Video Project as a Form of Organizing Independent Work of a Modern Russian Student within the Framework of the Discipline “Fundamentals of Russian Statehood”

Abstract

The implementation of the new curriculum within the framework of the course “Fundamentals of Russian Statehood” was carried out in an initially negative informational and psychological environment, with a number of presuppositions characteristic of students and their parents, due to their unwillingness to act as objects of “ideological” influence, as evidenced by various sociological studies and surveys. This challenge, which consists in the initial antagonism of the environment (students and their parents) and the actor (teacher), is an intellectual challenge for teachers who are entrusted with reading the course “Fundamentals of Russian Statehood”, endowed with an obvious ideological and educational mission. At the same time, professional duties require the teacher to consider the mentioned challenge as a pedagogical task, and therefore the question of choosing a method of teaching the discipline is one of the key and essential in the successful implementation of the course and, ultimately, achieving the state goal of forming a patriotic, active student’s personality, linking his future with development. countries. Teachers using the video project method note that it is one of the most effective teaching methods at the university, aimed at visualizing the learning process through student reflection and multimodality. For two years, this method was used by the author of the article as an optional form of organizing student’s independent work; the approbation of the method made it possible to form observations regarding the expediency, limitations and prospects of its use in the educational process.