Legal education program. Lecture organization and methodology of legal education in educational institutions of primary, secondary and higher professional education Assessment of educational achievements of students

Considering the issue of organization and methodology of legal training in educational institutions of primary, secondary and higher professional education, it is necessary to characterize the level of social and humanitarian education in modern Russia. Education at the present stage of social development is attracting more and more attention. Now there is an urgent question about the formation of a new model of education, the implementation of which could ensure the transition to a new type of social development and give it new impetus. The problem of developing personality-oriented education, which should replace the modern technocentrically oriented education system, is one of the most pressing social problems. A special place among the main trends and principles of educational development is occupied by the humanization of education, conditioned by objective processes of social production and social relations. It is aimed at solving the problem of optimizing the interaction between the individual and society, ensuring their most effective development. The humanization of education is closely related to the democratization of education, that is, to ensuring its universality, the actual reduction of existing inequalities between groups with different social and demographic characteristics. The democratization of education is designed to ensure freedom of choice of form and levels of education, a smooth transition from one level of education to another, freedom of creative activity of subjects of the educational process, and the disclosure of the individual’s individual potential. The most important means of democratizing education is the creation of a system of lifelong education, which is designed to provide every person with the opportunity to learn and develop throughout life.

At the same time, an important aspect of the humanization of education at the present stage is the improvement of its humanitarian component, which promotes the spiritual development of the individual and is designed to eliminate the most noticeable shortcomings of technocratic education. Among the general requirements for the content of education put forward by the Law “On Education of the Russian Federation” is a focus on the self-determination of the individual and the creation of conditions for his self-realization. The task put forward in the law of forming in an individual a picture of the world adequate to the modern level of knowledge cannot be solved without a complex of knowledge about society and man, the completeness and sufficiency of which is ensured by a well-thought-out policy in the field of humanitarian education. Traditionally, the humanities are aimed at understanding and interpreting human behavior, his spiritual life, and the world of culture. Since the boundaries of the totality of the humanities are blurred to some extent, and a number of disciplines based on the knowledge of society and contributing to this knowledge are adjacent to the complex traditionally classified as the humanities and complement it, the concepts of social and humanitarian disciplines and social and humanitarian education have emerged and are very firmly established .

Social and humanitarian knowledge in modern Russian society is becoming especially important, which is caused by the specifics of the current stage of development of our country. These are political changes, and the formation of new relations in the economy, and modification of the value system, and differentiation of the demands of modern youth in the field of education, and decentralization and pluralization of the education system. Today's trends make it necessary to assess the state and prospects of social and humanitarian education in the country, its role in the life and professional career of a specialist at different stages of its development and compliance with the needs of society and the requirements of the labor market. The latter seems especially important, since it is precisely the low level of social and humanitarian competence that often does not allow a significant number of university graduates to fully realize themselves in work, as well as to fully actualize their civic potential.

“Law is the science of goodness and justice,” said V. Hugo, President of the Russian Federation D.A. Medvedev has repeatedly emphasized in his speeches that increasing the legal literacy of the population and eliminating legal nihilism is one of the priorities of modern society and the state. In this regard, the education system bears the main burden of introducing legal knowledge and forming law-abiding behavior in society, which confirms the relevance of the chosen research topic. Law lessons are the basis for improving literacy in educational institutions. Regulatory legal acts are the basis of the modern legal system. Currently, in educational institutions of the general education system, the study of legal issues is carried out both within the framework of an integrative approach and in a modular option system (individual courses). In the first case, students, moving from one level of education to another, learn the basics of legal science within the framework of social science and civics courses, where, along with purely legal issues, political, economic, philosophical, cultural, historical and other problems of society are considered. In the second case, in schools and gymnasiums, a single vertical of legal training and education of students is built, starting with propaedeutics (this can be an elementary school) and ending with the senior level of education, where the curriculum provides great opportunities for varied education.

In the system of higher professional education, since 2009, there has been a two-level system of higher education “bachelor’s degree” (4 years) – “master’s degree” (2 years)”, which corresponds to the principles of the Bologna system, widespread in Europe and North America. However, until recently, higher education in Russia (and the Soviet Union) was structured according to a completely different system: all universities trained students in specialty programs for 5–6 years, after which students could study in master’s or graduate school. But the specificity of the educational space of our country is such that many universities continue to train specialists today, so the current education system can be called “three-stage”. What is the difference between the “old” and “new” systems.

The two-level system “bachelor’s – master’s” has a number of advantages. The main thing is the opportunity, after 4 years of undergraduate study, to more clearly outline your interests and needs and, based on this, choose a narrower master’s specialty, and in some cases even get two different specialties, which is an important advantage in the labor market. In addition, you can go to another university to study for a master's degree - the admission conditions are the same for everyone. Another advantage is the simplification of recognition of bachelor's and master's degrees abroad. A very common scheme is when a person completes a bachelor’s degree in Russia and enrolls in a master’s program at a foreign university (in this case, however, you have to pay for the second stage of education).

Disadvantages of master's and bachelor's degrees. Firstly, there is still low demand for bachelor's degree graduates in the labor market. Employers are in no hurry to hire bachelors, believing that they are significantly inferior to specialists. This point of view is not without meaning: although the state never tires of repeating that a bachelor’s degree is a full-fledged higher education, in fact it is almost never possible to fit a 5-year program into 4 years and the training of bachelors lags behind specialists.

The problem could be solved if all bachelors who wish to continue their education could enroll in a master's program for free. But this is impossible, since the new two-level system has significantly reduced the number of free places in the master's program - and this, secondly. There are budget places, but the competition for them is several times greater than for free places in a bachelor’s degree, especially for prestigious specialties in well-known universities. Studying for money is quite expensive - the cost of a paid master's degree in Moscow varies from 50 thousand to 300 thousand per year. A way out of this situation may be the opportunity to work for several years between bachelor’s and master’s degrees (this is allowed by law) and save up money for the second level of higher education.

Advantages and disadvantages of specialty. The main advantage of a specialty remains its high prestige in the eyes of employers and comprehensive training (specialists study for at least 5 years, and sometimes 6). Also, a specialty is more convenient for those who plan to engage in scientific work and study in graduate school - a specialist can immediately enroll in this form of study, while a bachelor must first complete a master's degree.

What are the disadvantages of the specialty? The first is the difficulty of recognizing a specialist’s diploma abroad, where such a form of training does not exist. The problem can be solved, but it will require more effort. The second is the impossibility of studying in a budget-funded place in a master's program, since according to the law, for a specialist this will be the second higher education with all the ensuing consequences - tuition fees and the absence of a deferment from the army.

Thus, it is impossible to unambiguously determine which is better – a specialist’s degree or a bachelor’s degree with a master’s degree. In Russia today, both the first and second systems operate, but those entering a university cannot choose which of these forms to study.

Integration of learning is necessary in a modern education system. In modern conditions, the problem of integration takes on a new meaning. Its relevance is dictated by the new requirements for school and the social order of society. The goal of the school is to form an independent, creatively active personality, adapted to life in a democratic society. The basis for the formation of personality is a broad humanitarian education. The future of the school is connected with the synthesis of different academic subjects, and above all the subjects of the humanities cycle. Ideas of integration are increasingly penetrating school practice. Today it is no longer a surprise to see lessons in which different subjects are combined.

