assessed far from being unambiguous. Under the conditions of the transition of the Russian Federation to a new system of socio-political organization, the civic views and ideas of the older and younger generations in modern Russia have undergone major changes. The re-socialization of Russian citizens of the older generation is still ongoing, which gives rise to retrospective civic attitudes and values ​​of young people. Thus, the influence of the family is twofold. On the one hand, the family appears to the high school student as a conservative system that reinforces the preservation of the values ​​of the older generation. On the other hand, the high social value of the family in the context of the formation of Russian civic identity ensures the formation of a basic sense of family security as a small group in the structure of society, which contributes to the development of positive civic ideas of the younger generations.

Religion and the church have been increasingly influencing young people in recent years. Of course, it cannot be regarded as a direct agent shaping the Russian civic identity. Nevertheless, the Orthodox Church in particular (and religion in general) has traditionally taken an active part in the maturation of the civic ideas of youth. In our opinion, the influence of religion and the church on the formation of Russian civic identity is permanent, but indirect. Religious values ​​contribute to the formation of a certain attitude of citizens to public life and the place in which a person is determined in the system of social relations and institutions. To achieve full citizenship, an important role, among other things, is played by the quality brought up by history, like tolerance.

For our research, the important premise is that historical consciousness forms certain moral and social qualities that contribute to the formation of a creative civil position of an individual. As Metropolitan of Smolensk and Kaliningrad (now His Holiness Patriarch of Moscow and All Russia) Kirill writes: “It is historical views that largely determine the development of peaceful ideas about fellow citizens and society. It is necessary to educate young people from the earliest years, focusing on the age-old values ​​of Russian culture, based on love for the Fatherland, respect for other historical and national traditions. Respect for one's own and other peoples, their culture must certainly contribute to fostering a sense of civic responsibility.

Historical knowledge as a channel for the transmission of socio-cultural experience for a modern young person is determined, first of all, by its accessibility, vivid imagery and constancy of impact on consciousness.

Thus, in modern sociocultural conditions, historical knowledge is one of the most important agents in the formation of the civic identity of young Russians. It, in addition to information, is simultaneously the bearer of both cultural standards and value-normative guidelines. At the same time, many researchers note the corrupting social influence of history in the sense that it becomes a strategy of other states aimed at destroying Russia, in particular, creating a negative image of the Russian Federation among the majority of the world's population.

So, it is necessary to consider the term "identification".

The term "identification" is usually characterized as the identification, establishment of the coincidence of objects. However, both in domestic and foreign studies, one can see the plurality of definitions of this term.

For example, the Russian psychologist A. G. Asmolov mentions: “R. Adamek, D. Gewirtz, E. Deiger consider identification to be the result of the acquisition of moral and value ideals, roles and qualities of a significant person.

The main disagreement is the difference in assessing the role of the identification process. Several research positions are evident. According to one of them, more characteristic of traditional psychological research, identity is the result of identification. Psychologist A. N. Elizarov in his study mentions that the American psychologist, the author of the theory of social identity, Henry Tajfel, divorced the concept of "identification" as a "process" and "identity" as a consequence of this process. In this sense, identification is understood as the projection and perception of the role of the other onto oneself, the identification of oneself with significant subjects that act as models. Identification is only one of the ways of socialization of the individual, thanks to which the individual joins the traditions, values ​​and norms of the social groups to which the person considers himself, i.e. identifies with them.

A separate group of modern researchers, postulating the initial dependence, follows the path of development and complication of ideas about the essence of identification. From the point of view of the teacher S. A. Smirnov, the scheme of the identification process, at least, should include:

the subject himself, identifying himself;

a cash objective given in relation to which the subject identifies himself (country, religion, language, etc.);

a sign cultural form as possible meaningful symbols of identification (theoretical constructs, passport, etc.);

the very act of identification, the act of mediation from the subject through the cultural form to the meaningful object;

a mediator who demonstrates in what directions and in what forms one can identify oneself.

According to another position, adherents of which are representatives of various branches of social and humanitarian knowledge, the reduction of identity to identification is a metaphorical fixation of the dependence of the final result (identity) on the complex multidimensional process that ensures this result. The central link in this process, referred to as identification, can be, for example, self-determination (identification as self-determination, V. A. Yadov, Yu. Yu. Bulychev, N. V. Antonova, etc.). Thus, the Russian sociologist V. A. Yadov defines identity as a state of personality, which is characterized by self-determination in the social group space, and identification as a process leading to this state. In this regard, social identification appears as a designation of group identifications of a person, that is, the self-determination of individuals in a social group space relative to diverse communities as “their own” and “not their own”.

In turn, the analysis of foreign and domestic research conducted by the psychologist N.V. Antonova, reinforces the idea that identity is a complex and dynamic structure that is formed and develops throughout a person's life. The unit of this structure is self-determination as a certain decision about oneself, one's life, one's values, which is made as a result of internalization of parental expectations (“premature identity”) or as a result of overcoming an identity crisis (“achieved identity”). Here it is appropriate, from our point of view, to note that when introducing the concept of an identity crisis, the American psychologist Eric Erickson rather implied the existence of “turning points, a situation of choice between progress and regression, integration and delay. Such a state integrates both heightened vulnerability and developmental potential.”

The third research position reflects the point of view of scientists who go beyond the boundaries of psychological analysis. In this logic, personal identity is considered in the context of group identity, the identity of communities and society as a whole. In this case, the source is the assertion that identity is not a direct consequence of identification processes. Constructions such as

"identity formation", "identity formation", "identity development", "identity building", etc. In this case, identification is considered necessary, but not the only element of the above processes.

In the phenomena of identity and identification, models and forms of organization of communication models play a fundamental role. That is, identification, as the famous Austrian psychoanalyst Sigmund Freud wrote: “involves interaction in the direction of movement towards the achievement of biological adaptation of the individual. Maintaining the biological and psychological balance for the "I" is a vital need of human existence. Identification levels, and identity saves.

According to domestic researchers, in adolescence, the necessary prerequisites are formed for the formation of personality as a kind of new formation in the structure of self-consciousness. However, since identity is a dynamic formation in the structure of the "I", the age limits of its formation are conditional, not categorical. Rather, it should be said that adolescence is the most important for the formation of personality.

In adolescence, identity becomes a potentially important condition. The prerequisites for the objectification of the individual's personality are formed long before the period under consideration. Thus, considering the problem of the development of self-consciousness, the psychologist I. S. Kon refers to the data of his own research, according to which “self-knowledge acts as a component of the general process of self-consciousness, which is first based on the simplest acts of self-recognition. From the moment of birth until three months, children are interested in external social objects and recognition of themselves and others occurs exclusively in the emotional plane. During the next six months of life (3-8 months), the differentiation “I am different” is acquired (in some cases, the baby is able to recognize himself). In the period between the first and second years of life, such basic categories of "self" as the sex and age of the child are consolidated. However, self-recognition is not identical to the reflective process, since knowledge becomes available to children much earlier than they are really able to think and reflect logically.

Major European sociologists P. Berger and T. Lukman note that

“Each individual is born into an objective social structure within which he meets significant others who are responsible for his socialization. These significant others leave their mark on him. Their definitions of his socialization become an objective reality for him. So he finds himself not only in the objective social structure, but also in the objective social world. Significant others, who mediate between him and this world, modify the latter in the process of its transmission ... ".

Solidarizing with the roles and attitudes that come from significant others, the child internalizes them, accepting them as his own. Through such identification, the child is able to identify himself, achieving a subjectively understandable and positive identity.

These mechanisms stop working when the subject's own activity, the processes of self-education and self-awareness take a leading place in the development of meaningful orientations. At the heart of this method of identification, critical reflection and personal position in relation to other groups and communities is a special place that belongs to a person. Developmental psychologist D. I. Feldshtein considers early youth (15 years old) as a period of active formation of the self-consciousness of a growing person, acting in the social position of a socially responsible subject. “At this age, the improvement of abstract-logical thinking, the understanding of the need for internal reflection in terms of building a personal trajectory of the life path deepens. The emerging need for self-realization actualizes the tendency characteristic of youth to identify one's position in any social community.

Early youth is associated, from the point of view of D. I. Feldstein, with the social position "I am in society." As a result of the completion of this age limit (by the age of 17), a person must determine and master his own place in society and his "I" in the system of social coordinates and relationships with other people.

In the process of studying this problem, it is also important to take into account the structure and ways of forming civic consciousness and self-awareness in general.

In general, civic consciousness is understood as the acceptance and identification of a person as a citizen and / or a representative of civil society with corresponding rights and obligations.

Russian sociologist and political scientist T.N. Samsonova refers to the opinion of the teacher, academician of the Russian Academy of Education B.T. Likhachev: “The presence of civic consciousness presupposes the obligatory existence of a set of attitudes:

the ability to comprehend and understand socio-political processes and their assessment;

self-presentation as a citizen;

value attitude to the ideals of civil society as an expression of the need for emotional experience and acceptance of one's involvement in civil communities36”.

Let us also consider the concretization of thematic anthropological images and samples (in this study - "Russian", "citizen").

Sufficiently clear characteristics of the individual as a representative of civil society have been developed by individual researchers. A. G. Asmolov refers to these: “an individual expressing himself as a citizen of Russian society, who respects the historical past of his Fatherland and who feels and shares responsibility for its fate in the present; civic patriotism; value attitude to the traditions and norms of the culture of the national and "small motherland"; openness of a person to dialogue with representatives of other cultures and beliefs; tolerance and generosity to a different vision of the world, etc.

In fact, the ideal example of a Russian citizen is a person who feels a genetic connection with the Motherland, its history and a promising future. He shares and takes responsibility for the fate of his Motherland, and also actively, actively, with real actions and actions makes a feasible contribution to the prosperity of his country, Motherland. The concept of spiritual and moral development and education of the personality of a citizen of Russia developed within the framework of the preparation of the Federal State Educational Standards of the second generation is aimed at solving this problem.

Our analysis of idealized thematic anthropological images and samples allows us to state that the following can be attributed to them:

a free man capable of exercising and defending civil liberties;

a person who knows how to live in a civil society;

an activist who is characterized by initiative, self-confidence, activity and enterprise;

a person capable and ready to use his abilities for the benefit of himself and the state;

a person who demonstrates understanding and recognition of value, as well as realizing civic duty and responsibility in his own life;

a person who respects law and order.

