Patriotic education of schoolchildren by all available means is one of the main tasks of the teacher. Physical and aesthetic development, preparation for the defense of the Fatherland are the main thing in lessons and during extracurricular activities life safety teacher-organizer.

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Report at a seminar for life safety teachers on the topic: “Basics of military training in life safety lessons at school”

The native land can do everything: give drink from its bright springs, and feed with its bread, and surprise with the beauty of its flowering gardens, but there is only one thing it cannot do - protect itself, and this must be done by the one who drinks its water, eats its bread and admires it. beauty.

A.V. Suvorov.

The problem of patriotic education of youth and instilling the fundamentals of military training is more relevant than ever. In the context of the loss by our society of traditional Russian patriotic consciousness, the widespread spread of indifference, cynicism, aggressiveness and the decline in the prestige of military service, a complex of inferiority and inferiority of the nation is being formed. A significant portion of young people lack positive motivation for conscientious military service. Many young men perceive it as an unpleasant inevitability and a thankless task that should be performed only to avoid criminal liability. Involvement in the defense of the Motherland, pride in belonging to the Armed Forces, military honor and dignity - these concepts are losing their significance in the eyes of young people. Therefore, the urgency of solving the most pressing problems of instilling patriotism as the basis for consolidating society and strengthening the state is obvious. Taskpatriotic educationthe younger generation is among the priorities today. But it is one thing to declare it publicly and quite another to comprehend it and take concrete steps.

Many school disciplines concern questions morality . However, the subject of life safety can significantly improve moral education in school. Another question: how to do this and what is needed for this? Indeed, in real textbooks on the Fundamentals of Life Safety on the topic moral education there is practically nothing, and in order to educate patriotic citizens capable of being defenders of their Fatherland, it is necessary to have a targeted and effective influence on the student specifically in the field of secondary education, i.e. At school.

The most important aspects arepsychological preparation and acquisition of certain military service skills: teenagers who have completed the training course find it much easier mutual language with peers and elders, they know how to make decisions in difficult situations. This is especially important when they join the army. The young men do not experience panic fear of army life and upon arrival at the unit they calmly carry out their duties.

Any system of teacher work consists of clearly defined goals and objectives of education and their implementation. This helps to form a creative personality, ready to serve the Fatherland in the military and civilian fields, and, through interaction with various structures, to create an open educational space.

Teaching young people about life safety is meaningless without the formation of moral values ​​and patriotic consciousness. Thus,I see the purpose of teaching life safety in school primarily in preparing physically and morally developed young people who could adapt to a rapidly changing world.

Let us highlight four main directions in our work:

• patriotic education;
• military training;
• physical development;
• aesthetic development.

The named directions cannot but arouse keen interest of students, since they equip them with vital knowledge and give them a lot in moral and physical terms.

Implementation patriotic directioncarried out through extracurricular activities, where students get acquainted with the history of the state symbols of the country, city, region. Meetings are organized with war and labor veterans, workers security forces, get acquainted with the life of military units.

Military training– this is the study of military affairs (combat and rifle training), military sports competitions, excursions to military units, summer military field practice.In classes on “Fundamentals of Military Service and Life Safety,” students become familiar with the specifics of military labor, prepare to perform the duties of a soldier, learn the peculiarities of military service, and cultivate the qualities necessary for a defender of the Motherland. They are introduced to and trained in drill techniques and performing applied physical training exercises. The study of the military oath helps to reveal the most important requirements for the moral and combat qualities of a warrior, to show what the highest responsibility a warrior takes on when taking the oath and joining the ranks of the defenders of the Motherland. Fire training classes provide an opportunity to demonstrate the superiority of our small arms over foreign ones.

To our great regret, in last years Five-day training camps were not held, which, in my opinion, are one of the most effective forms of introducing students to the basics of military service. Studying the issues of performing the initial shooting exercise, familiarization with the accommodation and life of military personnel, the organization of daily duty and guard duty, as well as the weapons and military equipment of the unit is carried out during a five-day training camp at the end of the tenth year of training. Thus, field classes serve as a test of practical skills and allow students to evaluate their preparation for defending the Motherland.

Physical developmentis aimed at developing a strong belief that human health is the property of the state and is carried out through extracurricular activities dedicated to physical culture and sports, organization of sports competitions.

