Vasily Mikryukov Academy of Military Sciences. Theory and practice of military-patriotic education of students in modern Russia Mikryukov Vasily Yurievich

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Mikryukov Vasily Yurievich. Theory and practice of military-patriotic education of students in modern Russia: dissertation... Doctor of Pedagogical Sciences: 13.00.01 / Mikryukov Vasily Yurievich; [Place of defense: GOUVPO "Moscow State Pedagogical University"].- Moscow, 2009.- 315 p.: ill.

Introduction

CHAPTER 1. Historical foundations of military-patriotic education. the need to develop the theory and practice of military-patriotic education of students in modern Russia 29

1.1. The main stages of the world history of military-patriotic education 29

1.2. Development of military-patriotic education in Russia.. 42

1.3. The need for innovative transformations of the military-patriotic education of students in modern

CHAPTER 2. Theoretical and methodological foundations of the military-patriotic education of Russian students in modern conditions 64

2.1. The conceptual apparatus and legal framework of military-patriotic education 64

2.2. Scientific foundations of military-patriotic education... 80

2.3. The system of military-patriotic education 92

CHAPTER 3 Scientific and pedagogical innovations in military-patriotic work with students in modern conditions 104

3.1. Goals, principles, functions, psychological and pedagogical conditions, types, forms and methods of military-patriotic work 104

3.2. Indicators and criteria for the effectiveness of military-patriotic work in an educational institution 113

3.3. The results of experimental military-patriotic work with students general education schools 125

3.4. Mechanisms for the formation and development of students' personal qualities and properties of a citizen and patriot 145

3.5. Intraschool management of military-patriotic work 155

Findings 168

CHAPTER 4 Actual problems military-patriotic education of Russian students in modern conditions . 171

4.1. Innovative strategy of military-patriotic education 171

4.2. The use of Russian military traditions in the military-patriotic education of students 193

4.3. Pedagogical innovations in content curricula, textbooks and teaching aids 206

4.4. Innovative activity in preparing students for military service 233

4.5. Pedagogical interaction as a factor in the development of military-patriotic education of students 254

Conclusions 264

Conclusion 270

Literature 275

Introduction to work

The historical experience of Russia's development convincingly confirms the effect of a social pattern - the dependence of the sphere of education of people and its effectiveness on the content and direction of the fundamental transformations of society. The current stage of the country's development urgently requires a restructuring of the educational system that reflects the interests of the individual, society and the state and ensures their security in the modern world.

The army and navy, border and internal troops, called upon to solve the problems of ensuring security and protecting the political, economic, border and military interests of the country, formulate their own, specific system of requirements for the personality of the conscript. In this regard, the problem of military-patriotic education of students is traditionally important for the qualitative replenishment of the Armed Forces with conscripts and, thereby, ensuring the combat capability of the Armed Forces, their readiness to fulfill the assigned tasks of protecting the Fatherland.

The backbone of any country's defense is its people. The course and outcome depended on their patriotism, selflessness and dedication. most wars and armed conflicts. However, at the moment, with the deepest regret, we can state that modern youth is not ready to become defenders of their Fatherland, not ready to sacrifice their lives to protect the integrity and independence of the state. This is evidenced by at least the fact that the country at the moment cannot call up young people to the Armed Forces in order to simply staff the troops: In this regard, fundamental changes are needed in the military-patriotic education of the younger generation.

Over the past decade, these indicators have deteriorated significantly quality ratings draft contingent as an educational qualification, state of health and physical fitness, motivation to fulfill their constitutional duties. The search for a solution to the problems of recruiting troops led to experiments in the field of alternative service, attracting women to military service in various positions, and contract service. However, universal conscription is a social imperative until the relevant articles of the Basic Law of the Russian Federation are changed.

In ideological terms, the country continues, the process of "denigrating" the Armed Forces in the means mass media. Attention is focused exclusively on the negative aspects of the life and activities of the army and navy, there is a call for the rejection of conscription for military service. If in the USA, countries Western Europe there is a ban on media coverage of our Armed Forces from negative positions, then we most likely feel an order.

But Russia cannot do without the Armed Forces. They are needed to defend national interests in the international arena, to contain and neutralize military threats and dangers, which, based on the trend in the development of the current military-political situation, are more than real. Of course, we are not talking about military-strategic parity with the United States or with the leading Western countries taken together. However, the Russian Armed Forces must be able to fend off national security challenges, no matter where they come from.

Successful development of a country requires certain conditions. One of these conditions, as already noted, is a radical restructuring of the entire system of military-patriotic education of Russian students.

Unfortunately, with the beginning of democratization, our state has ceased to pursue a clear policy in the field of education and, above all, in the field of military-patriotic education and basic military training. Many glorious traditions began to be emasculated from the education and training of students military history questioned the expediency of victory Soviet people in- Great Patriotic war. The subject “Primary, military training” was excluded from the school curriculum, DOSAAF was abolished, military sports camps were closed, military sports games “Zarnitsa”, “Eaglet” were no longer held. The vacuum formed after the abolition of pioneer and Komsomol organizations began to be filled by religious sects, nationalist and extremist organizations.

As a result, one can observe in life when one or another young person has certain knowledge and skills, but lacks citizenship and patriotism, which manifests itself in the absence of socially significant motives for behavior, acquisitiveness, evasion of military service, etc. . A student can be well versed in mathematics, physics, chemistry, but show selfish inclinations, engage in anti-social affairs, be a member of an extremist, fascist organization. On the other hand, a patriotically educated student may not be physically and mentally ready to defend the Fatherland, may not have the necessary knowledge and skills in military training.

Therefore, at the present time, there is a need for a radical restructuring of the entire system of military-patriotic education of Russian students. At the same time, the restructuring of the system of military-patriotic education of students can be successful if it is based on a sufficiently developed theoretical and scientific-methodological base and is carried out on the basis of a realistic concept that reflects the existing realities of the country's life. This requires, first of all, an analysis of the world and national history of the military

patriotic education, state of the art and development trends in Russia, corresponding to the prospects for changes in the military-political situation in the country and in the world.

Solving the problem of military-patriotic education of students in modern conditions involves the introduction into the practical activities of state bodies, educational institutions, public organizations and movements of the concept, theory, methods and technologies that meet, among other things, the prospects for the development of such a complex state-social organism as the Armed Forces.

The theoretical and methodological basis for the restructuring of the system of military-patriotic education of students are the provisions of modern pedagogical science, which widely presents a variety of issues, education, and educational work in various institutional areas (education, culture, sports, leisure, etc.).

At present, there are certain results in the study of theoretical, methodological and organizational problems of civil and patriotic education of various categories of the population.

Issues of patriotic and civic education in> Soviet time works have been dedicated. In the changed socio-political conditions in the life of the country, the topic of patriotic and civic education of the younger generation became the subject of discussion on the pages of the periodical press. Articles of a number of authors, works of state and public figures, clergy . In the interests of solving these issues, scientific and methodological manuals and recommendations were issued. "A number of candidate and doctoral dissertations were devoted to the problems of patriotic and civic education of students in modern Russia.

