Components of ecological culture of junior schoolchildren. Theoretical aspects of the problem of forming the ecological culture of junior schoolchildren in extracurricular activities

Author: Nesterova Nadezhda Aleksandrovna, primary school teacher of the highest category, Municipal Budgetary Educational Institution “Secondary School No. 3”, Novoaltaisk

Annotation. The article discusses issues of environmental education for primary school students, including methods for developing a conscious attitude towards nature and the environment. The results of diagnostics of the formation of the level of ecological culture of junior schoolchildren (4th grade students) are presented.

The importance of environmental education of children in the modern world cannot be overestimated. Its main task is to form a person who, in the scale of values, puts the protection of human life and the environment in first place. In this case, one can hope that the adopted laws on environmental protection will be implemented, and environmentally harmful projects will be rejected, no matter how much profit they bring. The problem of nature conservation becomes an ethical problem.Environmental education should include children’s caring attitude towards nature, revealing the aesthetic, educational, health-improving, and practical significance of nature in people’s lives.

You need to start working on raising an ecologically cultural person already at primary school age. An environmentally educated person, knowing what harm certain actions cause, forms an attitude towards these actions and decides the question of their legality. If a person is environmentally educated, then the norms and rules of environmental behavior will have a solid foundation and will become the beliefs of this person.

Forming a positive attitude of children towards nature is an important area of environmental educationit reflects the result of all environmental and pedagogical work with children and is the finalits product and indicator.

Let us consider the content of the concept of “environmental attitude”.

Attitude to nature is an important subsystem of ecological culture.Psychologists (S.L. Rubinshtein, A.N. Leontyev, V.N. Myasishchev, S.D. Deryabo, V.A. Yasvin, etc.) consider the category of attitude in the aspect of personality as its manifestation. Fromwearing always hasemotional coloring, it is subjective and expressed in actions, practical actions, activities.

A significant characteristic of a relationship is its awareness, which is formed on the basis of knowledge and is associated withfeelings. Psychologists note the complex nature of connections between knowledge and emotions: attitude cannot arise only onbasis of knowledge - personal meaning must be connected to it,understanding, awareness of the objectivity of what is happening.

In modern society, nature is viewed only from the standpoint of benefit and harm; man opposes himself to other living beings, considers himself “higher, more significant” than them. It is precisely this attitude that prevents us from establishing ethical standards of behavior in nature and interaction with it according to these standards. It is necessary to search for psychological and pedagogical mechanisms for correcting the existing attitude towards nature.

According to research by S.N. Nikolaeva, a consciously correct attitude towards nature, which is the core of ecological culture, is built on an understanding of the connection of plants and animals with external conditions, their adaptability to the environment; on awareness of the specifics of living things and their intrinsic value, the dependence of life on the influence of environmental factors and human activity; on understanding the original beauty of natural phenomena, living beings, if their development occurs in full-fledged natural or specially created conditions.

L.A. Mazitova points out that the ecological attitude of junior schoolchildren to nature is a subjective position of the individual in the reality around him, including a responsible attitude towards nature, based on the conviction that nature belongs to the whole society, including the future generation of people; the need to communicate with nature, knowledge of the norms and rules of behavior in it; activity and readiness for environmental activities; skills and abilities to interact with nature (Mazitova p.1).

V.A. made a significant contribution to the development of science on the formation of ecological culture and attitudes towards nature. Yasvin, who in his detailed psychological study examined the formation of a subjective attitude towards nature based on unity with it at different stages of ontogenesis (preschool, school, youth, adult). The researcher believes that the attitude towards nature should be built on the principles of anthropomorphism, “humanizing nature.” However, we believe that this approach is not justified in working with preschoolers and primary schoolchildren, but ratheranthropomorphism inhibits the development of the principles of ecologicalconsciousness in children, contradicts the cognitive and practical approach in the formation of a subjective-ethical attitude towards nature. The child must, in practice, interact with the living in an ethical (humane) way, based on taking into account their vital needs of understanding the self-worth and fragility of life.

This approach to the formation of attitudes towards nature is presented in many works of domestic psychologists and teachers (V.G. Fokina, Z.P. Plokhy V.D. Sych, I.A. Komarova, M.K. Ibraimova, etc.). Research has revealed a number of generally significant facts.

The attitude towards nature can be formed: among younger schoolchildren, the attitude is not of a generalized nature - it is an attitude towards those specific objects and phenomena that are included in the space of their life.

A child’s personal (subjective) attitude towards nature appears on the basis of interest in phenomena, objects, events, processes and incidents that the teacher introduces him to, i.e. on the basis of knowledge.

The formation of an attitude and its manifestation are always associated with activity - work, play, visual, constructive, observation activity.

A child’s relationship with nature arises through direct contact with nature itself, being in it, visual or practical interaction with living beings.

For a primary school student, emotional relationships to objects and natural phenomena are very important - sensory impressions give rise to personal experiences, which are transformed into attitudes.

The formation of an attitude towards nature and the emergence of an emotional interest in it in a child is associated with the search for special pedagogical techniques (both individual and complex) that evoke personal experiences in him.

The attitude towards nature can have different shades - careful, caring, cognitive, aesthetic, responsible, consciously correct, economically careful, etc., the nature of the attitude formed depends on the pedagogical goal and those nology to achieve it. One of the conditions for the successful formation of an ecological attitude towards nature among junior schoolchildren is the organization of the initial educational process on the basis of psychological mechanisms of subjectification, i.e. subjective attitudeto natural objects.

The formation of attitudes towards nature is based on knowledge about nature. Knowledge about nature influences the formation of a conscious attitude: under the influence of education, children begin to understand causalconnections and dependencies in nature, begin to take them into account in theiractivities, behavior. This is convincingly shown in the study AND . A. Komarova.

The authors of various works note that a good attitude towards the natural environment that appears in children is the result special organization of the pedagogical process. In some cases the effectis achieved by including children in practical activities (labor, search, visual), in others - by connecting additional material (reading literary works, showing pictures, watching TV shows, etc.), thirdly,interaction, communication with living beings (especially animals).

The attitude towards nature is also closely connected with family, social, industrial, interpersonal relationships of a person, and covers all spheres of consciousness: scientific, political, ideological, artistic, moral, aesthetic, legal. It should be noted that a responsible attitude towards nature is a complex characteristic of a person. It means understanding the laws of nature that determine human life, manifested in compliance with the moral and legal principles of environmental management, in active creative activities to study and protect the environment, in promoting the ideas of proper environmental management, in the fight against everything that has a detrimental effect on the environment. The condition for such training and education is the organization of interconnected scientific, moral, legal, aesthetic and practical activities of students aimed at studying and improving the relationship between nature and man. The criterion for developing a responsible attitude towards the environment is moral concern for future generations.