Development of communication skillsStudents receive education in a culture of behavior and communication, a culture of leisure through organizing recreational evenings, visiting the theater and museums of the city of Volsk.

Due to its specificity military service belongs to the category of the most dangerous professions. It requires a person to be socio-psychologically prepared to act in an extreme situation, characterized by a risk to life and health, a lack of time to make decisions, and great physical and psychological stress.

The current situation in the field of pre-conscription training of young people is characterized by a number of negative factors. The main ones include the following: decreased health indicators and physical development the majority of conscripts, a weak system of preparation for military service, insufficient amounts of sports training, lack of a unified coordinated programmilitary-patriotic education,insufficient development of military applied and technical types sports

Education on the military traditions of the people and the Armed Forces.

1. Activities to perpetuate the memory of those who fell in the struggle for the independence of our Motherland: - Memory watch on Victory Day; - installation of memorial plaques on the school wall for soldiers who died in Afghanistan.

2. Conducting excursions, lessons of Courage, meetings with veterans of the Great Patriotic War and local wars. Congratulations and performances at concerts for war and labor veterans. We have established close cooperation with the public organization “Combat Brotherhood”, which is active in Volsk.

3. Celebrating memorable dates, participating in various city events, holding exhibitions, quizzes, competitions, and watching videos.

4. Conducting drill competitions, military-patriotic songs, shooting tournaments, as well as other festive events (concerts) dedicated to great holidays.

Military sports games.

The “Fire-Applied Sports” movement exists in the name of a noble goal. Children are engaged in useful work, they involve other schoolchildren in it, they learn to help themselves and their neighbors in trouble, they get acquainted with the work of rescuers, without whom there would be no source of help in an emergency.

Next year we plan to revive the military sports game “Zarnitsa”.Military sports game "Zarnitsa"»: - these are strong, brave, dexterous, skillful. Such events help to develop in children: - moral and physical qualities; - this is initiation into military service; - acquires the ability to preserve life and health (your own and other people’s); - promotion of a safe lifestyle and a safe type of personality; - finding optimal solutions to overcome emergencies; - systematic communication with adults on equal terms compensates for the lack of communication between generations; - faith in yourself, in a friend, faith in the biggest, strongest, most beloved, dearest team, which is called Russia.

Communication between school and military groups.

Excursions to the museums of VVUT and the Aeronautical Center. Communication with military personnel serving under contract and cadets, graduates of school No. 16 (yesterday's schoolchildren), whom the guys know from school, gives good results. Often there is a rethinking of one's behavior at school.

CONCLUSION

In conclusion, I would like to say that our work, the work of the entire teaching staff of the school on military-patriotic education requires further improvement, deepening in all directions, the main result of which is that the school graduate is a patriot, a reliable future defender of the Motherland! The profession of defending the Motherland will forever remain socially significant for all generations of Russians, filled with high, noble meaning.

Speaking at a press conference on the administrative reform of his department, the head of the Ministry of Emergency Situations, at the request of “UG,” commented on the sensational bill adopted by the State Duma in the first reading. At one time, NVP in the school curriculum was replaced by the Fundamentals of Life Safety. And specialists from the Ministry of Emergency Situations took a direct part in the development and establishment of this course. Now, with the “light” hand of deputies, high school students may again have to assemble and disassemble a Kalashnikov assault rifle in class. How does the ministry feel about this prospect?

Over the past few years, we have created a serious base for teaching life safety. Textbooks for schools and universities have been published. I am absolutely convinced that this subject is necessary and important,” says Sergei Kuzhugetovich. - Every person should know how to behave in emergency situations in order to save, if not others, then at least their own life.

I never interfere in the affairs of my colleagues, but if they believe that CVP really needs to be introduced into the school curriculum, then this should be done very carefully and carefully. And this should be the kind of initial military training that is needed now, in modern conditions, and not the one that was 10-15 years ago.

Speaking about administrative reform, Sergei Shoigu noted that five years ago, due to insufficient funding, the ministry began to consolidate its divisions. The reduction affected both the civil defense troops and the central apparatus of the Ministry of Emergency Situations. The saved funds were used to purchase equipment and increase salaries for employees, which made it possible to attract high-level specialists to work in the ministry. Today it employs 371 thousand people. But this is not all civil defense forces. To these must be added 68 thousand teachers of schools and universities, as well as 7.5 thousand volunteer rescuers from student teams.

