The mutual connection between Nils' character and his actions. Operational means of developing skills of understanding another person by primary schoolchildren

Characterize Nils according to plan 1. Appearance. 2.Character traits. 3.Nils' actions. 4. The mutual connection between the character of the hero and his actions. 5.Your attitude towards Nils. I only need 4.

Answers:

Lesson progress I. Updating knowledge. Teacher: What was your homework? Children: Draw illustrations on the topic “How I imagine Nils” for excerpts from the fairy-tale story. Teacher: Look at the drawings of your comrades. Why do you think I asked you to draw illustrations for different passages of Selma Lagerlöf’s story at home? Children: So that you can observe how the image of the main character in a fairy tale changes. – To understand how Nils’ character changes over time. - To understand the meaning of this work. Teacher: What is the name of the chapter of the textbook where the fairy tale “Nils’s Wonderful Journey with the Wild Geese” is placed? Children: “How difficult it is to become human.” Teacher: Why do you think the authors of the textbook placed it in this chapter fairy tale Selma Lagerlöf? Children find it difficult to answer. Teacher: Do you understand the meaning of the title of the chapter? After all, Nils was born a man. Does someone who was born human also need to become human? Children: To become human means to become a good man, a real person. Teacher: Is Martin right when he told Akka about Nils: “You can’t even call him a human being”? Children: Judging by his past actions, he cannot be called a human being. Besides, Nils is too vertically challenged in order to be considered human and pose at least some danger to the pack. Teacher: Read the epigraph to the chapter (p. 38). Let's clarify who Grigory Gorin is? Do you know such films as “ An ordinary miracle”, “The same Munchausen”? The scripts for these films were written by a famous Russian playwright, who died quite recently, Grigory Gorin. – How do you guys understand the meaning of the epigraph? What does it mean to become even more alive? Is it possible? Children: The writer means the awakening of his soul in a person; a person can “see the light”, become more sensitive towards other people, towards the world around him. Teacher: Which of you can address these words to yourself? Children raise their hands. Teacher: How will this manifest itself? Children: Helping animals, nature, loved ones and acquaintances. II. Analysis of excerpts from a fairy tale in terms of the main story moral problem“Becoming human.” (p.31-61) Teacher: To whom of the people you know? literary heroes Can we include the words of Grigory Gorin? Children: To Nils. Teacher: Now let’s start working on each chapter separately in order to trace how Nils’ character manifested itself and changed over time in his actions and speech. – How can we better organize work in class in order to have time to analyze all the chapters that we read together? Children: Work in groups. Teacher: Okay, I’m glad that you have learned to save study time and know very good way do it. How many groups can there be? Children: How many groups drew illustrations, so many chapters will be analyzed - 4. (6 people in each group.) All groups receive cards with tasks: consider the hero of a fairy tale, the manifestation of his character in actions and speech in different passages. Children work for 5-7 minutes, after which the discussion begins. Everything the guys say about Nils is proven in the text. The main character traits of the hero are written down in a notebook according to literary reading indicating the page number to read the confirmation of this trait. III. View an excerpt from the cartoon “The Enchanted Boy.” Implementation of the requirements of the new Federal State Educational Standard: Teacher: Before we start discussing the main character, let's see how Nils appears to us at the very beginning (watching a cartoon excerpt).

Outlining ways to improve primary education, N.K. Krupskaya wrote: “We tell the school a lot about observations of natural phenomena, social phenomena, we do not pay due attention to observations of living people, their relationships. And yet they are of great importance." Our analysis of psychological and pedagogical literature confirms the validity of N.K. Krupskaya’s idea that already in primary education Students must move from inadvertently perceiving other people to the deliberate activity of observing another person's inner world.

However, the internal analysis of this study was the analysis of textbooks on literary reading for grades 3 and 4 secondary school with Russian language of instruction. The analysis was carried out according to the following parameters:

1) Identification of texts representing emotional condition person in various life situations;

2) Analysis of questions to these texts from the point of view of the focus on observing the state of another, on the development of the student’s empathic and reflective abilities;

3) Analysis of assignment topics creative nature, tasks for independent work requiring an explanation of the reasons for the behavior of another.

So, analyzing the 3rd grade textbook, it should be noted that everything literary works, intended for reading, are grouped into 5 sections:

1) Gold, gold is a popular word...

2) The line does not fade over the centuries...

3) I’ll tell you about what I saw and heard...