Purpose of integrated lessons - the acquisition of a system of knowledge and values, the formation of diverse ideas about the era, awareness of the moral values ​​of a particular civilization, broadening the horizons and developing the creative abilities of students. Today the school is going through a very difficult period. The goals of general secondary education have changed, new curricula and new approaches to reflecting the content of academic disciplines are being developed. The focus of education workers is on learning effectiveness, which is associated with the development and implementation of new pedagogical technologies in the educational process. Interdisciplinary connections in the educational process are a concrete expression of the integration processes currently taking place in society. Sciences unite, forming interscientific complexes, to study complex complex problems of our time. And in connection with the educational reform and the introduction of a competent approach, when key competencies combine knowledge, skill and intellectual components, the relevance of interdisciplinary connections is obvious. However, the implementation of interdisciplinary connections in practice causes many difficulties for teachers.

Integrated lessons develop the moral culture and creative abilities of students; in such lessons, students become more active, independent in their judgments, have their own point of view and are able to defend it with arguments. An integrated lesson is a special type of lesson that combines training in several disciplines simultaneously while studying one concept, topic, phenomenon

Advantages of an integrated lesson:

1) in such a lesson it is possible to create more favorable conditions for the development of a wide variety of intellectual skills of students;

2) through it you can develop broader thinking, teach the application of theoretical knowledge in practical life, in specific life, professional and scientific situations;

3) integrated lessons bring the learning process closer to life, naturalize it, enliven it with the spirit of the times, and fill it with meaning;

4) integrated lessons help students find and comprehend common principles of different sciences;

5) such lessons mutually enrich teachers and help their creative growth.

The integrity of an integrated lesson is characterized by the interdependence of goals, learning content, methods and means of their implementation. And if integration in the field of natural sciences is associated primarily with expanding the boundaries and motivations of schoolchildren’s active work, then integration in the field of humanities contributes to the ideological development of the individual, awareness of the cause and effect relationships between the phenomena of social life and art. Consequently, integrated lessons not only allow you to develop analytical abilities, but also help you choose the right personal position in a difficult social situation.

 Played an important role in the formation of skills and abilities in the process of active student activity in the course "Social Studies". order of the Ministry of Education and Science of the Russian Federation dated December 17, 2010, which approved the federal state educational standard for basic general education. Educational standards of the new generation are intended to become the basis for the process of modernization of general education. The concept of standards states that “the goal of general education is the formation of a well-rounded personality with a high level of general cultural and personal development, capable of independently solving new, yet unknown problems.”

The most important distinctive feature of the new generation of standards is also their focus on educational outcomes, the latter being considered on the basis of a systems-activity approach to education. The approximate program of basic general education sets out the following requirements for learning outcomes and mastering the content of a social studies course:

The personal results of primary school graduates, formed while studying the content of the social studies course, are:

Motivation and focus on active and creative participation in the future in public and state life;

Interest not only in personal success, but also in the development of various aspects of society, in the well-being and prosperity of one’s country;

Value guidelines based on the ideas of patriotism, love and respect for the Fatherland; on the attitude towards man, his rights and freedoms as the highest value; on the desire to strengthen the historically established state unity; on the recognition of the equality of peoples, the unity of diverse cultures; on the conviction of the importance of family and family traditions for society; on the awareness of the need to maintain civil peace and harmony and their responsibility for the fate of the country before present and future generations.

Meta-subject results of studying social studies by primary school graduates are manifested in:

Ability to consciously organize one’s cognitive activity (from goal setting to obtaining and evaluating results);

Ability to explain phenomena and processes of social reality from scientific, socio-philosophical positions; consider them comprehensively in the context of existing realities and possible prospects;

Ability to analyze real social situations, choose adequate methods of activity and behavior patterns within the framework of the main social roles being implemented (producer, consumer, etc.);

Mastering various types of public speaking (statements, monologue, discussion) and following ethical standards and rules of dialogue;

Ability to perform cognitive and practical tasks, including using project activities in lessons and in accessible social practice, on:

1) use of elements of cause-and-effect analysis;

2) study of simple real connections and dependencies;

3) determination of the essential characteristics of the object being studied; choosing the right criteria for comparing, contrasting, and evaluating objects;

4) search and extraction of necessary information on a given topic in adapted sources of various types;

5) translation of information from one sign system to another (from text to table, from audiovisual series to text, etc.), choice of sign systems adequate to the cognitive and communicative situation;

6) explanation of the studied provisions using specific examples;

7) assessment of one’s educational achievements, behavior, personality traits, taking into account the opinions of other people, including for adjusting one’s own behavior in the environment; compliance with ethical and legal standards and environmental requirements in everyday life;

8) determining one’s own attitude to the phenomena of modern life, formulating one’s point of view.

The substantive results of basic school graduates mastering the content of the social studies program are in the following areas:

educational

A relatively holistic idea of ​​society and man, of spheres and areas of social life, mechanisms and regulators of people’s activities;

Knowledge of a number of key concepts that are basic to school social studies: sociology, economic theory, political science, cultural studies, legal studies, ethics, social psychology and philosophy; the ability to explain from their positions the phenomena of social reality;

Knowledge, skills and values ​​necessary for older adolescents to consciously perform basic social roles within the limits of their legal capacity;

Ability to find the necessary social information in various sources; perceive it adequately, using basic social science terms and concepts; transform in accordance with the problem being solved (analyze, summarize, systematize, specify the available data, relate them to one’s own knowledge); evaluate views, approaches, events, processes from the standpoint of social values ​​approved in modern Russian society;

value-motivational

Understanding the incentive role of motives in human activity, the place of values ​​in the motivational structure of the individual, their significance in human life and the development of society;

Knowledge of basic moral and legal concepts, norms and rules, understanding of their role as decisive regulators of social life, the ability to apply these norms and rules to the analysis and assessment of real social situations, the installation of the need to be guided by these norms and rules in one’s own everyday life;

Commitment to humanistic and democratic values, patriotism and citizenship;

labor

Knowledge of the characteristics of labor as one of the main types of human activity; basic requirements of work ethics in modern society; legal norms regulating the labor activity of minors;

Understanding the importance of work for the individual and for society;

aesthetic

Understanding the specifics of knowing the world through the means of art in relation to other ways of knowing;

Understanding the role of art in the development of personality and in the life of society;

communicative

Knowledge of the defining features of communicative activity in comparison with other types of activity;

Knowledge of new opportunities for communication in modern society, the ability to use modern means of communication to search and process the necessary social information;

Understanding the language of mass socio-political communication, allowing you to consciously perceive relevant information; ability to distinguish between facts, arguments, value judgments;

Understanding the meaning of communication in interpersonal communication;

Ability to interact during group work, conduct dialogue, participate in discussion, argue one’s own point of view;

Acquaintance with individual methods and techniques for overcoming conflicts.

The problem of teaching law at school- one of the most relevant today. This relevance is connected, on the one hand, with changes in our state and society - the course has been taken to build a rule of law state and civil society. This explains the “state order” for the training of young people who are active, with a developed civic position and a high legal culture. On the other hand, knowledge of the fundamentals of law, the ability to navigate the legal space, knowledge and ability to protect one’s rights is necessary for every person in the 21st century.

The need to study legal problems in school did not arise today. The question of this was also raised in Soviet times. A system of ways and techniques for educating a young citizen in the Soviet legal model was developed. Non-Soviet law was considered bourgeois, infringing on the rights of workers, not ensuring true equality, and therefore unviable. During the turning point of the 1990s. Legal education has again aroused interest among scientists, methodologists and teachers. Over the years, training programs, manuals, and methodological recommendations have been developed. In 2004, a standard for jurisprudence was published. The thematic block “law” was also included in the school social studies course. A selection of legal material necessary for study at school was made. However, today, despite the wide range of published manuals and methodological developments, the question remains relevant and controversial: how to teach?