Moreover, the Ministry of Emergency Situations specialists do not sit idly by waiting for natural disasters, but do everything to reduce possible damage to a minimum. For example, before the 2003 flood, thousands of people worked to strengthen levees, inspect bridges, and move anthrax dumps.

The current earthquake in the Altai Republic was not a surprise for rescuers. However, it surprised them with its scale. According to the forecasts of the Ministry of Emergency Situations, the force of the tremors should not exceed 4 points on the Richter scale. Based on the theory of probability, Sergei Shoigu believes that what happened in Altai can happen only once every two thousand years.

As it turned out, the schools and hospitals destroyed by the earthquake were built from materials that, in principle, cannot be used in seismically active zones. Now new ones will be built in their place. This process will be taken under control by the Ministry of Emergency Situations, the State Construction Committee, the Ministry of Education and the Ministry of Health.

Melnitsky Vladimir Sergeevich
Educational institution: KGKP "Electrical Engineering College"
Brief job description:
Publication date: 2019-12-09 Methodology for conducting non-traditional lessons on CVP and life safety Melnitsky Vladimir Sergeevich KGKP "Electrical Engineering College" One of the most important tasks in the work of a teacher who organizes his activities in accordance with the requirements of developmental education is to increase the effectiveness of teaching methods and intensify the learning process. The solution to this problem is facilitated by the widespread use of non-traditional lessons in teaching, as well as the improvement of the methods of their application in the educational process. Many non-traditional forms of conducting lessons have already been created, but in my opinion, the most suitable for the subjects of NVP and life safety are the following non-traditional lessons: video lesson, lesson-court, lesson-competition, lesson-game.

Methodology for conducting non-traditional lessons on CVP and life safety

Main part

Most of all in classes NVP and life safety I use video lessons, or partial use of video fragments, in almost every lesson.

The most important pedagogical features of using video in teaching are the following:

1 Demonstration of the studied objects and phenomena in dynamics is the most valuable feature.

2 Demonstration of rapidly developing processes that are not accessible to direct observation (flight of bullets, shells) and slowly occurring phenomena that require a long time for observation.

3 Demonstration of microprocesses and microobjects that are not accessible with microscopes and telescopes (the process of synthesis of Deuterium and Tritium nuclei in a hydrogen bomb, microorganisms in biological weapons.)

4 The study of invisible phenomena: It vividly and fascinatingly shows hidden, deep processes occurring both in inanimate nature, and in living organisms.

5.Highlighting when showing the main, typical for of this object and phenomena, as well as an instantaneous change in the object of consideration, allowing one to compare and contrast various phenomena and processes occurring in different places and under different conditions.

6.Display of model images of processes (using animation).

7.Demonstration design features complex machines and mechanisms (military equipment and weapons), as well as the processes occurring inside them.

8. The most vivid, truthful, emotional reflection of life, showing the interaction of theory with practice using specific documentary examples.

Practical use of videos in CPT and life safety lessons.

Using one of the video lessons for the fire training course as an example, let’s look at how video is used in the learning process. This lesson was an introductory lesson to the firearms training course and was intended to give students a general understanding of the basics and rules of shooting. Lesson topic: The phenomenon of a shot. The trajectory of a bullet and its elements. Lesson objectives. To give students an idea of ​​the processes that occur during a shot, to help them master the techniques and rules of shooting, to understand the trajectory of a bullet and its elements, to help instill in students a sense of patriotism and love for the Motherland.

