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Procedia - Social and Behavioral Sciences 131 ( 2014 ) 465 469

Available online at www.sciencedirect.com

1877-0428 2014 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license(http://creativecommons.org/licenses/by-nc-nd/3.0/ ).Selection and peer-review under responsibility of the Organizing Committee of WCETR 2013.doi: 10.1016/j.sbspro.2014.04.149

ScienceDirect

Corresponding Author: Zhiyenbayeva N.BE-mail: [email protected]

WCETR 2013

Experimental Study of Students' Spiritual - moral Development

Zhiyenbayeva N.B. , Abdrakhmanova R.B. , Abdrakhmanov A.E. Tapalova O.B., KassenovaSamal, Uaidullakyzy Elmira

Abstract

The aim of the research is the study of moral behavior experience among teenagers. The object of theresearch - teenagers. The control group - children, studying in Almaty high schools. Sample volume - 156 children.

In the research systemic, comparative and experimental approaches were applied. Research methods -techniques for study moral behavior experience among teenage age children.

Issues that have been revealed:l)The problem of multifactoral influence to a child during spiritual-moral development process;

2) As a result of the study, we have observed progress in the development of com munication sk il lsamong school children, as well as means of emotionalexpression;

3) The studies have shown the result of target-directed pedagogical workwith children in developing their potential, increase in creativity and self-esteem;

4) Experience of moral behavior is a cumulate indicator, which is determined by all used diagnostic(constative) methods in the experiment.

2014 The Authors. Published by Elsevier Ltd.Selection and peer-review under responsibility of the Organizing Committee of WCETR 2013.

Keywords: spiritually-moral development, spiritual personality, spirituality, spiritual values, moral awareness, moral sensibleness.

2014 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license(http://creativecommons.org/licenses/by-nc-nd/3.0/ ).Selection and peer-review under responsibility of the Organizing Committee of WCETR 2013.
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466 N.B. Zhiyenbayeva et al. / Procedia - Social and Behavioral Sciences 131 ( 2014 ) 465 469

1. Introduction

The Values and functions of secondary school in continuing education system doesn't consider other parts ofeducation, but includes unique value of child's personality formation and development. Psychologists havefound that it's a primary school age that is characterized by increased susceptibility to moral rules and assimilationnorms. This allows to lay in time the moral foundation of personality development. The core of education

which determines personality moral development in early school years is humanistic attitude formation andchildren's relationship, reliance on feelings and emotional responsiveness. Pedagogical sense of work for, primaryschool childrens' personality moral formation help them to move from basic conduction skills to higher level that isrequired to make independent decisions and ethical choices. Success of this type of activity in forming the moralcharacter depends on teacher's literacy, methods diversity and children emotional response.Moral development begins from student's learning and his familiarizing to spiritual values and needs. Inenculturation process a child internalizes moral experience to personal sense, transforms it to the content of his ownviews, to his spiritual arsenal. Thus, spiritual development is overcoming it "yesterday" in the process of renovationand ascents to the ideals, values, and their realization during the path of life. Spiritual development is found notonly in human desire to improve himself in moral terms, but also in understanding by his personality the purpose inlife. As we see, potential spiritual and moral teenager's development is as follows. So refer to the following schema

1.schema 1.Young people's potential spiritual and moral development

There have been created definite pedagogical conditions, the essence of which we'll describe later, asa result teenager among communion to spiritual values and needs, takes ability to expand and develop his spiritualand moral potential.

Spiritual personality

Spirituality Degree of mastering the spiritual values

by personality, property of developed personality consciousness, expressed inits intellectual, creative and ethical

Spiritual development Personality understanding of his own purpose in life,aspiration to constant moral perfection

Spiritual potential disclosing

Pedagogicalconditions

Spiritual needsformation anddevelopment

Familiarizing tospiritual values

Teena er


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2. Methods

There should be noted that a man's spiritual development is the result and the most important aspect ofsocialization, that is, his gradual and motivated inclusion in community life. This is a complex, multifactorial andcontroversial process. Experimental work on organization of the students spiritual and moral potential included three

phases: theoretical, experimental and final search. A principal method for evaluating the work effectiveness, which

was carried out by students, became the analysis of a schoolboy knowledge and personality qualities. There wascompared obtained data from the initial and final sections, according to these criteria:- moral knowledge and values orientations;- moral choice orientation in everyday situations and conflicts (correlation between altruistic and selfish

reasons),- self-realization (expressed, not expressed, some attempts);- the level of moral awareness.

In the final stage of experimental work, obtained characteristics about the levels of pupils' spiritual and moraldevelopment, the level does not allow to judge about great changes that have been taken place in young

pe op le s' mi nd s af te r pedagogical work. The study discovered the problem of multi-factor influences affecting thechild. Necessary to pay attention to external factors that impact on adolescents - environment, school, family, aswell as internal - experience already gained by students, the internal settings, motives, changing child identity. Allthis makes it difficult to work out scientific diagnose of students' content of spiritual and moral development. Wecan't talk about big shifts and changes in adolescents' personality during short period of time, when educationalwork is carried out. Do not forget that moral education does not give immediate results, as it is very complex,multistep and multifactorial process, the results of which are not shown immediately, but in the period of time.We can conclude that in a teenage team, because of organized studies about students' potential spiritual andmoral development gradually accumulates experience of moral relationships, forms a habit of moral self-control in acommunication, conflict prevention. In addition, adolescents become friendlier, they find a way out of conflict situationsfaster and easier, behave better, less arguing with teachers.