However, an analysis of the available works on civil and patriotic education showed that the issues of military-patriotic education of students at all levels of education, the use of methodological tools and the design of pedagogical systems that can effectively solve the problems of such education, as well as issues of interaction between military organizations and educational institutions, remain poorly studied. institutions in the preparation of pre-conscription youth, capable of fulfilling their honorable duty and duty to defend the Fatherland in their moral and physical qualities.

An analysis of the literature on the military-patriotic education of children, adolescents, and youth in modern Russia revealed the absence of a comprehensive systems approach to the issue of military-patriotic education of the younger generation. Instead of a typology of military-patriotic education, in a number of cases the forms and methods of military-patriotic work were analyzed. The methodological means of military-patriotic education were oriented toward solving applied, narrowly focused tasks for the implementation of one form or another of military-patriotic work.

In addition, the analysis of available works on. themes of military-patriotic education of students c. modern conditions has shown that not all issues (especially in its applied part, that is, in the field of resolving existing contradictions) are disclosed and fully argued.

At the same time, the process of military-patriotic education of students in modern conditions is very contradictory and ambiguous. Among such contradictions (external and internal), the leading ones are contradictions between:

^ the needs of society, the state in the formation of a citizen-patriot, defender of the Fatherland S the needs of students in objective knowledge, including "including about their Fatherland, and the content of social and; humanitarian subjects, textbooks, and teaching aids that do not objectively and truthfully cover some questions and topics, primarily related to the history of the Fatherland; S the needs of the population in knowing the historical truth about their Fatherland, the need to protect the spiritual and moral values ​​and traditions of the Russian people and the activities of some: the media; politicians, representatives of literature and art, biased and biased coverage of the events of the past and present; in the life of the country, destroying its spiritual and moral foundations; ^ the need to replenish the rows; of the Armed Forces by conscripts and the negative attitude towards military service of certain state and public

activists, teachers, students and their parents, the "denigration" of the army and navy in the media, the encouragement of "evaders" from serving in the Armed Forces by some human rights organizations;

S the complexity of the tasks assigned to military personnel in the current situation, and the inadequacy of the attitudes of specific students to service in the ranks of the Armed Forces;

S the objective need for high general education, discipline, independence, emotional and volitional stability, physical development for service in the ranks of the Armed Forces and the lack of appropriate motivation for students to acquire and improve knowledge, skills, self-improvement;

S successive increase in requirements for

the improvement of military-patriotic education and the preparation of students for military service and the almost complete absence of pedagogical knowledge in certain categories of teachers in primary military training, military-patriotic work among students;

/ the objective need to establish stable ties between military units and educational institutions and the lack of theoretical foundations for organizing this process;

S the growing importance and role of the family in the upbringing of a citizen and patriot of their country and the lack of explanatory work with parents by military organizations and educational institutions on the problem of ensuring the security of the country.

The main contradiction is the mismatch between the new social conditions of life, the state and society and the ineffective system of military-patriotic education of the country's population and, above all, students, which does not correspond to realities.

The need to resolve these and other contradictions, the need to search for the conditions, content, ways and directions, forms and methods of a renewed military-patriotic education of students led to the formulation of a scientific problem - the development of the theoretical, methodological, scientific, pedagogical and organizational foundations of the military-patriotic education of students in modern conditions. Such a formulation of a scientific problem determines, on the one hand, the theoretical level of research (concept, patterns, principles, requirements, methodology) with its practice-oriented results brought to the technological level (types, forms, methods, mechanisms, performance indicators and criteria, recommendations ), and on the other hand determines the wording of the topic - "Theory and practice of military-patriotic education of students in modern Russia."

The object of the dissertation research is the process of military-patriotic education of students, and the subject is the theoretical, methodological, scientific, pedagogical and organizational foundations of the military-patriotic education of students in modern conditions (essence and content, concept, patterns, principles, requirements, ways to solve problematic issues) .

The purpose of the study: to identify and experimentally test for
practice, a set of theoretical and methodological, scientific and

pedagogical and organizational foundations of the transformed system, military-patriotic education of students at the present stage of development Russian state.

Research hypothesis:

The scientific substantiation of the theory and practice of military-patriotic education of students in modern conditions will make it possible to achieve a qualitatively new level of formation of knowledge, skills and abilities,

personal and professional qualities adequate to the interests of society

And military service, if:

the concept and system of military-patriotic
education of students that meet modern realities of life
country;

The theoretical and methodological foundations of the military-patriotic education of students in modern conditions will be developed;

the types, forms, methods and means of military-patriotic work with students will be specified, the mechanisms for the formation and development of socially significant skills, skills, qualities and properties in students necessary for the formation of a citizen and patriot will be determined;

work on military-patriotic education will be carried out by all teachers, lecturers, state

officials, mass media with all categories of citizens of the country;

teachers and lecturers, employees of educational structures
will have the necessary knowledge and social
pedagogical culture, formed both in the conditions
the process of their preparation in universities, and in the process
professional activity in educational institutions;

a criteria-based apparatus for evaluating efficiency will be developed
. military-patriotic work in educational institutions;

measures will be taken to transform the initial
military training of students and organized interaction
educational institutions, military units, public

associations and organizations, religious associations on a scientific basis. In accordance with the purpose and hypothesis of the study, the following tasks were solved:

1. To carry out a historical and pedagogical analysis of the world and
domestic experience, scientific literature, state of the art

2. Clarify the essence, content of the concepts of "patriot",
"patriotism", "patriotic education", "military-patriotic
upbringing".

3. To develop the theoretical and methodological foundations of the military
patriotic education of students.

4." Specify the types, forms, methods and means of military-patriotic work with students:

5. Research and substantiate the mechanisms of formation and development in
students socially significant skills, qualities and properties,
necessary for becoming a citizen and a patriot.

7. Develop indicators and criteria for assessing the effectiveness of military
patriotic work in educational institutions.

8. Determine ways to solve the problem of providing spiritual and
moral security of Russian students, recommendations on
use of the phenomenon of Russian military traditions in the interests of
military-patriotic education of students.

9. Analyze the content of curricula, textbooks and
textbooks" on social and humanitarian subjects in order to
identifying their educational potential in
formation and development of socially important knowledge, skills,

qualities and properties necessary for students to fulfill their honorable duty and duty to protect the Fatherland.

10. Substantiate measures to transform the initial military training of students in modern conditions and develop the theoretical foundations for organizing pedagogical interaction between educational institutions, military units, public associations and organizations, religious associations.

The methodological basis of the study* was the general philosophical propositions on the interconnection and interdependence of the phenomena of social reality; about the leading role of activity and communication in social development person; relationship between theory and practice; about the integrity and consistency of the pedagogical process in society; about education as a fundamental factor that ensures the development and self-development of the individual; systemic and axiological approaches to the study of the pedagogical process; the concept of a personality-oriented approach to the organization of the educational process.

The study takes into account the regularities social interaction, which determines the role of the social environment in the process. the formation of a personality, the formation of a person, the relationship between the universal, universal mission of education and its ethno-cultural function.

The methodological function in the study was implemented by historical-logical, structural-functional and socio-pedagogical approaches.