Primary school students gain knowledge about the natural environment in science and nature lessons. In our opinion, the formation of an ecological attitude towards nature at the primary level must be carried out through the integrated use of non-traditional teaching methods (ecological labilization, environmental empathy, environmental identification, ritualization of environmental activities) in the course “The World Around Us”, as well as a system of cognitive tasks for 1st–4th graders classes based on natural history program material on the application of natural history knowledge in a new educational situation. Extracurricular work to develop an environmental attitude among junior schoolchildren should be considered as an integral part of the entire educational process and include non-traditional forms: environmental holidays, expositions, computer environmental modeling, environmental workshops, environmental and psychological trainings.

Reading lessons have great opportunities for implementing environmental education; working on works allows children to develop the ability to compare the state of nature at different times of the year, to see, “discover” the diversity of the world, to be able to find the unusual in ordinary objects, to see a person’s attitude to the world around them. In this way, children gradually learn the concepts of balance in nature, its violation by man and the consequences of this violation, and the possibility of correct, environmentally literate interaction between man and nature. The theoretical knowledge acquired by students in the classroom becomes the basis for independent assessment of processes and phenomena occurring in nature, for conducting their own research and observations. Often children study nature only from books; they can determine the names of plants and animals depicted in pictures, but do not recognize them in nature. Research work of junior schoolchildren within the framework of environmental projects helps solve this problem. Primary school students participate in such work with pleasure and great interest, naturally, at a level accessible to them.

R Working on the course “The World around us” according to this teaching aid helps to introduce the child to nature and develops a caring attitude towards the environment.

Table 1 presents data on the implementation of the content component in this educational complex.

Table 1. Content component of the educational complex “Primary school of the 21st century” in the subject “The world around us”

Requirements for knowledge and skills

Using knowledge and skills in practice

Educational and training complex "Primary school of the XXI century"

Human use of natural resources (water, forest, wild plants and animals). The importance of nature for the existence of all life on Earth.

Rules of conduct in the park, forest, river and lake. Respect for the environment.

Nature is the entire diverse world that surrounds humans.

Plants, their diversity. Trees, shrubs, herbs. The role of plants in nature and people’s lives, people’s caring attitude towards plants.

The role of animals in nature and people’s lives, human care for animals.

Rules of behavior in nature.

The Red Book of Russia.

know the basic rules of behavior in the park, in the forest;

understand the importance of protecting plants and animals;

understand the need to respect the environment

use acquired knowledge in productive and transformative activities;

In the 2013-2014 academic year, on the basis of the 4th grade of MBOU Secondary School No. 17 in Novoaltaisk, I conducted a diagnostic study in order to identify the formation of the ecological culture of junior schoolchildren.

The experiment was carried out in natural conditions for primary schoolchildren, communication was carried out at ease, taking into account the age characteristics, interest and desire of the children to complete tasks.

At the first stage, the level of formation of environmental relations was studied using the N. Fisher Method.

Diagnostic indicators:

1. Correspondence of knowledge and behavior in nature.

3. Interest in nature, desire, intention and need to realize one’s positions in actions.

4. Emotional attitude towards nature.

5. Promotional environmental activities.

6. Assessment of the state of nature according to aesthetic, hygienic, material, bioecological criteria.

The children were asked to answer questions during a conversation with the teacher.

During the conversation, students were asked to answer the following questions (see Table 2).

Table 2 – Diagnostic card

Indicators

Key words and phrases

Interest in nature

Do you often walk in nature? What will you choose: sit at home and watch a cartoon or go to the park? How do you feel when you walk in the park?

Do you love autumn? What about summer? What do you enjoy most in the summer? How do you feel when other children pick flowers?

How do you feel when people throw garbage in nature (on a river, in a forest...)?

Correspondence between the level of environmental knowledge and the nature of behavior in nature.

Why did you throw a candy wrapper on the road in the park? Is it possible to do this? How to behave correctly in the forest?

Practical environmental activities

What did you do for the birds last winter? How do you protect nature? Why are you doing it?

Promotion of nature conservation

Do we need to explain to children how to behave in the forest, on the river, in the park? How to behave at the zoo? What would you do if you saw rare plants being torn up or rare animals being killed?

Assessment skills

Is it nice or ugly to throw trash on the street? Picking flowers? Teasing wild animals? Is walking in the park good or bad for your health, but for living beings?

The questionnaire for children is presented in Appendix 1.

Students were asked to answer 18 questions in the survey. The answers provided by the children were recorded and assessed on a scale (Table 3).

Table 3 - Evaluation of indicators

Index

Point

Criteria for evaluation

Interest in nature

Lack of interest in nature and desire to protect it

Weak interest in nature and lack of desire to protect it

There is little interest and desire to protect nature only if there is a benefit for oneself

Shows sufficient interest in nature, but little desire to protect it

Dreams of big things to protect nature, shows readiness and desire to personally participate in its protection

Emotional attitude towards nature

Lack of positive emotions towards nature

Weak emotional development of the individual

Sees the beauty of nature, but does not emotionally show his attitude towards it

Emotionally responsive, but does not show a desire to express his attitude towards nature in creative activities

Emotionally responsive, shows a desire to express his attitude towards nature in creative activities

Correspondence between knowledge and behavior in nature.

Doesn't know the rules of behavior in nature and doesn't follow them.

Knows the rules of behavior in nature, but does not follow them.

Behavior in nature does not always correspond to norms, knowledge is satisfactory.

Ecological knowledge is good, behavior in nature almost always corresponds to known norms and rules

Ecological knowledge is high, behavior in nature corresponds to the norms

Practical environmental activities

Avoidance of practical environmental activities, lack of formation of motives for this activity

Episodic participation, the leading motive is utilitarian

Practical environmental activities are situational in nature, the leading one is the utilitarian motive

Under the guidance of a teacher, he works in the field of nature conservation, the leading one is the aesthetic motive

Actively participates in environmental activities, the leading one is a moral or educational motive

Environmental propaganda

Considers propaganda of the idea of nature conservation unnecessary

Propaganda is egocentric

Considers the promotion of environmental conservation ideas necessary

Promotes ideas for nature conservation under the guidance of a teacher

Independently promotes environmental conservation ideas

Assessment of the state of nature

Can't evaluate

Evaluates from utilitarian egocentric positions, condemns cruelty and destruction of nature

Shows concern about the negative actions of others, but does not adequately evaluate his own actions

Shows concern about the negative actions of both oneself and others

Able to practically evaluate his own and others’ actions from an environmental perspective, condemns incorrect behavior in nature

The minimum number of points is 18. The maximum is 90. In accordance with the analyzed data, based on the methodology for assessing the level of formation of environmental relations, 5 levels were identified: high (80-90 points), above average (60-79 points), average (40 -59 points), below average (29-39 points), low (18-28 points).

The following results were obtained (see Fig. 1).

Fig.1. Results of the ascertaining experiment

Thus, in the group there are three students with an average level, three with an “above average” level, and one student each with a low and a high level.

Let us analyze the data obtained in the following sections: interest in nature, emotional attitude towards nature, correspondence of knowledge and behavior in nature, practical environmental activities, environmental propaganda, assessment of the state of nature (Fig. 2).

