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Storytelling is one of the central teaching strategies of the 21st century applied in moral education. Research questions: What diagnostic tools to measure moral qualities may be recommended for Self-cognition teachers in classroom? How to diagnose risk group children based on their conscientiousness and what are the ways of applying storytelling in moral development? What are the changes in learners after using targeted storytelling? The purpose of this study is to develop targeted storytelling techniques for risk group children for curriculum-oriented moral education in Self-cognition classroom, to diagnose children for the purpose of curriculum development, and pilot-test the curriculum in classroom. The study involved 102 6th grade schoolchildren at Almaty based School 52 (aged 12). The following diagnostics tools were used: the Melnikov-Yampolsky Conscientiousness Scales, the Ilyin Method of Conscientiousness Analysis. According to the diagnosis, 32 learners (34.04%) from the sample were assigned to the risk group as part of conscientiousness diagnostics. Based on the method developed, Self-cognition unit plan consisting of 4 lessons using storytelling has been designed. The specificity of the technique, its novelty lies in the identification of learner’s problems and the selection of stories with an orientation towards the development of self-cognition value (Veracity, Right behavior, Non-violence, Peace, Love). Following the experiential work for the moral development on the basis of a special self-cognition curriculum, schoolchildren wrote essays and drew drawings. According to the learning outcomes, positive changes were observed in the schoolchildren. |