At the same time, as M. V. Shakurova emphasizes: “idealized images and models are not a direct basis for the formation of Russian civic identity in this case, since the principle of human dimension of identity is violated, which dictates the need to translate an abstract image, model, moral attitude into a really implemented in this community projection. It is also fundamentally important to distinguish between the knowledge that, while living in Russia, a person must call himself a Russian and a citizen, and the use of these concepts by him for self-designation38. For historical science, the semantic and substantive aspects of civic identity are fundamental. Specification of the criteria of an ideal citizen is important, however, is not self-sufficient for understanding the content side of civic identity. This requires an understanding of personal civic identity, which determines the correlation of the individual with a particular civic community.

With the adoption of the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen, the definition of the fundamental core of the content of education, the Exemplary Basic Educational Program (for levels of general education), the education system and educational organizations were given the task of forming a Russian civic identity (Russian identity). This task for historians, educators-researchers and educators-practitioners is associated with the development of interdisciplinary knowledge about identity, the process of its formation; the definition of historical and pedagogical meanings, the formation of historical and pedagogical concepts and theories, the inclusion of this task in practical activities with subsequent organization

historical and pedagogical process, based on understanding the essence and specifics of the formation of various types of identity.

Obviously, taking into account the specifics of identity and the process of its formation in a holistic historical and pedagogical process needs an initial theoretical understanding with subsequent practical tests. In addition, the issue of identity makes us return to the ideas not so much of the history of events as of the history of relations, "indirect" methods, the method of parallel action (based on referents), the method of example. As a consequence, it is obvious that all aspects of the pedagogical process can be involved in solving the problem of forming Russian civic identity.

Thus, the following conclusions are fundamental for this study:

the formation of Russian civil identity is the process of comparing the norms and values ​​of civil society with civil society as a whole. The results of this process should be able to lead a person to realize himself as a citizen and a member of civil society, to understand and accept personal belonging to a civil society on the basis of knowledge and consolidation of rights and obligations. The basis for assessing the phenomena of social life is the criterion of the values ​​of civil society, which becomes the motive of its behavior and activities;

the formation of Russian civic identity involves:

a) Development of a cognitive-semantic component aimed at obtaining information about belonging to a civil society; a set of ideas about the identification of characteristics, knowledge of the principles and foundations of such an association, a set of ideas about citizenship, as well as the mechanism of relations between a citizen and the state, its characteristics and citizens among themselves; interpretation of situations (categorization, stylization, thematization, re-enamelization) in accordance with the concept of "I" as a Russian citizen.

b) the development of an emotional and value component aimed at forming and demonstrating a positive (or negative) attitude towards anthropomorphic images and samples that characterize complex characteristics

"Russian", "citizen", the fact of individuality for civil society, patriotism as one of the manifestations of the emotional experience of civic identity; demonstration of thematic "feedback" and emotional experiences as a result of satisfaction with membership in the reference group.

c) development of the activity component, including the introduction of a civil position in behavior and activity; formation of desire and readiness to participate in the public and socio-political life of the country, the ability to resist asocial and illegal actions, responsibility for decisions (actions) and their consequences; stimulation of independence in the choice of decisions.

d) The development of a reflexive-regulatory component, which involves the improvement of the regulation of behavior in accordance with thematic norms and values ​​of the community.

a) interpretation (expected result: information about the historical past of the country, self-name of the civil community, common language and culture; understanding the image of the Motherland and the experience of civil relations);

c) registration of Russian civic identity (expected result: the acquisition of an integral Russian civic identity, the need to determine (choose) identity);

The historical and pedagogical factors in the process of formation of Russian civic identity include: the development of self-awareness of the civic community; concretization of thematic anthropological images and samples (in this study - "Russian", "citizen").

A feature of the historical and pedagogical approach to the problem of the formation of Russian civic identity among ninth-graders is its consideration in the organizational and activity key.

At the same time, the socializing function of education allows us to talk about the possibilities of modeling and managing the process of formation of Russian civic identity in senior school age.

3 APPROACHES TO THE FORMATION OF RUSSIAN CIVIL IDENTITY IN SCHOOL

School education is interpreted as the educational activity of a collective pedagogical subject in a general education school. It implies the realization by each teacher of the educational potential of the educational process and the active involvement of schoolchildren in cultural and creative activities, which acquire a social project character. In the process of this activity, students are attached to moral values ​​and socially significant patterns of behavior.

Educational activity in a secondary school, according to the teacher E. M. Safronova: “is one of the types of pedagogical activity that is focused on the moral and semantic development by students of the value of education as a necessary condition for development

students during their school life. Educational activity in order to achieve this function of the school is implemented through the formation of situations of actualization of the problem of students' choice of meanings and self-determinations, justifying a responsible and actively creative attitude to the system of values ​​and individual experience of the student's personality.

At the same time, based on the requirements of the Federal State Educational Standard for Basic General Education, the personal results of mastering the basic educational program, which are especially important for our study, include:

education of Russian civil identity: patriotism, respect for the Fatherland, the past and present of the multinational people of Russia; awareness of their ethnicity, knowledge of the history, language, culture of their people, their region, the foundations of the cultural heritage of the peoples of Russia and mankind; assimilation of humanistic, democratic and traditional values ​​of the multinational Russian society; fostering a sense of responsibility and duty to the Motherland;

formation of a holistic worldview corresponding to the current level of development of science and social practice, taking into account the social, cultural, linguistic, spiritual diversity of the modern world;

the formation of a conscious, respectful and benevolent attitude towards another person, his opinion, worldview, culture, language, faith, citizenship, history, culture, religion, traditions, languages, values ​​of the peoples of Russia and the peoples of the world; readiness and ability to conduct a dialogue with other people and achieve mutual understanding in it;

mastering social norms, rules of conduct, roles and forms of social life in groups and communities, including adults and social communities; participation in school self-government and social life in

within age competences, taking into account regional, ethno-cultural, social and economic characteristics;

development of moral consciousness and competence in solving moral problems based on personal choice, the formation of moral feelings and moral behavior, a conscious and responsible attitude to one's own actions;

awareness of the importance of the family in the life of a person and society, acceptance of the value of family life, respectful and caring attitude towards members of one's family;

development of aesthetic consciousness through the development of the artistic heritage of the peoples of Russia and the world, creative activity of an aesthetic nature.

The entire education system today is built in such a way that, as a result of graduation from school, each graduate is prepared for life in society. But to achieve this goal, it becomes fundamentally important what exactly and how to form in students. What specific knowledge and skills should the student master in the classroom and in extracurricular activities, as well as what competencies and universal learning activities should be formed in him.

All of the above requirements for the personal results of mastering the program, which are clearly spelled out in the Federal State Educational Standard, must be implemented, incl. and in the lessons of the history of Russia. And at this stage, every history teacher must answer two questions for himself:

How to implement these requirements in your lessons, i.e. through the supply of what material?

What pedagogical methods and techniques should be used to achieve this task?

The goal of all educational work within the framework of the lessons of the history of Russia is the formation of a full-fledged personality, mentally and physically healthy, with stable moral ideas, capable of self-realization and self-determination in society.

In our opinion, such a person should have a certain set of characteristics, similar to the “portrait of a graduate” from the Federal State Educational Standard of basic general education, namely:

“who loves his land and his Fatherland, knows Russian and his native language, respects his people, their culture and spiritual traditions;

aware and accepting the values ​​of human life, family, civil society, the multinational Russian people, humanity;

actively and interestedly knowing the world, realizing the value of labor, science and creativity;

able to learn, aware of the importance of education and self-education for life and work, able to apply the acquired knowledge in practice;

socially active, respecting the law and order, commensurate their actions with moral values, aware of their duties to the family, society, the Fatherland;

respecting other people, able to conduct a constructive dialogue, reach mutual understanding, cooperate to achieve common results.

At the same time, the learning process within the framework of the lessons of the history of Russia must be planned in line with several aspects.

In terms of teaching methods and means - here the direction of learning should be manifested in the construction of such educational programs that would include specific teaching aids aimed at "step by step" perception of the material.

In the aspect of the organization of education - the need for qualitative differentiation and individualization of education, in a different spatial and temporal organization of the educational environment.

In terms of the boundaries of the educational space, there is a need for the maximum expansion of the educational space, incl. outside the educational institution (visits to museums, trips to open seminars, etc.).

In terms of technologies of the educational process, there is a need to use project activities, case studies, modeling, etc.

In the aspect of determining the circle of persons participating in the educational process and their interaction, there is a need for coordinated participation at different stages of training of qualified specialists of various profiles (historians, sociologists, political scientists, social psychologists, etc.).

Naturally, we are not talking about a specific lesson in the history of Russia, and not even about one academic year. In order to form the above characteristics in a student based on various aspects of learning, a sufficiently long period of time is needed, and there will always be a problem of evaluating the result, which, in this case, can only be obtained after the entire period of learning has passed.

In order to form the student's knowledge and skills, which have already been discussed above, the teacher must adhere to several principles in his lessons. Let's consider them in more detail.

The first principle is the principle of self-actualization. Every child needs self-actualization of their intellectual, communicative, creative and physical abilities. Therefore, it is very important to support the child's desire to manifest their natural and socially acquired abilities. But here the question arises, how can this principle be applied directly in the lesson of the history of Russia? And this can be done, for example, through project activities, when at the output the student will receive a certain product of his cognitive, creative and analytical-search activity. Thus, the child, firstly, will acquire the necessary knowledge and skills on a particular issue related to his creative and search activities, and secondly, he will form a high level of cognitive independence, which will contribute to the development of the student's critical thinking.

The second principle is the indivisibility of the processes of education and training. History is full of examples of the courageous and heroic behavior of certain individuals, their exploits and deeds. Adding such examples to the basic school factual material is necessary. This will help to instill in the student the image of the “right person”, the one that I would like to be equal to. In addition, if we take the course of Patriotic history for consideration, then civic identity will also develop here along with patriotism, the manifestation of which will be pride in our country and its heroes.

The third principle is the principle of personalization. Today, we are constantly talking about the need to include this principle in education in general. When in relation to each student it is necessary to use an individual approach. In history lessons, this principle can be used in the following way.