4) I have been friends with rhymes since childhood...

5) My friend, I dedicate the best time to you.

Each of these sections contains fairy tales, stories and essays that tell about people and represent their emotional states in various life situations.

So, for example, such tales as “The Uncourteous Son”, “Paradise Unknown”, “The Tale of the Priest and His Worker Balda” by A.S. Pushkin, “The Forest Dwarf” by Selma Lagerlöf, “The Legend of Mothers” by Ivan Pankin; stories - " Mishkina porridge"N. Nosova, "Topsy-Turvy" by V. Dragunsky, "I Will Never Forget Him" ​​by S. Wolf, "Bad Comrade" by Dm. Mamin-Sibiryak, "Theme and the Bug" by N. Garin-Mikhailovsky, "Shark", " The Learned Son,” “The Man and the Merman” by L. Tolstoy, “Mustache and Piglets” by B. Zakhoder, “How Pippi settled in the Villa “Chicken” by A. Lingren.

Acquaintance with the above works confirms our previously noted idea that with the help of a work of art you can learn everything about a person: complete harmony between the world and the individual, merging with nature, the happiness of love and discovery, or, conversely, discord with the world, disharmony of the soul. In addition, the individual not only enriches his knowledge and ideas about a person, but also reflects, worries, and analyzes the goals and motives of the actions of the acting characters.

However, this raises the question of whether these works are sufficient to form a junior schoolchildren focus on another, the desire to recognize the characters and actions of people. For this purpose, the author carried out a quantitative processing of the content of the textbook. During which it was found that texts representing a person in various life situations make up only 17% of the total content of the book, while stories of a scientific and educational nature and texts about nature make up 83% of those presented in the textbook works of art.

The author of the work also analyzed the questions posed to these texts. It turned out that methodologists paid insufficient attention to this area, since the system of questions for each text aimed at clarifying the emotional state, motives of a person’s behavior, and assessing his actions includes, as a rule, only 1-2 questions. The table below allows you to observe this situation on specific examples.

Table 1.

So, comparing the content of the texts listed in the table with the questions posed to them, it should be noted that these works of art are rich in human history knowledge, but the proposed questions do not allow younger schoolchildren to master them. More full analysis the content of the above questions allowed the author of the work to conditionally divide them into three groups. These are the questions that form:

1. the ability to evaluate the hero;

2. the ability to understand the reasons for the characters’ actions;

3. the ability to determine the consequences of the characters’ actions.

Examples of questions belonging to the first group include questions such as:

Determine the main character traits of the hero (A. Tolstoy “Shark”)

How did Harald appear to you? Describe it (“Unknown Paradise” Swedish folk tale)

Did you like the narrator? Can we call him a positive hero? (N. Nosov “Mishkina porridge”)

Does Neptune's external description match his internal world? Why do you think so? (I. Pankin “The Legend of Mothers”)

The formation of the ability to understand the reasons for actions is facilitated by a system of questions such as:

What and why did mothers sacrifice for their sons? (I. Pankin “The Legend of Mothers”)

Why did the father say to Kolya: “Look at the portrait of the worst friend?” (Dm. Mamin-Sibiryak “Bad Comrade”)

Think about why the old artilleryman fell and covered his face with his hands? (L. Tolstoy “Shark”)

Why did Vasya want to be a brute, a grated roll, a shot sparrow? (Yu. Koval “Mustache and Piglets”)

And the third group of questions includes questions of such a nature as:

Did your attitude towards the hero of the story change as you read? Why? (S. Wolf “I will never forget him”)

When did you worry? When were you happy? (N. Garin-Mikhailovsky “Theme and the Bug”).

The next parameter by which the textbook was analyzed was the analysis of the topics of assignments for independent work. Examples of such tasks are:

1. Tell us what kind of drawings you would make for the fairy tale (“The Discourteous Son.” Belarusian folk tale).

2. Compose a description of Nils based on the passage you read.

a) Appearance;

b) Character traits;

c) Nils’ actions;

d) The mutual connection between the character of the hero and his actions;

e) Your attitude towards the hero (Selma Lagerlöf “Forest Dwarf”)

3. Write a letter that Nils could send to his mother from his trip (Selma Lagerlöf “The Forest Gnome”).

4. Choose definitions for the word mother (I. Pankin “The Legend of Mothers”).

6. What proverbs would you use to characterize the hero? (Dm. Mamin-Sibiryak “Bad Comrade”).

7. Retell the story on behalf of the hero (Dm. Mamin-Sibiryak “Bad Comrade”).

8. Make drawings for each part. Sign with words from the text and make a filmstrip (Yu. Koval “Mustache and Piglets”).

9. Come up with your own story that could happen to Pippi (Astrid Lindgren “How Pippi settled in the Chicken Villa”).

10. Come up with your own version of the continuation of the story. What new heroes will appear in it? What will they do? (E. Uspensky “The fur boarding school opens”).