Fig.2. Analysis of indicators

Interest in nature: in childrenthere is little interest and desire to protect nature only if there is a benefit for oneself

Emotional attitude to nature: childrenemotionally responsive, but do not show a desire to express their attitude towards nature in creative activity.

Correspondence between knowledge and behavior in nature: in children it fluctuates between « knows the rules of behavior in nature, but does not comply with them” and “behavior in nature does not always correspond to the norms, the knowledge is satisfactory.”

Practical environmental activities:practical environmental activities are situational in nature, the leading one is the utilitarian motive.

Propaganda of nature conservation: considers the promotion of ideas of nature conservation necessary.

Evaluative skills: shows concern about the negative actions of others, but does not adequately evaluate his own.

So, environmental education of the younger generation is becoming one of the main tasks facing society. In order to avoid adverse effects on the environment, in order not to make environmental mistakes, not to create situations dangerous to health and life, a modern person must have basic environmental knowledge and a new ecological type of thinking. And in this, an important role is assigned to the general education school, which, by equipping children with modern knowledge and life experience, essentially works for the future.

The effect of environmental education of students is largely determined by the state of the culture of their relationship with the environment - natural and social. Instilling in students a culture of relationship with it is carried out both in the process of acquiring knowledge, skills and abilities in the classroom, and during specially organized extracurricular activities of children.

Education of students in ecological culture cannot be holistic and comprehensive without the participation of the family, representatives of the older generation, who are a living encyclopedia of the nature of their native land. They have something to tell their children and grandchildren, sometimes causing surprise and regret.

List of used literature

Bryazgina T.A. The relationship between family and school in the formation of the ecological culture of schoolchildren // Young scientist. – Electronic format. – Access mode: http://www.rae.ru/forum2012/8/3240

Veselova, T.M. Formation of ecological culture of junior schoolchildren on the basis of local history material // Primary school. -2003. – No. 2. – p.110-113.

Vinogradova N.F. Environmental education of junior schoolchildren: Problems and prospects // Primary school. – 1997. - No. 4. – P.20-24.

Vinogradova N.F. The world around us: Teaching methods: grades 1–4. – M.: VentanaGraph, 2005. – 240 p.

Mazitova L.A. Formation of an ecological attitude towards nature among junior schoolchildren // Primary school. Plus before and after. – 2007. – No. 6. – P.8-12.

Methods of environmental education of preschool children Proc. aid for students avg. ped. textbook establishments. – 2nd ed., rev. – M.: Publishing Center “Academy”, 2001. – 184 p.

The existence of man and society presupposes knowledge and observance of at least a minimum of environmental culture. Until recently, its formation was carried out mainly spontaneously, by trial and error, “by eye”, and was consolidated in the public consciousness and practical activities of people through a system of customs and traditions, often in momentary and superficial assessments and decisions, in accordance with the level of social development and people’s understanding of possible environmental hazards, their desire and strong-willed mood to overcome environmental problems.

Today, this path has completely exhausted itself; a conscious, purposeful formation of an environmental culture is required, which is impossible without proper organization of the entire educational process and an increase in the role of environmental education in it.

“Ecological culture” is one of the manifestations of general culture (from the Latin cultura, which means cultivation, upbringing, education, development, veneration).

Ecological culture is considered by scientists as a culture of unity between man and nature, a harmonious fusion of social needs and the needs of people with the normal existence and development of nature itself. A person who has mastered an ecological culture subordinates all types of his activities to the requirements of rational environmental management, takes care of improving the environment, and prevents its destruction and pollution. Therefore, he needs to master scientific knowledge, acquire moral value orientations in relation to nature, and also develop practical skills to preserve favorable environmental conditions. Consequently, the concept of “ecological culture” is complex and multifaceted. In elementary school, the foundations of environmental culture are laid. This problem, in our opinion, is most fully revealed in the works of L.P. Saleeva - Simonova. According to the definition of L.P. Saleeva - Simonova, ecological culture is a quality of personality, the components of which are:

- interest in nature and problems of its protection;
- knowledge about nature and methods of its protection and sustainable development;
- moral and aesthetic feelings towards nature;
- environmentally conscious activities in relation to the natural environment;
- motives that determine the activity and behavior of an individual in the natural environment.

At the present stage of human development, turning to the natural sciences is associated with the deepening environmental crisis and the search for a way out of it, the need for environmental education, starting from a very early age.

Currently, work on the problems of environmental education continues. A number of researchers note that environmental education is often carried out not comprehensively, but one-sidedly, without using all the possibilities.

Currently, it is necessary to talk about the formation of environmental culture as a socially necessary moral quality of an individual.

Zakhlebny A.N., Suravegina I.T. believe that environmental culture, scientific and technological progress and environmental education affirm the principles of environmental management in the minds and activities of people; formation of skills and abilities to solve certain economic and environmental problems without harming the environment and human health.

It is one of the integral properties of a person, which determines the direction of his life activity and leaves its mark on his worldview.

Ecological culture is manifested in a responsible attitude towards nature as a universal condition and prerequisite for material production, towards the object and subject of labor, the natural environment of human activity.

Scientists L.D. Bobyleva, A.N. Zakhlebny, A.V. Mironov, L.P. Pechko distinguishes different components of this quality.

Ecological culture, according to A.N. Zakhlebny is the establishment in human consciousness and activity of the principles of environmental management, the possession of skills and abilities to solve socio-economic problems without harming the environment and human health.

L.P. Pechko believes that environmental culture includes:

- the culture of cognitive activity of students to master the experience of humanity in relation to nature as a source of material values, the basis of ecological living conditions, an object of emotional, including aesthetic, experiences. The success of this activity is due to the development of moral personality traits in relation to the natural environment based on the formation of skills to make alternative decisions;
- work culture that is formed in the process of work activity. At the same time, environmental, aesthetic and social criteria are taken into account when performing specific tasks in various areas of environmental management;
- a culture of spiritual communication with nature. Here it is important to develop aesthetic emotions, the ability to evaluate the aesthetic merits of both the natural and transformed natural spheres. Ecological culture, points out L.D. Bobylev, includes the following main components:
- interest in nature;
- knowledge about nature and its protection;
- aesthetic and moral feelings towards nature;
- positive activity in nature;
- motives that determine the actions of children in nature.

Obviously, the most reliable guarantor of sustainable development of society and preservation of the health of the environment is a high level of development of environmental culture of the entire population of the country. The most important factor in solving environmental problems should be comprehensive environmental education, which involves placing environmental issues at the center of all educational programs, from preschool institutions to universities. The formation of children's environmental culture should become the most important pedagogical task. In the development of ecological culture, an extremely important role belongs to the years of childhood - a relatively short period of time, which the sages called half of life.

From the perspective of modern research, primary school is the most important stage in the formation of a person’s ideological position and the intensive accumulation of knowledge about the world around us.

In modern pedagogical science, there is a wide variety of approaches to the problem of indicators of environmental education. Environmental education is considered as a multifaceted interaction of children - active subjects of activity with the surrounding natural and social environment. As a result of such interaction, the processes of socialization of the child’s personality are carried out, that is, his adaptation to the conditions of social life and ecologization, the formation of a person as a bearer of ecological culture.