As a rule, when announcing the topic of the course and the topic of the lesson, students of all groups ask the same question: when and what will they shoot from? To which I answer them that before shooting a weapon, you need to thoroughly study the theory of fire training and draw attention to the importance of the topic

our lesson. Then I ask the students a question: “Which of you thinks that he already knows how to shoot well?” As a rule, most young men believe that they shoot very well and if they are given military weapons, they will

will hit all targets. During the survey, it turns out that they mainly shot at the shooting range with an air rifle and from a distance of no more than 5 meters. Then I explain to them the difference between shooting with military and sporting weapons. I will give an example that in sports the maximum shooting distance is 100 meters, and in the army the short shooting distance is considered to be up to 200 meters, the average up to 600 meters - the long distance is up to 1000 meters, at these distances the bullet, under the influence of various reasons, is strongly deflected in different directions and the probability of hitting decreases sharply. As an example, I provide the following data: ammunition consumption per 1 target hit in WW1 (World War I) was50 thousand rounds, in WW2 (World War II) – 200 thousand rounds, in the Vietnam War – 400 thousand rounds. These numbers usually cause distrust among students, but showing visual aids with these data makes them think about why there is such a large consumption of ammunition, they ask me to explain what caused this and I, using this interest, move on to consider concepts such as the phenomenon of a shot ( I give the trajectory of the bullet and its elements for recording).Then I tell you how to make adjustments to shooting, taking into account Atmosphere pressure Using the table, I give examples from military history, how air humidity affected the shooting of snipers, especially when firing through water barriers (rivers, lakes, swamps). I let students solve several practical problems on determining the trajectory of a bullet when shooting across the Irtysh River at different times of the year and day, at different distances. Students solve problems using tables in visual aids and fire training posters. After making sure that they are already confident enough to use

tables and solve practical problems on shot ballistics, in order to better assimilate and remember educational material I’m showing an educational film: “The Art of the Sniper”, a video clip from a TV show:

“Serving the Fatherland” about anti-terror sniper competitions, video clip from the TV show: “Army Affairs” about one of the snipers of the Kapchagai air assault brigade. In these video materials, the questions on fire training studied in the lesson are shown very clearly and methodically correctly, which, on the one hand, leads to increased interest among students in studying the theory of fire training, and on the other hand, to a better assimilation of this difficult educational material.

Using the interest that arises in students after watching video materials, I organize a discussion of the videos they watched, paying attention to the most important points in my opinion, I strive to better consolidate the material they watched in the students’ memory, as well as extend their interest to subsequent classes, to involve them in classes on shooting sport.

At the end of the lesson, I do a short display of the literature and videotapes that I used in preparation for this lesson. This is A. Potapov’s textbook “The Art of the Sniper”, the Encyclopedia of Military Art “Snipers”, a Manual on SVD, magazines: “Special Forces”, “Soldier of Fortune”, “Master Gun”, “Weapons”. I give those who are interested in this literature the opportunity to work with it at home.

Thus, using the example of this lesson, it is clear that the NVP teacher compiled and used a whole set of visual aids, including textbooks, posters, tables, applications, a photo album, magazines, and especially videos, which sharply increased the students’ interest in the lesson and contributed to a deeper their mastery of educational material.

On video lessons on CVP with 1st year groups on the topic “Modern ArmyKazakhstan", students watched a video review on branches and branches of the Armed Forces of the Republic of Kazakhstan, looked at how modern soldiers of Kazakhstan live and what they do.

I use video lessons mainly on course topics: Tactical training and Fire training, when studying the course Civil Defense I often use a lesson-court, when studying the course of the Armed Forces of the Republic of Kazakhstan on Guarding the Motherland, a lesson-game.

Here is how a game lesson is conducted on the topic: “Military ranks and insignia.” The platoon is divided into teams in advance. Everyone comes to this lesson in army shirts with shoulder straps of various branches of the military and in ranks from private to major general. Then competitions are held between the teams. For example, they must line up in one line or column, one at a time, according to military rank, the team that lines up the fastest and doesn’t make mistakes wins. One of the teams sits in a classroom, into which students from the other team enter one by one. Those sitting with junior ranks must stand up and give a military salute, while those with senior ranks remain seated. Teams stand opposite each other and take turns asking questions about military ranks and insignia, receiving points for correct answers. The winner is the team that scores as a result of the entire game greatest number points. This lesson, unlike the standard one, allows you to memorize military ranks and insignia of the Armed Forces of the Republic of Kazakhstan several times faster.

On the topic “Nuclear weapons and their damaging factors,” the lesson is conducted in the form of a game: “What? Where? When?"

Team questions in the game “What? Where? When?"

Questions of 1 team (1 department)

1.What was the name of the project to create the first nuclear bomb?

2.What is the power of the nuclear bomb dropped on Hiroshima?