The theoretical basis of the study are:

leading provisions of the methodology of modern pedagogy (M.A. Danilov, V.I. Zagvyazinsky, T.A. Ilyina, V.S. Lednev, Z.A. Malkova, N.D. Nikandrov, M.N. Skatkin, etc.);

provisions of the theory of an integrated approach to training and education (SI. Arkhangelsky, Yu.K. Babansky, A.V. Barabanshchikov, N.S. Kravchun and

others) and the unity of the processes of education and upbringing (L.Yu. Gordin, V.V. Davydov, N.S. Dezhnikova, B.T. Likhachev, etc.);

philosophical and sociological research the process of education (A.A. Kozlov, V.I. Lutovinov, V.V. Makarov, R.S. Mikhailova, A.P. Pogorely, Yu.N. Trifonov);

theoretical and methodological foundations of the content of the upbringing process (L.Yu. Gordin, V.V. Davydov, V.M. Korotkov, etc.) and pedagogical conditions of upbringing (AM Babaev, V.I. Baev, T.I. Gornaya, L K. Gregul, I. M. Duranov, G. A. Konovalova, V. P. Lukyanova, N. Yu. Yashina);

theoretical principles of differentiation and individualization of the educational process, its professional orientation (E.D. Volokhova, V.Ya. Erastov, L.F. Zheleznyak, V.P. Zhukovsky, O.N. Zaitseva, N.N. Zakharov, A. A. Yovaisha, N. I. Kalugin, A. D. Sazonov, V. D. Simoneiko, N. V. Kiriy, E. A. Kulagina, Yu. V. Lazarev, N. A. Levina, A. S. Magomedova, E. V. Mashinyan, M. V. Zealous, V. F. Sakharov, N. K. Stepanenkov, N. A. Sukharev);

theoretical provisions on the interaction of the individual and society,
social conditioning of personality education and vice versa
the impact of the individual on society (B.G. Ananiev, L.S. Vygotsky, A.N.
Leontiev A.D. Lizichev, K.G. Filatov and others);
* provisions of the theory of motivation of activity and the theory of formation

* readiness for activity (L.S. Vygotsky, A.N. Leontiev, K.K. Platonov

concepts of civic upbringing and education (A.S. Gayazov, R.G. Gurova, B.T. Likhachev, E.V. Rostovtseva, G.N. Filonov, etc.);

theoretical and methodological foundations of civil and patriotic education, set out in the works of the classics (M.V. Lomonosov, V.A. Sukhomlinsky, K.D. Ushinsky and others) and contemporaries (V.V. Dyachenko, E.A. Kazaeva, A. V. Kuznetsova, V. I. Lutovinov, SV.

16 Marzoev, V.V. Piontkovsky, A.V. Podgornov, R.L. Rozhdestvenskaya, I.Yu. Sinelnikov, I.V. Sukolenkov, A.M. Factor, M.G. Tsygankov and others);

pedagogical systems and technologies of civil and patriotic education (I.A. Agapova, A.Yu. Aksenov, I.I. Alpatsky, L.I. Amanbayeva, S. Andryunin, E. Anisimova, E.Yu. Balandina, E.V. Belousova, I. Sh. Valeev, G. I. Vasiliev, Z. T. Gasanov, I. N. Glazunova, G. Ya. Grevtseva, V. Z. Izmailov, E. L. Kerpelman, and I. M. Klimenko, L. V. Kokueva, I. N. Kondratenko, E. N. Korchagin, O. V. Lebedeva, E. V. Lisetskaya, N. A. Melnikova, P. F. Nekrasov, G. G. Nikolaev, L. E. Nikonova, N. G. Ogurtsov, I. K. Orlova, T. N. Osmankina, E. A. Parfenova, A. P. Petryankina, E. N. Poddubny, L. P. Prokoshenkova, E. L. Raikhlina, L. F. Rusakov, I. Rybalova, N. E. Semyonova, D. S. Senyuk, V. P. Seregin, S. N. Smirnov, Yu. B. Sokolovskaya, A. D. Soldatenkov, I. N. Solodova, O. V. Solodova, O. N. Tenynova, V. N. Ustyakin, A. S. Tselovalnikova, T. A. Cherednichenko, A. Yu. Chibisov, G. N. Shelamova, E. V. Shirekin, O.N. Shitikova, M.A. Shkrobova);

proper pedagogical aspects and methods of military-patriotic education, set out in the works of domestic (M.G. Agaeva, N.N. Ageenko, N.P. Aksenova, V.P. Aleksandrovskaya, T.I. Afasizhev, V.A. Bezrodny , V. I. Vizer, A. Yu. Voykin, A. F.-Voystrochenko, A. N. Vyrshchikov, Yu. I. Deryugin, N. M. Konzhiev, N. Mazykina, S. P. Menshikov, N. N. Mikhnev, R.N. Ovchinnikov, G.V. Sredin, G. Fedorovskaya, N.E. Khvorov, V.S. Chudny and others) and foreign (E. Demolen, D. Locke, R. Owen, S. Frenet and others .) authors;

pedagogical foundations and methods of initial military training (A.I. Averin, G.M. Averyanov, P.F. Aginov, A.I. Anokhin, A.A. Aronov, V.I. Bachevsky, O.A. Belkov); P. M. Brysin, Y. S. Vasyutin, A. I. Volkov, V. N. Volkov, I. V. Zaskalkin, S. N. Zvereva, A. M. Katukov, R. L. Kemza, V. A. Kiselev, N.A. Kutsman, M.M. Mukhamadeev, M.A. Nasrullaev, M.V.

Popenok, M.V. Solodkova, Yu.A. Tanyukhin, V.V. Usmanov, V.F. Farfarovsky, E.N. Tsvetaev, S.F. Shakarov, F.E. bayonet);

works of state and politicians and commanders. These include works and statements Russian emperors Peter I and Alexander III(Peacemaker); domestic commanders A.V. Suvorov, M.V. Frunze, G.K. Zhukova, K.K. Rokossovsky, L.A. Govorova, M.A. Gareeva and others.

The study used the most significant for the present achievements of the experience of patriotic education, accumulated by the Soviet school; reflected in the works of V.I. Lenin, N.K. Krupskaya, A.S. Makarenko, as well as V.I. Kuznetsova, M.I. Makhmutova, V.A. Myasnikova, Yu.P. Sokolnikova, D.I. Feldstein, G.N. Filonova, B.C. Chudny, etc.

Essential for the study was the analysis of publications on "issues of military-patriotic work in educational institutions M.G. Agayeva, V.P. Alexandrovskaya, S.A. Aliyeva, A.N. Vyrshchikova, N.M. Konzhieva, M.A. Nasrullaeva, A.I. Pyatikopa, A.D. Soldatenkov, V.F: Farfarovsky, S.A. Chotchaeva, S.F. Shakarova and others.

