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August 2020, № 4 (227), pages 18-25

doi: 10.25198/1814-6457-227-18

Danilenko O.V., Korneva I.N., Safonova V.Yu. FORMATION OF A SAFE TYPE OF PERSONALITY IN LIFE SAFETY LESSONSThe process of forming a safe type of personality in the lessons of life safety, in particular the basics of countering terrorism and extremism at school, is relevant. The effective assimilation of the knowledge inherent in this section is facilitated by the method of using practical tasks in the course of studying the section. In modern Russian legislation, colossal attention is paid to the prevention of the phenomena of terrorism and extremism. This is necessary in order to convey this information to the largest possible audience, and to try to “invest” tolerance, respect, peace and kindness in the minds and hearts of the younger generation. The section of the basics of life safety — “Fundamentals of countering terrorism and extremism in the Russian Federation” is included in the curriculum in the school course of life safety in order to teach and prepare a teenager from an early age to avoid such emergencies, and if they have already happened, then have time to find the right one solution. The purpose of the study was to theoretically study, substantiate and test in practice the peculiarities of teaching the basics of countering terrorism and extremism at school and mastering this section by students, which contributes to the formation of a safe type of personality.
In accordance with the purpose and objectives of the study, we studied the textbook material on the section Fundamentals of Countering Terrorism and Extremism in the Russian Federation”, analyzed the forms and methods of work in this section. Further, a program was developed for the implementation of the proposed methodology on the example of grade 11. For this section, such forms of non-traditional lessons as Lesson-judgment, Lesson-dispute, Lesson-conference, Lesson-game (What? Where? When?) are optimal. Such forms of unconventional lessons as the Lesson-Quiz, Lesson-Conference are absolutely not suitable. In rare cases, when the teacher sees psychological maturity and readiness, it is possible to prepare a Lesson-Game, with practical training of behavior skills in the event of a terrorist attack. Thus, after our work, the following conclusions were made that the essence of the concepts of terrorism and extremism is much wider than taught at school, the material in the life safety textbook on countering terrorism and extremism is given in sufficient volume, but the ascertaining experiment showed a low level of assimilation of the material, difficulties in understanding and constructing one’s actions in the event of a terrorist attack
Key words: the formation of a safe type of personality in the lessons of life safety, countering terrorism, extremism, the method of using practical tasks during the study of the section.


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About this article

Authors: Danilenko O.V., Korneva I.N., Safonova V.Yu.

Year: 2020

doi: 10.25198/1814-6457-227-18

Sergey Aleksandrovich

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