3. How many residents of Hiroshima died in the nuclear explosion and from the consequences caused by it?

4.What are the damaging factors? nuclear explosion You know? Name them.

5. Why was Hiroshima chosen as the target of a nuclear strike?

Questions for teams 2 (section 2)

1. What was the name of the bomb dropped on Nagasaki?

2. How many residents of Nagasaki died in the nuclear explosion?

3. When and where was the first nuclear device detonated?

4. Why was Nagasaki chosen as the target of a nuclear strike?

5.Name the date of the nuclear bombing of Hiroshima. Questions for Team 3 (Section 3)

1.What was the name of the bomb dropped on Hiroshima?

2.Which countries were on the verge of creating nuclear weapons before World War II?

3.What is the name of the scientist who created the first nuclear bomb?

4.Who and why gave the order to use nuclear weapons against civilians?

5.What was the power of the explosion of the bomb dropped on Nagasaki?

Several times a lesson on this topic took the form of a trial of those who ordered the use of the first nuclear bomb in Hirashima. The students assigned roles: some played the crew of the plane that dropped the nuclear bomb, others played the victims of the nuclear explosion, lawyers, judges, and police officers. During the trial, it was necessary to identify those responsible for inciting nuclear war and condemn them. The lesson was always emotional; at the end of the lesson, poems written by the students themselves about Hiroshima were read and paper cranes were launched in memory of those who died in Hiroshima, Nagasaki and at the Semipalatinsk nuclear test site.

By subject Life safety video lessons were conducted with students on the topic “Assessment of the situation during emergency situations" in which they reviewed special films on survival in extreme conditions and discussed how to to act correctly in the event of an emergency emergency situations. In addition, students watched the 12-episode film “Taiga. Survival Course,” which they really enjoyed and taught them a lot. The survival school of hand-to-hand combat master I. Kormushin, his advice on how to resist bandits, was discussed more than once in life safety lessons, and the teachers expressed regret that we do not have a self-defense section at our college.

Conclusion

From all this we can conclude: non-traditional lessons on NVP and life safety arouse the greatest interest in these subjects among students; the methodology for conducting them should be improved year by year with the accumulation of experience in conducting such lessons. All this ultimately helps to increase the effectiveness of CPT and life safety classes.

NVP teacher Pinigin L.A.

Bibliography:

1.Life safety. Lecture course. Prikhodko N.G. Almaty, 2006 366 pp.

2. The Great Encyclopedia of Survival. Ilyichev A.A. Moscow, 2001. 1112 p.

3.First Aid Guide. Chris McNab. Moscow, 2002. 327 p.

4. One on one with nature: About human survival in extreme conditions. Moscow, 1989. 348 p.

5.Special forces: Individual training course. Wiseman D. Moscow, 2001. 304 p.

6.Self-defense in the city. Wiseman J. Moscow, 2002. 224 p.

7. Survival techniques in extreme conditions. Stilwell A. Moscow, 2001. 352 p.

8. NVP textbook. Amanzholov K.R. Almaty, 2006 -384 s.

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NEW APPROACHES TO TEACHING INITIAL MILITARY TRAINING

, teacher-organizer of initial military training of the highest category at school-gymnasium No. 6 named after Abai Kunanbaev, Stepnogorsk, Akmola region

“The lesson should be permeated with creativity

and at the same time remain a lesson"

The school course of basic military training has been and remains an important component educational process. Like any other lesson, a CVP lesson should be modern, bright, rich, memorable for both the student and the teacher. When preparing for the next lesson, thinking through its stages, any teacher thinks in advance about the methods and forms of conducting the lesson, the elements pedagogical technologies which he will apply, what competencies he expects students to develop during the lesson (lesson cycle), what will be the method of communication and class management during the lesson (classroom management), and so on. All these concepts are subordinate to the goals of the lesson and the resulting objectives of the lesson. A quality lesson is a well-thought-out lesson, organized into a lesson plan. The NVP lesson has its own special characteristics in comparison with other lessons in the school cycle, namely, unlike subjects such as mathematics, chemistry, it will be useful to the student not so much in his future profession, how many in Everyday life, present and future. The NVP lesson is more of an applied nature. The objectives of the lesson will be based on its applied nature, and this feature is the connecting thread of the NVP lesson with all other subjects of the school cycle.