It is known that law is a system of state norms, rules, regulations, obligations and prohibitions. This interpretation of it is boring for schoolchildren and initially sets them up negatively towards this subject. In order to develop in students a positive (not ideal) image of law and its role in the life of society and the individual, there is a need to change the ways of presenting material in the classroom. The teacher’s task is not to idealize law, to consider it as some kind of abstraction, absolute, necessary, eternal and infinite. The study of modern Russian law should be based on real current changes. Particularly important is the critical assessment of what is happening in the political and legal sphere by the teacher, highlighting positive and negative phenomena. This is very important for improving the content of lessons.

Russia is just beginning to follow the path of forming a rule-of-law state, so problems and difficulties are not excluded, but, on the contrary, are inevitable. Naturally, it is impossible to hush up the facts of legal violations when studying relevant topics. Students, especially high school students, notice all the mistakes and shortcomings in the functioning of the legal system. However, in lessons it is advisable not to focus on the negative, emphasizing the primacy and significance of existing problems for the state, legislative bodies and society as a whole, to identify the problem for critical consideration and solution at all levels.

A positive image of law correlates with significant activity in the legal field, and this applies not only to verbally expressed attitudes, but also to the real legal activities of citizens

Legal issues can and should be studied today not only in the “Fundamentals of Law” course, but also in social studies and history classes (especially when studying the current stage of reforms).

When studying legal material in the classroom, it is advisable, based on an activity approach, to use active forms of educational work for schoolchildren. These include: heuristic conversation, independent work of students with texts from various sources (textbooks, laws, codes, media articles), brainstorming, writing creative essays (for example, “Reforming the legal system of modern Russia: opportunities and prospects”), work over texts with errors, comparison and comparison of articles of various legal documents.

Of particular importance is the practical orientation when studying legal issues. The student must understand: why the material is being studied, why he should, for example, know the basic ways to protect human rights. Schoolchildren do not need knowledge about abstract law; they need to know where, when and how they will be able to apply it, and why they need it personally. Only in this case can a positive result be achieved.

When studying legal problems in the classroom, it is necessary to ensure that schoolchildren perceive law as “good” law and not “evil” law. A teacher who was able to convince the children that law not only prohibits and punishes, but, firstly, it opens up opportunities and protects the interests of citizens; secondly, it is a civilized force for regulating social processes, a phenomenon of a developed modern society, without which it is impossible to live in the 21st century, and has already largely coped with the task of forming the legal consciousness of students. After all, it is known that “a stable positive reaction of the individual to legal reality” is one of the main conditions for the formation of the cognitive activity of a young person.

Control questions

1) characterize the level of social and humanitarian education in modern Russia.

2) Name the main trends in the development of the modern system of teaching law

3) What is the role of integration of teaching in social and humanitarian disciplines

4) What skills and abilities do students acquire in the process of legal education?

5) Name the current problems of teaching law in modern schools.

RUSSIAN FUND FOR LEGAL REFORM

CONCEPT OF THE STRUCTURE AND CONTENT OF LEGAL EDUCATION IN SCHOOL

Polivanova K.N.
Hassan B.I.
Spasskaya V.V.

1. Introduction

In modern conditions, one of the most important priorities for updating the content of education in Russian schools is the modernization and development of legal education.

As you know, in Soviet schools there was a mandatory course “Fundamentals of the Soviet State and Law.” In the early 90s, due to socio-political changes in Russia, which necessitated a radical update of legislation, its teaching was discontinued.

During the ongoing reform of the content of humanities education, a variety of courses from the fields of political science, sociology, and psychology came to the school. The volume of the legal block has been significantly reduced. Legal topics, mainly from the field of constitutional law and human rights, began to be taught as part of modular courses or sections of an integrated social studies course. The adoption by the Ministry of Education of Russia in 1995 of the Basic Curriculum of General Educational Institutions, which did not provide for the study of law, legitimized its disappearance from schools as an independent academic subject. This practice, which developed in the context of the transition period the country was going through in the 90s, is currently becoming unsatisfactory and requires revision from the point of view of the needs and tasks of the modern stage of development of society and the state, new goals of education.

The relevance of developing a legal course that meets modern educational goals and returning it to school as an independent academic subject is explained in the most general terms by several well-known reasons.

On the one hand, in the 90s, the legal system of Russia, proclaimed a democratic state of law, underwent significant changes. As part of the legal reform on the principles of the rule of law and law, a democratic renewal of legislation took place; the rights and freedoms of man and citizen are affirmed as the highest value in society, and the role of the court as an independent guarantor of human rights is strengthened.

Practical interest in law and legal institutions awakens in society, the attitude towards law as a mechanism for the conflict-free realization of one’s interests in the modern world is strengthened, law acquires specific features and meaning for everyone. At the level of mass consciousness, this is expressed in a sharp increase in the prestige of legal specialties, the demand for legal literature, and a general increase in people’s interest in legal knowledge and legal information.

On the other hand, the modern sociocultural situation in Russia is such that these processes are not supported by legal tradition; in the mass consciousness, law is not an unconditional value. As legislation is updated and relevant law enforcement practice accumulates, the gap between the new democratic legislation and the low level of legal consciousness of the population becomes increasingly clear. This is an alarming factor that places the problem of forming legal consciousness and legal culture among the priorities of state policy.

As world practice shows, the leading role in solving this problem belongs to the education system. The “Main Directions of Social and Economic Policy of the Government of the Russian Federation for the Long-Term,” approved by the Government of the Russian Federation, emphasizes that in modern society the priority guidelines for individual education are the ability to defend one’s rights, knowledge of fundamental legal norms and the ability to use the capabilities of the state’s legal system.

What in countries with a long legal tradition is brought up by the very practice of life, is born in the family, arises as if naturally, in our conditions should be the subject of purposeful formation. This requires serious and systematic work on legal education and upbringing of schoolchildren.

Certain steps in this direction have been made: fragments of legal knowledge are included in the mandatory minimum content of basic and secondary (complete) general education, manuals on law are published, problems of the state and law, and human rights are reflected in textbooks on social science. A number of projects have been carried out in the field of civic education and the formation of legal space in schools, during which interesting research has been carried out, educational materials and methods have been created. The experience of a number of constituent entities of the Russian Federation, municipalities, and individual schools that pay great attention to legal education and training in schools deserves a positive assessment.

However, due to the absence of law as an academic subject in the basic curriculum, this activity is fraught with great difficulties and in practice is very limited. It should be noted that what has been done is clearly not enough to achieve the above goals.

Moreover, the need to solve this problem is not sufficiently taken into account in the documents discussed today, which in the coming decades will determine the appearance of the school (the concept of the structure and content of general education, the educational field of social studies, experimental basic curricula, draft requirements for the level of training of graduates and mandatory minimum educational content, etc.).

An analysis of these documents indicates that the implementation of the tasks of legal education and upbringing of schoolchildren is closely related to the need to develop fundamentally new approaches to determining the structure and content of social and humanitarian subjects in school as a whole.

As you know, the 90s. became a time of active search for the content, forms and methods of teaching the fundamentals of social and humanitarian, including legal, sciences at school. The limited amount of teaching hours for studying subjects of this cycle in primary school (1 hour per week during grades 8-9) has narrowed the possibilities of searching for new conceptual foundations of the course content, their testing and evaluation.

To date, two main approaches have emerged: the first of them is associated with the creation of “civics” courses of a situational educational nature, the second involves maintaining the practice of teaching the fundamentals of social sciences and humanities established in the 90s in the form of an integrated social science course.