Environmental education should begin from early childhood in the family and school. Teachers and parents should lay the foundation of an environmental culture and form a responsible attitude towards nature in children.

Students of primary school age show a high cognitive interest in the natural world, and this can become a starting point in developing an environmental culture in lessons about the surrounding world.

Interest is a powerful stimulus for student activity. Nurturing interests is a necessary condition for the development of activity and direction of the individual, therefore the direction of interest, its content, breadth or narrowness serve as an indicator of the child’s activity. It is in interest that a person’s attitude to the objective world, including the natural world, is manifested. Interest, on the one hand, is a stimulus for the formation of a caring attitude towards nature, on the other, its result, which marks the relative completion of a certain stage of environmental education. Thus, cultivating a caring attitude towards nature goes from the development of existing interests to the formation of new knowledge, feelings, skills, and from them to interest at a higher level.

Environmental education is an integral part of environmental education. Environmental education cannot and should not proceed in isolation from the education of an environmentally responsible, creative person.

Environmental education should solve the following tasks:

- formation of a holistic idea of the natural, social environment as an environment for human life, work, and recreation;
- development of the ability to perceive the world around us through the senses, cognitive interest.

Nurturing an aesthetic and moral attitude towards the human environment, the ability to behave in it in accordance with universal moral standards.

1. Cognitive - these are concepts that characterize man, work, nature and society in their interaction.
2. Value-based - children’s awareness of the importance of nature as a universal value.
3. Normative - this component means mastering the norms of behavior in the natural environment.
4. Activity - mastering the types and methods of socially useful practical activities of the student, aimed at developing environmental skills.

All 4 components form the core of the content of environmental education; they are used in the selection of environmental knowledge and skills in primary school with their corresponding interpretation for primary school age.

I.D. Zverev believes that the main task of environmental education is the theoretical acquisition by schoolchildren of knowledge about nature, its characteristics, human activities in it, environmental problems and ways to solve them in production, everyday life, and during recreation.

When developing the problem of environmental culture, teachers take into account the fact that the attitude towards nature has 3 aspects. The first expresses the attitude towards nature as a universal condition and prerequisite for material production, towards the object and subject of labor, the natural environment of human life. The second is as an attitude towards one’s own natural data, towards one’s body, which is included in the system of ecological interactions. The third represents people's attitudes towards activities related to the study and protection of the natural environment.

A decisive role in the development of a person’s system of relations is played by social relations, under the influence of which his attitudes and behavior in the social and natural environment are formed.

An active form of attitude towards the surrounding world is expressed in activities associated with its expedient change and transformation. Every activity includes a goal, a means, a result and the process itself.

Therefore, the methodological basis for the formation of environmental culture includes the following fundamental provisions:

- the essence of the human personality is expressed in the system of relationships with man, society, nature;
- a responsible attitude towards nature is the most important goal of a comprehensive school and characterizes the comprehensive development of the student’s personality;
- the attitude towards nature is formed as a responsible one on the basis of the holistic development of its various aspects: scientific, economic, practical.

In accordance with the general pedagogical theory and the basic principles of integrated ecology, the content of ecological culture should reveal the scientific, value-based, normative and activity-based aspects of interaction between society and nature, characterize the global significance of environmental problems and ideas for optimizing the use of natural resources:

- scientific aspects are represented by social, natural and technical laws, theories and concepts that characterize man, work, nature, society in their interaction;
- value orientations as attitudes and motives for activity presuppose that schoolchildren understand the importance of nature as a universal value;
- regulatory aspects include a system of moral and legal principles, norms and rules, regulations and prohibitions of an environmental nature, intransigence to any manifestations of antisocial behavior in the natural environment.

The structural stages of the formation of environmental culture are:

- identification of the value properties and qualities of environmental components, the crisis state of which is alarming;
- definition of an environmental problem as an expression of a real contradiction in the interaction of society and nature;
- identifying the historical origins of the environmental problem and ways to resolve it at different stages of social development;
- putting forward scientific, moral, economic, technological ideas for optimizing the interaction between society and nature; involving theoretical concepts of social science, natural science, art and technology in order to ensure environmentally safe human existence; characterization of real successes in solving environmental problems at the international, state and regional levels;
- practical activities of students in assessing the environment of their area, solving local environmental problems, mastering the norms and rules of a responsible attitude towards nature.

In accordance with these stages and the specifics of environmental problems, appropriate methods, means and forms of organizing training are selected.

The effectiveness of the formation of a student’s ecological culture depends on the extent to which the educational process takes into account the main links in the transformation of social relations and components of the internal structure of the individual: social relations, needs, interests, goals, motives, value orientations. Each link in the presented sequence is relatively independent. The goal of forming an environmental culture is to most fully transform the social need for nature conservation into the internal needs and interests of the student. Its planned result is the formation of a responsible attitude towards the natural environment, the ability to understand and appreciate the beauty and richness of native nature, the ability to carry out environmentally competent actions, take an active life position, and express intolerance towards manifestations of irresponsible attitude towards the environment.

Thus, environmental culture consists of environmental knowledge and skills, environmental thinking, value orientations, and environmentally sound behavior. The content of environmental education is absorbed by students in their various activities. The basis of environmental education is the following problems: protection of inanimate nature and soils from pollution, destruction and depletion; preservation of the diversity of species of organisms and the integrity of their communities; protection of nature as a necessary condition for maintaining human health; overcoming the utilitarian, consumer approach to nature.

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Ministry of Education and Science of the Republic of Kazakhstan

Karaganda State University named after. E.A. Buketova

Faculty of Education

Specialty: pedagogy and methods of primary education

Course work

On the topic: Ecological culture of junior schoolchildren

Completed: 3rd year student

gr. PiMNO-32

Amirkhanova M.

Checked by: teacher

Kushnir M.P.

Karaganda 2009

Introduction

Chapter 1. Theoretical foundations for the formation of ecological culture of junior schoolchildren

1.2 Features of the formation of environmental culture

Chapter 2. Analysis of interaction between teacher and students on the formation of ecological culture of junior schoolchildren

Introduction

At all stages of his development, man was closely connected with the world around him. At the present stage, issues of traditional interaction with humans have grown into a global environmental problem. If people do not learn to take care of nature in the near future, they will destroy themselves. And for this we need to cultivate environmental culture and responsibility. And environmental education should begin from primary school age, since at this time acquired knowledge can later be transformed into strong beliefs.

The main role in the global solution of environmental problems is played not only by the work of environmental protection specialists, but also by a special system of environmental education. Environmental education has a universal, interdisciplinary nature, so it should be included in the content of all forms of general education.

Environmental education and upbringing of students today can rightfully be considered one of the highest priority areas of scientific and pedagogical research. Changes in environmental conditions on the planet, due to the disharmony of interaction between society and nature, the development of multifaceted activities in the field of environmental management, have led to the emergence of numerous socio-ecological problems, one of which is the preparation of an environmentally literate teacher capable of professionally solving the problems of environmental education and upbringing, because regardless of age and occupation, only an environmentally educated person is ready to solve complex problems of preserving and ensuring the harmony of the social and natural environment.

