Keyword: «national identity»

The development of national identity and citizenship among schoolchildren is becoming an important pedagogical task, actualized in Russian language and literature lessons in the context of modern socio-cultural changes and a general decline in interest in reading. This article is devoted to the study of the potential of project-based learning in Russian language and literature lessons for solving this problem. The purpose of the study is to test a didactic framework for project-based learning aimed at developing national identity and citizenship among eighth-graders and to assess its effectiveness in a comprehensive regional school. The research relies on personal activity-oriented and culturological approaches. Methods of theoretical analysis, pedagogical design, pedagogical experiment, qualitative and quantitative data analysis, surveys, and focus groups were used. Diagnostics of national identity was carried out using the “Who Am I” test in the modification of T.V. Rumyantseva. Eighth graders of “Gymnasium No. 1” in Novosibirsk (NEG = 36) took part in the module testing. Preliminary and post-diagnostics revealed an increase in the “National Identity” category in the identity portrait of students by 4.2% for girls and 6.9% for boys. An expansion of ideas about Russian and regional self-identification was noted. It was found that 79% of students absolutely agree that they achieved the planned learning outcomes at the end of the module. The focus group analysis confirmed a positive perception and awareness of the significance of the acquired experience. The tested didactic concept of project-based learning, based on a culturological approach, demonstrated effectiveness in the development of national identity and citizenship among eighth-graders. 79% of students expressed complete satisfaction with the proposed module. The research contributes to the development of the theory of teaching Russian language and literature by deepening the understanding of the opportunities of project-based learning and the cultural approach in the development of national identity and citizenship. It expands the theoretical base in the field of didactics, offering a framework for designing modules aimed at the development of value orientations and active civic positions of students. The results of the research can be used by Russian language and literature teachers, methodologists, and developers of educational programs to create and implement effective modules aimed at the development of national identity and citizenship among schoolchildren. The expediency of the concept further implementation for coordinated learning and education of responsible citizens with a clear and stable self-identification is emphasized.

Robert Rozhdestvensky's poem «Everything Begins with Love...» is dedicated to the eternal theme of human emotion – love. The author explores the multifaceted nature and significance of this concept, emphasizing the importance of love in shaping one's identity, setting life goals, and overcoming challenges. The theme of the poem is closely intertwined with philosophical reflections on the meaning of existence, the inner world of the individual, and the interplay between emotions and reason. Through metaphorical imagery, the poet conveys profound emotions, allowing the reader to experience the fullness and depth of love. The work is characterized by its simple language, sincere intonation, and vivid emotionality, which makes it accessible and understandable to a wide range of readers. The poem evokes a wide spectrum of emotions and prompts reflection on the role of love in every individual's life. Analyzing the text allows us to gain a deeper understanding of the aesthetic significance of Rozhdestvensky's poetry, his contributions to literature, and the impact he has had on the perception of human relationships and the world around us.