Significant for the study were the works on the problems of modernization of patriotic and military-patriotic education in modern Russia, presented in the dissertations of A.V. Abramova, T.V. Bespalova, K.V. Buryana, N.A. Vakhrusheva, A.Yu. Voykina, M.A. Gorbovoy, V.A. Danish, V.V. Dyachenko, A.N. Zaichikova, V.A. Zastavenko, Yu.K. Zlygosteva, I.V. Ippolitova, I.M. Klimenko, V.V. Kovalsky, L.V. Kokueva, S.A. Konstantinova, V.A. Korobanov, P.B. Korochkina, V.I.*. Kuzmina, I.V. Kostruleva, G.M. Liseenko, V.V. Litvinenko, R.N. Ovchinnikova, A.Yu. Rustamova, N.A. Senyiova, N.A. Sivolobova and others:

Of particular importance for the study were the existing legal documents on patriotic education

citizens of the Russian Federation: the Constitution of the Russian Federation; federal laws"On Education", "On Military Duty and Military Service", "On Defense", "On Civil Defense", "On State Support for Youth and Children's Public Associations", "On Public Associations", "On the Days of Military Glory (Victorious Days ) of Russia”, “On perpetuating the memory of those who died defending the Fatherland”; Decrees of the President of the Russian Federation “On measures of state support for public associations engaged in military-patriotic education of youth”, “On the concept of national security of the Russian Federation”, “On priority measures in the field of state youth policy”, “On the activities of the Russian defense sports and technical organization »; Decrees of the Government "On approval of the regulations on the preparation of citizens of the Russian Federation for military service", "On military-patriotic youth and children's associations", "On state program"Patriotic education of citizens of the Russian Federation for 2006-2010", the Concept of patriotic education of citizens of the Russian Federation; Order of the Minister of Defense and the Minister of Education "On approval of the Instruction on organizing the training of citizens of the Russian Federation in basic knowledge in the field of defense and their training in the basics of military service"; Order of the State Committee for Sports of the Russian Federation “On the Creation of the Council for Patriotic Education under the State Committee for Sports of Russia”; Directive of the Minister of Defense of the Russian Federation "On the further improvement of military-patriotic work among pre-conscription and draft youth", etc.

The work reflects the points of view of military specialists: ancient (Sun Tzu, F.R. Vegetia; Xenophon, Mauritius), medieval (N. Machiavelli), Russian (A.P. Yermolov, M.D. Skobelev, A.A. Kersnovsky, A.D. Butovsky, P.A. Galenkovsky), Soviet (N.I.

Alpatova, A.V. Barabanshchikova, E.A. Razina, A.A. Strokova, N.F. Fedenko), foreign (R. Baden-Powell, N. Copeland, etc.).

In the process of working on the dissertation, the following research methods were used to solve the tasks:

V study and generalization of domestic and foreign experience of military-patriotic education;

S analysis of scientific literature on philosophical, social, military and psychological-pedagogical problems related to military-patriotic education;

/ analysis of scientific literature on the methodology of organizing and conducting military-patriotic work in educational institutions;

S analysis of school curricula, textbooks and teaching aids in social and humanitarian subjects;

S studying and summarizing the experience of the military-patriotic work of educational institutions, committees and bodies for youth affairs, sports, cultural and leisure centers;

/ experimental work on the implementation in educational institutions and sports centers of methods and technologies aimed at increasing the effect of military-patriotic education and preparing students for military service from the work of teachers and lecturers, methodologists and instructors;

S questioning, testing of teachers, lecturers, . students and their parents;

S methods of pedagogical experiment, systematization and qualitative analysis of experimental data, their graphical interpretation;

S theoretical study of the problem based on the methodology of a systematic approach.

Various documents, textbooks and teaching aids, monographs and studies on the history of education and its development, various problems of methodology and theory of pedagogy and military science, including those related to the problems of military-patriotic education and initial military training, were used as a source base. students.

The main stages of the dissertation research:

stage (1997-1999) - analysis of the state of military-patriotic work "with students in educational institutions; study of documents, materials, programs, directives, orders, instructions, curricula, textbooks and manuals on the military-patriotic education of students.

stage (1999-2001) - study and analysis of scientific literature on the problem of research, domestic and foreign experience of military-patriotic education of various categories of the population; development of theoretical and methodological foundations for the military-patriotic education of students in modern conditions; accumulation of empirical material.

3 "stage (2001-2005) development and approbation" of the scientific and pedagogical foundations of military-patriotic work with students, technologies for its implementation, ways to solve problematic issues of military-patriotic education of students in modern conditions.

Stage 4 (2005-2008) - analysis and generalization of the final materials of the organization and conduct of military-patriotic work in educational institutions; adjustment of the theoretical, methodological, scientific, pedagogical and organizational foundations developed at the previous stages of the study; development of educational and methodical manuals; development of methodological and practical (organizational) recommendations for management structures, educational institutions, public organizations, religious associations; dissertation preparation.

The experimental base of the study was the secondary school No. 136, 144, 215, 292 of Moscow, Lyceum No. 1548 of Moscow, FSO "Patriot" of the Moscow region, the club for the study of martial arts "Nakhabino" of the Moscow region. More than 700 students and pupils, 72 teachers, 37 educators, 12 instructors took part in the experiment.

The scientific novelty of the dissertation research lies in the fact that it:

/ explored global and National history the development of military-patriotic education of the population, its positive and negative trends were identified, as well as the prerequisites for the emergence and development of the theory and practice of military-patriotic education of Russian students in modern conditions, the legal framework for organizing and conducting military-patriotic work in Russia was analyzed; S the distinctive features and properties of the process under study were identified and substantiated, the subject-object and subject-subject space of military and patriotic education of students were identified and systematized; S the essence and content of the concepts "patriot", "patriotism", "patriotic education", "military-patriotic education" are clarified; S the theoretical and methodological foundations of the military-patriotic education of students have been developed; S the types, forms, means and methods of military-patriotic work with students in modern conditions are concretized; S the functional responsibilities of the administration, teachers and lecturers for the organization of military-patriotic work in an educational institution are defined,

indicators and criteria for the effectiveness of the military-patriotic
" work in an educational institution;
/ identified ways to solve problematic issues of military
patriotic education of students in modern conditions;
S developed the theoretical foundations of pedagogical

interaction of educational institutions, military units, public associations and organizations, religious associations; Defense provisions.

\. Military-patriotic education: students, in modern conditions, is a complex multifunctional process:

interaction between teachers, teachers, students and their
parents and factors of the social environment (on macro-, meso-,
microlevels), the purpose of which is the progressive development of
personality of a student who is capable in his own way, first of all,

moral and ethical qualities to become a defender of the Fatherland;

purposeful and systematic impact on
psychology of students, the formation and development of socially?
important knowledge, abilities, skills, qualities: and properties,
necessary for students to fulfill their honorable duty
and duty to defend the Fatherland.

2. Military-patriotic work with students is a set of measures and actions aimed at realizing socio-pedagogical opportunities and the fullest use of the available resources of educational institutions, state and public organizations, religious associations "in the education of the defenders of the Fatherland. It represents ": an integral part of the system of patriotic education of the population of the country, is an integral indicator of the professional quality of teachers and lecturers;

3. Organization of military-patriotic education in
educational institution involves reliance on the achievements of the world
experience, the experience of the Russian pre-revolutionary and Soviet schools,
filling time-tested organizational forms with new ones
content. In doing so, priority should be given to
concrete examples and deeds. In this* plan, the use of the phenomenon
Russian military traditions provides invaluable assistance in the military
patriotic education of students.