The purposeful process of forming a responsible attitude of schoolchildren towards the natural environment in all types of educational, social and labor activities and communication with nature is the essence of environmental education and upbringing, and the understanding of a responsible attitude towards nature as a versatile one, the ideas of social ecology, the specific capabilities of each subject in the education of a schoolchild determine their interdisciplinary nature.

Today, environmental culture and environmental literacy are becoming an important manifestation of social activity and civic maturity of an individual. That is why it is necessary to structure the process of education and upbringing in such a way as to form and deepen students’ knowledge about nature, stimulate students’ desire to protect the nature of their native land, develop the ability and skills of environmental activities, and develop a conviction in the need to take care of the environment and natural resources.

As a result of the diverse interaction of children as active subjects of activity with the surrounding natural and social environment, processes of socialization of the child’s personality are carried out, i.e. its adaptation to the conditions of social life and ecologization, the formation of a person as a bearer of ecological culture. Therefore, younger age is considered as a valuable stage in the development of an individual’s ecological culture.

Currently, in the Republic of Kazakhstan, much attention is paid to the formation of an environmental culture among schoolchildren, which is confirmed in government documents.

According to the concept of environmental education, the content of environmental education in secondary schools and in primary and secondary vocational educational institutions is:

Formation of knowledge about the holistic organization of life on planet Earth with diverse cause-and-effect relationships, scientific ideas about nature and society, their interaction, about the desire of people to create a man-made environment for their lives, about environmental problems, the reasons for their occurrence, about the danger of destruction of foundations life in the biosphere;

- mastering primary environmental knowledge, accumulating information sufficient to be able to solve standard problems in the field of environmental protection using standard methods, using the simplest models with a clearly defined algorithm, understanding real ways to solve environmental problems at different levels;

- education of environmentally healthy needs, motives, motivations and behavioral habits with an understanding of the necessary restrictions aimed at maintaining a healthy lifestyle, careful use and protection of the environment;

Formation of a responsible attitude towards the environment, one’s own health and the health of those around them on the basis of legal and moral norms accepted in society, the inextricability of human connections with nature, involving schoolchildren in practical environmental activities, the formation of an active life position and awareness of personal responsibility for the state of nature and rational use of natural resources;

- formation of a system of intellectual abilities and basic practical skills for studying and assessing the ecological state of the environment in one’s area, real actions to protect and improve it;

- development of the emotional sphere - sensory-aesthetic and hygienic assessments of the ecological state of the environment, the ability for targeted causal and probabilistic analysis, forecasting and modeling of actions and behavior.

To implement the content of the concept of environmental education, the following means and ways of implementation were identified:

- creation of a state system of continuous environmental education for school-age children based on the use of the capabilities of all components of the basic school curriculum: state, regional, school through the greening of academic disciplines, the introduction of special courses, electives, seminars;

- attracting students to participate in scientific school societies, in various kinds of environmental events;

- development of various forms of conducting practical classes;

The main direction of the concept of environmental safety of the Republic of Kazakhstan for 2004-2015 is environmental education and upbringing. According to this concept, for the development of environmental education as the basis for the formation of an environmental culture in society, it is necessary:

- formation of a system of continuous environmental education by introducing environmental issues and sustainable development into curricula at all levels of education;

- training of specialists, retraining and advanced training of personnel in the field of ecology for all levels of the compulsory and additional education system;

- state support for environmental education.

Thus, the problem of forming an environmental culture among schoolchildren is currently the most pressing.

The object of the study is the pedagogical process of primary school.

The subject of the study is the content of interaction between teacher and students on the formation of ecological culture of junior schoolchildren.

The purpose of this course work is to consider the formation of the ecological culture of junior schoolchildren.

To achieve this goal, the following tasks have been set:

Consider the theoretical foundations of the formation of ecological culture of junior schoolchildren;

Conduct an analysis of the interaction between teacher and students on the formation of ecological culture in junior schoolchildren.

The methodological basis of the study is the theory of environmental education in primary school.

During the course work, empirical (observation, description, diagnostics, experiment) and theoretical (modeling) research methods were used, as well as methods used at the theoretical and empirical levels: analysis, synthesis, comparison, generalization. Experiments were conducted - ascertaining, formative, control.

Coursework structure:

The course work consists of an introduction, 2 chapters, a conclusion, a list of references and applications.

In the first chapter, an analysis of scientific literature on the formation of ecological culture of primary schoolchildren is carried out, and the features of its formation in primary school are identified.

The second chapter contains the content of the teacher’s activities on the formation of environmental culture of junior schoolchildren and identifying the effectiveness of the teacher’s activities on the formation of environmental culture based on an experiment in Karaganda secondary school No. 81 of the 3rd grade.

Chapter 1. Theoretical foundations for the formation of ecological culture of junior schoolchildren

environmental education student teacher

1.1 Characteristics of ecological culture

The active development of ecology has led to an understanding of the principle of the integrity of nature as a single system. In this regard, nature has received a broad interpretation - as the totality of natural conditions for the existence of human society. Therefore, the attention of scientists is drawn to preparing the younger generation for human interaction with nature, the basis of which is ecological culture.

A decisive role in the development of a person’s system of relations is played by social relations, under the influence of which his attitudes and behavior in the social and natural environment are formed.

An active form of attitude towards the surrounding world is expressed in activities associated with its expedient change and transformation. Every activity includes a goal, a means, a result and the process itself.

Therefore, the methodological basis for the formation of environmental culture includes the following fundamental provisions:

- the essence of the human personality is expressed in the system of relationships with man, society, nature;

- a responsible attitude towards nature is the most important goal of a comprehensive school and characterizes the comprehensive development of the student’s personality;

- the attitude towards nature is formed as a responsible one on the basis of the holistic development of its various aspects: scientific, economic, practical.

There are two different terms - “environmental education” and “environmental education”. The first is impossible without the second, and therefore education must develop in the context of the second, especially since knowledge in itself does not yet determine the direction of human activity.

Environmental education is an integral part of moral education. Therefore, environmental education must be understood as the unity of environmental consciousness and behavior harmonious with nature. The formation of environmental consciousness is influenced by environmental knowledge and beliefs.

Environmental education is a continuous process of training, education and personal development aimed at developing systems of knowledge and skills, value orientations and moral and ethical relations that ensure the individual’s environmental responsibility for the condition and improvement of the natural environment. The widespread introduction of environmental content and educational disciplines of the ecological cycle into the curricula and programs of educational institutions is intended to increase the level of environmental literacy of all socio-professional groups.

Training personnel for environmental and environmental activities with schoolchildren, especially junior grades, where the foundations of environmental education are laid, is one of the very important problems of the theory and practice of the pedagogical school. the solution of which will, to a certain extent, fill the urgent need of schools for competent specialists in environmental education and upbringing in the primary grades.

