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Active methods of legal education

Modern life presents to man the new requirements: the ability to make informed choices in an uncertain situation, to take responsibility for their actions, to adapt to the conditions of social change, to find a compromise solution. But the situation in our country is characterized by the fact that the processes of initiation of legal norms are not supported by legal traditions, in the mass consciousness, the laws are not an absolute value because of the low level of legal knowledge. All this makes the problem of legal education of the younger generation, in which the leading role is played by the activities of teachers in secondary schools.

The Concept of modernization of Russian education for the period up to 2010 in order to create the necessary conditions for achieving a new, modern quality of General education identified the need to strengthen the role of disciplines to ensure the successful socialization of students of Economics, history, law, social studies [16].

The state educational standard of General education in the study of these disciplines determines following directions in legal education: the development of legal culture of the person responsible in the period of social maturity (10-15 years), its cognitive interests, critical thinking, and provides an objective perception of the legal information and the definition of their own position, ability for self-determination and self-realization; education of Russian identity, civic responsibility, respect for social norms, commitment to humanistic and democratic values enshrined in the Constitution of the Russian Federation; development at the level of functional literacy system necessary for social adaptation of knowledge about society, the state of basic social roles, allowing them to operate successfully in the social environment, human activities, ways of regulating social relations, mechanisms of implementation and protection of the rights of man and citizen; mastering the skills of cognitive, communicative, practical activities in basic typical adolescent social roles; the formation of experience of applying knowledge to solve typical problems in the field of social relations [7].

The complexity of the transition period in the development of our state, the magnitude and severity of its social, cultural and economic problems, gave urgency to the search for the best ways to prepare young people for modern life. The political leadership of the country declared that the Russian society is currently embarked on the development of a legal state. There is no doubt that directly participate in this process and to live in a civil society have the current generation of children and adolescents.

The study of the problems of legal education of students devoted a significant amount of work scientists – pedagogues, psychologists. Great contribution to the development of the theory of legal education made

E. Z. Geneser, Kozlenko, S. I., L. M. Matvienko, A. F. Nikitin, G. Orlov, E. A. Pevtsov, N. G. Suvorov and others. The problem of formation and development of legal consciousness is reflected in the writings of T. I. Akimova,

M. I. Volovikov, R. S. Benesova, N. And. Eliasberg, D. I. Feldstein, and others.

Legal education is a complex and lengthy process that addresses the problem of socialization, various aspects of which are addressed in the research of N. F. Golovanova, I. K. Kashira, A. V. Mudrik, V. S. Mukhina, N. D. Nikandrov, V. V. Pavlovskii, A. A. Reina, T. Sibugay and others.

Of particular interest to us are works in which the questions of the organization of legal education in the school

E. V. Beloglazova, K. H. Kayumova, T. Yu. KRAMAROVA, O. E. Lebedeva, V. Morozova, Yuri Tishkov, V. Judaskini, N. And. Eliasberg, etc.

Despite the importance of the aforementioned issues, it should be noted that in the secondary school, not enough attention is paid to the work on legal education of adolescents. Many students have insufficient legal knowledge, skill, experience, law-abiding behavior, legal competence.

In this regard, the traditional scheme of legal education, when students are sent ready knowledge, is ineffective. Not always to consolidate the theoretical knowledge and their use in practical activities are carried out simultaneously with their receipt.

To encourage students to active thinking and practical activity in the process of mastering legal competencies should use methods that facilitate the formation and development of cognitive interests and abilities, creative thinking skills and skills of independent intellectual work. Importantly, the ability of the teacher to create an atmosphere in which the students themselves are interested in looking for answers.

All of the above led to the discovery of contradictions between:

increased in modern conditions the role of legal education and the low level of legal culture of young people;

the need to create conditions for the manifestation of an active life position of the adolescent in an independent search and acquisition of legal information and dominance in the organization of legal education and upbringing of children traditional reproductive methods focused only on the development of intellectual and cognitive sphere of personality.

The relevance and revealed contradictions helped to formulate the research problem, which consists in finding effective methods of legal education of adolescents.

This problem has determined the choice of the research topic: “Active methods of legal education of teenagers”.

The object of study of legal education of adolescents.

Subject of research – active methods of legal education of adolescents.

Research objective: identify and theoretical justification for the use of active methods of legal education of adolescents.

When you begin to study, we put forward the following hypothesis . the use of active methods is likely to affect the effectiveness of legal education of adolescents, because:

promotes self-finding and legal assimilation of knowledge by students;

causes of teenagers ‘ positive emotions and experiences, which contributes to the quality of legal education;

allows to take into account the age and individual characteristics in the formation of legal consciousness of students;

contributes to the development of legal culture nurtured.

To achieve this goal and test hypotheses it is necessary to solve the following problems .

Based on the analysis of psycho-pedagogical and methodical literature on the research problem to identify the essence of the main concepts: “legal education”, “active methods of education”.

To characterize the capabilities of active methods of legal education of adolescents.

To develop a program of legal education of adolescents using active methods.

During the research the following methods were used .

theoretical . study and analysis of psychological and pedagogical literature and methodological literature on research, comparison, generalization;

empirical . pedagogical observation, interview, survey, questionnaires.

The base of the research: municipal educational institution “Elanskaya secondary school”, S. Elan, Pikalevskogo district of Sverdlovsk region. In research took part students 5 – 8th graders in the amount of 58 people, four class teacher, the school psychologist.

Practical significance of the research is that the research and developed a draft programme of legal education with the use of active methods can be used in work with adolescents in educational institutions.

The structure of the work: the final qualification paper consists of introduction, two chapters, conclusion, bibliography and appendices.