So, based on the above, it is not difficult to notice that the textbook for reading in the 3rd grade has a small amount creative tasks, tasks for independent work (about ten), which can help primary schoolchildren develop skills in understanding another person. In addition, it should be noted that these tasks are unevenly distributed across lessons. The textbook is dominated by texts that are devoid of creative tasks (“Paradise Unknown” is a Swedish folk tale, “The Tale of the Priest and His Worker Balda” by A.S. Pushkin, “Mishkina Porridge” by N. Nosov, “Topsy-Turvy” by V. Dragunsky , “Shark” by L. Tolstoy, etc.), as a result of which it is impossible to talk about the thematic development of skills of understanding another person by younger schoolchildren. Thus, we can draw the following conclusion: a textbook on literary reading for the 3rd grade contains an insufficient number of works of art, rich human knowledge, and, accordingly, a poorly developed system of questions, creative tasks and tasks for independent work. An exception is Selma Lagerlöf’s fairy tale “The Forest Gnome,” which offers a more extensive list of questions and creative tasks aimed at clarifying the emotional state, motives of the hero’s behavior, and assessing his actions. These are questions such as:

Did you feel the writer’s attitude towards her hero? What is it like?

What was Nils like before the incident?

What actions of the boy indicate his cruelty?

Did Nils regret his evil actions?

Can we say that Nils was lazy?

Determine the main character traits of the hero.

How did Nils feel after turning into a little man?

The following tasks are offered for independent work:

1. Write a characterization of Nils based on the passage you read.

a) Appearance.

b) Character traits.

c) Nils' actions.

d) The mutual connection between the character of the hero and his actions.

d) Your attitude towards the hero.

2. Write a letter that Nils could send to his mother from the trip.

Similar to the above analysis by the author thesis A textbook on literary reading for the 4th grade was also studied. As a result, it was found that the number of works of art containing human knowledge is only 10% of general content textbook.

Examples of such texts are: “The Ravens of Ut-Rest” - a Norwegian legendary tale, “Boy Star” by O. Wilde, “Neither in Front nor in Black” by K. Chukovsky, “Country of Volcanic Origin” by L. Kassil, “Childhood of Nikita” by A .Tolstoy, “Birthday” by G. Skrebitsky. The system of questions aimed at identifying the emotional state of the characters and the list of creative tasks that require an explanation of the reasons for the behavior of another remain insufficiently developed, as in the previous class. To confirm this, the author of the work suggests familiarizing yourself with the table below and the content of creative tasks.

Table 2.

Creative tasks:

1. continue friend - this is... (Norwegian legendary tale “The Ravens of Ut-Rest”);

2. come up with a continuation of the fairy tale; read the fairy tale and compare your version with the author’s (O. Wilde “Star Boy”);

3. retell the text on behalf of Timosha (K. Chukovsky “Neither in front nor in black”);

4. tell us about your closest friend (K. Chukovsky “Neither in front nor in black”).

Thus, summing up all of the above, it should be noted that textbooks on literary reading for the 3rd and 4th grades contain an insufficient number of works of art rich in human knowledge. The system of questions and assignments for independent work aimed at developing the student’s empathic and reflective abilities is also insufficiently developed. It should also be noted that the volume of this material does not increase when moving from class to class, but, on the contrary, decreases. If in the textbook for the 3rd grade stories and tales about people made up 17% of the total content, then in the 4th grade this figure dropped to 10%, which, in turn, once again confirms the idea of ​​N.K. Krupskaya that what's at school great attention is devoted to observations of nature, and not of living people and their relationships.

1. Tell us what kind of drawings you would make for the fairy tale (“The Discourteous Son.” Belarusian folk tale).

2. Compose a description of Nils based on the passage you read.

a) Appearance;

b) Character traits;

c) Nils’ actions;

d) The mutual connection between the character of the hero and his actions;

e) Your attitude towards the hero (Selma Lagerlöf “Forest Dwarf”)

3. Write a letter that Nils could send

to tell his mother from his trip (Selma Lagerlöf “The Forest Gnome”).