Environmental education is a process of continuous, systematic and purposeful increase in the level of conscious and moral attitude towards the environment, organized by influencing people’s feelings, their consciousness, views and ideas.

The structural stages of the formation of environmental culture are:

- identification of the value properties and qualities of environmental components, the crisis state of which is alarming;

- definition of an environmental problem as an expression of a real contradiction in the interaction of society and nature;

- identifying the historical origins of the environmental problem and ways to resolve it at different stages of social development;

Promotion of scientific, moral, economic, technological ideas for optimizing the interaction between society and nature; involving theoretical concepts of social science, natural science, art and technology in order to ensure environmentally safe human existence; characterization of real successes in solving environmental problems at the international, state and regional levels;

- practical activities of students in assessing the environment of their area, solving local environmental problems, mastering the norms and rules of a responsible attitude towards nature.

In accordance with these stages and the specifics of environmental problems, appropriate methods, means and forms of organizing training are selected. For example, at the first stages, the most appropriate methods are those that update and correct schoolchildren’s existing environmental value orientations, interests and needs, experience of environmental activities - conversation, game-based communication.

At the stage of formulating an environmental problem, methods that stimulate independent activity of students in collecting and analyzing facts of an environmental nature acquire a special role; solving tasks, problems related to identifying contradictions in the interaction of society and nature; conducting educational discussions that promote bias and selectivity in students’ attitudes towards various aspects of environmental problems. Techniques for involving schoolchildren in practical activities to protect, care for, improve the environment and promote environmental knowledge are of decisive importance at all stages of the process of forming an environmental culture. In the process of such activity, responsibility develops as a personality trait.

In accordance with the general pedagogical theory and the basic principles of integrated ecology, the content of ecological culture should reveal the scientific, value-based, normative and activity-based aspects of interaction between society and nature, characterize the global significance of environmental problems and ideas for optimizing the use of natural resources:

- scientific aspects are represented by social, natural and technical laws, theories and concepts that characterize man, work, nature, society in their interaction;

- value orientations as attitudes and motives for activity presuppose that schoolchildren understand the importance of nature as a universal value;

- regulatory aspects include a system of moral and legal principles, norms and rules, regulations and prohibitions of an environmental nature, intransigence to any manifestations of antisocial behavior in the natural environment.

1.2 Features of the formation of environmental culture

Creating a new relationship between man and nature is a task that is not only socio-economic and technical, but also moral. It stems from the need to cultivate an ecological culture, to form a new attitude towards nature, based on the inextricable connection between man and nature. One of the means to solve this problem is environmental education.

In order to solve this problem, environmental education must begin from early childhood. Even in the family and in preschool years, the child should receive some basic information about the world around him, nature, the need and expediency of caring for plants and animals, and preserving the purity of the Earth’s water and air. This knowledge should be developed and consolidated in the early years of secondary school. At the same time, an atmosphere of benevolence towards nature must be created so that the child develops a world view that includes him in the world around him not as a master, but as a participant in the natural process of his development.

The goal of environmental education is to develop a responsible attitude towards the environment, which is built on the basis of environmental awareness. This presupposes compliance with the moral and legal principles of environmental management and the promotion of ideas for its optimization, active work in studying and protecting the nature of their area.

Nature itself is understood not only as an environment external to man - it includes man.

The attitude towards nature is closely connected with family, social, industrial, and interpersonal relationships of a person and covers all spheres of consciousness: scientific, political, ideological, artistic, moral, aesthetic, legal.

A responsible attitude towards nature is a complex personality characteristic. It means understanding the laws of nature that determine human life, manifested in compliance with the moral and legal principles of environmental management, in active creative activities to study and protect the environment, in promoting the ideas of proper environmental management, in the fight against everything that has a detrimental effect on the environment.

The condition for such training and education is the organization of interconnected scientific, moral, legal, aesthetic and practical activities of students aimed at studying and improving the relationship between nature and man.

The criterion for developing a responsible attitude towards the environment is moral concern for future generations.

The goal of environmental education is achieved as the following tasks are solved in unity:

Educational - the formation of a system of knowledge about environmental problems of our time and ways to resolve them;

Educational - the formation of motives, needs and habits of environmentally appropriate behavior and activities, a healthy lifestyle;

Developing - development of a system of intellectual and practical skills for studying, assessing the condition and improving the environment of their area; development of the desire for active environmental protection: intellectual (ability to analyze environmental situations), emotional (attitude towards nature as a universal value), moral (will and perseverance, responsibility).

The relevance of the interaction between society and the natural environment has put forward the school’s task of developing a responsible attitude towards nature in children. The earlier work on environmental education of students begins, the greater the pedagogical effectiveness. At the same time, all forms and types of educational and extracurricular activities of children should enter into a close relationship.

Currently, the attention of scientists to the study of problems of environmental education and training has increased significantly. Ecological culture, according to A.N. Zakhlebny is the affirmation in the consciousness and activity of a person of environmental management, the possession of skills and abilities for socio-economic tasks without damage to the environment and human health.

L.P. Pechko; “ecological culture includes: - the culture of cognitive activity of students to master the experience of humanity in relation to nature as a source of material values, the basis of ecological living conditions, an object of emotional, including aesthetic experiences;

Work culture that is formed in the process of work. At the same time, environmental, aesthetic and social criteria are taken into account when performing specific tasks in various areas of environmental management;

A culture of spiritual communication with nature.

A. N. Zakhlebny believes that the goal of environmental education and upbringing is the formation of a system of scientific views and beliefs that ensure the formation of a responsible attitude towards the environment, which is built on the basis of new thinking, in all types of their activities, the formation of an environmental culture.

An ecologically culturally educated person with a formed environmental consciousness, with his own beliefs and correct behavior in relation to the environment will only be when the conditions of environmental education are taken into account. The first most important condition is systematic presentation of material, continuity and accessibility. The second indispensable condition is the active involvement of junior schoolchildren in practical activities within their power to protect local natural resources. There are many such things: landscaping a school, a classroom, caring for flower beds, collecting medicinal herbs, protecting and feeding birds, etc.

The formation of an individual’s ecological culture is facilitated by a combination of knowledge and consciousness. The combination of different forms (conversation, games, etc.) gives a huge effect. The children give examples of ecological connections, play “Field of Miracles,” draw up food chains for various living organisms, draw environmental signs and emblems, choose environmental rules that apply to them, and get acquainted with some of the “residents” of the Red Book.

The theoretical knowledge acquired by students in the classroom should become the basis for independent assessment of processes and phenomena occurring in nature, the ability to generalize the results of observations, and promote environmentally literate behavior that is safe for nature and one’s own health. This is where the dry presentation of educational material in the classroom comes to the aid of various forms of conducting lessons - travel, didactic conversations, matinees, eco-projects, which contribute to a deep and lasting expansion of environmental knowledge.