Determine the level of cognitive independence of each student: reproducing, transforming, creative and search.

Develop a set of didactic materials for each lesson, considering these three levels.

Provide an opportunity for students in the classroom and at home to work with materials appropriate to their level of cognitive independence.

For the greatest efficiency of work, two more nuances can be taken into account. Firstly, seating in the classroom - you can seat students just according to the principle of levels of cognitive independence, which will give more efficient work. Secondly, apply the principle of personalization throughout the entire period of study (grades 5-9).

Thus, if all three principles described above are observed, the teacher will be able to achieve the dynamics of the educational process, the adequacy of the goals and objectives of education and training, which will allow to realize the main task: to form students' self-awareness and develop their practical actions through directed behavior.

It should be noted that all of the listed activities have the potential for the formation of Russian civic identity, therefore, there is no need to single out a special direction. It is necessary to make certain changes in the activity itself, the positions and nature of the interaction of the subjects.

The results are the visible results of the student's participation in this activity (new knowledge, experiences and feelings of action experience, which are evaluated according to the criterion of values).

The effect embodies the consequences of achieving the result (that is, what are the consequences of the newly acquired experience of assessments and actions in the context of the development of personal competence and personal identity).

In school educational practice, a confusion of results and consequences is objectively noted. In the school environment, the traditional understanding prevails that the result of educational activity is the activation of students' self-development, the formation of their social competence, etc. In this case, an important emphasis is lost that the results of formation are largely due to his own efforts and contribution to the development of his "I ”, family and closest associates. Consequently, the formation of the child's personality is identified with the effect that is realized due to the fact that the agents of socialization and the subjects of education, to which the child himself refers, have achieved certain results. The results of the educational activity of schoolchildren can be conditionally divided into:

cognitive-semantic (learners mastering the amount of social knowledge (about the norms of social structure, about socially approved norms and condemned behaviors in society, etc.), acceptance of sociocultural reality and everyday life. To move towards such results, close attention is given to the forms of organization of relations between students and teachers, the latter in this aspect should act as significant carriers of sociocultural experience for schoolchildren;

emotional and value (achieving a positive acceptance by the student of key values ​​and a value attitude to the socio-cultural environment in the process of organizing interaction between students on the basis of equality, as a result of which students are attached to practical confirmation of their knowledge, realizing their value or rejecting them.

This reasoning is fundamentally important in order to understand the features of the formation of Russian civic identity in middle school age. A young person really becomes (and not just learns how to become) a doer, a citizen, a free person.

The above types of performance in the context of the formation of the Russian civic identity of schoolchildren allow us to see this process in dynamics. If we assume that each level corresponds to a certain age level in school, then we can represent this in

the form of a logical scheme, which is confirmed by psychological and pedagogical research.

By adolescence (middle school), the child's stock of knowledge about Russia changes significantly, the understanding of ongoing events and various value judgments becomes deeper. The discrepancy between statements and people's behavior is perceived more subtle and sharper. Increasingly, a substantive question is being asked: “What does it mean to be a citizen and a Russian? Which of the famous people can rightly attribute these characteristics to themselves? In this case, the consolidated representation of the images "citizen" and "Russian" needs not only representation, but also constant confirmation, demonstration of the viability and significance of these images. Direct mechanisms of pedagogical support for the process of formation of Russian civic identity, as rightly noted by M.V. Shakurov, as a rule, are supported by indirect ones. The teacher in these conditions must take the position of a partner in this process: a partner in organizing the historical and educational process, participating in a social movement, in understanding problematic situations in the life of the country, etc.

Ninth-graders (boys and girls) are susceptible to the problems of the historical development of their people, the result of which is the need for the development of self-awareness in the context of socio-cultural space. They are concerned about the psychological content of the action. They unconsciously want to get rid of their previous identifications, actualize a sense of their own identity, and this causes an increased level of search activity for early adolescence.

By the age of 15-16, the formation of such a personal neoplasm as self-determination ends, which allows the young man to talk about himself as a representative of society and is reflected in the achievement of a socially significant position. Therefore, it is the senior student who is especially receptive to the process of formation of Russian civic identity.

The basis of our modeling of the educational process aimed at the formation of Russian civic identity were:

system-activity and personality-activity approaches that allow us to consider the process of formation of Russian civic identity from the standpoint of activity mediation of the development of elements of a person's self-awareness, the connection between the processes of internalization and extrariorization when a person masters anthropomorphic images and samples, the formation of a "I-concept", to consider the process of formation of Russian civic identity high school students in the relationship and interdependence of stages and levels;

an environmental approach that allows you to get away from pedocentrism, to fully present the determinism of the process of formation of Russian civil identity by environmental influences;

an ontogenetic approach that reveals the patterns of self-determination and self-development of a growing person and the mechanisms that ensure the mutual transition of the social and the individual, the dialectical unity of socialization and individualization, which makes it possible to fully take into account the essence of the identity of the individual as an element of self-consciousness.

The purpose of the proposed model follows from the problem identified in the study and limits our attention to one of the types of identity (Russian civic identity) and one of the elements of the pedagogical process (learning activity), within which this type of identity can be formed. When developing methods for the formation of Russian civil identity, the identity structure described in the first paragraph of this study was taken into account: cognitive-semantic, emotional-value, activity and reflexive components.

The following principles are considered as the starting points necessary for the effective implementation of the process of formation of Russian civil identity:

the principle of a humanistic orientation, which dictates the priority of the interests of the individual in relation to the interests of society and the state (which is important from the point of view of the essence of Russian civic identity, considered at several levels, primarily public and state);

the principle of the upbringing environment, reflecting the importance of environmental influences on the process of forming the identity of the individual in general, Russian civil identity, in particular. The essence of this principle is determined by the involvement in the process of formation of the Russian civil identity of various subjects, including those not related to the education system, an educational organization, which was shown in the second paragraph of this study. At the same time, the influence of various subjects of the environment on the student should be of a pronounced educational nature, which confirms the role and mission of the educational organization and the teacher;

the principle of cooperation, which determines the nature of the interaction between a teacher and a student, based on the essence and characteristics of the formation of Russian civic identity and age characteristics of high school students;

the principle of combining collective and individual work, reflecting the essence of Russian civic identity at the sociocultural level and ensuring the mutual transition of the sociocultural, personal and self-identification levels in the identity structure.

educational activities of an educational organization. These are, first of all, images and samples of a citizen, patriot, Russian, data

a) in a combination of holistic, generalized and detailed descriptions;

b) in a combination of idealized, normalized, existential characteristics;

c) having a certain clarity, including those correlated with real examples of the past and present.

The procedural block reflects the proposed technology for the formation of Russian civil identity, the algorithm of which includes reflexive-evaluative, information-active and reflexive-resulting stages. The specificity of the essence of identity, the process of its formation forces us to take into account the fact that all possible forms and methods of work within the framework of civic-patriotic education, used in modern school, can be used to achieve the above goal. The content of the activity, the position of the subjects, the nature of their relations from the standpoint of acceptance-non-acceptance are concrete.

FINDINGS

Thus, the theoretical stage of the study allowed us to draw the following conclusions.

Russian civic identity is the result of a person's correlation with anthropological images and patterns transmitted by macro-communities. Let us note the duality that has objectively developed in Russia: it is possible for a person to attribute himself to the community of Russians (Russian identity) or citizens of the Russian Federation (civil identity).

Russian civic identity can be formed as a sociocultural and/or personal identity. Sociocultural identity reflects similarities, while personal identity reflects differences between accepted

personality anthropo-images and samples and anthropo-images and samples broadcast by reference communities, groups, persons.

The functions of Russian civic identity are to unite into an integral community; self-actualization and self-realization of the individual in the space of organization of socially significant evaluated activity; the function of ensuring the need for belonging to the group; protective function.

The formation of Russian civic identity is conditioned, firstly, by the fact of civic affiliation, and secondly, by the value character, relationships and experiences with which this affiliation is associated. The key identifying mechanism is patriotism (an anthropomorphic image: patriot), expressed through a sense of belonging to a civil community, recognition of it by the criterion of value.

The structure of Russian civil identity includes cognitive-semantic, emotionally valuable, activity (behavioral) and reflexive-regulatory components. Creating conditions for their development is the essence of the formation of the Russian civil identity of the individual.

The development of the cognitive-semantic component involves obtaining information about belonging to a civil community, including in its historical context; the presence of ideas about identifying features, about the principles and foundations of this association, about citizenship and the nature of the relationship between a citizen and the state and citizens among themselves; interpretation of situations (categorization, stylization, thematization, re-thematization) in accordance with ideas about oneself as a Russian, a citizen.

The development of the emotional and value component involves the formation and demonstration of a positive (negative) attitude towards anthropomorphic images and samples that characterize complex characteristics.

"Russian", "citizen", the fact of belonging to a civil community, patriotism as one of the expressions of the emotional experience of civic identity; demonstration of thematic "feedback" and emotional experiences as a result of satisfaction with membership in the reference group.

The development of the reflexive-regulatory component involves the improvement of the regulation of behavior in accordance with thematic norms and values ​​of the community.

Thus, the formation of Russian civic identity is the process of a person's correlation with the civil community, its values ​​and norms, which leads him to realize himself as a citizen of his country and as a member of civil society, to realize his belonging to a civil community, to understand his rights. and obligations implemented in the process of participation in the life of civil society, the events of which are evaluated by him according to the criterion of the values ​​of civil society, which become the motives of his behavior and activities.

The process of formation of Russian civil identity is based on a successive change of stages:

a) interpretation (expected result: information about oneself, one's position in society, the historical past of the country, self-name of the civil community, common language and culture; understanding the image of the Motherland and the experience of civil relations; self-forecasts, self-projects);

b) self-designation and self-identification (expected result: defining oneself in the categories “Russian” and “citizen of Russia”; patriotism as an expression of a sense of belonging to the destinies of the state and the community; definition of individual Russian civil identity and its components; adherence to the norms, principles and values ​​adopted in a civil community);

c) formalization of Russian civic identity (expected result: acquisition of an integral Russian civic identity);

d) self-presentation (expected result: determination of the boundaries of the implementation of Russian civic identity, determination of its adequacy, choice of means for self-designation, demonstration and presentation).