Modern methods of teaching CVP should include not only a non-standard, creative lesson, but also extensive extracurricular activities and club work. What, in my opinion, new approaches to teaching basic military training include:

7) Use of heuristic tasks in lessons.

I would like to dwell in more detail on conducting a creative CVP lesson and extracurricular activities. A little about the feasibility of introducing ICT in basic military training classes and their importance in developing student competencies. The use of ICT in teaching contributes to the discovery, preservation and development of individual abilities in schoolchildren, a unique combination inherent in each person personal qualities; formation of students’ cognitive abilities, desire for improvement; ensuring the complexity of the study of the phenomena of reality, the inextricability of the relationship between various subjects - natural science, technology, humanities and art; constant dynamic updating of the content, forms and methods of the teaching and upbringing process.

The main results of the use of ICT in the educational process:

· Increasing the level of independence and initiative of students in the classroom;

· Positive attitude of students towards the subject of life safety, towards the teacher, towards each other;

· Designation of the objective focus of students’ activities on the development of their personality;

· The emergence and growth of cognitive interest among students;

· Educational and developmental progress of the individual that arose during the lesson.

From all of the above, one single conclusion can be drawn: the use of information and communication technologies in teaching CVP is not a tribute to fashion, but an urgent need. ICT is one of the essential means of realizing the goals and objectives of the learning process; mastery of information technology makes a teacher a CVP Masters with a capital letter.

In my lessons, I practice not only theoretical training, the use of practical skills, but also meetings with Afghan soldiers who in our city provide effective practical assistance in educating the younger generation. I try to ensure that such lessons are held on a high emotional level, which gives the lesson special effectiveness and better impact. I use video clips, music, literary excerpts. And I do this with the aim of enriching inner world student. It is no secret that many students now read little, do not have information about the Second World War, the Afghan War, many historical events, etc. You see an example of such a lesson on the screen, and I would like to give a small fragment of the lesson “Hours of the Motherland”.

Now a few words about the preparation of the YID detachment. In our school, as in all schools in the city, the Yuid movement is widely developed, which turns 30 this year in Stepnogorsk. Over the past eight years, our team has taken first places in city and zonal competitions and is a prize-winner in regional UID competitions. For two years in a row, the team took prizes at national competitions. The key to such success is the daily training of the team in various areas: drill training, medical and sanitary, rules traffic etc., as well as continuity in the work of the detachment, which consists in participation in the preparation of a new detachment by older team members. For a long time we have been practicing squad training, starting from the first grade. Thus, we cultivate in the members of the squad such qualities as friendship, perseverance, the desire to win, cooperation, patriotism, and leadership qualities. In addition, the team constantly participates in demonstration performances at events at various levels, in parades for Victory Day in the Second World War, etc. Every year we practice multi-day camping trips and trips to recreation areas.

All this, undoubtedly, requires a lot of preparation from the teacher, an investment of time, mental and physical strength. But the results of the work are worth all of the above. As part of the delegation of Kazakhstan, we participated in the International Children and Youth Rally “Empire of Friendship: Pechory – Border, Fortress and Soul”, where we were able to show only our best side. The program of the rally included a visit to the state border, a border outpost, ancient fortresses, etc. Naturally, military sports competitions were also taking place at this time.

Last year, for the 65th anniversary of Victory in the Great Patriotic War, we were able to gather a group of 35 people and visit the hero cities of Moscow and St. Petersburg, visit the Eternal Flame, Poklonnaya Hill, and the Central Museum of the Great Patriotic War. Patriotic War etc.

It must also be said that in order to carry out such extensive work, the teacher himself must improve himself, participate in various creative competitions, events, professional skills competitions, improve your skills, including through distance courses, distance pedagogical conferences, which allows you to communicate with a huge number of colleagues, resolve many pedagogical problems, etc.

All this together allows us to more effectively carry out patriotic work among students different ages, to instill in them a sense of pride in their school, their city, their Republic, and civic responsibility. This means that each of them will grow up to be a true patriot of their homeland.

Ways to Improve NVP.