Often children study nature only from books; they can determine the names of animals and plants depicted only in illustrations, but do not recognize them in nature. Research work within the framework of environmental projects can help solve the problem. There is a wide variety of projects: “Clean Morning”, “We Found Our Owners!”, “Returned Forest”, “Nature’s Complaint Book”, “Good Mood Corner”, “Charming Weed”, “My Tree”, etc. These projects involve children performing research work, conducting observations, summarizing results, researching in a wide variety of forms, and drawing up recommendations on a problem.

An important task of the work within the project is to develop an emotional attitude towards nature and communicate with it on equal terms.

The formation of an ecologically cultural personality is impossible without such a form of work as an excursion in which nature is observed. An ecological excursion is a form of environmental education; is a group visit to natural complexes or cultural institutions for educational purposes. Students can be assigned work aimed at identifying disturbances in nature. This is the identification of contamination of territories, the state of vegetation, traces of human activity, etc. A preliminary conversation before the excursion will help to interest students and reveal the need for personal participation in nature conservation.

Mass environmental campaigns and significant days (“Earth Day”, “Bird Day”) play a great role in the formation of schoolchildren’s environmental culture. Traditionally, game methods are widely used in the practice of environmental education and brought up. Ecological games are a form of environmental education based on the special gaming activities of the participants, stimulating a high level of motivation, interest, and emotional involvement. (Games - competitions, role-playing environmental games, simulation environmental games.)

The formation of a caring attitude towards nature continues in other lessons, revealing the diverse role of nature in human life. Thus, when teaching reading, the aesthetic side of protecting the nature of their native land is emphasized, and students’ ability to aesthetically perceive the beauty of nature is developed. The same problem is solved when teaching fine arts. At the same time, in labor training lessons, some issues on nature conservation are considered only from the position of “usefulness”, which, with a one-sided impact on children, can lead to the formation of a utilitarian-consumer attitude towards nature. In this regard, the need to use interdisciplinary connections in environmental education and upbringing of junior schoolchildren is obvious.

Thus, the most important component of the formation of an individual’s ecological culture is the activity of younger schoolchildren. Its different types complement each other: educational contributes to the theory and practice of interaction between society and nature, mastering the techniques of causal thinking in the field of ecology; the game forms the experience of the concept of environmentally appropriate decisions, socially useful activities serve to gain experience in making environmental decisions, and allows you to make a real contribution to the study and protection of local ecosystems, and the promotion of environmental ideas.

Chapter 2. Analysis of interaction between teacher and students on the formation of ecological culture of junior schoolchildren

2.1 The content of the teacher’s activities in developing the ecological culture of junior schoolchildren

The content of environmental education is absorbed by students in their various activities. Each form of organizing the educational process stimulates different types of cognitive activity of students: independent work with various sources of information allows you to accumulate factual material and reveal the essence of the problem; the game develops the experience of making appropriate decisions, creativity, and allows you to make a real contribution to the study and conservation of local ecosystems, and the promotion of valuable ideas.

At the first stages, the most appropriate methods are those that analyze and correct the environmental value orientations, interests and needs that have developed among schoolchildren. Using their experience of observation and environmental activities, the teacher, during a conversation, with the help of facts, figures, and judgments, evokes emotional reactions from students and strives to form their personal attitude to the problem.

At the stage of formation of an environmental problem, methods that stimulate independent activity of students acquire a special role. Assignments and objectives are aimed at identifying contradictions in the interaction of society and nature, at forming a problem and generating ideas about how to solve it, taking into account the concept of the subject being studied. Discussions stimulate educational activities, promoting students' personal attitude to problems, familiarization with real local environmental conditions, and the search for opportunities to solve them.

At the stage of theoretical substantiation of the ways of harmonious influence of society and nature, the teacher turns to a story that allows us to present the scientific foundations of nature conservation in broad and diverse connections, taking into account factors at the global, regional, and local levels. Cognitive activity stimulates the modeling of environmental situations of moral choice, which generalize the experience of decision-making, form value orientations, and develop the interests and needs of schoolchildren. The need to express aesthetic feelings and experiences through creative means (drawing, story, poetry, etc.) is activated. Art allows you to compensate for the predominant number of logical elements of knowledge. The synthetic approach to reality and emotionality inherent in art are especially important for the development of motives for studying and protecting nature.

Role-playing games are a means of psychologically preparing schoolchildren for real environmental situations. They are constructed taking into account the specific purposes of the subject.

A number of methods have universal significance. Quantitative experiment (experiments in measuring quantities, parameters, constants characterizing environmental phenomena; experimental study of environmental engineering, technology; experiments illustrating the quantitative expression of environmental patterns, etc.) allows you to successfully form the structural elements of environmental knowledge and attitude towards them as personally significant.

At primary school age, the child’s high cognitive interest in the natural world, his curiosity and observation skills can be used to expand his naturalistic horizons and environmental erudition.

In the course of natural history, one masters initial ideas about specific natural objects and natural phenomena, the relationships between nature and society, the world and the nature of each person, and the rules of behavior in the natural environment. An important condition for the formation of environmental consciousness is the greening of the teaching environment. The pedagogical basis in the formation of the ecological foundations of consciousness is made up of extracurricular forms of environmental education.

Great opportunities for developing environmental feelings in relation to the world around us lie in games, especially didactic ones. Didactically, games, in their essence, serve the developmental purpose of any education.

“Didactic play will allow you to satisfy children’s curiosity, involve the child in the active exploration of the world around him, and help him master ways of understanding the connections between objects and phenomena,” says teacher L. Pavlova. In her work “Games as a Means of Ecological and Aesthetic Education,” she suggests especially not “overloading” younger schoolchildren due to the fact that at their age they will be more interested in the knowledge acquired in games.

Reflecting impressions of life phenomena in images of play, children experience aesthetic and moral feelings. The game contributes to children’s in-depth experience and expansion of their understanding of the world. The more diverse the game actions are in content, the more interesting and effective the game techniques are. When inventing them, the teacher is guided by the children’s knowledge of life situations and the characteristics of human and animal behavior. Game teaching techniques, like other pedagogical techniques, are aimed at solving didactic problems and are associated with the organization of games in the classroom. The game is suggested by the teacher during the lesson; this is how it differs from free play. The teacher plays with children, teaches them game actions and how to follow the rules of the game as a leader and as a participant. The game requires the child to be included in its rules: he must be attentive to the plot developing in a joint game with peers, he must remember all the symbols, he must quickly figure out what to do in an unexpected situation from which he must get out of it correctly. However, the entire complex complex of practical and mental actions performed by the child in the game is not recognized by him as a process of deliberate learning - the child learns by playing.

The study of nature cannot be imagined without direct observation and study of objects and natural phenomena. Therefore, in the practice of getting to know nature, excursions into nature occupy a large place. Systematic excursions are a necessary condition for the formation of natural science knowledge.

An excursion is a form of organizing the educational process, aimed at mastering educational material, but carried out outside of school, which allows for observations, as well as direct study of various objects, phenomena and processes in naturally or artificially created conditions.

When the whole class takes part in an excursion, and the excursion material is closely related to the natural history curriculum, it becomes a form of whole-class work. In this case, it is included in the lesson system and is an important part of the educational process. In addition, an excursion can be a form of extracurricular activity when it is carried out with a group of individual, most interested students.