The formation of Russian civic identity is predetermined by a number of socio-pedagogical factors: the development of self-awareness of the civic community; taking into account the mechanisms of formation of Russian civil identity; studying and taking into account ideas about the formation of identity in the context of ontogeny and the history of society; taking into account the structure and ways of formation of civic consciousness and self-awareness in general; concretization of thematic anthropological images and samples (in this study - "Russian", "citizen").

All types of activities that make up the educational activities of ninth-graders in an educational organization have the potential for the formation of Russian civic identity, therefore, there is no need to single out a special area of ​​activity of an educational institution, but certain changes must be made to the organization of educational activities in general, the positions and nature of the interaction of subjects.

Analysis of the essence of Russian civic identity, the process of its formation among ninth-graders, clarification of the potential of educational activity in the process under consideration made it possible to build a description of methodological approaches to the process of formation of Russian civic identity in high school students.

The success of the implementation is determined by the provision of a number of pedagogical conditions: the acceptance by the leading subjects of the process of forming the Russian civil identity of the goals and objectives of this process in the context of the current pedagogical reality; the presence in the historical space of persons, groups, communities that are significant for ninth-graders, addressing the problem of a person-citizen, patriot, Russian; detailing and practical reinforcement by the subjects of educational activity of the image of a person-citizen, patriot, Russian; cyclicity (regularity) and activity character of comprehension and development within the framework of educational activity of images of a human citizen, patriot, Russian.

In modern Russian science, the structure of identity as a socio-psychological phenomenon includes:

Substantial foundations (social memory, social knowledge, sociocultural experience),

Activity and spatial aspects (mechanism of territorial identification).

In other words, the concept of Russian civic identity contains:

Realization of the basic needs of the individual in belonging to a group;

Identity of a person with the status of a citizen, as an assessment of one's civil status, readiness and ability to fulfill obligations associated with citizenship, enjoy rights, take an active part in the life of the state;

The result of the process of self-identification of the subject with the corresponding social groups at the cognitive and emotional levels of the individual;

Awareness by the individual of his belonging to the community of citizens of a certain state on a general cultural basis;

Identity of the person to the sociocultural status.

CHAPTER II. EXPERIMENTAL IMPLEMENTATION OF THE MODEL FOR THE FORMATION OF THE RUSSIAN CIVIL IDENTITY

9-GRADE STUDENTS AT THE LESSONS OF THE HISTORY OF RUSSIA

2.1 INITIAL LEVEL OF FORMATION OF RUSSIAN CIVIL IDENTITY OF NINTH-GRADE SCHOOL STUDENTS

Experimental work was organized to test the developed methods of forming the Russian civil identity of ninth-graders in the educational work of an educational organization within the framework of history lessons.

The basis for the organization of experimental work was an educational institution: MBOU School No. 22 in Balashikha.

Experimental work was carried out in three stages:

ascertaining (2015-2016), which included a study of the initial level of formation of the Russian civic identity of ninth-graders in the experimental and control groups;

the formative stage (2016-2017), at which a set of measures was implemented in the experimental educational organization to implement the developed model for the formation of the Russian civic identity of ninth-graders, to ensure the allocated pedagogical conditions;

control, within the framework of which the final diagnostic section was carried out, the results were analyzed, the dynamics of the process of formation of the Russian civic identity of ninth-graders was comprehended.

The experimental work included two ninth grades of the secondary school of the specified educational organization (a total of 53 ninth graders, 26 of them were the experimental group, 27 were the control group). Comparing the results of the ascertaining and control experiments in both groups, we will prove the hypothesis of the study. Comparison of the results of ascertaining and control experiments in both groups is legitimate, since they are approximately the same in number and level of training in history.

At the ascertaining stage of experimental work, we identified criteria and indicators that give an idea of ​​the level and features of the development of the components of the Russian civic identity of ninth-graders from the classes of the experimental and control groups. When determining them and selecting adequate diagnostic tools, the following considerations were taken into account.

Firstly, as a result, Russian civic identity is considered as a socio-cultural one in terms of subspecies, that is, it is based on similarities with significant other models broadcast.

Secondly, the mobility and instability of Russian civic identity dictates the need to select diagnostic tools suitable for repeated use on the same array of subjects.

Thirdly, since we are interested in the possibility of influencing the formation of the Russian civic identity of ninth graders within the framework of history lessons, a number of indicators took into account the mention of historical characters as significant “others”.

Fourth, when determining the content of tasks, questions, etc. the subject of the study was taken into account. So, when the construction “thematic images” is used, then we are talking about such anthropological images as “Russian”, “citizen”, “patriot”, etc. Under thematic identifiers, we mean qualitative characteristics that are adequate to anthropological images (kind, courageous, open, etc.). Note that in this case, possible negative thematic identifiers (weak, indecisive, undisciplined, etc.) were also taken into account.

Fifth, Russian civic identity, like any other

identity can be formed both in a positive and negative vector. That is, the Russian civic identity can be built both on positive anthropological images and on negative ones (according to the principle “I will not be like them”). In the work, a questionnaire compiled on the basis of the methods of well-known psychologists, consisting of several interconnected blocks, was used.

The research methodology for in-group identification was developed by a team of authors led by K. Leach and published in 200842. The technique was adapted to the Russian sample by E.R. Agadullina and A.V. Lovakov.

Methodology "Scale of ethno-national attitudes" The methodology was developed by psychologist O.E. Khukhlaev and allows us to describe nationalistic, patriotic, neutral ethno-national and negativistic ethno-national attitudes44.

The methodology "Study of interethnic attitudes" was developed by J. Berry and adapted in Russia by N.M. Lebedeva and A.N. Tatarko in 2004-200545.

Methodology “Studying everyday interpretations of the concept of “Patriotism” The methodology was developed by I.M. Kuznetsov and allows us to classify the respondent's ideas about patriotism as "chauvinistic" or "civilian".

We included the following criteria:

The presence of thematic installations.

Task: evaluate yourself in the context of thematic identifiers, and

also within the framework of individual-domestic orientation.

Diagnostic tools: a survey aimed at studying everyday interpretations of the concept of "Patriotism".

Determination of the profile of actual images of citizenship.

Objective: to identify the presence of relevant thematic images or qualitative thematic characteristics (a cognitive-semantic component of Russian civic identity).

Diagnostic tools: a survey aimed at studying the strength and valence of civic identity.

Determination of thematic identifiers recognized by ninth graders.

Task: to identify the priority vector for the development of Russian civic identity (positive, negative), to select the most commonly used thematic identifiers (cognitive-semantic and emotional-value components of Russian civic identity).

Diagnostic tools: a method of in-group identification research.

Determination of ethno-national self-assessment and assessment of others by selected thematic identifiers.

Objective: to establish the correlation of ethno-national self-assessment and assessment of others according to the selected thematic identifiers.

Diagnostic tools: scale of ethno-national attitudes.

Experience of interethnic activity.

Task: to determine the presence of individual interethnic experience and, indirectly, the attitude to the historical experience of participation in social activities.

Diagnostic tools: scale for the study of interethnic attitudes.

The first diagnostic section was carried out among 26 ninth-graders of the experimental group and 27 ninth-graders of the control group. The results are presented in Annexes 2, 3, 4 and 5.

Histogram 1. In general, it can be said that both in one and in the other group, the respondents felt themselves to be part of the “Russians” group, at the average level they felt proud of belonging to the Russian culture.

Histogram 2. We get a reliable result of the absence of differences in the experimental and control groups in terms of the strength of the expression of civic identity.

Histogram 3. We get a reliable result of the absence of differences in the experimental and control groups in terms of the level of ingroup identification.

It can be assumed that in the experimental and control samples, the respondents equally identify themselves with the social group that you belong to, and their worldview as part of their group is developed at a medium-weak level.

Histogram 4. We get a reliable result of the absence of differences in the experimental and control groups in terms of the type of interethnic attitudes.

It is typical for all respondents that interethnic attitudes are largely determined by intergenerational continuity, orientation towards family and tribal traditions, and orientation towards the historical past. The combination of these factors has a positive emotional saturation and plays the role of a stabilizing beginning in the dynamics of interethnic relations.

2.2 IMPLEMENTATION OF THE MODEL FOR THE FORMATION OF THE RUSSIAN CIVIL IDENTITY OF NINTH-GRADE SCHOOL STUDENTS IN THE LESSONS OF RUSSIAN HISTORY

The formative stage of the experimental work, taking into account the specifics of identity formation, was designed as a change of stages: reflexive-evaluative, information-activity and reflexive-corrective stages. At the same time, each cycle of the information-activity stage began and ended with selective diagnostics using the developed two monitoring schemes: diagnostics of the development of the Russian civic identity of ninth-graders; diagnostics of the implementation of the pedagogical conditions for the formation of the Russian civil identity of ninth-graders in the framework of educational activities in the lessons of the history of Russia.

The first experimental lesson was devoted to the formation of Russian parliamentarism at the beginning of the 20th century. The purpose of the lesson: consider the essence, history of creation and structure of Russian parliamentarism; discuss the problems of the formation of civil society and the rule of law in the Russian Federation; as well as to influence the formation of civic consciousness among students and show the importance of human participation in elections.

The objectives of the lesson were defined as: “personal - education of Russian civil identity: patriotism, respect for the Fatherland.

Meta-subject - the ability to organize educational cooperation: work in a group, formulate, argue and defend one's opinion.

Subject - the formation of skills in the application of historical knowledge to comprehend the essence of modern social phenomena”47.

As part of the lesson, a meeting of the State Duma of the Russian Empire was simulated. The class was divided into several groups according to political parties (the Cadets, the Socialist-Revolutionaries, the Octobrists, the Progressives and the Social Democrats). As a parliamentary discussion, a debate was organized on the topic: "The further path of Russia." The invited guest at the lesson was Sergey Vladimirovich Churakov, Deputy of the Council of Deputies of the Balashikha City District, who told the students about the importance of elections, civil responsibility of citizens, as well as about the work of modern authorities at both the state and municipal levels, as well as about democratic procedures related to elections. Also, Sergei Vladimirovich assumed the role of Chairman of the State Duma and exercised control over the discussion. At the end of the lesson, the students shared their impressions, thoughts about the parliamentary system, and were given the task of writing a reflective essay on any topic related to Russian parliamentarism, both during the Russian Empire and modern.

