Keyword: «patriotism»

This article touches upon the issues of the necessity and importance of studying the socio-cultural area of the region while teaching a foreign language aimed at successful dialogue of cultures. One of the options for exploring the socio–cultural area of the region is a virtual tour. This form helps to expand students' knowledge about their homeland, to form sociolinguistic and socio-cultural competencies, to increase the level of motivation of students to learn a foreign language, as well as to form patriotism and love for their homeland, to realize their cultural identity.

This article substantiates the relevance of the problem of patriotic education of schoolchildren in educational institutions of the People's Republic of China. It is connected with the need for the moral education of the younger generation in the process of learning at school. In this, a significant role is played not only by the family, parents, society as a whole, but also by teachers who determine the means most effective for pedagogical influence on the inner world of students, the hierarchy and content of their moral values, including patriotism. The study provides an overview of some of these tools.

The issue of forming national-cultural identity and developing patriotism is relevant in all periods of societal development, especially during times of significant change. National-cultural and ethnocultural identity serves as the foundation for the development of patriotism, as awareness of belonging to one's native culture is the first step in developing self-awareness and a conscious love for one's homeland. Previous research has shown that foreign language as a discipline has great potential for developing and enhancing universal competences. Currently, higher education in Russia is in the process of introducing new disciplines aimed at forming national and ethnocultural identity; however, the potential of disciplines such as "Foreign Language" and "Intercultural Communication" is underestimated. The aim of the study was to assess the potentials and resources of the course "Intercultural Communication" for the development of national-cultural and ethnocultural identity and the growth of patriotism among students. The course "Intercultural Communication" was designed on the base of student-centered, activity-based, and competency-based approaches with an emphasis on achieving integrated learning outcomes (personal, meta-subject, and subject-specific). The study was conducted at the Institute of Foreign Languages at Petrozavodsk State University. 87 students majoring in Linguistics at Petrozavodsk State University participated in the study, which included initial questioning using Likert scale, studying the course "Intercultural Communication," follow-up questioning, and analysis of the results. Statements based on M. Byram's intercultural competence structure were used for questioning. Chi-square criteria and t-Student criteria for dependent samples were used to validate the results. The results confirmed the effectiveness of developing national-cultural identity and a sense of patriotism through the course "Intercultural Communication." In particular, the results showed that studying the course leads to a more conscious positive attitude towards native culture, which is the basis for forming ethnocultural identity and patriotism.

The current situation in the world has led teachers to the idea that students should understand that their future professional work in their native country is the key to its prosperity and, as a result, their own life success. Therefore, it is necessary to organize the learning process in such a way that young people understand the purpose and meaning of patriotism. This is the relevance of this work. The aim of the study was to select interesting language material that could be used in the process of teaching language disciplines; to work out assignments based on it aimed at developing the creative potential of students. The main empirical method was observation during the pedagogical process, the statistical method was registration. The first stage of the research work was a search for material that was interesting from the point of view of students, on the basis of which a system of exercises was created during the second stage. The students collected texts that talked about the feeling of love for the Motherland, pride in our country, that is, all that they associate with the concept of patriotism. Based on this, a system of exercises was created and tested in practical classes aimed at developing the linguistic creativity of engineering university students. The texts used in the learning process were revised and replaced with patriotic ones proposed by students. The analysis of student papers has shown that linguistic creativity can and should be formed with the help of a material with patriotic content. Linguistic creativity often manifests itself in the ability to take a fresh look at known linguistic material. But in our case, after immersion into studied material, the students look at the current situation in the world in a different way. As a result of the study, it was concluded that the proposed assignments of patriotic content contributed to the development of linguistic competence among students. The practical significance of the research lies in the fact that the proposed assignments can be used not only in teaching the disciplines "Russian language and business communications", "Russian language and culture of speech", but also in studying the "Stylistics of the Russian language", supplementing similar material for working with different topics.

In article analyzes the specifics of the educational environment of a military university, defines the specifics of teaching humanitarian, social and linguistic courses in the educational environment of a mili-tary university, demonstrates the main methods of using the potential of the humanities in the process of educating military personnel as professionals with a conscious active civic position and a formed cultural identity.