The dissertation is devoted to the complex research of the problem of formation of national-patriotic upbringing in pupils of the secondary school of general educational establishments. The essence of the concept "formation of national-patriotic upbringing in secondary school students" is revealed, which means the systematic activity of the subjects of educational work, aimed at the acquisition by adolescents of a set of personality qualities and the actual result achieved in the process of national-patriotic education and manifested in the ability and willingness to serve the people of our country.
From the theoretical and methodological standpoint, the main approaches to the formation of national-patriotic education of students are analyzed. The importance of such approaches as systemic, axiological, culturological and personality-oriented is proved.
The implementation of a systems approach in research is based on the perception of a complex object as a system, which is determined by the diversity of internal connections and relationships both in itself and with the external environment.
The dissertation defines the criteria (cognitive, emotional-motivational, action-activity) and their indicators that are necessary for diagnosing national-patriotic upbringing in secondary school students.
The cognitive criterion of national-patriotic upbringing is characterized by such indicators as: awareness of the importance and knowledge of the state language, traditions, customs, cultural heritage of its people; knowledge, in accordance with age, the history of his people, his country, recent events; understanding and awareness of their place and role in the life of the Motherland.
The emotional-motivational criterion is revealed through such indicators as: interest in national-patriotic issues; respect for the laws of Ukraine, readiness to defend the rights, freedoms and national interests of the state, to be responsible for actions and deeds; friendly attitude to representatives of other cultures and religions.
The indicators of the action-activity criterion are the following: implementation of national-patriotic actions; participation in national-patriotic affairs of the school staff; self-organization of national-patriotic affairs.
The levels of national-patriotic upbringing of secondary school students (high, middle, low) are characterized.
In the dissertation the pedagogical conditions (introduction of a technique of formation of national-patriotic education at pupils of the secondary school of comprehensive schools; filling with value components of the maintenance of subjects; development of cultural-educational space for actively creative national-patriotic activity of pupils; realization of socially significant) are substantiated and experimentally checked. patriotic deeds and actions) formation of national-patriotic education in secondary school students.
The methodology developed in the study contains the most rational ways of forming a national-patriotic upbringing in secondary school students. Having mastered its general basics, the teacher must master the structure of specific methods of forming national-patriotic education of secondary school students, as well as planning and organizing the educational process, psychological features of secondary school development, pedagogical conditions of national-patriotic education of secondary school students.
Filling with value components of the content of educational subjects is directed on formation of indicators of cognitive criterion of national-patriotic education at pupils of the basic school by means of educational and cognitive activity which is leading in comprehensive school.
The development of cultural and educational space for active creative national and patriotic activities of students is an important condition that has a powerful educational impact on the harmonious development of personality and the formation of national and patriotic education of students.
The implementation of socially significant national-patriotic deeds and actions involved the participation of secondary school students in author's training sessions to activate the need for the formation of national-patriotic upbringing. In the process of organizing educational work, special exercises, classes, trainings, lectures, special situations were used.
The study does not cover all aspects of the theoretical and practical search for a solution to the problem. Remain relevant and need further study of issues related to the processes of gaining experience of national-patriotic actions by secondary school students; development of dialogue methods in teaching for the formation of national-patriotic upbringing of secondary school students.