As a result of the lesson, students learned about the structure of Russian parliamentarism and the history of the development of the Russian state in

the beginning of the 20th century, the importance of elections as the main way of expressing the will of the people in the conditions of the beginning of the formation of a democratic and legal state in Russia.

The next two lessons were devoted to the Great Patriotic War.

The purpose of these lessons was to form students' understanding of the role and place of the Great Patriotic War for their family, for their hometown, and the country as a whole. The following tasks were set for the lesson: “personal - education of Russian civil identity: patriotism, respect for the Fatherland.

Metasubject - the ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs.

Subject - the formation of the foundations of civil self-identification of the personality of the student.

The first lesson focused on the role of the family in the war. The war touched almost every family, therefore, for sure, every schoolchild keeps the memory of the exploits of his relatives inside the family. Before the start of the lesson, the teacher, with the help of the students, thematically designed the class (the theme of the Great Patriotic War). The emphasis was on the symbolic component. Soviet flags, military banners, propaganda posters, portraits of military figures, as well as photographs of students' relatives were hung on the walls. Also, during the lesson, musical accompaniment was organized - thematic military songs “Katyusha”, “Holy War”, “In the Dugout”, etc. were played in the background. Then each student talked about his family, traditions related to the Great Patriotic War, etc. The guys talked about the value of the family for a person and its significance for the state.

The second lesson is extracurricular work. In the organization of extracurricular activities at the school, aimed at the formation of the civic identity of students, there was the organization and implementation of the project - "Heroes of the Fatherland". Students created an electronic encyclopedia of military equipment and weapons produced during the Second World War. This type of activity contributed to an increase in the level of civic consciousness, formed the skills of public speaking, the ability to defend and defend one's point of view, and communicative competencies develop.

The result of the work was the holding of the holiday - "Heroes of the Fatherland Day", to which veterans and students who were not participating in the project were invited. Such a holiday contributed to the formation among students of the ideals of selfless and disinterested service to the Fatherland. As part of the holiday, students prepared messages about the heroes of their native city who participated in the hostilities; poems and songs of the war years. As a result, the students replenished their baggage of knowledge about the Great Patriotic War, had the opportunity to communicate with veterans, and were able to show their creative activity.

Another lesson was devoted to the formation of a modern state - the Russian Federation. The purpose of the lesson is to form an idea among students about the formation of the Russian Federation as a new state that emerged on the basis of the USSR.

Lesson objectives: personal - education of Russian civil identity: the assimilation of humanistic, democratic and traditional values ​​of a multinational Russian society.

Meta-subject - the ability to organize educational cooperation and joint activities with the teacher and peers.

Subject - the assimilation of the basic national values ​​of modern Russian society: humanistic and democratic values, ideas of peace and mutual understanding between peoples, people of different cultures.

As part of this lesson, a debate was organized: “What does it mean to be a citizen of the class”? During the discussion, the following were identified: the need to create a Constitution for the class, as well as the need to conduct a collective creative work.

The business game "Elections of the President of the Russian Federation" was especially emotional. In order to consolidate students' knowledge of the main state symbols, documents of the state and citizen, to help students feel the significance of the upcoming event - the presentation of a passport, education of citizenship and patriotism, an open lesson "I am a citizen of Russia" was held. A round table was held for students, where they spoke about the importance and significance of the Constitution. The next lesson was also on this topic. A group of students took an active part in the contest "Our Rights".

Think about which countries you could cooperate with and which not. Explain your answer, based on the knowledge of the course of National History.

As a result of this lesson, the following solution was proposed: 1. In domestic policy: to continue the course towards strengthening the social security of the population, strengthening the monetary fund, developing culture and sports.

In foreign policy: continue to pursue a policy of "peaceful coexistence" with Western countries; maintain economic and political cooperation with Asian countries.

As a result of this lesson, students were able to review the current policy of the Russian government, as well as determine the place of Russia in the international arena, which helped in the further formation of civic responsibility, civic identity, legal culture, etc.

2.3 ANALYSIS OF THE EFFICIENCY OF THE PROCESS OF FORMATION OF THE RUSSIAN CIVIL IDENTITY OF NINT-GRADE SCHOOL STUDENTS IN THE LESSONS OF RUSSIAN HISTORY

The control stage of the experimental work was aimed at systematizing and analyzing the diagnostics obtained at the last (reflexive-resulting) stage of the implementation of the experiment on the formation of Russian civil identity in the lessons of the history of Russia in combination with the use of a monitoring scheme underlying the ascertaining (diagnostic) stage of the experimental work.

The data obtained as a result made it possible to draw a conclusion about the effectiveness of the work on the formation of the Russian civic identity of ninth-graders in terms of providing pedagogical conditions associated with expanding the range of patriotic images and focusing on them, as well as self-designations (Russian, citizen, patriot, resident of a particular territory, etc.). P.). The clarity of the result can be seen in the Histogram 1 (see Appendix 2).

To determine more pronounced indicators among ninth-graders, a survey was used that included 3 blocks of three questions (9 questions). The first block concerned the identifiers of a Russian, the second - a citizen, the third - a patriot. The first question in each block was supposed to enumerate 5 main characteristics of the specified image; the second - it was necessary to name an example (depending on the cut, it was proposed to name a real person from the historical past, a contemporary, a current hero, a public person); the third is to name 5 characteristics inherent in the person named as an example. Then all the characteristics voiced in the answers of the ninth-graders were ranked, 5 high-ranking ones were selected. As an example, we present the data obtained in the experimental group.

cut: respectable, responsible, a man of honor, loving the Motherland, purposeful.

cut: loving the Motherland, respectable, responsible, a man of honor, friendly.

cut: patriot, honest, decent, tolerant, friendly.

cut: patriot, responsible, patient, open, active.

cut: patriot, active, friendly, patient, kind-hearted.

cut: patriot, active, responsible, friendly, kind-hearted.

With the help of this survey, we received information about changes in the cognitive-semantic and emotional-value components of Russian civic identity.

The clarity of the result can be seen in the histogram 2 (see Appendix 3).

There are also significant differences in the level of development of ingroup identification in the experimental and control groups, and in the experimental group the level of development of ingroup identification is higher than in the control group on histogram 3 (see Appendix 4).

It can be assumed that in the experimental group, in-group identity has reached an optimal level of development: students regularly and motivatedly took part in the discussion of case problems, positively

related to the socio-historical experience of our country, almost always participated in the analysis and discussion of the given topics.

The level of development of ethno-national attitudes in the experimental group is higher than in the control group. Ethnicity is noted in 87.5% of the respondents in the experimental group and in 70.3% of the control group. At the same time, the significance of the category "I am a Russian" was 88.9% and 76.4%, respectively. The significance of ethnicity varies from 89% to 80% in the experimental and control groups. At the same time, in the experimental group, ethno-national attitudes have a predominantly positive evaluation component (75% of 100). Histogram 4 (see Appendix 5)

Thus, according to all the selected criteria, the positive dynamics of indicators in the experimental group is more intense, which allows us to state that the introduction into practice of the described methods of forming the Russian civic identity of ninth-graders in the lessons of the history of Russia, while providing the necessary pedagogical conditions, affects the Russian civic identity of ninth-graders as a socio-cultural one, providing its development.

CONCLUSIONS TO CHAPTER II

The introduction of the proposed methods provides great opportunities for the formation of the Russian civic identity of ninth-graders in the lessons of the history of Russia. Analysis of the experimental results allowed us to draw the following conclusions.

The requirements for the results of the study were determined, setting guidelines for the activities of a history teacher in the course of the process of forming the Russian civic identity of ninth-graders in the lessons of the history of Russia:

since the goals and objectives are given "from above", special attention should be paid to clarifying their essence, filling them with meanings;

for ninth-graders, this strategic goal should not be presented explicitly; such an important process from a pedagogical point of view

independent goal-setting must be translated into the plane of tactical goals (organization of various types and forms of activity, communication, relationships);

it is necessary to raise the status of the problem of citizenship and patriotism, involving bright historical events and persons in solving this problem;

appeal in the historical space to understanding, concretization of possible identifiers of Russian civic identity both as a basic value and as a characteristic of a particular era;

activation of the use of the example method in work with ninth-graders;

analysis of the current political situation with a view to addressing the thematic content;

addressing the lessons of the history of Russia to the methods and forms of work, including ninth-graders in various types of practical activities with reflection on their significance for civic self-determination and self-development.

The introduction into practice of the proposed methods of forming the Russian civic identity of ninth-graders in the lessons of the history of Russia, while providing the necessary pedagogical conditions, affects the Russian civic identity of high school students as a socio-cultural one, ensuring its development. Comparison of the results of ascertaining and formative experiments allows us to talk about an increase in the number of students in the experimental group with a high and sufficient level of development of Russian civic identity, pronounced dynamics in the development of individual components of Russian civic identity, in particular and above all, the activity component, which indicates the effectiveness of the pedagogical process , built on the basis of the active inclusion of ninth-graders in projective-search activities.

CONCLUSION

Our study, conducted in the context of the concept of socio-pedagogical conditioning of the formation and development of the socio-cultural identity of schoolchildren M.V. Shakurova, made it possible to clarify the essential, content, procedural characteristics of the process of forming the Russian civic identity of ninth-graders in the lessons of the history of Russia, to propose and prove the effectiveness of the structural model and pedagogical conditions for the formation of the Russian civic identity of ninth-graders in the lessons of the history of Russia.

The Russian civic identity of a person is an element of self-consciousness, manifested in the procedures of sensation, comprehension and realization by the subject of its certainty and continuity in the processes of accepting the cultural model "Citizen of Russia", broadcast by social institutions, communities, groups, individual subjects that are significant from the point of view of the individual.