4. Choose definitions for the word mother (I. Pankin “The Legend of Mothers”).

6. What proverbs would you use to characterize the hero? (Dm. Mamin-Sibiryak “Bad Comrade”).

7. Retell the story on behalf of the hero (Dm. Mamin-Sibiryak “Bad Comrade”).

8.Make drawings for each part. Sign with words from the text and make a filmstrip (Yu. Koval “Mustache and Piglets”).

9. Come up with your own story that could happen to Pippi (Astrid Lindgren “How Pippi settled in the Chicken Villa”).

10. Come up with your own version of the continuation of the story. What new heroes will appear in it? What will they do? (E. Uspensky “The fur boarding school opens”).

So, based on the above, it is not difficult to notice that the textbook for reading in the 3rd grade contains a small number of creative tasks, tasks for independent work (about ten), which can help develop the skills of understanding another person in younger schoolchildren. In addition, it should be noted that these tasks are unevenly distributed across lessons. The textbook is dominated by texts that are devoid of creative tasks (“Paradise Unknown” is a Swedish folk tale, “The Tale of the Priest and His Worker Balda” by A.S. Pushkin, “Mishkina Porridge” by N. Nosov, “Topsy-Turvy” by V. Dragunsky , “Shark” by L. Tolstoy, etc.), as a result of which it is impossible to talk about the thematic development of skills of understanding another person by younger schoolchildren. Thus, we can draw the following conclusion: a textbook on literary reading for the 3rd grade contains an insufficient number of works of art rich in human knowledge, and, accordingly, a poorly developed system of questions, creative tasks and tasks for independent work. An exception is Selma Lagerlöf’s fairy tale “The Forest Gnome,” which offers a more extensive list of questions and creative tasks aimed at clarifying the emotional state, motives of the hero’s behavior, and assessing his actions. These are questions such as:

Did you feel the writer’s attitude towards her hero? What is it like?

What was Nils like before the incident?

What actions of the boy indicate his cruelty?

Did Nils regret his evil actions?

Can we say that Nils was lazy?

Determine the main character traits of the hero.

How did Nils feel after turning into a little man?

The following tasks are offered for independent work:

1. Write a characterization of Nils based on the passage you read.

a) Appearance.

b) Character traits.

c) Nils' actions.

d) The mutual connection between the character of the hero and his actions.

d) Your attitude towards the hero.

2. Write a letter that Nils could send to his mother from the trip.

Similar to the above analysis, the author of the thesis studied a textbook on literary reading for the 4th grade. As a result, it was found that the number of works of art containing human knowledge is only 10% of the total content of the textbook.

Examples of such texts are: “The Ravens of Ut-Rest” - a Norwegian legendary tale, “Boy Star” by O. Wilde, “Neither in Front nor in Black” by K. Chukovsky, “Country of Volcanic Origin” by L. Kassil, “Childhood of Nikita” by A .Tolstoy, “Birthday” by G. Skrebitsky. The system of questions aimed at identifying the emotional state of the characters and the list of creative tasks that require an explanation of the reasons for the behavior of another remain insufficiently developed, as in the previous class. To confirm this, the author of the work suggests familiarizing yourself with the table below and the content of creative tasks.

Table 2.

Creative tasks:

1. continue friend - this is... (Norwegian legendary tale “The Ravens of Ut-Rest”);

2. come up with a continuation of the fairy tale; read the fairy tale and compare your version with the author’s (O. Wilde “Star Boy”);

3. retell the text on behalf of Timosha (K. Chukovsky “Neither in front nor in black”);

4. tell us about your closest friend (K. Chukovsky “Neither in front nor in black”).

Thus, summing up all of the above, it should be noted that textbooks on literary reading for the 3rd and 4th grades contain an insufficient number of works of art rich in human knowledge. The system of questions and assignments for independent work aimed at developing the student’s empathic and reflective abilities is also insufficiently developed. It should also be noted that the volume of this material does not increase when moving from class to class, but, on the contrary, decreases. If in the textbook for the 3rd grade stories and tales about people made up 17% of the total content, then in the 4th grade this figure dropped to 10%, which, in turn, once again confirms the idea of ​​N.K. Krupskaya that that at school much attention is paid to observations of nature, and not of living people and their relationships.

