Introduction. This article presents the authors' views on the problem of the formation of civic identity and national identity by means of teaching native Russian. The authors see the purpose of the article in identifying and describing the methods and techniques of the teacher's activity using the value-semantic approach and the means of the Russian language to form students' national identity and civic identity.

Materials and methods. The main research methods are the analysis of scientific literature in the field of pedagogical aspects of the problem of civic identity, national identity, psychology and pedagogy of meaning formation, methodological problems of linguistics, the method of analyzing various meanings of concepts and questionnaires.

Results. The data indicating the need for the formation of civil identity and national identity of the individual using the value-semantic approach by means of the native language (using the example of Russian) are obtained. The underestimation of the value of the Russian (native) language by younger schoolchildren as a consequence of insufficient attention of teachers to the processes of meaning formation is noted. The types and examples of tasks with meaning-forming potential influencing the formation of national and civic identity in Russian language lessons are proposed. The materials presented in the study may be of interest to teachers of educational organizations.

Discussion. The analysis of the problem under study, reflected in the psychological and pedagogical literature, confirms its special relevance at the present stage. The authors note the need for serious study of the possibilities of using the means of the Russian language (native) in spiritual and moral education, in the process of forming national identity and civic identity. This can be facilitated by special types of tasks that have a semantic potential that affects the formation of the foundations of civic identity in younger schoolchildren.

Conclusion. The authors conclude that the study of the Russian language from the point of view of national value makes it possible to form civic identity and national identity more effectively. An important condition in this case is the integration of the learning process with the process of meaning formation.

The value-semantic approach is a methodological approach that is based on axiology and determines the use of a characteristic set of concepts (value, personal meaning, value attitude, etc.), the use of such methods of activity as problem-based learning, creating choice situations, design and research methods, completion by students of tasks that have meaning-forming potential in order to activate the processes of meaning-making in the course of personality development;

The Russian language is a factor in a person’s awareness of his belonging to the people of Russia and commitment to the basic values of Russian society;

The driving force of the Russian language is largely provided by the process of meaning formation, which includes a person’s knowledge of the origin of words, different interpretations of their meaning, resolution of contradictions between them, and the emergence of a personal emotional attitude towards them;

Meaning-forming tasks are tasks to enrich a person’s vocabulary through the study of various meanings and nuances of words; tasks to compare the meaning of Russian and foreign words and the reflection of national traits in them; tasks-reasoning about the content of proverbs and sayings, etc.

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