However, an analysis of existing experience indicates that these courses, while allowing one to obtain some fragmentary knowledge about the basic legal institutions of society, the rights and responsibilities of a citizen, do not provide the formation of skills in legal behavior and culture of schoolchildren. In fact, without taking into account and using the opportunities provided by education in the field of law, neither one nor the other approach can generally solve the problem of preparing a maturing person for life and activity in society, making independent decisions about his future, capable of acting freely and responsibly in a changing world .

Thus, solving the urgent problems of the current stage of development experienced by Russia, including: building a rule of law state as a task of the state, building a civil society as a task of social development, raising a socially responsible citizen as a task of reforming school education, turns out to be closely related to updating goals, objectives, forms and content of legal education at school.

2. Psychological and pedagogical foundations of teaching law at school

The changes taking place in the world and in Russia, the modern sociocultural situation actively influence education, require it to be mobile and adequately respond to modern demands of society, and confront it with the need to revise traditional goals and guidelines.

The priority task of education is to create such a set of conditions for the development of the student that will ensure in the future his readiness to live and act successfully in the world of humanitarian values. In pedagogical terms, this means that the main result of education should not be a system of knowledge, skills and abilities in itself, but a set of modern key competencies in the intellectual, socio-legal, communicative, and information spheres.

A graduate of a modern school must have not only a certain amount of knowledge, developed formal intelligence (formed, for example, by means of mathematics), but also other abilities - “critical” thinking, the ability to act in real social conditions, build their own life trajectory, have experience in independent activities and personal responsibility.

The development of humanitarian abilities is ensured by education in the field of social sciences and humanities, education organized as a unity of theory and practice. It is a humanitarian education that creates the conditions for individual self-determination, mastering generally accepted values ​​in society, forming one’s own position, and the ability to live and act in a changing world.

Law has a special place within the framework of humanitarian education. Being both a field of science and a field of practical activity, law provides unique opportunities for solving modern pedagogical problems, allowing not only to acquire legal knowledge, but also to develop special abilities and practical skills for action in the social sphere. The uniqueness of law as a specific form of social consciousness and social practice also determines the significant educational potential of legal courses.

As is known, situations arising in the legal sphere are determined by the position of the actor himself. The choice of one or another method of action depends on his goals, values, and personal preferences. Acquaintance within the educational process with legal situations as situations of choice, analysis of the position and actions of the person who is their subject, creates conditions for personal self-determination - for finding an answer to the question “Who am I, what do I want?”

Legal regulation covers all spheres of public life. A person operating in society turns out to be the subject of many types of legal relations - civil, administrative, labor, family, etc. The use of relevant legal material in teaching contributes to the formation of a complex multidimensional self-image. The need to act taking into account the position of other people, taking into account legal norms, becomes a condition for the development of the child’s “I” as complexly organized relative to the “I” of other people.

Thus, law as educational content sets the conditions for the development of abilities that are significantly different from the abilities formed on scientific content, including materials from other courses in the social and humanitarian cycle - this is the development of self-image and self-concept.

In addition, working with legal content creates conditions for the formation of a number of abilities associated with the development of thinking and speech.

On the one hand, in law, as in most educational courses, a task, an exercise, allows you to practice applying the rule. On the other hand, the analysis and resolution of each individual legal case requires its multidimensional consideration, taking into account the diversity of legislative acts, various norms, interests and positions of the parties. When applying legal norms to each specific case, the dialectic of the universal and the individual realizes itself.

The ability to project a norm onto a specific situation and see the specific through the prism of the norm is a completely unique ability that arises specifically in the field of law and is based on a special type of thinking (critical thinking). This type of thinking provides an analysis of open-type situations: they do not have a standard solution, they are associated not only with traditional mental operations, but also with value choice, with the recognition of the multiplicity of correct decisions. Material for its development is also present in other social sciences and humanities, primarily in some areas of philosophy. But the fundamental difference between legal courses is that thinking in them is formed within practical actions to analyze situations, that is, it is formed as a side of practical consciousness.

Children's work with legal material becomes a condition for the development of special linguistic means of expressing their own thoughts. Speech development is a special task of the school; it is solved when working with any educational material, if it is presented verbally. But in the field of law, a detailed argumentation of one’s thoughts is required, the use of special speech means to enhance the impact on the listener, the construction and verbal presentation of complex multi-level logical conclusions. Special legal rhetoric, of course, is unattainable in school, but familiarization with its best examples, attempts to independently organize complex speech periods - all this can and should open up to the child in the form of the possibility of constructing his own action.

Thus, working with law training courses ensures the development of a child’s self-image, attitude towards himself and the community of people, the assimilation of generally accepted and development of personal value orientations, rules and norms of behavior, ways of acting in society, as well as the development of thinking and speech.

3. Legal education: goals, structure, content

In this concept, taking into account the goals of education formulated in the Law of the Russian Federation "On Education", the concept and goals of legal education in school are formulated as follows.

Legal education in school is understood as a system of educational and training activities within the framework of the educational process and organized on the idea of ​​law, aimed at creating conditions for the formation in children of:

• respect for the law,
• own ideas and attitudes based on modern legal values ​​of society,
• competencies sufficient to protect the rights, freedoms and legitimate interests of the individual and the lawful implementation of his civic position.

These general goals of legal education are specified and implemented through purposeful formation in the educational process:

• abilities to think and act in situations with unpredicted results, abilities to analyze social and legal norms regarding the specific conditions of their implementation and analyze one’s own place and position in relation to the situation of action;
• communication skills, especially oral speech;
• systematic knowledge in the field of law, ensuring the actualization of these abilities and forming the basis of social skills;
• specific skills and abilities of action in the social sphere.

Thus, legal education is considered as a condition for the formation of individual abilities, acquisition of knowledge and skills of social functioning.

This involves the creation of special training courses, structured in the form of social practice, including legal knowledge.

At the same time, general educational goals, namely the development of the above abilities, knowledge, abilities and skills, must be ensured at all levels of education, connecting the general logic of age development, the reality of social functioning, primarily in its legal aspect, and the content of legal education. At the same time, general development tasks should be specified in relation to each age level based on the content of the relevant law courses.

Compliance with this principle will ensure continuity and continuity of legal education.

Depending on the development program, profile, real capabilities of the educational institution, and the individual needs of the student, the law course from grades 1 to 11 can be structured as:

• systematic (end-to-end) course;
• modular course along with other social and humanitarian courses or an integrated social science course;
• part of an integrated course.

Achievement of the general goals of legal education can be ensured by separating law into an independent subject within the framework of the curriculum in basic and high school.

Less effective from the point of view of modern educational goals and the use of the special possibilities of legal material as educational content is the teaching of law in primary school as one of the content components of an integrated social science course.

It is most preferable to use different “formats” for constructing a course at each level of general education, for example:

• in primary school - part of an integrated course or a small modular course (practical rules of behavior and actions);
• in grades 5-6 - an integrated course of a propaedeutic nature, laying the foundation for studying in subsequent years not only legal, but also other courses in the social science cycle (human behavior, interests and values, the formation of ways to regulate relationships "man - person" and "person - society "in different historical eras, in different cultures in the modern world, in Russia);
• 7th grade - introductory legal course (morality, law, justice, equality, human rights, rights of minors, methods of action and opportunities to protect one’s rights in typical (relevant for a teenager) situations);
• 8-9 grades - systematic course "Fundamentals of Legal Knowledge",
• 10-11 grades - depending on the profile of the school, class, individual curriculum of the student, law can be represented by courses of varying volume and level of complexity: an independent course "Jurisprudence", a set of specialized (modular) courses "Law and Economics", "Law and Democracy" ", etc., part of the integrated course "Man, Society, Law", as well as their combinations.