Russian civic identity is considered by us as the result of a personality’s correlation with anthropological images and samples broadcast by macro-communities:

a) if a person may identify himself as a community of Russians (Russian identity) or citizens of the Russian Federation (civil identity);

b) with a possible formation according to the type of socio-cultural or personal identity with mutual transitions. Sociocultural identity reflects the similarity, while personal identity reflects the differences between the anthropological images and models accepted by the individual and the anthropological images and samples transmitted by historical communities, groups, persons;

c) with the implementation of functions: integration into a single community; self-realization and self-actualization of the individual in socially significant and socially valued activities; realization of the need to belong to a group; protective;

d) with a possible multi-vector value orientation, in particular, the formation of Russian civic identity is determined not only by the fact of civic affiliation, but by the value attitude and the nature of the experience with which this affiliation is associated. The basic identifying mechanism is patriotism (an anthropomorphic image: patriot) as a feeling of commitment to the civil community, recognition of its significant value.

The structure of Russian civic identity includes cognitive-semantic, emotional-value, activity (behavioral), reflexive-regulatory components. Creating conditions for their development is the essence of the formation of the Russian civil identity of the individual.

The development of the cognitive-semantic component involves obtaining information about belonging to a civil community; the presence of ideas about identifying features, about the principles and foundations of this association, about citizenship and the nature of the relationship between a citizen and the state and citizens among themselves; interpretation of situations (categorization, stylization, thematization, re-thematization) in accordance with ideas about oneself as a Russian, a citizen.

The development of the emotional and value component involves the formation and demonstration of a positive attitude towards anthropological images and samples that characterize the complex characteristics of "Russian",

"citizen", the fact of belonging to a civil community, patriotism as one of the expressions of the emotional experience of civic identity; demonstration of thematic "feedback" and emotional experiences as a result of satisfaction with membership in their historical group.

The development of the activity component involves the implementation of a civic position in behavior and activity; formation of desire and willingness to participate in the public and socio-political life of the country, the ability to resist antisocial and illegal actions, responsibility for the decisions (actions) and their consequences; encouraging independence in making decisions.

The development of the reflexive-regulatory component involves the improvement of the regulation of behavior in accordance with thematic norms and values ​​of the community;

Thus, the formation of Russian civic identity is the process of a person's correlation with the civil community, its values ​​and norms, which leads him to realize himself as a citizen of his country and as a member of civil society, to realize his belonging to a civil community, to understand his rights. and obligations implemented in the process of participation in the life of civil society, the events of which are evaluated by him according to the criterion of the values ​​of civil society, which become motives for his behavior and activities.

A feature of the pedagogical approach to the problem of the formation of Russian civic identity among ninth-graders is its consideration in the organizational and activity key.

Experimental work on the implementation of the process of formation of the Russian civil identity of ninth-graders in the lessons of the history of Russia was implemented in three stages: ascertaining, forming and control.

As part of the experiment on the formation of Russian civic identity, ninth-grade students were given eight experimental lessons on the history of Russia. Features of these lessons: the use of a large number of symbols, graphic and video materials, the strengthening of historical images, in particular, focusing on the heroism of compatriots, the use of cases, the organization of debates.

Experimental lessons were devoted to the following topics: the formation of Russian parliamentarism; the role of the state and the family in the Great

Patriotic War, the formation of the modern state of the Russian Federation. The active use of innovative teaching methods, as well as the creation of a thematic atmosphere, had a positive impact on the process of forming the Russian civic identity of students. The data obtained as a result made it possible to conclude that the work on the formation of the Russian civic identity of ninth-graders in terms of providing pedagogical conditions associated with expanding the range of patriotic images and focusing attention on them, as well as self-designations (Russian,

Comparison of the results of ascertaining and formative experiments allows us to talk about an increase in the number of students in the experimental group with a high and sufficient level of development of Russian civic identity, pronounced dynamics in the development of individual components of Russian civic identity, in particular and above all, the activity component, which indicates the effectiveness of the pedagogical process , built on the basis of the active inclusion of ninth-graders in projective-search activities.

Thus, in this work, the tasks set were implemented, the goal of the study was achieved, and the hypothesis of the study was proved and substantiated.

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Formation of Russian Identity [Electronic resource] // Research Institute of Innovative Strategies for the Development of General Education. URL: #"justify">APPENDIX 1

We invite you to take part in a small survey dedicated to studying the attitude of schoolchildren to some important problems of public life in Russia. Please answer the survey questions. For each question, select one of the suggested answers or enter your own (where applicable). Thank you for your help and attention!

Questions marked * are required.

Block 1. Informational (socio-demographic indicators) Your gender *

Your age *

What city do you live in? * How long have you lived there? *

What nationality do you consider yourself to be? *

If you are a believer, what religion do you belong to? *

How would you assess the financial situation of your family over the past three months? *

We barely make ends meet, there is not enough money even for groceries

There is enough money for food, but buying clothes causes financial difficulties

We have enough money for food and clothes, but buying durable items (TV, refrigerator) is difficult for us

We can easily acquire durable items, but we find it difficult to acquire expensive items.

We can afford quite expensive things - an apartment, a summer house and much more.

Difficult to answer

What state are you a citizen of? *

Block 2. Scale of ethno-national attitudes

Completely agree Rather agree Somewhat agree, some disagree Rather disagree Completely disagree Completely agree Rather agree Somewhat agree, some disagree Rather disagree Completely disagree Separation by nationality is necessary Talk about your national pride with me never succeeded. I don’t feel like I belong to any nationality. There are nations that disgust me When I think about my nationality, I feel pride and love It’s not very right to separate people by nationality I feel kinship with people of my nationality Separation on nationality harms societyNationality. Yes, I have it, but it doesn’t determine anything for me, it doesn’t solve anything There are such nationalities, among which almost all are bad people I am pleased to realize that many people are afraid of people of my nationality in our) language People of my nationality are perceived as “kindred spirits” The division of people into nationalities gives rise to misunderstanding, confusion, conflicts There are nationalities for which I feel contempt For me, my nationality does not play a role in everyday life There is a nationality, but it is not very important

Block 3. Methodology "Interethnic Attitudes"

Please indicate the degree of your agreement (disagreement) with the following statements

Strongly Agree Agree Rather Agree Somewhat Agree, Some Disagree Rather Disagree Strongly Disagree Interracial/interracial marriages are a bad idea. to employ only locals - this is their own business. It annoys me when I see on TV how recent migrants demand the same rights as Russian citizens. Migrants have the same right to choose the future of Russia as people who were born and raised here .It's good when people of different races and nationalities live in the same country. We must strive for equality for all Russians, regardless of racial or ethnic origin. Some people rightly occupy a lower position in society. To succeed in life, sometimes you need to "go over their heads." If if all people were treated equally, there would be fewer problems in our country. It is very important to treat other countries as equals. Discrimination against racial and ethnic minorities shinstvo is a problem for RussiaIn modern Russia, there is less racism and nationalism ¸ than before I myself had to suffer from racial or ethnic

Strongly AgreeSlightly Agree Somewhat Agree, Some Disagree Rather DisagreeStrongly DisagreeDiscriminationPersonally,I can do little to reduce racism and discriminationOver time, many problems of racism and discrimination will resolve themselves without government interventionGovernment should do more to reduce racial and ethnic discriminationSome minorities in Russia are being discriminated against on racial, religious or ethnic grounds The rate of racially, religiously and ethnically motivated crimes is on the rise in Russia Social institutions (schools, hospitals and other services) must adapt to Russia's ethnic diversity If government agencies prefer to employ members of certain ethnic groups - this is their business The government should serve as an example to others and hire representatives of different ethnic groups

Block 4. Methodology for measuring ingroup identification

Strongly agree Rather agree Somewhat agree, some disagree Rather disagree Strongly disagree I feel my connection with other Russians I agree with Russians I feel my commitment to Russians I am glad that I am part of this Strongly agree Rather agree Somewhat agree, some disagree Rather disagree Strongly disagree groups like Russians I think that Russians have something to be proud of I am pleased to be part of a group like RussiansBelonging to a Russian makes me happyI often think that I am a RussianBelonging to Russians leaves an imprint on my personalityBelonging to Russians is an important part of my self-image similar to each other

Block 5. "Strength" and Valence of Civic Identity

To what extent do you feel like a representative of your state?

I don't feel at all

I feel it, but very weakly

Sometimes I feel it, sometimes I don't.

I almost always feel

I feel fully

What feelings does the feeling that you are a citizen of your state cause in you?

pride

calm confidence

no feelings

indignity, humiliation

Block 6. Study of everyday interpretations of the concept of "Patriotism"

There are different opinions about who can be considered patriots in Russia today. Which opinions do you think are right and which ones are wrong?

Patriots in Russia are people who: *

YesNo Respect the history, traditions of the country Work for the good of the country. Fight the dominance of immigrants Strive to make other states afraid of Russia Fight foreign influence Support the friendship of peoples Praise everything domestic, scold everything foreign Love their country as it is They believe that Russia is better than other countries

Thank you for participating in the survey!

APPENDIX 2

APPENDIX 3

Bar chart 2. Strength and valence of civic identity

APPENDIX 4

Histogram 4. Ethnic attitudes

APPENDIX 6

Histogram 5. Patriotism

APPENDIX 7

Bar chart 6. Strength and valency of civic identity

Strength Valence

APPENDIX 8

Histogram 7. In-group identification

APPENDIX 9

Histogram 8. Ethnic attitudes

Article for the collection of the regional scientific-practical conference "Formation of the cultural field of students by means of subjects of the humanitarian cycle":

"The formation of students' civic identity is the most important task of the modern educational school."

At present, the problem of the formation of civic identity at school is one of the most urgent in the modern education system.

The new federal state standard implies the formation of students' knowledge of basic sciences, the education of patriotism, love for their homeland, civic identity, activity in society, tolerance, adherence to the values ​​enshrined in the laws of the Russian Federation, and also forms a system of universal educational activities that determine the student's ability to learn, join in cooperation in the transformation and knowledge of the surrounding world.

Adolescence is an important stage in the formation of a person's readiness for self-determination based on the development of self-awareness and worldview, the development of value orientations. The new social situation leads to significant difficulties in the formation of a civic position, so the transition to an improved system of social education, the formation of civic identity as the main element in strengthening statehood and patriotism is relevant.