Increasing the effectiveness of the NVP primarily depends on improving its content, improving military-patriotic education and psychological preparation conscription of youth for military service. Not only those who are knowledgeable and capable, but at the same time possessing a certain minimum of moral and psychological qualities should enter the army. Further improvement is necessary in connection with the continuous change in weapons and military equipment, methods of performing combat missions with a tendency towards the division of military labor and differentiation along professional lines. An important factor in improving training is the introduction of new didactic means, techniques and methods. The quality of specialist training increases when, along with frontal training, training is carried out according to individual plans based on tasks, which are determined depending on the level of development and cognitive capabilities of students. Efficiency increases when peer teaching methods are used. In the interests of intensifying CEP and improving its quality, it is important to creatively use extracurricular forms, excursions, and competitions. Visit military units with the organization of the shown classes in the military unit. In pedagogical skill, three structural elements can be distinguished: the skill of the methodologist and the skill of the educator, and pedagogical technique.

Skills and abilities to organize training sessions.

Ability to maintain contact with the audience.

Ability to debrief.

A combination of frontal training with an individual approach to each student.

An important means of developing young men’s interest in activities and activating their thinking is Novelty. Young people are especially interested in military equipment, weapons, and their direct use. Therefore, the reduction in provision educational institutions training weapons and weapons reduces the level of cognition and interest in studying the subject of CVP.

Preparing students for the patriotic education of younger schoolchildren.

In our opinion, the concept of “patriotic education of junior schoolchildren” legitimately includes the education of the following feelings, beliefs and moral qualities of students: love for the land of their fathers and nature native land, to your people and your Motherland: love for your native language, a noble sense of national pride; love for the culture of one’s people: literature, art, cultural monuments, the heroic past of the Motherland: the cause of one’s state, self-sacrifice in the struggle for the honor and independence of the Motherland; conscientious work for the benefit of society; fulfilling one's duties and highly moral patriotic behavior at school, at home, on the street and in public places; a sense of friendship and respect for peers and the older generation.

A great feeling of love for one’s Motherland manifests itself when the Fatherland becomes free, when people take its present and future into their own hands. The feeling of patriotism expresses a person’s desire to make the Motherland strong, prosperous, powerful; it predetermines the readiness to resolutely defend the Motherland from all kinds of attacks.

At the same time, patriotism- this is also a deep filial attachment to the native places where a person was born and where the graves of his ancestors are located. Patriotism is not only moral sense, but also a deeply conscious understanding of the idea of ​​love for the Motherland. This idea is one of the most important principles of Kazakhstani patriotism.

Kazakhstani patriotism- this is a deeply conscious love for the Motherland, for one’s people, an understanding of the inseparability of one’s interests with them, a feeling of pride in one’s country, its achievements and a constant readiness to give all one’s strength, and if necessary, one’s life for its good and its prosperity. A feeling of Motherland should live in every person. This word is associated not only with the endless expanses of the native land, the parental home, native songs and native customs, but also the names of her great sons, like Shokana Valikhanova. Kenesary Kasymov, Abai, Saken Seifulin, many others wonderful sons of the Fatherland. For many centuries, our ancestors, being in harsh conditions, defended their territories. Currently, in order to protect the unity and independence of our state, the younger generation needs to instill the spirit of heroism founded by our ancestors. Songs and legends about batyrs that have come down to us through the centuries play an important role in shaping our generation’s love for their people and land. The content of these works of the people is permeated with love for their people, for the land, for traditions. Love and devotion to the Motherland is not contemplative in nature, but is a powerful driving force in building a new society and protecting it.

What is life like for you, soldier?

This question worries many guys who in the near future will have to fulfill their military duty in the ranks of the Armed Forces. But not all of them and do not always find the correct and correct answer.

After all, conscripts and pre-conscripts often receive information about the army from incompetent sources and, as a rule, of a negative nature, which in itself affects the mood of future soldiers. This fact suggests that the guys are in CVP lessons. prepare themselves for military service with responsibility and seriousness. This requires soldiers to act without error in any extreme situation, to be able to use weapons correctly, in accordance with the Charter of the Garrison and Guard Service, if necessary, to wield a bayonet and butt, to be strong and resilient. To prepare conscious, skillful and courageous defenders of our Fatherland.

Teacher-Organizer of the NVP: V.I. Potashin