As a result of our studies, there have been observed progress in development of communication skills among schoolchildren, as well as means of emotional expression (see figure 1).

Figure 1 . Levels of emotional reactions of teenagers experimental group Figure 1 . Levels of emotional reactions of teenagers exp

According to the diagrams, it is seen, how gradually increases desire to move away from negative emotionalreactions by teenagers; there has been observed a tendency to resolve conflict-of-school situations peacefully. The studieshave shown that as a result of the target-directed pedagogical work with children to develop their potential thereincreases creativity and self-esteem. Changes in spiritual development are also evident in the fact that students havedemonstrated the following:

Before experiment After experiment

positive emotionalreaction

neutralemotionalreaction

negativeemotionalreaction

positive emotionalreaction

neutralemotionalreaction

negativeemotionalreaction


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- Awareness about moral ideas;- Expression of higher independence in the way of solving moral

problems;- Desire to consider and predict the consequences of own acts;- Positive personality moral orientation;- Stability of ethical reflection;

- Raising the level of moral sensibleness.Key indicators of positive dynamics, of conducted educational work, have been reflected in the table below:Table 1 Data of teenagers' potential spiritual and moral development level

The table shows that our contribution to teenagers' potential of spiritual and moral development mostvisibly seen in increasing moral awareness among students. By the end of experimental work significantly hasincreased the number of children with satisfactory level of moral knowledge, and, consequently, reduced thenumber of students with weak moral awareness reduced. Remarkable, that the largest changes have been observed inlow level due to adolescents' transition to higher levels. Consider carefully these positive changes:

Results Figure 2 a low level of moral students' awareness; b - satisfactory moral awareness; c - good moralawareness.

Above - mentioned phenomena can be described collectively as a moral experience obtained by teenagers asa result of pedagogical work. In our opinion, experience of moral behavior can be reasonably called a dominant

Criteria of teenagers' moraldevelopment

Characteristics of personalitydevelopment level

Number of students in%Beforeexperiment

After experiment

Levelof moral knowledge(awareness)

Weak awareness 67 56Satisfactory 23 27Good 10 17

Moral personality orientation(tendency)

Negative 62 52The unstable 26 34Unstable 12 14

Level of moral sensibleness A little realized 59 55Fragmentary 34 37High 7 8

I cut

II cut


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construct of moral educated personality. In moral experience the expression of formed moral consciousness,knowledge about moral qualities and moral standards and the ability to make decisions in situations of of thestudy teenagers moral sensibleness in experimental group moral choice (resolve conflict episodes with moralcontext) is revealed. Experience of moral behavior is a cumulate indicator, which is determined by all useddiagnostic (constative) methods in the experiment. Undoubtedly, studies about development of spiritual and moral

potential must build appropriate to children's age psychological characteristics. Considering that adolescents have

developed the need to be noticed especially in the team, it is necessary to show them how to change for better,good discipline and study perceived by friends, teachers and help to take their right place in the team. At this ageit's particularly important to develop student's faith, a sense of self-respect, after lessons about spirituality andmorality were given. A teacher should explain teenagers how the self-study brings positive changes toknowledge, broadens horizons and improves overall culture, read excerpts from books about famous culturefigures, how they worked from childhood on themselves. Convincing kids by word, a teacher will achieve success inthe pedagogical communication. Most significant in the organization the spiritual and moral education is a teacher'sability to "see" attitudes, to observe children's behavior, identifying hidden moral sense in it. The attitude isreflected in their eyes, in replica, in act, the facial expressions, gestures and emotions. A teacher's personalityconstantly works on a student morality. A teacher educates a student primarily by serious training forconversation, his masterful execution, high behavior culture, neat clothes, accurate speech, timely start and end ofthe lesson, willingness to stay and explain inexplicably Valued teacher's behavior manner, his benevolence, honesty,tact in relations with other people.

Thus, for the development of adolescents' spiritual and moral potential, not only pupil's activities, butteacher's personality is important. A student may become the subject of religious education, if his cognitiveactivity is morally oriented and different situations in which he is an actor, always has been resolved in conformitywith moral principles.

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68-71Archangel N.V. Moral education. - M.: Education, 1979. - 534p.Babayan A.V. About morality and moral education / A.V. Babayan / / Education - 2005 - 2 - P. 67-68Bozhovich L.L About moral development and children education / Bozhovich L.L / / Questions of

psychology. - M.: Education, 1975. - 254p.Bondarevskaya E.V. Students moral education in contributions of school reform realizations: Textbooks. /

E.V.Bondarevskaya - Rostov-on-Don: WPIIS, 19 86- 361 p.Zharkovskaya T . G. Possible ways of organizing the spiritual and moral education in modern conditions / T.G.

Zharkovskaya / / Standards and Monitoring in Education - 2003 - JV 3 - P. 9-12.Lednev / / Standards and Monitoring in Education - 2002 - N 6 - P. 3-6.Makarenko A.S. Problems of Soviet school education: Vol. - Vol.5. - M.: Education, 1976.-231p.Matveeva L.I. Primary school children development as a subject of learning activities and moral behavior.

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Moscow: Vlados, 2000 436p.

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