Yalman B. Appaeva,
Candidate of Science (PhD, Pedagogics),
Associate Professor
Natalia
Sarsenova
2nd year student of Master’s Program
“Pedagogical management”
Kalmyk State University,
Russia
THE PROBLEM OF FORMING
THE VALUE ORIENTATION TO EDUCATION
IN PRIMARY
SCHOOL PUPILS
The
problem of formation of value orientation to getting education in primary
school children is relevant, because in real practice of the modern school
teaching has not always a dominant place. Cognitive activity of pupils is
underdeveloped, and only serves as a mark of the main stimulus and the end
result of the study. By the fourth grade, many children begin to be weighed
down by school responsibilities, their diligence is reduced, the teacher's
authority falls, the position of a student loses its appeal for the child, the
interest in learning activity falls. The study conducted by B.D.Dmitrieva in
the mid 80s showed that many younger students show a very low level of personal
responsibility. They tend to blame for their failures and mistakes, not themselves,
but other people: teachers, friends, relatives.
Responsible attitude to learning involves
understanding the social value of teaching, that is an understanding that
education is not just private property (public education has national value),
but also the awareness of pupil’s debt to society, parents and team. This
researcher found that younger pupils are poorly aware of the motives related to
the obligation; it is very rare for these children to indicate motives in
verbal statements [2]. In connection with the introduction of new standards for
primary education it is becoming a significant clarification of motivational
readiness of elementary school graduates to continue their education, as in the
case of unformed motivation to learn at younger teenagers can be seen the
development of school and social maladjustment. According to S.L. Rubinstein,
the meaning of training activities, after all is determined by its motive [3].
Motivation
forms the driving force of human activity, determines the nature of the
activities, and directs human behavior to achieve its goals and objectives [1].
Primary school age is the period when a child commits a crucial step – they
participate in the process of separating themselves from the world of close
adults. This is due to the fact that in the child's life comes a new
influential adult – a teacher who is a carrier of that social role to which the child of an under school age has
not faced before: the teacher is a translator of universal knowledge, a
representative of the state and society. Relationships with the teacher are
primarily determined by emotional well-being or disadvantages of a younger
pupil and have a significant influence on the development of valuable
relationships.
The
nature of value attitude is emotional, as it reflects the subjective and
personal-experienced by man's connection with the surrounding objects, events,
people. Emotionality allows younger pupils to actively influence on the process
of the formation of values.
Exactly
elementary school has quite large educational opportunities implemented in
extracurricular activities and, in particular, in the problem of formation of
the valuable relation to education. Children are not so loaded in study with
specific subjects, showing interest in school life; they are influenced by the
referential the teacher.
In
this article, we are going to briefly discuss the ascertaining research phase.
It is necessary to identify the level of the valuable relation to education in
modern school children. For this purpose, we selected diagnostic material,
which is attended by pupils of the 4th grade of the Yashkulskiy region of the
Republic of Kalmykia (the Russian Federation). We explored the three components
of the valuable relation to education: cognitive, emotional and behavioral
manifestations and identified valuable relation to education. The diagnosis
included the following methods: observation, interview, questionnaire for
children, mini-essay on the theme “Education is valuable because ...”, the
Ch.D. Spielberger’s questionnaire to explore learning motivation and emotional
attitude to learning.
During
the meeting, we asked the questions, aimed at assessing the desire of pupils to
go to school, the interest and the support of parents. The questions were of
the following nature: in what mood you go to school, if you tell at home how
your day was, if you understand teacher’s explanation, if you like written or
oral homework.
Today,
according to the result of research, consistently positive towards school are
about 32% of school pupils, 47% of children have volatile attitude “so-so”).
Pupils are in a bad mood in the morning , if
“they do not have enough sleep” (58%), “if they are bored” (8%), “if the
lessons are difficult” (8%), “if the
weather is frosty” (8%). About 20% of children answered that they go to school
in a good mood, because “they like school” and 8% of pupils because “they want
to meet with friends”. The question
“How often do you tell your family members how your day was?” was answered
by 58% of the children “Yes, quite
often” and 32% of the children said “it depends” and explained that tell “if
there was something interesting” or if the parents are at home and they are
interested in the story. Over 80% of respondents positively assess the increase
in the number of subjects and teachers. They also note that they got used to
their requirements, but only half of the students said that they understand the
teachers’ explanations fully. The causes of misunderstanding are as follows: “a
lot of new complicated themes”, “teachers do not always give understandable
explanation”, “I digress”. These data suggest that pupils have underdeveloped
reflection of the process of school progress.
In
our opinion, the formation of valuable relation to education should begin with
the comprehension of the history of education of their own people, for example,
the ratio of the Kalmyks to education. As the scientists note (L.M. Drobizheva,
L.B. Chetyreva) the Kalmyks’ value of education has always been great. The
reading and writing skills, knowledge and education have been considered as
wealth by the Kalmyk people, defining the position in society, the sacrament
giving the chance to get into the world of the enlightened and the right to a
long and happy life: “Erdm – surhulta
kun – erkn bayn” (Rich is the one who is educated), “Erdmte kuund ukl uga” (An
educated person will never be lost), “Orchln narar gegerdg, kun erdmer gegerdg”
(The world is lit by the Sun, and the man by the knowledge). According to L.B.
Chetyreva, “Lama, or Bakshi (teacher) had the unquestioned authority among the
Kalmyks, so education and knowledge, was somehow associated with the authority
of Bakshi. Other reasons for the high value of education among the Kalmyks are
explained by their deportation to Siberia. Those hard years, education became a
high value due to its function of the social elevator allowing to climb from
the bottom of society, and special political forced migrants belonged to such a
group. Moreover, education was used by the exiles as a means of building a new
identity to replace the lost one due to deportation [4]. All these facts
indicate that the Kalmyks sought to education.
It
should be noted that nowadays among the Kalmyk pupils there is an urgent
problem of learning their mother tongue. According to the UNESCO data, 136
languages are in danger of vanishing in Russia. 49 languages, including Kalmyk, Udmurt and Yiddish,
turned out to be endangered [5]. This is another direction of our
research work.
The
next line of work appears in meeting, memories of teachers and by teachers, and
fellow countrymen who have achieved professional success through extensive
knowledge, commitment to continuous education.
For
example, for the school children of the Gashun village of the Yashkulskiy
region got interested in the information that a former headmaster of their
school Sohorova Bulgun Otyamishevna was the only Kalmyk woman who had received
the title of a pilot. The first Kalmyk Geshe Doctor of Buddhist philosophy
known in the Kalmyk Republic as Sanzhi-lama is also a graduate of
Tavngashunskaya school. He left it in 1981 and in 1990 he went to the Buryat
monastery school, and later continued his education at Drepung Gomang Monastery
in South India. He helped his countrymen to build Buddhist holy shrines -
suburgans. Sanzhi-lama himself told the pupils that it was very important to
study hard in order to achieve their dream. The school children listened to him
very carefully and then they asked questions.
Thus,
the formation of the valuable relation to education is possible also through
the study of local history material.
References:
1.
Vergeles G.I., Koneva V.S. Junior pupil: we teach to learn. SPb, 2007.
2.
Dmitriev B.D. Psychological peculiarities of learning tasks to junior pupils//
Psychology questions.1985. ¹ 2.
3.
Rubinstein S.L. Fundamentals of general psychology. St.Petersburg: Piter. 2000.
4.
Chetyreva L.B. Value orientations to education//Herald of Samara State
University. 2012. ¹ 5.