1. Write a characterization of Nils based on the passage you read.

a) Appearance.

b) Character traits.

c) Nils' actions.

d) The mutual connection between the character of the hero and his actions.

d) Your attitude towards the hero.

2. Write a letter that Nils could send to his mother from the trip.

Similar to the above analysis, the author of the thesis studied a textbook on literary reading for the 4th grade. As a result, it was found that the number of works of art containing human knowledge is only 10% of the total content of the textbook.

Examples of such texts are: “The Ravens of Ut-Rest” - a Norwegian legendary tale, “Boy Star” by O. Wilde, “Neither in Front nor in Black” by K. Chukovsky, “Country of Volcanic Origin” by L. Kassil, “Childhood of Nikita” by A .Tolstoy, “Birthday” by G. Skrebitsky. The system of questions aimed at identifying the emotional state of the characters and the list of creative tasks that require an explanation of the reasons for the behavior of another remain insufficiently developed, as in the previous class. To confirm this, the author of the work suggests familiarizing yourself with the table below and the content of creative tasks.

Table 2.

Creative tasks:

1. continue friend - this is... (Norwegian legendary tale “The Ravens of Ut-Rest”);

2. come up with a continuation of the fairy tale; read the fairy tale and compare your version with the author’s (O. Wilde “Star Boy”);

3. retell the text on behalf of Timosha (K. Chukovsky “Neither in front nor in black”);

4. tell us about your closest friend (K. Chukovsky “Neither in front nor in black”).

Thus, summing up all of the above, it should be noted that textbooks on literary reading for the 3rd and 4th grades contain an insufficient number of works of art rich in human knowledge. The system of questions and assignments for independent work aimed at developing the student’s empathic and reflective abilities is also insufficiently developed. It should also be noted that the volume of this material does not increase when moving from class to class, but, on the contrary, decreases. If in the textbook for the 3rd grade stories and tales about people made up 17% of the total content, then in the 4th grade this figure dropped to 10%, which, in turn, once again confirms the idea of ​​N.K. Krupskaya that that at school much attention is paid to observations of nature, and not of living people and their relationships.

2.2 Organization of targeted observation of younger schoolchildren’s human characters in educational process

Lessons in the Russian language, literary reading, and studying the course “Man and Society” make it possible to include in the didactic process the organization of deliberate observation of human characters. Methods for organizing such observations are:

1) tests to identify empathy abilities;

2) a method for solving psychological and pedagogical problems;

3) working with a pictogram - determining a person’s state by his facial expression.

The listed methods were implemented in two 3rd and two 4th grades of secondary school No. 14 in Baranovichi. The total number of subjects was 93 people. As a first, the children were offered a test, which in psychology means a standardized psychological test, as a result of which an attempt is made to evaluate one or another mental process or personality in general. This test set itself the goal: to study the level of empathy (compassion), that is, the ability to put oneself in the place of another person and the ability to be voluntary emotional responsiveness to the experiences of other people. To do this, the subjects were offered 36 statements (see Appendix 1) and 6 answer options: “I don’t know,” “no, never,” “sometimes,” “often,” “almost always,” “yes, always.” Each answer option was worth a certain number of points:

Don't know - 0

No, never - 1

Sometimes -2

Almost always -4

Yes, always -5.

Before calculating the results, the level of students' frankness was checked.

To do this, statements 3, 9, 11, 13, 28, 36 should not correspond to the answer “I don’t know”, and statements 11, 13, 15, 27 should not correspond to the answer “yes”. After this, all points assigned to answers to items: 2, 5, 8, 9, 10, 12, 13, 15, 16, 19, 21, 22, 24, 25, 26, 27, 29 and 32 were summed up and the results of each students are correlated with the scale of development of empathic tendencies (see Appendix 1).

The results obtained showed that in grade 3 “B” they have (see Appendix 2):

a) very high level empathy – 1 person;

b) high level of empathy – 7 people;

V) normal level empathy – 13 people.

In 3 "A" class (see Appendix 3):

a) high level of empathy – 3 people;

In 4 "A" class (see Appendix 4):

a) high level of empathy – 7 people;

b) normal level of empathy – 18 people;

V) low level empathy – 1 person;

In 4 “B” class (see Appendix 5):

a) high level of empathy – 17 people;

b) normal level of empathy – 7 people;

Based on the results obtained by grade, it can be noted that in the junior school age There are 4 levels of empathy: very high, high, normal and low, the predominant level of empathy being the normal level. Out of 93 subjects, 56 students have this level. These are guys who cannot be called “thick-skinned,” but at the same time they are not particularly sensitive people. In interpersonal relationships, they judge others by their actions, not by their personal impressions. They are attentive in communication, they try to understand more than what is said in words, but if the interlocutor expresses their feelings excessively, they lose patience. They prefer not to express their point of view without being sure that it will be accepted. When reading works of fiction and watching films, one often follows the action rather than the experience of the characters. They do not have relaxed feelings, which interferes with the full perception of people.