Regardless of the “format” of the law course, it remains fundamental that it solves certain educational problems at each level of general education.

3.1. Primary School

The educational task of the stage of primary education in the field of law is for children to acquire:

• the basics of conflict competence in relation to real children's conflicts; practical experience of acting in real life situations regulated by rules and norms, including the formation of the ability to change positions along with the ability to maintain one’s position; ideas about oneself and another as special worlds;
• ideas about law as a special form of regulation of relations in human society;
• knowledge of specific rules and norms of behavior.

This educational task can be solved through sections of an integrated or small modular course, in which, based on real life situations, the positions of their participants are contrasted and revealed, children gain an understanding of law as a special sphere of social life, and master specific rules and norms of behavior.

The study of these courses in elementary school is carried out in lessons in the form of group classes using a variety of forms and techniques of active learning. It can be organized as part of a basic course or through school or student components of the curriculum. It is also advisable to use various types of extracurricular work.

3.2. Basic school

During primary school, students' age development goes through two stages - pre-adolescence and adolescence. In accordance with this, the content of legal education, as well as the conditions for its development, are divided into two courses of the basic school.

3.2.1. 5-6 grades of school.

The educational task at this stage is to:

• development of conflict competence, including the formation of the ability to formulate rules for resolving situations that arise when interests, ideas, traditions, customs collide, and compliance with these rules;
• acquiring the ability to isolate the legal content of a life situation (identifying situations regulated by law, ethics, morality, distinguishing between these situations, etc.);
• acquiring general ideas (knowledge) about law, society, and the Russian state.

The conditions for solving an educational problem are:

• educational environment (school structure), which provides the opportunity to actually test oneself in quasi-legal situations and analyze the various positions of participants in real situations;
• training activities of 2 types:
  • educational and information block (law as a necessary condition for the existence and development of human society);
  • workshops in which the most typical legal situations are modeled.

At the beginning of basic school, it is preferable to organize law classes in an activity-based form. It is permissible to narrow the educational and information block while maintaining the legal workshop, which ensures the formation of special sensitivity to situations in the legal sphere and thereby lays the foundations for a subsequent systematic course of law in primary school.

A legal course, as in primary school, can be included in the basic and/or variable component of the curriculum. It is possible and desirable to use various forms of extracurricular work, but it is necessary that all students in one form or another receive primary legal understanding in class.

3.2.2. 7-9 (10) school grades.

During this stage of training the following tasks are solved:

• acquiring basic skills that ensure a teenager’s successful functioning in real (not limited to school) legal relationships and situations,
• transferring to children the basics of legal knowledge, including about the legal system of Russia and international law;
• formation of the ability to analyze situations regulated by legal norms, and the ability to take real actions in such situations.

The condition for solving educational problems is

• educational environment (school structure), providing children with the ability to defend their rights, participate in the development of rules and norms governing relations at school; the opportunity to actually test oneself in social and legal situations;
• There are two types of training activities:
  • a training course that includes elements of the theory of law, providing an understanding of law as a special subject-practical area, information about fundamental human rights and freedoms, various branches of law, ways of realizing and protecting one’s rights;
  • workshops that provide the formation of practical skills in behavior in the legal field in real life.

The basic school constitutes an educational space that fully realizes the objectives of legal education. The main study of law occurs during this period of school life, since a graduate of a basic school must become a full-fledged subject of social and legal relations.

Taking this into account, the most adequate solution to the educational problems of the basic school is to separate law into an independent academic subject.

3.3. High school

High school, which today has a tendency to become a specialized school, must provide all students with the acquisition of:

• the ability to build one’s own legal behavior within the framework of existing freedoms, rights and responsibilities;
• in-depth level of legal knowledge (various branches of law, individual legislative acts, in the field of comparative law, etc.);
• abilities for theoretical analysis of legal situations;
• skills to realize their rights in the social sphere in a broad legal context.

The condition for solving educational problems in high school is

• educational environment (school structure), ensuring participation in the development of rules and norms governing relations at school, the creation and activities of public organizations, and various social projects;
• training courses that provide, according to profiles, the expansion and deepening of ideas about law as a special social institution, a cultural phenomenon, its principles, various branches of law, features of regulation of various forms of social relations, especially in the political and economic spheres, etc.

To ensure a varied approach to the study of law in high school, it is necessary to develop at least three types of law course programs: general education, for the humanities, and for the socio-economic profile.

Accordingly, the law course will occupy a different place in these programs: for a general education profile, law can be presented as a separate modular course or a section within an integrated social science course, for the humanities - as an independent training course or several modular training courses, for a socio-economic profile - as an independent training course a course or several modular training courses.

A promising approach is also the development of courses of various levels of complexity, providing the opportunity for students to independently choose the level of study of law that corresponds to their interests.

4. Educational conditions for solving problems of legal education

Achieving the goals of legal education can be ensured within the framework of the system of legal education in school, based on the unity of:

• training courses, programs, educational and methodological materials that provide knowledge in the field of law;
• systems of practical classes that allow, using specially designed model situations, to gain experience in experimental and project activities based on the material of law;
• the structure of the school, providing students with the acquisition of experience in situations regulated by law.

These three elements of the legal education system are built and implemented in relation to the age of students and, depending on the level of education, acquire different meanings.

In the propaedeutic course of primary school, educational as well as practical components acquire primary importance. The legal aspects of the school structure are at this stage a background condition for the development of legal consciousness.

In the first two years of basic school (grades 5-6), children discover the meaning and significance of legal relations at school, they become acquainted with the school’s self-government bodies, and gain access to additional education (clubs, electives, elective courses). At this stage, children’s activities are organized primarily as class-group activities, they are planned by the teacher, and mastery of action skills in the legal field occurs primarily through practical lessons.

In basic school (grades 7-9(10)), all components of legal education are fully revealed to the child. Students acquire the basics of legal knowledge, implement project-based activities in individual and group form, participate in school self-government, etc.

In high school, students receive (depending on the chosen profile) systematic (in-depth) knowledge in the field of law, develop and implement various social projects related to activities inside and outside the school, and the scope of their action and responsibility in the school legal space expands.

Thus, solving the problems of legal education within the framework of the legal education system assumes that a special cultural and educational space will be created at the school.

The cultural and educational space of the school is part of an open system associated with the future of society, state policy in the interests of childhood, the education system in the Russian Federation as a whole, the subsystem of legal education and the subject courses and means of additional education built into it in extracurricular and extracurricular activities.

The components of the cultural and educational space of the school in the context of legal education are:

• content and forms of legal education that are adequate to age development and levels of education, including, along with the traditional list of main topics, various kinds of active forms of work for children;
• the way of the school - the special environment of the school - traditions and norms of interaction and relationships between students and teachers in the systems "teacher-student", "teacher-parents", "student-student", "student-peer group";
• the content of extracurricular and extracurricular work, built on the principles of self-government and co-government, creative interaction between children and adults regulated by law;
• openness of the school's educational system to external society and direct interaction of teachers and students of the school with it;
• socio-pedagogical and activity-based interaction between the school and parents, focused on the inclusion of parents in the implementation of legal education.

5. Assessment of students' educational achievements

As follows from the previous sections, the object of assessment when children study legal courses, constructed as a unity of theory and practice, focused on the formation of key competencies in the socio-legal sphere, is not only knowledge and skills, but also intellectual skills in working with socio-legal information (critical thinking), the ability to present your point of view, present information (communication skills), etc.