4. The effectiveness of military-patriotic work is largely
measure is determined by the breadth and completeness of its coverage of all sectors of society and
categories of the population of the country, involvement in its implementation not only
teachers and teachers of educational institutions, but also
state and public figures; clergy, the presence
established and stable links between military units and
educational institutions.

The military-patriotic* work of state and public organizations, educational institutions, religious associations is a coordinated purposeful action. ensuring the spiritual and moral security of Russian students and the necessary conditions for the military-patriotic education of students in the process of their educational, cultural and leisure activities.

In the senior classes of all types of educational institutions that provide secondary (complete) education, it is advisable to separate life safety from the course a separate subject"Basic military training". The purpose of the subject is the formation of the moral, psychological and physical readiness of high school students for military service, providing them with knowledge and skills; necessary for. mastering the duties of a defender of the Fatherland.

Physical education and the formation of a harmonious personality should become the most important components common system military

patriotic education of students. In this regard, the study of martial arts in educational institutions can provide invaluable assistance to students.

The theoretical significance of the study lies in the fact that the theoretical-methodological, scientific-pedagogical and organizational foundations of the military-patriotic education of students have been developed as part of the military-pedagogical science, as well as an integral part of the theory of social education of the individual in general pedagogy; the essence and content of the concepts "patriot", "patriotism", "patriotic education", "military-patriotic education" are determined; substantiates the need to develop the theory and methodology of military-patriotic education of students in modern conditions; complex formed pedagogical conditions for the formation of a citizen and patriot of Russia, allowing, take into account and use. social and pedagogical potential of the students themselves, teaching staff educational institutions, state and political figures, military personnel, representatives of the clergy.

The practical significance of the dissertation research lies in the fact that it:

can be used by federal, regional and local authorities, educational institutions, military units, public organizations and institutions, religious associations in order to improve the quality and effectiveness of military-patriotic education of students;

is called upon to promote the development of scientific research and practical-transformative activities in the military-patriotic education of students, as well as the search for socially significant guidelines in motivating students to fulfill their constitutional duty and duty - service in the Armed Forces;

focuses on the scientific restructuring of the system of relations between educational institutions and military units in the direction of closer cooperation and interaction in the interests of the military-patriotic education of students;

is a completed scientific study containing results ready for use by federal, regional and local authorities, educational institutions, military units, public organizations and institutions, religious associations

Approbation and implementation of the results of the dissertation research was carried out by:

speeches at scientific and practical conferences, seminars in 1999-2005. at the Institute of Theory and History of Pedagogy of the Russian Academy of Education;

reports at the Academy of Military Sciences of the Russian Federation;

messages at the Research Training Center for Defense Problems of the Academy of Military Sciences;

development and publication of training programs for the course "Fundamentals of Life Safety";

development and publication of teaching aids on the course "Fundamentals of Life Safety" for educational institutions;

development and publication of textbooks on the course "Safety of activities" for students of secondary specialized and higher educational institutions;

development and publication of manuals for martial arts;

teaching in general secondary schools in Moscow No. 136, 144, 215, 292 the course "Fundamentals of Life Safety", military-patriotic education and basic military training of students in these schools in positions

teacher-organizer of life safety and deputy director for safety;

instructor activities, club management for the study of martial arts, training and education of club members from among students of schools in Moscow and the Moscow region, their preparation to the level of the national team.

Dissertation structure. The dissertation consists of an introduction, four chapters, a conclusion and a list of references.

The introduction substantiates the relevance of the problem under study, defines the object, subject, goal, hypothesis, tasks and methods of research, reveals its scientific novelty, theoretical and practical significance. It also presents the provisions submitted for defense, data on approbation of the work and implementation of the results.

In the first * chapter “Historical foundations of military-patriotic education. The need to develop the theory and practice of military-patriotic education of students in modern Russia” presents the results of a historical and pedagogical analysis of the ideas and practices of world and domestic military-patriotic education of the younger generation (the era of the Ancient World - XX century); the necessity of developing the theory and methodology of military-patriotic education of Russian students in modern conditions is substantiated.

In the second chapter "Theoretical and methodological foundations of the military-patriotic education of Russian students in modern conditions", an analysis of the essence and content of the concepts of "patriot", "patriotism", "patriotic education", "military-patriotic education", specifics and legal framework military-patriotic education and initial military training of students; the concept, patterns, principles, the system of military-patriotic education of students are presented - in modern conditions,

requirements for this process and its methodological

The third chapter "Scientific and pedagogical innovations in military-patriotic work with students in modern conditions" specifies the types, forms and methods of military-patriotic work with students; the mechanisms of formation and development of socially significant skills, skills, qualities and properties necessary for the formation of a citizen and patriot in students are determined; the specifics of intra-school management of military-patriotic work were studied; presents the results of experimental work; indicators and criteria for the effectiveness of military-patriotic work in educational institutions have been developed.

The fourth chapter "Actual problems of military-patriotic education of Russian students in modern conditions" analyzes - the need to change the ideological work to instill in students a sense of duty and responsibility for national security;; ways of solving the problem of ensuring the spiritual and moral security of students are determined; questions of using the phenomenon of Russian military traditions in the interests of the military-patriotic education of students are considered; an analysis of the content of curricula, textbooks and teaching aids on subjects of study is carried out in terms of ensuring the military-patriotic education of students; substantiates measures to reform the initial military training of students in modern conditions; theoretical provisions are being developed for organizing pedagogical interaction between educational institutions, military units, public associations and organizations, religious associations * in the interests of increasing the effectiveness of military-patriotic education of students.

In conclusion, the results of the study are summarized; are its main conclusions, confirming the hypothesis and the provisions submitted for defense, stated? promising tasks for further research of the problem under study are formulated.

The main stages of the world history of military-patriotic education

Therefore, before proceeding to the study of the problem of military-patriotic education of students, in modern conditions, we will trace historical path development of this process in the world based on the materials set out in.

World history military-patriotic education has its roots in the depths of centuries. Even in the ancient world, primitive attempts were made to accumulate and transfer experience and traditions of armed protection of one's interests to the younger generation.

Features of the development of the civilizations of the Ancient World, differences in religions, customs and traditions, a variety of ethnic, economic and socio-cultural factors naturally gave rise to the originality of approaches to preparing the younger generation for military service.

At the same time, in the era of ancient civilizations, despite the differences, military training had a number of common features, which were expressed in strict social regulators, duties, and even the dependence of the younger generation on established norms and requirements dictated by the existing ideology and religion. For thousands of years, the system of military training of the younger generation has been built and consistently improved.