The total number of subjects with a high level of empathy is 34 people. These are guys who are sensitive to the needs and problems of others, generous, and inclined to forgive them a lot. They treat people with genuine interest. They like to “read” their faces and “look into” their future. They are emotionally responsive, sociable, quickly establish contact and find mutual language. Such guys try to avoid conflict and find compromise solutions. At the center of events, they trust their feelings and intuition more than conclusions. They prefer to work with people rather than alone.

The results obtained showed that among younger schoolchildren there are children with a very high level of empathy. However, their number is completely insignificant: 1 in 93 subjects. These are guys with painfully developed empathy. In communication, they subtly react to the mood of the interlocutor, who has not yet had time to say a word. They feel bad surrounded by “difficult” people. They often experience a guilt complex for fear of causing trouble to people. Concern for family and friends does not leave them. Very vulnerable. They may suffer at the sight of a crippled animal.

A small number of subjects (2 people) also have a low level of empathy. These guys have difficulty establishing contacts with people and feel uncomfortable in noisy company. Emotional manifestations in the actions of others sometimes seem incomprehensible and meaningless to them. They prefer solitary pursuits of a specific task rather than working with people.

Thus, the test results make it possible to talk about the immaturity of the ability to put oneself in the place of another person and the ability for arbitrary emotional responsiveness to the experiences of other people in 62% of subjects.

The next method of organizing deliberate observation of people is the method of solving psychological and pedagogical problems. The plot of the problems was chosen to be close to the experience of younger schoolchildren and took place in real life and therefore convincing and interesting for students.

As a rule, these were publications in periodicals. The questions proposed for these tasks took into account the mechanisms of causal attribution and identification.

Causal attribution is a causal explanation of the actions of another person by attributing to him feelings, intentions, and motives of behavior.

Identification is a conscious or unconscious likening of oneself to another person.

When analyzing the results of solving psychological and pedagogical problems, we note the ability to record in human behavior little noticeable, but psychologically significant details. The content of the tasks is as follows:

We had laundry drying in our yard. One of the boys cut the rope with a knife, and the clean laundry fell into the puddle. Everyone laughed and ran away.

Question: why did the boy do this? What would you do if you were in the company of these guys?

The newspaper “Banner of Youth” received the following letter: “During the war, I drove trains on the front line, long years worked as a miner. IN last years seriously ill. Doctors advised me to drink a decoction of pumpkin, which I began to grow on my plot. When I went out in the morning, I admired the yellow bells, but yesterday I came out and saw that all the pumpkins had been trampled, and there were traces of children’s feet on the wet ground.”

Question: why did they do this?

Let us present the results of the analysis of problem 1.

Analyzing students' opinions about the first situation, several answer options were noted. Among them: “for fun”, “he did it out of spite”, “because the boy is mischievous and ill-mannered”, “because he keeps with bad company”, “I don’t know” (see Appendix 6). Moreover, 47% of the subjects experienced difficulty and, therefore, answered “I don’t know.” After a short discussion of the first task, the children were offered task 2. Let us present the results of the analysis of the second task. As in the first case, there are several possible answers: “they wanted him to die”, “because they didn’t like the pumpkin flowers”, “they didn’t want him to recover”, “they were ruthless”, “the children did it by accident ", "because children do not respect elders", "I don’t know" (see Appendix 6). In this situation, 38% of subjects found it difficult to answer the question. If we compare the data obtained from the first and second tasks, we can notice a significant decrease in the number of children who failed to complete the task. This suggests that systematic work with students is necessary to develop their ability to evaluate the behavior of others and understand the reasons for this or that action.

Working with pictograms is also a method of organizing deliberate observation—determining a person’s state by his facial expression.

The children were offered images of eight faces in various emotional states (see Appendix 7). The subjects' task was to correctly identify the condition. Moreover, for each correct answer one point was awarded and as a result the class was divided into three groups:

1. 7-8 points – a high level of development of the ability to determine a person’s condition by his facial expression.