New educational goals, individual differences in students’ mastery of material, their construction of knowledge based on “personal experience,” and the active nature of the learning process necessitate the development and use of appropriate methods and criteria, as well as assessment tools in the process of legal education.

It seems that assessment in the process of teaching the basics of law at school requires the use of both traditional methods (oral questioning and written tests) and alternative ones (the so-called “work participation” assessment) in various combinations.

The choice of assessment methods should be carried out taking into account the nature of the objects of assessment. Both oral answers and written work can be assessed, as well as participation in discussions, games, preparing an exhibition, collecting material on a topic (portfolio), writing a composition (essay), developing a project, etc.

For each type of work, the teacher, taking into account the learning objectives, must develop criteria in accordance with which the assessment is given. They must be stable, extremely clear and have the “force of law”. It is important to announce the criteria so that students know according to what criteria the teacher makes his judgment (evaluation). Any assessment must be carefully motivated. It is very important to involve students themselves in the development of criteria and assessment.

The assessment process must fit into the ideas about the democratic legal structure of the school. The assessment procedure should be simple and clear and provide constant feedback.

This and similar approaches to assessment allow not only to establish collective work in the classroom, but also to make such work interactive, focused on intensive interaction of all participants. In this case, the assessment results will not only be objective, but also very “authoritative”, since the decision-making process is as democratic as possible and is determined by a clear procedure.

A separate problem in developing an assessment system in the field of legal education is the scientific and methodological support of intermediate certifications, which involve periodic control measurements (snapshots) of the level and quality of students’ training, as well as final certification (in the case of inclusion in the list of state exams for the choice of graduates of the exam in educational subject "Law").

The solution to this problem is closely linked to the need to develop appropriate tools, control and measuring materials (CMMs), providing an optimal combination of legal theoretical and practical material, creative and reproducing tasks. The number and level of difficulty of tasks should be determined taking into account the age characteristics of children, educational goals and the level of requirements of teachers, individual characteristics of students. The content and forms of KIMs can be developed by the school independently in accordance with the course program or on the basis of existing didactic units of the corresponding educational field of the state standard (if any), and it is advisable to approve them in the system of methodological organizations of the school (district, city).

Thus, the creation of an objective and versatile system for assessing the achievements of students in the process of legal education presupposes, on the one hand, the improvement of traditional forms of assessment, the development of modern tools, primarily new-generation control measurement materials; on the other hand, the development of methods, procedures, clear and precise criteria for evaluating the active activities of teachers, their achievements not only in the field of knowledge, but also abilities, abilities and skills in the social, intellectual, and communicative spheres.

Conclusion

Legal education is an integral part of a citizen’s general culture, a condition for the formation of legal consciousness. Life in a civil law society forms legal consciousness (positive or negative), regardless of whether this happens spontaneously or purposefully within the framework of legal education. But legal education is the guarantee that law will become a regulator of an individual’s life, and not a hindrance, an obstacle to his path to realizing his personal goals. In modern conditions, it is legal education that can become the most important factor in the development of personality, the formation of civil society and a democratic rule of law state in modern Russia, whose citizens will be able to live in social and legal harmony with each other and with the state.

1. Vocational training is aimed at acquiring professional competence by persons of different ages, including for working with specific equipment, technologies, hardware, software and other professional means, obtaining qualification ranks, classes, categories by the specified persons in the profession of a worker or position of an employee without changing the level education.

2. Vocational training under vocational training programs for blue-collar professions and white-collar positions means vocational training for persons who have not previously had a blue-collar profession or white-collar position.

3. Vocational training under retraining programs for workers and employees means vocational training of persons who already have a worker profession, a blue-collar profession or an employee position, an employee position, in order to obtain a new profession of a worker or a new employee position, taking into account the needs of production, the type of professional activity.

4. Vocational training under advanced training programs for workers and employees is understood as vocational training for persons who already have the profession of a worker, the profession of a worker or the position of an employee, the position of employees, in order to consistently improve professional knowledge, skills and abilities in the existing profession of a worker or an existing position of an employee without improving educational level.

5. Vocational training under vocational training programs for blue-collar professions, employee positions within the framework of mastering the educational program of secondary general education, educational programs of secondary vocational education, as well as in other cases provided for by federal laws, is provided free of charge.

6. Vocational training is carried out in organizations engaged in educational activities, including in training centers for professional qualifications and in production, as well as in the form of self-education. Training centers for professional qualifications can be created in various organizational and legal forms of legal entities provided for by civil legislation, or as structural divisions of legal entities.

7. The list of professions of workers, positions of employees for which vocational training is carried out, indicating the qualifications assigned to the corresponding professions of workers, positions of employees, is approved by the federal executive body exercising the functions of developing and implementing state policy and legal regulation in the field of general education.

(see text in the previous edition)

Legal education is based on the idea of ​​full participation of the individual in solving socially significant problems at the present stage of development of the Russian Federation. It combines the formation of social practice skills with a deep understanding of the fundamentals of social sciences. It is in this context that the development and self-determination of the individual and her spiritual growth are possible. Therefore, one of the main tasks of legal education is to help a child find himself as an individual, avoid marginalization, and be a full participant in the economic, social, political and spiritual life of society.

In legal education, the aspect of moral development of the individual is a priority; its implementation (taking into account the age characteristics of the child) plays a significant role at all stages of the educational process - from preschool to secondary (complete) general education. The child must learn to self-identify as a full participant in the creative development of society. See. Baranov P.A. Some approaches to designing social studies curricula. // Social studies at school. - 1997. - No. 3, p. 12

Today, legal education in school should be understood as a system of educational and training activities located within the educational process and organized on the idea of ​​law, aimed at developing in students respect for the law, their own ideas and attitudes, based on modern legal values ​​of society, a legal culture based on functional legal literacy, competencies sufficient to protect the rights, freedoms and legitimate interests of the individual and the lawful implementation of his civic position, as well as positive experience in the social and legal sphere.

Thus, legal education is considered as a condition for the formation of individual abilities, acquisition of knowledge and skills of social functioning. These three elements of legal education are implemented and acquire different meanings at each stage of education. Accordingly, general educational goals are specified, taking into account the logic and features of age development, changes in the legal status of students, the practical demand for a particular area of ​​legal knowledge, the possibility of obtaining appropriate social experience, in relation to each age level, based on the general content of law courses. Formulation based on general goals, independent educational objectives and learning outcomes for various levels of education will ensure continuity and continuity of legal education. The main goal of legal education is to educate a citizen living in a democratic society. Such a citizen must have certain knowledge (legal, political science, economics, etc.); skills (think critically, analyze, collaborate), values ​​(respect human rights, tolerance, compromise, dignity, civic consciousness, etc.), as well as the desire to participate in social and political life. See. Civic Education Ed. N. Voskresenskaya, I. Frumina. Council of Europe. .M., agro-industrial complex and missile defense -2000 g.s.2

An important goal of legal education is the socialization of schoolchildren. The legal knowledge and skills they acquire must be adequate to their character and style of behavior, their relationships with others. Teenagers must be able to give a moral assessment of all components of life, society, history, culture, etc. Legal education is aimed at nurturing the internal freedom of a person.

One of the most important tasks of legal education is to develop a positive legal consciousness in students. Considering that the teaching of legal disciplines should be focused, first of all, on positive aspects, it is necessary to form in students an attitude towards law as an important condition and mechanism for the implementation of social justice, a means of protecting individual and public rights and freedoms. Legal education is designed to form students’ understanding of the categories of “justice”, “equality”, “freedom”, “dignity”, “human rights”, “democracy” and to develop skills for their implementation in everyday life.