In terms of military-patriotic education in the ancient world, Sparta stands out. The system of Spartan education aimed to develop a warrior out of every Spartan. The main attention of the Spartans was paid to the development of physical strength, endurance and courage. Physical strength, fearlessness and dexterity were highly valued in Sparta. Less attention was paid to the development of cultural skills, although every Spartan was required to be able to read and write. From 7 to 20 years old, the Spartan was trained, after which he became a full citizen. School education was designed to develop contempt for luxury, obedience, endurance, physical strength and courage. Teenagers were brought up in harsh conditions: they were often forced to starve, endure hardships and were often punished. Most of time was devoted to exercises in running, wrestling, javelin and discus throwing. Much attention was paid to war games. Music, singing, dancing were also aimed at educating the qualities necessary for warriors. Martial music was supposed to excite courage: the dances depicted individual moments of the battle. In their songs, the Spartans glorified brave warriors and condemned cowards. All Spartans were considered liable for military service from 20 to 60 years old and were distributed according to age and territorial groups.

Education and training of soldiers in Ancient Greece began at the age of seven, when the child was sent to school; there he was taught reading, writing and gymnastic exercises. Children under the age of 16 were engaged in wrestling schools (palestra), where they were taught pentathlon: running, spinning, discus and javelin throwing, wrestling, and swimming. At the age of 16-20, young men were required to attend gymnasiums, where physical training continued with a military bias. As a result of this upbringing and physical development, Athenian citizens were strong, agile and dexterous fighters. Along with this, the Athenians paid great attention to the training of their thinking.

A prominent representative of ancient Greek military-theoretical thought was Xenophon (born in 430 BC). In his works, Xenophon devoted a great deal of attention to the issues of education and training of the younger generation. He taught that upbringing and training should instill in the rising generation respect for the Khtarshi, endurance, physical and moral stability, unanimity, mutual support, courage, knowledge of military affairs, limiting one's will, discipline and obedience. “Learning,” Xenophon noted, “supports bodily strength, strict observance of military order increases spiritual strength.”

In ancient Rome, every citizen was required to perform military service. For military service in the field army, people were selected between the ages of 17 and 45. Only those persons who participated in 20 military campaigns while serving in the infantry or in 10 military campaigns while serving in the cavalry were exempted from military service. The Roman army was strong in its training. Its system of education and training of soldiers created, according to Engels, the winners ancient world.

“... we have always won by being able to skillfully select recruits, teach them, so to speak, the laws of weapons, temper them with daily exercise, foresee during exercises during camp life everything that can happen in the ranks and during battle, and , finally, to severely punish idlers, ”testified the military theorist of Ancient Rome Vegetius in his book “Summary of Military Affairs”. And further in the same place: “Now let's see; what age to recruit warriors. Indeed, if it is necessary to preserve the ancient custom, then everyone knows very well that it is necessary to attract people to the set at the beginning of their manhood; not only faster, but also better assimilated what they study from a young age. Then, military mobility and dexterity, the ability to jump and run, must be developed before the body becomes lethargic with age. Mobility is what, after a series of exercises, makes a fighter energetic. Therefore, it is necessary to choose young men, as Sallust also says: "Young people, enduring in the war, learned military affairs in the labors of camp life." After all, it is better for a young man, having completed a course of training, to regret that he has not yet reached the age required for a fighter than to grieve that this time has passed.

In the East, the conquering Mongols, who conquered in the XII-XIV centuries, paid great attention to the military training of the population. peoples of China, Central Asia, India, Caucasus, Eastern and Central Europe. Archery training among the Mongols began at the age of three. The child received a small bow, the size of which increased as he grew. Every Mongol learned to ride a horse from infancy." Hunting was considered a school of war among them and a significant part of the population, including children and women, took part in it.

Conceptual apparatus and regulatory framework of military-patriotic education

As can be seen from the definitions, patriotism is, first of all, love for the Motherland, for one's Fatherland. The feeling is the most common, inherent in every person. How can you not love your Motherland, your land, the people living and working on it?

As it turns out, you can go much further. During the perestroika-reform years, numerous theorists appeared in Russia who claim that “patriotism is the last refuge of scoundrels”, that patriotism is a synonym for Russian nationalism, and there is no such concept in the lists of universal human values.

It should be noted that this policy is not new. Back in 1863, the Kolokol magazine, published in London by Herzen, pursued a Russophobic policy. “All of Russia was seized by the syphilis of patriotism!” - Herzen lamented, stating the upliftment of spirit that gripped various layers of Russian society at the emerging threat from the West. It should be noted that Herzen considered only Russian patriotism to be "syphilis". Any other - English, French, Polish - he welcomed, urging foreigners to turn thunder and lightning on the country that was, after all, his homeland. He encouraged the Polish insurgents to exterminate the accursed Russian officers, vile Russian soldiers, and wrote the same fables about the Russian troops as Friedrich's "gazettes".

Testaments of Herzen. were continued in our time by Zakaev, Gusinsky, Berezovsky, Kovalev and the like. So, in one of the TV shows S.A. Kovalev stated that the great Russian writer L.N. Tolstoy spoke about patriotism as follows: “Patriotism is the last refuge of scoundrels,” although these words actually belong to an English writer of the 18th century. S. Johnson and they were told on a completely different occasion. Subsequently, the whole country could watch how the same S.A. Kovalev aided the Chechen bandits. V.A. Gusinsky, in an interview with an NTV correspondent, said: "The fatherland is where it is prayed to make money." As they say, no comment. Now this "figure" is hiding abroad from Russian justice. There is no need to talk about the bandit Zakayev and the swindler Berezovsky, who were put on the international wanted list by the General Prosecutor's Office of Russia. And these "bright personalities" are considered in the eyes of the West as "fighters for the highest ideals."

Here it is appropriate to quote the words of the President of the Russian Academy of Education N.D. Nikandrova: “There is one value that largely embraces all other values ​​- this is patriotism. I just can't agree with those who use this word synonymously with nationalism, for whom it is almost abusive. - Each, quantitatively even the smallest nation in normal conditions has always been justly proud of the affairs of its country, city, village, which did not prevent either from criticizing shortcomings or learning from other peoples ... A person deprived of patriotism easily sells both strength and mind, and - if he can - the wealth of the country to those who pay more, not thinking either about his contemporary compatriots or about his descendants.

Historical facts testify to the fact that in different eras our country emerged victorious on the wave of a nationwide patriotic upsurge. The greatness of Russia was determined not only by its territory, population, the power of the economy and science, the equipment of the army and navy, but also by its spiritual potential. Selfless devotion to their Motherland, readiness to put her interests above personal ones in big and small, to go even for self-sacrifice in the name of her security - this is what Russia has always been strong in, this is the core of its national spirit.

Patriotism is a moral category and is inseparable from the individual and civic qualities of a person; At the personal level, patriotism acts as the most important stable characteristic of a person, expressed in his worldview, moral ideals, and norms of behavior. On the; at the macro level, patriotism is a significant part of public consciousness, manifested in collective moods, feelings, assessments, in relation to their people, their way of life, history, culture, state, system of fundamental values ​​Patriotism is manifested in actions and in human activities: Together with topics in the definitions given in explanatory dictionary living Great Russian Dictionary, Dictionary of Russian/Language; Dictionary of modern. Russian literary language, Russian pedagogical encyclopedia!, the Great Soviet Encyclopedia, as well as in the textbook; B.T. Likhachev lacks such a component; patriotism; as its active character. In this regard, P.M. Rogachev and M.A; Sverdlin in his work “Patriotism and Social Progress” pointed out: “Patriotism, a feeling of love for the Motherland, is embodied in serving its interests, occupies an important place in the system of driving forces for the development of society ... True patriotism means not just a feeling of love for the Motherland, it there is, above all, a high consciousness of civic responsibility for. the fate of the Motherland, a deep conviction in the need to subordinate the interests of each to the interests of all.