2. 4-6 points – average level

3. 0-3 points – low level

Processing of the results showed that in grade 3 “B” they have (see Appendix 8):

b) average level – 15 people

c) low level – 6 people

In 3 "A" class they have (see Appendix 9):

a) high level – 0 people

b) average level – 17 people

c) low level – 5 people

In 4 “B” class they have (see Appendix 10):

a) high level – 2 people

b) average level – 21 people

c) low level – 1 person

In 4 “A” class they have (see Appendix 11):

a) high level – 1 person

b) average level – 16 people

c) low level – 9 people

Thus, total subjects having:

a) high level – 3 people

b) average level – 69 people

c) low level – 21 people

So, based on our research, we can say that students junior classes have an average level of development of skills to understand another person, the ability to determine his emotional state, motives of behavior and the ability to be voluntary emotionally responsive to the experiences of other people. And since empathy promotes balance interpersonal relationships and makes human behavior socially determined, then it is considered as important quality students. This means, as V.A. Sukhomlinsky noted, “the teacher should start with the elementary, but at the same time the most difficult - with the formation of the ability to sense state of mind another person, to be able to put oneself in the place of another in a variety of situations.” And further: “He who is deaf to other people will remain deaf to himself: the most important thing in self-education will be inaccessible to him - the emotional assessment of his own actions.”

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During the classes
I. Updating knowledge.
Teacher: What was your homework?
Children: Draw illustrations on the topic “How I imagine Nils” for excerpts from the fairy-tale story.
Teacher: Look at the drawings of your comrades. Why do you think I asked you to draw illustrations for different passages of Selma Lagerlöf’s story at home?
Children: So that you can observe how the image of the main character in a fairy tale changes.
– To understand how Nils’ character changes over time.
- To understand the meaning of this work.
Teacher: What is the name of the chapter of the textbook where the fairy tale “Nils’s Wonderful Journey with the Wild Geese” is placed?
Children: “How difficult it is to become human.”
Teacher: Why do you think the authors of the textbook placed Selma Lagerlöf’s fairy tale in this chapter?
Children find it difficult to answer.
Teacher: Do you understand the meaning of the title of the chapter? After all, Nils was born a man. Does someone who was born human also need to become human?
Children: Becoming a human means becoming a good person, a real person.
Teacher: Is Martin right when he told Akka about Nils: “You can’t even call him a human being”?
Children: Judging by his past actions, he cannot be called a human being. In addition, Nils is too short to be considered a human and pose any danger to the pack.
Teacher: Read the epigraph to the chapter (p. 38). Let's clarify who Grigory Gorin is? Do you know such films as “An Ordinary Miracle”, “That Same Munchausen”? The scripts for these films were written by a famous Russian playwright, who died quite recently, Grigory Gorin.
– How do you guys understand the meaning of the epigraph? What does it mean to become even more alive? Is it possible?
Children: The writer means the awakening of his soul in a person; a person can “see the light”, become more sensitive towards other people, towards the world around him.
Teacher: Which of you can address these words to yourself?
Children raise their hands.
Teacher: How will this manifest itself?
Children: Helping animals, nature, loved ones and acquaintances.
II. Analysis of excerpts from the fairy tale in the aspect of the main moral problem “Becoming human.” (p.31-61)
Teacher: Which of the literary heroes you know can be attributed to the words of Grigory Gorin?
Children: To Nils.
Teacher: Now let’s start working on each chapter separately in order to trace how Nils’ character manifested itself and changed over time in his actions and speech.
– How can we better organize work in class in order to have time to analyze all the chapters that we read together?
Children: Work in groups.
Teacher: Okay, I'm glad that you have learned to save study time and know a very good way to do it. How many groups can there be?
Children: How many groups drew illustrations, so many chapters will be analyzed - 4. (6 people in each group.)
All groups receive cards with tasks: consider the hero of a fairy tale, the manifestation of his character in actions and speech in different passages.
Children work for 5-7 minutes, after which the discussion begins. Everything the guys say about Nils is proven in the text. The main character traits of the hero are written down in literary reading notebooks, indicating the page number for reading confirmation of this trait.
III. View an excerpt from the cartoon “The Enchanted Boy.”
Implementation of the requirements of the new Federal State Educational Standard:
Teacher: Before we start discussing the main character, let's see how Nils appears to us at the very beginning (watching a cartoon excerpt).