The main task of legal education is to familiarize students with the most common and accessible concepts and to form in them elementary ideas about society in general and their small community in particular. It is necessary for younger schoolchildren to develop ideas about man as the main value of society, to give them basic information about the Constitution of the Russian Federation, the role of law in people’s lives, human and child rights. An important role is played by the formation of concepts about one’s small Motherland (hometown, town, village, street, school), family, one’s ancestry, as well as teaching primary schoolchildren the primary skills of tolerant living (relations with classmates, adults, communication culture, etc.). ), decision making. This can be facilitated by introducing elementary school students to primary forms of rule-making (joint work on children developing laws (rules) for class life). The main forms used in working with students are observations, conversations, excursions, meetings with people of various professions, discussion and acting out of problem situations, role-playing games, discussions, writing essays, preparing short reports on the problem, interviewing, quizzes, formulating your own definitions of some concepts, moral and legal conversations with an emotional context, relying on artistic images. See Polyakov S.A. Civil law education: regional experience // Law at school. - 2005. - No. 4 p. 3

A graduate of a modern school must have not only a certain amount of knowledge, developed formal intelligence (formed, for example, by means of mathematics), but also other abilities: critical thinking, the ability to act in real social conditions, and build their own life trajectory; must have experience of independent activity and personal responsibility.

Requirements for the level of training of graduates - the results established by the standard of mastering by graduates the mandatory minimum of the federal component of the state standard of general education, necessary to obtain a state-issued education document on the achieved level of general education. The requirements are rightfully developed in accordance with the mandatory minimum, and are consistent across levels of general education and academic subjects. They are set in an activity-based form, defining what, as a result of studying the academic subject “Law”, graduates should know, be able to, and use in practical activities and everyday life. The requirements serve as the basis for the development of control and measurement materials for state certification of graduates of educational institutions implementing programs of basic general and secondary (complete) general education. See Federal component of the state standard of general education dated March 5, 2004 No. 1089.

The requirements include three categories - “know/understand”, “be able to” and “use acquired knowledge and skills in practical activities and everyday life”.

The “Know/Understand” category includes requirements for educational material that is absorbed by students and is the “substantive” basis of the entire set of requirements. At the same time, the requirements in the “know/understand” category are rightfully formulated at the level of basic general education in a very generalized form, since they are included in the requirements within the framework of the academic subject “Social Studies”, in high school - in more detail. The specification of the content of these requirements is carried out on the basis of the mandatory minimum content established by the state standard (including taking into account the two-level model of the mandatory minimum, where italics indicate that part of the educational material that is mandatory for study, but is not the object of control and assessment of students’ knowledge).

The “Be able” category includes requirements based on types of activities that correspond to the goals of legal education and the psychological and age characteristics of students at each degree. This category is key among the requirements, since it reflects the priority areas of the educational process and determines the principles for constructing a system for the final control of students’ knowledge and skills in law.

The category “Use acquired knowledge and skills in practical activities and everyday life” includes requirements that go beyond the educational process and are not subject to direct verification. The specifics of the academic subject “Law” presuppose a close connection of this category of requirements with reflective activity and the social and ideological development of students.

Achieving these requirements by students will ensure effective continuity between levels of legal education.

Educational institutions that organize the teaching of law in primary and high schools (basic level) as an independent subject are recommended to conduct an exam in a subject of their choice for students in grades 9 and 11. The forms of examinations are regulated by the Regulations on the state (final) certification of graduates of 1X and X1 (XP) classes of general education institutions. See Pevtsova E.A. Formation of legal activity of subjects of educational law //Teaching history and social studies at school.-2003.-No. 8, p.16

Graduation work

Sagaidak Oksana Valerievna,

Commissioner for the Protection of the Rights of Participants in the Educational Process

Municipal educational institution "Secondary school No. 5 Volsk",

student of the CPC using the DOT “Theory and methodology of the activities of the Commissioner for the Protection of the Rights of Participants in the Educational Process”

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Department of Philosophy and Methodology of Science

The system of legal training and education in our school.

Graduation work

Sagaidak Oksana Valerievna,

Commissioner for the Protection of the Rights of Participants in the Educational Process

Municipal educational institution "Secondary school No. 5 Volsk",

student of the CCP using the DOT “Theory and methodology of the activities of the Commissioner for the Protection of the Rights of Participants in the Educational Process”

Saratov, 2012

Introduction…………………………………………..……………………… p. 3-4.

Main part…………………………………………………………… p. 5-11.

Conclusion………………………………………………………………. With. 12.

List of used literature and Internet resources……………p. 13

Introduction

We spend most of our childhood and youth at school. It’s not for nothing that they sometimes say that school is our second home. The realization of our right to education, and therefore our future life, depends on the kind of relationships we develop with classmates, high school students, and teachers, how diligent we are in our studies and how disciplined we are.

Each school has its own traditions, different rules apply, but the work of any school is based on respect for the student’s personality and his human dignity. Favorable conditions must be created at school so that every student receives a good education and grows up to be a successful, worthy person and citizen.

The formation of civil society in Russia is impossible without educating young people in the spirit of modern legal ideas, views, and ideas. Meanwhile, the state of legal culture in society leaves much to be desired. Being one of the main institutions of personal socialization, the school plays a special role in the process of legal socialization, i.e. It is precisely this that is called upon to purposefully form a full-fledged member of society, capable of navigating the legal environment and acting with full awareness of responsibility for one’s decisions and actions. The process of teaching law should contribute to the education of a socially active personality capable of solving socially significant problems, based on the priority of law.

The problem of children's rights and freedoms is one of the eternal problems being solved by humanity. The importance of its solution lies in the fact that the exercise of individual rights is one of the main conditions for the physical and psychological well-being of the younger generation and its moral development. In this regard, legal norms regulating various kinds of social relations with their participation are of great importance for the positive socialization of students.

The data show that not every citizen knows the laws well and evaluates his actions from the point of view of the requirements of public legal consciousness.

The indifferent and sometimes disrespectful attitude of individuals to the public assessment of their actions often leads to the emergence of antisocial personality traits, which is directly manifested in illegal actions.

Nowadays, they talk about teenage crime with alarming frequency, this happens because children often do not understand, due to their youth and ardor, the severity of what they have done. The reason for this is a number of negative factors: asocial living conditions of many families, an increase in the number of single-parent families and the weakening of traditional family ties, a decrease in the level of spiritual needs of young people.

In this regard, it is necessary to create a system of legal education and training of minors in schools.

Main part

Legal education in school is understood as a system of educational and training activities within the framework of the educational process and organized on the idea of ​​law, aimed at creating conditions for the formation in children of:

1. respect for the law,
2. own ideas and attitudes based on modern legal values ​​of society,
3. competencies sufficient to protect the rights, freedoms and legitimate interests of the individual and the lawful implementation of his civic position.

The basis of the legal education of students at our school is their legal education in the classroom and in extracurricular activities. Legal knowledge contributes to a correct understanding of social phenomena, contributes to the development of social activity of citizens, makes it possible to correctly navigate life, determine the line between what is permitted and what is prohibited, and choose legal ways and means of protecting personal rights and interests.

The ability to correctly and consciously perceive legal information and the phenomena of legal reality is a necessary condition for both legal education and the legal education of an individual.

The content of legal education for minors in our educational institution includes the study of the Constitution of the Russian Federation, as well as several branches of law, familiarity with which is most important for boys and girls entering an independent life: these are labor, marriage and family, criminal and administrative legislation . It is on their content that the meaning and significance of constitutional principles and provisions should be revealed.