Patriotism is always concrete; directed at real objects. active; the side of patriotism is decisive, it is she who is able to transform the sensual principle into deeds and deeds specific for the Fatherland. “Patriotism, no matter who it is, is proved not by word, but by deed,” wrote V.G. Belinsky.

The active side of patriotism was also emphasized by P.Ya. Chaadaev: “I don’t know how to love my fatherland with closed eyes, with a drooping brow, with a clamped mouth ... I love my fatherland, as Peter the Great taught me to love ... I think that if we came after others, then then to act better than others, so as not to fall into their mistakes, into their delusions, into their superstitions.

The active nature of patriotism, based on the protection of the interests of the Fatherland; Motherland, noted in the definitions given in the Psychological and Pedagogical Dictionary, Philosophical encyclopedic dictionary, Concise Dictionary philosophy, Soviet historical encyclopedia. However, in the existing definitions it is not noted Feedback Fatherland and its citizens. Based on the foregoing, we will give the following definition of the concept of "patriotism".

Patriotism is a historically established and developing category of social pedagogy; reflecting a stable positive attitude of people towards their Fatherland, manifested in activities for its benefit, in the implementation of which both the state and society participate from a unified position.

Indicators and criteria for the effectiveness of military-patriotic work in an educational institution

The main functions of military-patriotic work, correlated with the above target orientations, are: cognitive and educational, aimed at deepening knowledge of the history of the Russian state, the composition and structure of its Armed Forces, the system of leadership and control of the Armed Forces, the procedure for recruiting the Armed Forces with personnel and military services; ? cultural heritage, which assumes an educational function, ensuring that students become familiar with the military glory of Russia and Russian military traditions; ? developing, ensuring the formation and improvement of the physical, spiritual and moral strengths and abilities of students; ? adaptive, ensuring the resilience of the individual in various conditions of life; ? transformative, focused on meeting the needs of not only the individual, but also society; ? prognostic, which causes proactive work, taking into account the likely changes in the life of society and the state. Psychological and pedagogical conditions of military-patriotic work with students: ? diagnosing the civic positions of teachers and lecturers and determining their compliance with their work; ? continuous improvement of the level of socio-political knowledge of teachers and lecturers, continuous improvement of their professional qualities; ? diagnosing the individual characteristics of students and their parents and, on this basis, making the necessary adjustments to the work being done. Military-patriotic work involves the use of a wide variety of types, forms, means and methods, the purpose of which is to develop schoolchildren's civil, national self-awareness, stimulate their personal attitude to historical and modern events and figures, the desire to develop the necessary properties and qualities of a defender of the Fatherland . The effectiveness of military-patriotic work is largely determined by the level of development of its scientific and pedagogical foundations. These issues are the subject of this chapter.

In modern conditions, the following main types of military-patriotic work with students can be distinguished:

Military history training. Studying the history of the native land; the history of our Fatherland, military, labor and cultural traditions, the foundations of the people has been and remains the most important direction in educating children and adolescents of patriotism, a sense of love for our great Motherland, for the small and large Motherland. A special role in military-patriotic education should belong to military history, in contact with which the younger generation joins the labor and feat of arms people, looks up to its best representatives, learns from the heroic examples of the life and work of our great ancestors, grandfathers and fathers selfless service to the Fatherland. In conditions when an attempt was made in our country to de-ideologize society, including in the education system? and education, military-historical training to a certain extent is called upon to solve the problems of spiritual, moral and ideological support” of the process of military-patriotic education of the younger generation.

Training in the basics of life safety. All citizens of our country including children and adolescents, in case of emergencies ( natural Disasters, accidents, disasters, armed conflicts, etc:) must be prepared to protect themselves and those around them, to provide all possible assistance to the victims. The need for this is due to the complex modern conditions of the world around us? The purpose of this type of military-patriotic work is to teach students the rules of safe behavior in everyday life and prepare them for action in emergency situations in non-extreme conditions.

3. Applied physical training, the purpose of which is to ensure the physical readiness of a person for action in emergency situations and extreme conditions, including in a combat situation.

4. Training on the basics of the military; services. It is necessary to form a correct idea about the role of: the state in the field of defense, about the Armed Forces and other power structures of the Russian Federation, about military service, about life; everyday life: military personnel, their rights and obligations, willingness to consciously: fulfill their own? sacred. duty to protect; Fatherland in arms. IN; this type of training includes the study of the legal foundations of military service (Laws, RF; General military regulations; RF Armed Forces), as well as fire; drill; tactical; and topographic. preparation:;.

5. Military technical w special? training: Types of the Armed Forces and types of troops are equipped with "modern weapons and military equipment;. Qualitative changes; weapons? military? technology; the growth of their power and complexity of management? necessitated help. students, right; understand; problem: ratios? human technicians In this plan; it is necessary to explain to students that., the defining? Link of modern-; army; is; a person called: to protect. Motherland and become a ruler? modern-combat-; equipment and weapons; Necessary.- : to form in schoolchildren? correct idea of appointment of military equipment; its features and capabilities, to help those who wish to master the military-technical specialty; prepare candidates for admission to; military: educational institutions in the chosen specialty;

At present, a wide variety of military-patriotic forms are used: work: circles; clubs, sections; months and days of patriotic work; memory watches, search activities, meetings with veterans; warriors; stocks No. military personnel; Lessons: Courage. festivals, holidays; contests; quizzes, gatherings, games, fees; camps:sh et al: Proceeding from such a variety of forms; there is a need, their association in: characteristic. groups and; ranking each group and each? forms: inside, groups according to;: degree of influence: on: achieving the goal of military-patriotic work with students of educational institutions.

Innovative strategy of military-patriotic education

One of the ways to solve the problem of teaching students such specific skills as handling weapons, the ability to change position, dig in, counteract an unarmed and armed enemy, etc., is the organization of interaction between educational institutions and military units. Unfortunately, this huge potential has not yet been used or is being used with little efficiency. In this regard, a clear state policy is needed to establish links between educational institutions and military units. Such interaction will make it possible to solve many problems of the military-patriotic education of students.

At present, there are a sufficient number of works on organizing the interaction of educational institutions, including in the "school - military university" system. However, one should take into account the fact that today there are not so many military universities left in our country. In addition, military universities are deployed in large cities. All this does not allow for the joint military-patriotic education of students by educational institutions and military universities throughout the country. At the same time, such a potential for military-patriotic education of students as the joint activities of educational institutions and military units stationed throughout the country is currently either not used or is used with low efficiency; (in most cases, only during 5-day gatherings with students in grade 10, and even then not everywhere); In this regard, the organization of close and continuous interaction between educational institutions and military units throughout the country will contribute to a significant increase in the effectiveness of the military-patriotic education of students in modern conditions. For more information about organization. pedagogical interaction of educational institutions are considered by us in the fourth chapter.