The relevance of the problem of the formation of civic identity is due to the peculiarities of the sociocultural, economic and educational situation in the country, which is characterized by the transformation of the existing system of education, both in educational institutions and in the family, the revision of educational standards that take into account the interests of the family, society and the state, the change in the contingent of students in schools towards their multicultural composition. The growth of national self-consciousness of the peoples and ethnic groups inhabiting Russia, the scale of migration processes both within the country and from abroad are the realities of the life of our state. Today, 150 states in the world are "pregnant" with disintegration. According to political scientists, up to 800 new states may emerge in the world in the next decade. This is a trend of the times. Russia - a multinational state - is a problem of the integrity of the country. Before considering the concept civic identity it is necessary to understand the essence and content of concepts citizen and identity. There are many definitions in the literature. Here are some of them:

"A citizen is a person who serves the people, the Motherland, society, who cares about the public good"

Identity - understanding by the individual of his belonging to any social and personal position within the framework of social roles and his states. The synthesis of the concepts of citizen and identity made it possible to identify the definition of civic identity: the awareness of belonging to a community of citizens of a particular state, which have a significant meaning for the individual.

The formation of civic identity of adolescents is carried out by such institutions of socialization as: public organizations, family, school, institutions of additional education, mass media, etc., which together constitute a system of interconnection

At present, children of various nationalities and confessions study in Russian schools, and there are large migration flows. The central task of the new Russian school, which ensures the socio-cultural modernization of Russian society, should be the upbringing of a responsible citizen. It is in the school that not only the intellectual, but also the civil, spiritual and cultural life of children and adolescents is concentrated. However, without interaction and cooperation with the most important institution of the socialization of the individual - the family - the effective education of a citizen and patriot, the disclosure of the abilities and talents of young Russians, and their preparation for life in a high-tech competitive world cannot be fully implemented. The foundations of the morality of the individual are laid in the family. Since it is a kind of primary environment that introduces the child to the experience of a particular society, it is in it that ideas about the Motherland, native culture, as well as about the forms of behavior necessary for the successful functioning of a person in society, create their own unique intra-family ideas about what is the Fatherland, small Motherland, family. Thus, guidelines are set for the process of civil identification of each particular child. However, today there are serious risks associated with the lack of awareness of many parents in matters of upbringing and development of the child's personality. The transformation of the family (an increase in divorces, incomplete and conflict families, an increase in social orphanhood, etc.) had a negative impact on its educational potential. There is a process of alienation of the family from educational institutions, increasing distrust of parents in the school, there is an inadequate attitude of parents of students to teachers. Studies conducted among parents have revealed a lack of understanding by many of them of the importance of educating children of civic qualities, tolerance for a different opinion, which is a consequence of the deformation of parental consciousness in the conditions of vagueness and uncertainty of value orientations in society, as well as insufficient knowledge of parents of students in the field of pedagogy and children's education. psychology. In modern conditions, the problem of involving parents in the formation of the child's personality, instilling in the child such moral qualities as respect for others, decency, honesty, readiness to overcome difficulties and life optimism, is of particular relevance. There is a need for serious targeted training of parents on the basis of general education institutions in order to determine the strategy of parenting, and, if necessary, adjust it. The school has the most important task of increasing the educational potential of the family and developing its socializing resource, providing timely qualified assistance to parents in raising children.

The dynamic socio-economic and socio-cultural processes taking place in modern Russian society largely determine the parameters of the models of the emerging social identities of the Russian population. In the conditions of the crisis state of traditional transmitters of identity (family, school), the media and the Internet began to acquire the role of the leading agents of socialization, which on a massive scale have an impact on the minds of young people. Today, within the information space, constructive and destructive trends are clearly visible, aimed at forming a positive identity through ideas about national culture and history, a sense of involvement of every young person in the social whole. At the same time, the contradictions between the values ​​of the audience and the values ​​underlying sociocultural patterns broadcast by modern mass media make it difficult for a conscious positive identification of a person. Civic identity is an essential element of a civil community, acts as the basis of group self-awareness, integrates the population of the country and is the key to the stability of the state .In order to effectively solve the most complex tasks of civic education of the younger generation in modern sociocultural conditions, many researchers (teachers, psychologists, sociologists, philosophers) turned to the search for new concepts, models, forms, technologies and means aimed at the formation of civic identity. At the same time, of course, one should take into account the vast accumulated experience and general methodological approaches that are of lasting importance in the matter of civic-patriotic education. The process of formation and development of civic identity takes place in the context of the formation of the worldview and self-determination of children and adolescents. There are a number of socio-pedagogical conditions for the formation of civic identity in the modern educational space:

acquisition and assimilation of knowledge and information about the history and culture of their country, about traditional spiritual and moral values;

introduction to the Russian national culture, the Russian language, civil traditions;

familiarization with the national culture of other peoples of the Russian Federation in order to form respect for their mentality, culture, customs, beliefs;

creation of conditions for self-realization of the individual in the multicultural Russian society.

Under these conditions, the role of educational space in the process of formation of civic identity is increasing. Preschool educational institutions, school, university have a significant impact on the essential characteristics of the whole society, as well as on a separate emerging personality. The educational system carries out the selection of cultural information and the translation of identification models, determines the stages and methods of mastering culture. The implementation of the listed pedagogical conditions will make it possible to make the process of forming a civil identity more efficient, to strengthen the influence of the all-Russian culture on the development of the personality of students, on the formation of self-awareness, on the development of spiritual and moral qualities traditional for the peoples of the Russian Federation.

The task of forming a civil (Russian) identity among schoolchildren involves a qualitatively new approach in terms of content, technology and responsibility of teachers to the traditional problems of developing civic consciousness, patriotism, tolerance of schoolchildren, and their command of their native language. So, if a teacher in his work focuses on the formation of a Russian identity in a schoolchild, then:

In civic education, he cannot afford to work with the concepts of "citizen", "civil society", "democracy", "relationships between society and the state", "human rights" in a purely informative style, but must work with the peculiarities of the perception of these concepts in Russian culture, in relation to our historical soil and mentality;

In the education of patriotism, the teacher relies on the education of a holistic understanding of the past, present and future of Russia with all the failures and successes, anxieties and hopes

The teacher works with tolerance not as political correctness, but as a practice of understanding representatives of other cultures, historically rooted in the Russian tradition and mentality;

Forming the historical and political consciousness of schoolchildren, the teacher immerses them in a dialogue of conservative, liberal and social democratic worldviews, which is an integral part of Russian culture as a European culture;

The teaching of the Russian language takes place not only in the lessons of literature, but in any academic subject and outside the lesson, in free communication with pupils; the living Russian language becomes the universal of school life;

Only in independent public action, action for people and on people who are not the “inner circle” and are not at all necessarily positively inclined towards it, does a young person really become a public figure, a free person, a citizen of the country.

All of the above shows that the task of forming Russian identity quite rightly claims to be a key, turning point in our educational policy.

The formation of a student's civic identity, as a student's awareness of his belonging to a community of citizens of Russia and an element of self-awareness, requires (according to A. G. Asmolov) the formation of 4 personality components: cognitive ( knowledge about belonging to a community of citizens of Russia), valuable ( having a positive attitude towards the fact of belonging), emotional ( acceptance of civic identity) behavioral ( participation in public life).

- cognitive (cognitive) - knowledge about power, the legal basis for the organization of society, state symbols, socio-political events, elections, political leaders, parties and their programs, orientation in their functions and goals;

- emotional-evaluative (connotative) - the reflexivity of knowledge and ideas, the presence of one's own attitude to socio-political events, the ability to clearly express and argue one's point of view and judgments;

- value-oriented (axiological) - respect for the rights of other people, tolerance, self-respect, recognition of the right to free and responsible choice of each person, the ability to determine the impact of public life on one's own, readiness to accept and analyze the phenomena of public life; acceptance and respect for the legal foundations of the state and society;

- active - participation in the public life of an educational institution; desire and willingness to participate in the socio-political life of the country; independence in choosing decisions, the ability to resist asocial and illegal acts and actions; responsibility for decisions, actions and their consequences.

Can be defined requirements for the results of the formation of civic identity of students in a secondary school, which can be considered as indicators of the formation of civic identity:

As part of cognitive component:

Creation of a historical and geographical image, including an idea of ​​the territory and borders of Russia, its geographical features, knowledge of the main historical events in the development of statehood and society; knowledge of the history and geography of the region, its achievements and cultural traditions;

Formation of the image of the socio-political structure - an idea of ​​the state organization of Russia, knowledge of state symbols (coat of arms, flag, anthem), knowledge of public holidays,

Knowledge of the provisions of the Constitution of the Russian Federation, the basic rights and obligations of a citizen, orientation in the legal space of state-public relations;

Knowledge of one's ethnicity, development of national values, traditions, culture, knowledge of the peoples and ethnic groups of Russia;

Development of the general cultural heritage of Russia and the global cultural heritage;

Orientation in the system of moral norms and values ​​and their hierarchization, understanding of the conventional nature of morality;

Formation of socio-critical thinking, orientation in the features of social relations and interactions, establishing the relationship between social and political events;

Ecological consciousness, recognition of the high value of life in all its manifestations; knowledge of the basic principles and rules of attitude to nature, knowledge of the basics of a healthy lifestyle and health-saving technologies; rules of conduct in emergency situations.

Formation Requirements value and emotional components include:

Education of civic patriotism, love for the Motherland, a sense of pride in one's country,

Respect for history, cultural and historical monuments;

Emotionally positive acceptance of one's ethnic identity;

Respect and acceptance of other peoples of Russia and the world, interethnic tolerance, readiness for equal cooperation;

Respect for the individual and her dignity, benevolent attitude towards others, intolerance to any kind of violence and readiness to resist them;

Respect for the values ​​of the family, love for nature, recognition of the value of health, one's own and other people, optimism in the perception of the world;

Formation of the need for self-expression and self-realization, social recognition;

The formation of positive moral self-esteem and moral feelings - a sense of pride when following moral standards, experiencing shame and guilt when they are violated.

activity the component determines the conditions for the formation of the foundations of a person's civic identity and can be considered as a system of psychological and pedagogical recommendations regarding the civic education of a person:

Participation in school self-government within the limits of age competencies (duty at school and class, participation in children's and youth public organizations, school and extracurricular activities of a pro-social nature);

Fulfillment of the norms and requirements of school life, the rights and obligations of the student;

Ability to conduct a dialogue based on equal relations and mutual respect and acceptance; the ability to constructively resolve conflicts;

Fulfillment of moral standards in relation to adults and peers at school, at home, in extracurricular activities;

Participation in public life (charitable events, orientation in events in the country and the world, visiting cultural events - theaters, museums, libraries, implementation of healthy lifestyle settings);

The ability to build life plans, taking into account specific socio-historical, political and economic conditions.