In addition, there are a number of by-laws, familiarity with which is mandatory for schoolchildren. These are the following documents: School Charter, Rules for Students, Rules of Conduct for Minors in Public Places, etc.

The main forms of legal education for students are lectures on legal topics; excursions during which theoretical principles are clearly illustrated with local material; legal conversations; use of cinema, television; meeting evenings and theme evenings; question and answer evenings; disputes, the subject of which is an important moral and legal issue; discussion of books and articles, which allows you not only to replenish your stock of legal knowledge, but also to form your attitude towards them; visual propaganda (thematic stands, folders with clippings of newspaper and magazine articles, special literature, video and audio recordings).

An important part of the process of legal education of high school students is their participation in active law enforcement activities. Involving students in such activities solves two interrelated problems: on the one hand, they participate in specific measures to maintain discipline and law and order among minors in the school and its neighborhood, on the other hand, they develop legal beliefs and skills of lawful behavior. It is in the process of active law enforcement activities that schoolchildren learn to practically apply the norms of current legislation in everyday life and gain experience in using them in the fight against crime.

At our school, there are the following forms of participation of schoolchildren in law enforcement activities: a detachment of young friends of the police, “green” patrols for nature protection, a detachment of young traffic inspectors, as well as the active participation of students in the work of promoting legal knowledge among the population and younger schoolchildren and etc.

The effectiveness of legal education of students largely depends on the targeted and systematic work of teachers and parents to improve their own legal culture.

The educational system of the Municipal Educational Institution “Secondary School No. 5” is based on. Volsk" lies the understanding that acquired knowledge should contribute to the formation of a socially active personality, combining high moral qualities, creative individuality, a humanistic attitude towards the world, respectful attitude towards one’s family, “small homeland”, country, and the environment.

This leads to the main directions of educational work: protecting the life safety of students, moral and legal education of schoolchildren, patriotic and environmental education.

One of the main tasks of the educational work of our school is: improving the work on civic education. Throughout the year, each unit hosts events that correspond to the goals and objectives of this program.

The formation of civil legal aspects of education begins in elementary school. The main goal at this stage is legal education in a playful, entertaining form. These are games, quizzes, presentations using characters from fairy tales and animated films.

At the middle and senior levels, these are school conversations by the PDN inspector “Know your rights!” with teenagers who require special attention; discussion “Adolescent and tolerance” in 8th grade; public legal education events; conversations of the legal adviser of the Family Center with students in grades 8-9; meeting of the Council for the Prevention of Juvenile Delinquency; themed conversations, quizzes and class hours.

The school also implements the “Teenager and the Law” program to foster a legal culture and the formation of law-abiding behavior in schoolchildren, coordination and control of implementation, which is entrusted to the education department of the administration of the Volsky municipal district.

The main activities of this program: conducting diagnostic studies; sociological surveys; design and updating of information and consultation stands on law and regulations in educational institutions; creation of a data bank of video, audio, CD materials in this area of ​​work; coordination of interaction with the commission on juvenile affairs, divisions on juvenile affairs, the city court, and the prosecutor's office in order to attract cooperation in holding parent meetings, pedagogical councils, and classroom hours in educational institutions; organizing and conducting elective courses on legal education issues; holding round tables on current issues of legal education and the formation of law-abiding behavior of schoolchildren with the involvement of the parent community and law enforcement agencies; conducting quizzes, discussions, class hours with the aim of students mastering universal human norms of morality and behavior; consideration of issues of crime prevention, legal education, formation of law-abiding behavior of students at boards of educational institutions, pedagogical councils, at Prevention Councils, class meetings; holding parent meetings on the problem of developing law-abiding behavior in students; organization of individual meetings of students and their parents with social teachers, psychologists, law enforcement officers on issues of legal education and the formation of law-abiding behavior of students; organization of thematic film screenings on issues of legal education and the formation of law-abiding behavior of students; providing legal assistance to minors and their parents on issues of protecting the rights and legitimate interests of families and students.

Of course, there is also an action plan for social educators and educational psychologists in this direction. Activities are being carried out on:

1. prevention of delinquency and crime among minors,
2. on the prevention of extremism,
3. formation of tolerance,
4. suicide prevention among students,
5. prevention of neglect and homelessness,
6. prevention of abuse,
7. promoting a healthy lifestyle, preventing the use of psychoactive substances, drug addiction, alcoholism and tobacco smoking with the involvement of law enforcement agencies and medical workers (narcologist, gynecologist, psychotherapist).

The traditional goal of civic education in an educational institution is the formation of legal knowledge and rules of behavior in society, since every child is in society. Schoolchildren need legal knowledge not on its own, but as a basis for behavior in various everyday situations that have a legal meaning.

The fundamental basis of civil development and education is the content of education, primarily humanitarian. Programs in the subjects of history, social studies, literature, life sciences, and geography include knowledge about political and legal life, the rights and responsibilities of man and citizen, the history and traditions of our Motherland. The programs also set the task of using acquired knowledge in everyday life to understand oneself as a representative of a historically established civil community, a citizen of Russia.

School history and social studies courses make an important contribution to civic education.

These subjects form legal culture and civic literacy through the study of the norms of public life and the laws of society.

I consider the tasks of my teaching activity to be:

Formation of skills of socially active behavior of the individual, manifested in conscious lawful behavior,

Effective implementation of rights and freedoms, their skillful and civilized protection,

Responsible attitude towards the duties of a citizen of the Russian Federation,

The ability to act legally competently in any situation,

Actively demonstrate civic qualities, defend your civic position,

Take care of the historical heritage of our people.

For this academic year I planned and carried out the following events.

The successful implementation of legal education and upbringing of students in a general education institution largely depends on the dedication and interaction of the entire teaching staff of the school.

Conclusion

The formation of a person begins in early childhood. It is at school that the foundations of patriotism, citizenship, respect for one’s history and people are laid. The foundations are laid not only for knowledge, but also for norms of behavior, beliefs, habits, and individual needs. Legal education as part of general compulsory education is expected to play a significant role in this process.

The Law of the Russian Federation “On Education”, securing the priority of the interests of the student’s personality, determines Art. 14 that the content of education should ensure the formation of a person and citizen integrated into his contemporary society and aimed at improving this society, strengthening and improving the rule of law in Russia.

Raising a citizen of the country is one of the main conditions for national revival. The concept of CITIZENSHIP presupposes the development and implementation by a child of his rights and responsibilities in relation to himself, his family, the team, his native land, the Fatherland. These are not only philosophical, social, economic problems, but also pedagogical ones. It is important to raise an active citizen of your homeland, and not an outside observer.

Understanding the relevance and complexity of this process, our school carries out systematic, targeted and comprehensive work with students.

List of used literature

1. Bolotova E.L. Rights child in school. - M.: Arsenal of Education, 2010;
2. Fundamentals of legal knowledge: Trial textbook for grades 8-9. In 2 books. / S.I. Volodina, A.M. Polievktova, E.M., Ashmarina and others; Russian Foundation for Legal Reforms. Project "Legal education at school". Series "Fundamentals of Legal Knowledge". - M.: Vita-Press, 1999;
3. Human rights - yours and mine (to the school library). Book one. Proceedings of the conference “Human Rights and School in an Open Society”. M., 1999;
4. Sirotkin S. For high school students about law and human rights. M., 2002;
5. The system of legal education at school and the education of a Russian citizen. The second stage - basic school grades 5-7 (8) / ed. N.I. Eliasberg.- St. Petersburg: Special literature, 1999.

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