In the course of the ascertaining experiment, we revealed a contradiction between value orientations students and their awareness of social needs. Sociological, survey of 235 ninth-graders and 186; tenth-graders showed that when ranking their future professional activities, students: the most significant for themselves are professions that bring material well-being: (94% - grade IX, 83% - grade X). The students assigned the lowest ranks to the military profession (5% - grade IX, 7% - grade X).

Having identified this contradiction, we put forward the tasks of a formative experiment - to determine the potential of academic disciplines in the military-patriotic education of students and implement them in the development of author's programs and; innovative technologies of military-patriotic work.

For junior schoolchildren - the formation of spiritual and moral qualities that determine the citizen and patriot of their country (the study of state symbols of Russia's military glory and military traditions and the development of a respectful attitude towards them). The process of formation-readiness to defend the Fatherland among younger students should be built taking into account the limited life experience, the nature and amount of knowledge gained, common tasks training and education. At the same time, the educational effect of all forms of military-patriotic work will depend on how systematically the knowledge of younger schoolchildren about the defense of the Fatherland, their moral, emotional and volitional attitude to activities to defend the Motherland will be formed. The task is to rely on high emotionality, impressionability and receptivity to develop in younger students a sense of admiration for Russian soldiers, to arouse a desire to join their ranks in the future.

For students in grades 5-9 - the development of knowledge and skills necessary for a potential defender of the Fatherland (military training camps, trips to places of military glory, membership in a military-sports, military-technical, etc. organization), the formation of a personally and socially valuable motivation for choice ways of further education. Adolescents develop a need to analyze and generalize the facts and phenomena of reality, to develop their own views on the environment, on moral requirements and assessments. The most significant in the formation of adolescents' readiness to defend the Motherland during this period is their participation in military-patriotic activities.

For high school students - teaching the basics of military service, spiritual, moral and practical preparation for the fulfillment of the constitutional duty and duty to protect the Fatherland. During this period, high school students form a scientific worldview, their life credo. Therefore, during this period, it is important to convey to the minds of students that, along with many other professions, there is one that they must master without fail - to defend the Motherland. In the educational process, it is necessary not only to convey to students knowledge about the Armed Forces of the country, military duty and the procedure for performing military service, but also to form in them a socially useful experience in preparing for the defense of the Motherland.

Academic degree: Doctor of Pedagogical Sciences, Candidate of Technical Sciences

Academic title: Senior Researcher

participant of the encyclopedia "Famous Scientists"

In 1965 he went to a secondary school in the city of Perm, from which he graduated in 1975.

In 1975, he entered the Perm Higher Military Command School, from which he graduated in 1980, having received the specialty "officer with a higher special education - mechanical engineer."

From 1980 to 1985 served in the Belarusian Military District as a calculation engineer and head of calculation of military unit 29489.

In 1984 he was awarded the class qualification "Master of Military Affairs".

In 1985 he entered full-time postgraduate studies at the Military Academy named after F.E. Dzerzhinsky, which he graduated in 1988, having defended his dissertation ahead of schedule for the degree of candidate of technical sciences in the specialty 20.02.17 "Operation of weapons and military equipment and their combat effectiveness."

In 1989, by order of the Minister of Defense, he was appointed to the position of junior researcher at the Military Academy named after F.E. Dzerzhinsky.

In 1989 he entered the Moscow State University named after M.V. Lomonosov at the Faculty of Computational Mathematics and Cybernetics, from which he graduated in 1992 with a degree in mathematics.

In 1996, he was awarded the academic title "Senior Research Fellow" in the specialty "Operational art in general and by type of the Armed Forces."

From 1991 to 1998 served in the Military Academy named after F.E. Dzerzhinsky as head of the VNG department - senior researcher.

In 1998, he retired from the Armed Forces with the military rank of lieutenant colonel.

From 1999 to 2000 worked as the director of the Training Center of CJSC "Hyper".

From 2000 to 2003 taught courses on life safety and computer science at school-lyceum No. 136 in Moscow.

In 2002, she was awarded the highest qualification category for the position of "teacher".

From 2003 to 2005 worked as deputy director for security at the State Educational Institution School No. 144 in Moscow and at the same time taught computer science at Lyceum No. 1548 in Moscow.

From 2005 to 2007 worked as deputy director for security of the State Educational Institution Secondary School No. 292 in Moscow.

In 2005 he was elected a professor at the Academy of Military Sciences of the Russian Federation.

In 2006, he entered full-time doctoral studies at the Moscow State Pedagogical University, which he completed in 2009, having defended his dissertation ahead of schedule for the degree of Doctor of Pedagogical Sciences on the topic “Theory and Practice of Military Patriotic Education of Students in Modern Russia”, specialty 13.00.01 "General Pedagogy, History of Pedagogy and Education".

From 1991 to the present, Mikryukov Vasily Yuryevich has been the chairman of the karate sports club, he has the qualification of 3 dan (black belt) in karate. His students are multiple winners and prize-winners of the championships of Russia, Europe and the World.

In 2006, she was awarded the highest qualification category of a karate trainer-teacher.

In 2010, he was elected a full member of the International Academy of Informatization and the Russian Academy of Informatization, a corresponding member of the Russian Academy of Natural Sciences and the Russian Academy of Natural Sciences.

In 2012 he was elected a full member of the Russian Academy of Natural Sciences and the International Academy of Natural Sciences.

In 2012, he was appointed a member of the Expert Council of the State Duma Defense Committee.

In 2013, by decision of the European Scientific and Industrial Consortium awards commission, he was awarded the Order of Labor et scientia - Labor and Knowledge.

In 2014, he was elected a corresponding member of the Academy of Military Sciences of the Russian Federation.

In 2015, he won a bronze medal at the Russian Karate Championship in kata.

In 2015 he was elected a full member of the Academy of Military Sciences of the Russian Federation.

Scientific publications:

 monographs "War: science and art" (in 4 books), "Theory of interaction between troops", "Self-improvement and ensuring life safety", "Theoretical and methodological foundations of interaction between higher and middle educational institutions”, “Anti-pedagogy”, “Theory and practice of interaction between secondary and higher educational institutions”, “Theory of interaction between economic entities”, “Traditions and innovations in the military-patriotic education of students in modern Russia”, “ABC of a patriot”, “Practice of self-improvement”;

 textbooks and teaching aids "Theory of interaction between troops", "Fundamentals of military service", "Life safety", "Ensuring life safety", "Safety in the technosphere", " Short course Pedagogy”, “Man and Society”, “Computer Science”, “Informatics. A Practical Guide to Working on a PC”, “Computer Graphics”, “Microsoft Office XP”, “Algorithmization and Programming”, “Information, Informatics, Computer, Information Systems, networks", "Accounting programs", "Karate", "Karate-do", "Encyclopedia of karate", "Martial arts as sports, academic disciplines and objects of scientific research”, “Historical milestones in the development of martial arts”.