The formation of civic identity as a type of social identity in unity with universal and ethnic identity is carried out

In educational activities within the framework of the study of academic subjects of natural science and social and humanitarian cycles;

In the real practice of participation in school self-government, extracurricular socially useful activities;

In specially organized trainings.

The indicators of the formation of a person's civic identity, acting as criteria for its assessment, are such integrative qualities of a person as citizenship, patriotism and social-critical thinking, which provides the cognitive basis for a person's free life choice. Accordingly, it is necessary to ensure the formation of the image of Russia in students in the unity of value-semantic, historical, patriotic and legal contexts; formation of socio-critical thinking as the basis of free choice and self-determination of the individual; development of tolerant consciousness and communicative competence in communication and cooperation. The upbringing of tolerance as a moral value and social norm of the civil society that is emerging in Russia, understanding and respect for a different way of thinking and way of life is a necessary condition for life in a multicultural and multi-confessional society, the formation of citizenship and patriotism of the individual.

Feoktistova E.K., teacher of history and social studies, MBOU secondary school No. Lenin Komsomol Gagarin, 2015

Literature:

2. Sobkin V.S. High school student in the world of politics. Empirical research - M.: TsSO RAO, 1997. - 320 p.

3 Sobkin V.S., Vaganova M.V. Political orientations of adolescents and the problem of tolerance // Problems of tolerance in adolescent subculture. Proceedings on the sociology of education. Volume VIII. Issue XIII. - M: Center for the Sociology of Education of the Russian Academy of Education, 2003 - P.9–38.

4. . Erickson E. Identity: youth and crisis. - M.: Progress, 1996. - 344 p.

FACTORS DETERMINING THE FORMATION OF SCHOOLCHILDREN'S CIVIL IDENTITY

Kantsedalova Tatyana Petrovna

1st year master's student, Department of World History,
Philosophy and Cultural Studies BSPU Blagoveshchensk

Buyarov Dmitry Vladimirovich

scientific adviser, candidate of philological sciences, associate professor of BSPU Blagoveshchensk

In the context of the transformation of the existing system of education, which affects all social institutions of society, civic education occupies one of the key positions. The formation of civic identity is determined by the sociocultural, economic and educational situation in the country in the conditions of the multiculturalism of modern society. According to the concept of spiritual and moral development and education of a Russian citizen, it is education that plays a key role in the consolidation of Russian society. The school is the main means of shaping the identity of the younger generation and is responsible not only for the knowledge gained, but also for the education of patriotism, the formation of an idea of ​​​​the Motherland, the native culture, as well as the forms of behavior necessary for the successful functioning of a person in society; active citizenship, awareness of moral meaning, freedom inextricably linked with civic responsibility. Civil identity is the basis of group self-consciousness, integrates the population of the country and is the key to the stability of the state.

Let us turn to the concept of civic identity. In pedagogical science, there are several approaches to the definition of the concept of identity in general, and hence civic identity in particular. A.N. Ioffe defines civic identity as an awareness of belonging to a society of citizens, which has a significant meaning for the individual. A.G. Asmolov takes as the basis of this concept the awareness of belonging on a general cultural basis, as well as the fact that the concept of civic identity is not identical to the concept of citizenship (as M.A. Yushin notes this in his works), but has a personal meaning that determines a holistic attitude to the social and the natural world. T. Vodolazhskaya considers this concept within the framework of the realization of the personality, in its basic needs, in belonging to a certain group. Based on these approaches, we can conclude that civic identity is understood as the awareness of belonging to a community of citizens of one state, based on the awareness of a civic community as a collective subject; or identification of the civil identity of the individual - the status of a citizen. In this case, civic Russian identity is a person's awareness of belonging to the Russian state, a citizen of the Russian Federation; readiness and ability to fulfill civic obligations, enjoy rights, take an active part in the life of the state and society.

In the modern concept of Russian education, civic identity is invested in such concepts as patriotism, respect for the Fatherland, for the past and present of the multinational people of Russia, a sense of responsibility and duty to the Motherland, identifying oneself as a citizen of Russia, the subjective significance of using the Russian language and the languages ​​of the peoples of Russia , awareness and feeling of personal involvement in the fate of the Russian people.

Based on the definition and content of civic identity, its structural components are distinguished. A.N. Ioffe identifies 4 structural components of civic identity: the first is cognitive, which is understood as civic awareness and literacy; the second - value - civic position; emotional - patriotism, love for the motherland; activity - citizenship, actions to solve problems and help others.

According to A.G. Asmolov, the formation of civic identity requires the formation of four personal components: cognitive - knowledge of belonging to a community of citizens of Russia, value - having a positive attitude to the fact of belonging, emotional - acceptance of civic identity, behavioral - participation in public life.

To the above components, based on the work of L.V. Bychkova (Mostyaeva), you can add such components as connotative (emotional-evaluative) and axiological (value-oriented).

Based on the concepts proposed above, the author's representation of the structural components and their content have been developed:

• cognitive (knowledge) - knowledge that a person has to identify himself as a citizen, as well as knowledge that allows him to actively express his citizenship (knowledge about the historical past of the state, political culture, state structure, etc.);
• value-oriented - is determined by the civil position of the individual, his attitude to such concepts as the Motherland, Fatherland; respect for another subject as a citizen and his civic position;
• emotional-evaluative - the ability to reflect one's own civic behavior, a clear and reasoned civic position, the ability to evaluate and compare one's actions with the civic ideals and values ​​of the state;
• activity (practical) - is determined by the behavior of a person as a citizen of a particular state, participation in the public and political life of the country, his legal activity and civic activity.

Based on the content of civic identity, it becomes possible to identify the factors that determine its formation. It is necessary to single out objective and subjective factors. Objective factors include those that do not depend on the activity and volitional decisions of a person. These factors include: a common historical past (usually expressed in legends, symbols, and other historical sources); self-name of the community (other various ethnonyms); the common language spoken by the majority of citizens in the state; general culture (political, legal, economic); emotional states lived by the community, associated with the situations that are developing in the country.

Russia is a multinational, multi-ethnic state that recognizes the foundations of a secular society, but in which religion also plays an important role in the process of education and self-identification of a person. Despite the universality that modern society strives for, it is necessary to take into account the role of national traditions in education and the regional factor. Therefore, the task of the school is to form a multicultural environment for the possibility of developing a civic identity of the individual.

The subjective factors that determine the formation of identity relate to a specific situation, subjects, content. In this situation, the school will be considered as a means of forming a civic identity among schoolchildren and, depending on this, the following factors are distinguished:

• the goals of education and upbringing of schoolchildren established at the state level, for example, the formation of civic identity is defined by the state standard as a personal result in mastering the main program of a general education school;
• the content of education received by a schoolchild within the framework of the general educational program of the school is determined by the specific requirements in modern society for education. In this case, the content of both the main subjects studied by schoolchildren and in extracurricular activities in subjects, as well as in educational activities carried out in educational institutions, is considered. If the content of the material in subjects is determined by the standard and the textbook, then in other areas, the content is more often determined by the school itself and a specific teacher.
• the effectiveness of the formation of civic identity is determined by the methods, forms, technologies used by teachers in their teaching practice, mechanisms, ways of organizing activities (individual, collective, independent, interactive, etc.), which together is the third factor.
• the opportunity to demonstrate one's civic position (the possibility of applied use of knowledge in the educational environment, the development of associations, public organizations, self-government, for the implementation of the activity component of civic identity, the manifestation of civic activity).

The following factors can be combined into two more groups and considered depending on the influence of the teacher and the student on the process of forming civic identity.

The first group of factors was identified on the basis of the influence on the process of formation of the civic identity of the student himself:

• individual characteristics (for example, the need for inclusive education);
• level of motivation (it will be high if personal requests coincide with the education program);
• family and upbringing (attitude towards the state as an institution of power, towards civil rights in the close circle of a schoolchild);
• age characteristics (the ability of self-identification and awareness of the existence of identity in general, including civil).

The formation of identity is a process, first of all, having age determinants, and the belonging of a person to certain communities depends on the priority of this or that community in the age group. The involvement of the individual goes from the microsocial to the macrosocial, passing through three stages: ethno-national, state-civil and regional, forming the subject's general ideas about his identity. Mastering the components of civic identity also has an age division, for example, a younger student will not yet be able to fully master the activity component, and the level of cognitive and value-semantic will differ from the level of an older student.

The following group of subjective factors is determined in accordance with the influence of the teacher on the formation of the student's civic identity:

• the competence of the teaching staff in the formation of the student's civic identity,
• willingness and desire to devote time and make efforts to master this personal result by the student, the amount of time devoted to educational activities;
• creation and maintenance of students' motivation for this process, (regularity, systematic implementation of the required actions).

Summing up, it is worth noting that by highlighting the factors that determine the formation of civic identity, it becomes possible to build ways to achieve the goal, in this case, for the effective formation of the civic identity of schoolchildren. Knowledge of the main factors, components, content of the concept of the process of formation of civic identity helps the teacher to see and model it holistically, consciously set the goals of pedagogical activity, determine its content, study the capabilities of their students, select effective forms and methods of work, objectively evaluate its results, i.e. e. the formation of the student's civic identity.

Bibliography:

1. Asmolov A.G. Teaching materials for teachers at various levels of the general education system on the formation of students' civic identity in the framework of the social partnership of the family and the school [Electronic resource]. – Access mode: http://www.firo.ru/?p=7245 (date of access: 01/10/2016)
2. Bychkova (Mostyaeva) L.V. The methodological aspect of the formation of legal consciousness of students as one of the key components of civic identity // Teaching history at school. - 2015. - No. 2. – P. 14–21.
3. Ioffe A. N. Identity Today: Understanding, Problems and Ways of Formation of All-Russian Civil Identity by Means of Education // Teaching history at school. - 2015. - No. 2. – P. 3–10.
4. Shakurova V.M. Formation of Russian civic identity: the problem of the teacher // Pedagogy. - 2014. - No. 3. - S. 83-10.