Abstract:

Today's schoolchildren spend a lot of time in a virtual environment, which leads to a decrease in interest in other areas of life, including education. Low learning motivation, learning failure, conflicts at school, deviant behavior become characteristic of many children. Practice shows that teachers are often focused on solving pragmatic problems, lack knowledge of modern educational tools, and use stereotypical methods in working with children. Consequently, there is a need to improve the professionalism of teachers in expanding the effective tools of interaction with the child's personality. The author's position is that the method of cinema pedagogics has a great potential due to the fact that cinema has a powerful impact on the emotional and cognitive spheres of personality. Film watching can be a starting point for schoolchildren to rethink their own behaviors and life strategies. This can happen if the teacher is competent in the use of cinema pedagogics. Therefore, it is advisable to improve the teachers' skills in the use of cinema for education and personal development of schoolchildren. The aim of the article is to present a training program for teachers to apply the method of cinema pedagogics in their work with children.

The methodological basis of the study is the provisions of the theory of education of the great educator A.S. Makarenko. His pedagogical approach is based on the belief in the child's ability to change for the better, freedom of self-expression, respect for values, and acceptance of another opinion. In the context of this study the key position is the idea of joint creativity of the adult and the child in the process of viewing and analyzing films. Based on the belief in the school student's personality, including him/her in the reflection on the situations of film characters, the teacher is able to have a positive impact on the child's behavior. As a result of a focus group of 75 teachers in the Chelyabinsk region of the Russian Federation, the difficulties of teachers in using the method of cinema pedagogics were identified.

The authors have written and tested a professional development program for teachers on the use of cinema pedagogics in working with children. It consists of four content lines. The first line defines cause-and-effect relations between global social trends and increase of deviations in children and youth environment.

The second line emphasizes the idea of a comprehensive approach to solving this problem, participation of school specialists in preventing social deviations in children's environment. The third line reveals the potential of cinema pedagogics method, embodying the main attributes of screen art. The fourth line analyzes the teacher's technology of applying the method of cinema pedagogics. Criteria of film material selection, scenarios of cinema pedagogics method application, and features of their design for different age groups are presented. The program was implemented in 2020. As a result of the training 91% of teachers have a positive dynamics in the change of readiness to use the method of cinema pedagogics in their work with children.

The conclusion is made about the positive results of the implementation of the practice-oriented professional development program. Teachers learned how to develop children's reflective thinking, emotional sphere, to introduce children to universal human values.

Keywords:

Teacher, children, cinema pedagogics method, teacher training program, theory of education of A.S. Makarenko.