dagpsiИзвестия Дагестанского государственного педагогического университета. Психолого-педагогические наукиDagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences1995-0659Dagestan State Pedagogical University10.31161/1995-0659-2023-17-2-87-96dagpsi-1134Research ArticleПЕДАГОГИЧЕСКИЕ НАУКИPEDAGOGICAL SCIENCEЦели нравственного воспитания и роль педагога в развитии нравственности учащихсяThe Moral Education Aims and the Teacher's Role in the Development of Students' MoralityФилатоваЕ. В.FilatovaE. V.

Филатова Елена Витальевна - кандидат педагогических наук, доцент, кафедра социологических наук социально-психологического института.

Кемерово

Elena V. Filatova - Ph. D. (Pedagogy), associate professor, chair of Sociology, Institute of Social Sciences and Psychology, Kemerovo State University.

Kemerovo

filatova.fev@yandex.ruКемеровский государственный университетРоссияKemerovo State UniversityRussian Federation2023250420241728796Copyright © Филатова Е.В., 20242024Филатова Е.В.Filatova E.V.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://dagpsi.elpub.ru/jour/article/view/1134

Целью исследования было изучение роли и задач учителя в развитии нравственности учащихся. В статье представлен обзор мнений зарубежных и российских исследователей о цели, необходи­мости и условиях нравственного воспитания учащихся. Методы и исследовательские процедуры, применяемые в работе, включают сравнительно-исторический анализ научных публикаций и обобщение его результатов. Результаты. Определены основные роли педагогов в нравственном развитии учащихся, трудности нравственного воспитания в школе и причины, их обусловливающие. Выводы. Помимо родителей, которые ответственны за формирование нравственности своих детей, важную роль в этом процессе играет школа, как учреждение, транслирующее моральные ценности и способствующее нравственному развитию учащихся. При этом учитель выступает, помимо преподавателя учебных дисциплин, наставником, прививающим моральные ценности, организатором комфортной, заботливой среды, фасилитатором, консультантом и посредником между учащимися и их родителями в школе. Несмотря на трудности, с которыми сталкиваются учителя, в школе необходимы уроки этики, чтобы воспитывать учеников, уравновешенных и гармоничных в интеллектуальном, духовном, эмоциональном и физическом аспектах.

The aim of the study was to study the role and tasks of the teacher in the development of students' morality. The paper presents an overview of the opinions of foreign and Russian researchers about the purpose, necessity and conditions of moral education of students. The methods and research procedures used in the work include comparative historical analysis of scientific publications and generalization of its results. Results. The main roles of teachers in the moral development of students, the difficulties of moral education at school and the reasons for them are determined. Conclusions. In addition to parents who are responsible for the formation of the morality of their children, an important role in this process is played by the school as an institution that transmits moral values and promotes the moral development of students. At the same time, the teacher acts, in addition to the teacher of academic disciplines, as a mentor, instilling moral values, an organizer of a comfortable, caring environment, a facilitator, a consultant and an interme­diary between students and their parents at school. Despite the difficulties faced by teachers, ethics lessons are needed at school to educate students who are balanced and harmonious in intellectual, spiritual, emo­tional and physical aspects.

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The authors declare that there are no conflicts of interest present.