The pedagogical significance of excursions is great. It should be noted, first of all, its enormous importance in the formation of the student’s personality. The excursion concretizes the program material, broadens the horizons and strengthens the knowledge of students.

An important place in the teacher’s work plan is occupied by excursions into nature, where students can see the relationships of natural objects and their connection with the environment. Finding themselves in the natural environment with all its diversity of objects and phenomena, students learn to understand this diversity and establish connections between organisms and each other and with inanimate nature. Excursions into nature represent a way of concrete study of nature, that is, the study of authentic objects and natural phenomena, and not stories or books about it. Here, wide opportunities open up for organizing students’ creative work, initiative and observation. On excursions, as well as on practical classes, students develop independent work skills. They become familiar with collecting materials and storing collections, as well as processing excursion material (in class after the excursion). Systematic excursions develop students’ skills in exploring their region.

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In this regard, society dictates the need to change the model of perception of the world in our children, offering them an environmentally correct orientation. Here, the consciousness is initially established that man is not the king of nature or its manager, but one of the many organisms on the planet that must live in harmony with many inhabitants of the Earth.

Children come to school with different levels of preparation. Test results conducted in 1st grade show that children distinguish and name only a small number of animals and plants, cannot name their features, compare objects according to various incomparable characteristics, and do not always show a humane attitude when getting out of a difficult situation. The cognitive attitude is unstable and is associated with events that attract attention.

How to change the situation? What to teach? What general knowledge is available to a primary school student? What are the requirements for environmental training for junior schoolchildren?

To answer these questions, the teacher needs to master the basics of environmental education and work with children on environmental education and upbringing in the system.

The purpose of environmental education is the formation of an ecologically cultural personality, which presupposes that a person has certain knowledge and beliefs; readiness for activity and, most importantly, practical activity that is consistent with the requirements of a responsible and careful attitude towards nature. An ecologically cultural personality presupposes that a person has an active life position.

Description of work experience on the topic “Formation of ecological culture of junior schoolchildren”

Society dictates the needchange the model of perception of the world in our children, offering them an environmentally correct orientation. Here, the consciousness is initially established that man is not the king of nature or its manager, but one of the many organisms on the planet that must live in harmony with many inhabitants of the Earth.

The school is obliged to prepare a new generation of people capable of preventing the danger of crisis situations that arise in nature. Environmental knowledge is especially important because they help ensure the safety of all life, including humans, on Earth.

It is necessary to engage in environmental education from an early age.

Childhood is a period of rapid development of the child, intensive accumulation of knowledge about the environment, the world in which we live; formation of multifaceted relationships with nature and people. Hence the indispensable companion of children's curiosity - the question “Why” and the generally accepted statement that this age is the age of “Why”.

Psychologist L.I. Bozovic emphasizes that a person’s responsible attitude towards nature depends on the formation of environmental skills, abilities, and habits in schoolchildren. The important role of habits in instilling correct forms of behavior was pointed out by K.D. Ushinsky, therefore, in environmental education, it is advisable to pay special attention to the formation of habits. As the most important conditions for effective moral education of junior schoolchildren. L.I. Bozhovich emphasizes the presence of visual models of moral behavior presented to children and the mobilization of their active desire to master these models. To develop in younger schoolchildren the internal need to act in accordance with models of moral behavior, as noted by Sh.A. Amonashvili, it is necessary not only to give them an example of appropriate behavior, but also to form an awareness of what behavior is moral and what is immoral in society, that is, to form a moral and legal evaluative attitude towards reality.

Teachers I.D. Zverev and I.T. Suravegin express the opinion that a person’s careful, responsible attitude towards nature consists of a number of components: environmental beliefs, worldviews, ideals, interests.

Research by psychologists V.V. Davydova, L.N. Zankova, D.B. Elkonina, V.S. Mukhina, S.D. Deryaba and others proved the possibility of forming in younger schoolchildren a significantly higher level of psychological development, elements of logical, abstract thinking, and a culture of behavior in natural and social terms.

Primary school is the most important stage in the development of children’s scientific, cognitive, emotional, moral, and practical, active relationships to the environment and their health.

Based on this, the question arises: whatthe essence of environmental education in primary school and what concepts are accessible to younger schoolchildren?

Firstly , when studying the world around us, it is necessary to reveal diverse and quite complex connections, which contributes to a theoretical increase in knowledge and the development of interest.

Secondly , improve the environmental culture of schoolchildren, which promotes a responsible attitude towards nature.

The course “The World Around Us”, developed ... has an environmental focus, which is determined by the special relevance of environmental education in modern conditions. With the beginning of the third millennium, the environmental problems that arose earlier not only did not disappear, but continued to deepen. In the 21st century, their solution takes on the character of a factor in the survival of mankind. Environmental problems are particularly acute in Russia, since our country is solving the most complex problems of economic and social development in conditions of an extreme deficit of environmental culture in society.

The target settings of primary school subjects determine the need to use them together to educate younger schoolchildren in the spirit of love and respect for nature. Based on the content of all academic subjects, the core of environmental education and upbringing in primary school is formed.

The leading idea of the experience is a holistic approach to building the educational process, which is based on the integration of basic and additional education for children, in-depth study of the subject, as well as practical activities of students. Additional educationbecomes a continuation of the general.

Changes have been made to the organization of the educational process.

My work system can be represented as a diagram:

The search for a new form of organizing the educational process pushed me

To study programs and textbooks on the world around us.

To search for new forms and methods of teaching the subject.

To study advanced teaching practices.

To collaborate with district teachers in order to study their experience and involve them in joint activities.

The most acceptable program for me is A. A. Pleshakov’s program “The World Around Us.” The course “The World Around Us” has an environmental focus, which is determined by the special relevance of environmental education in modern conditions.

The training course is of a personal developmental nature. Its goal is to educate a humane, creative, socially active person who respects and takes care of his environment, the natural and cultural heritage of humanity.

The priority objective of the course is to form in the student’s mind a value-based image of the world around him, as his own home and common to all people, to all living things. On this basis, the child develops a modern, environmentally oriented picture of the world, develops a sense of belonging to the life of nature and society, and develops the personal qualities of a cultured person - kindness, tolerance, responsibility.

At the same time, by means of the educational subject, conditions are purposefully created for the development of students’ cognitive processes, speech, emotional sphere, creative abilities, and the formation of educational activities.

The selection of the content of the educational course “The World Around Us” is carried out on the basis of the following leading ideas:

1. The idea of the diversity of the world.

2. The idea of the ecological integrity of the world.

3. The idea of respect for peace.

The ecological integrity of the world is the most important aspect for us of the fundamental idea of integrity, which is also consistently implemented in the course. The idea of the ecological integrity of the world is realized through the disclosure of various ecological connections: between inanimate nature and living nature, within living nature, between nature and man. In particular, the significance of each natural component in people's lives is considered, and the positive and negative impact of humans on these components is analyzed.

The idea of respect for the world is based on the teachings of A. Schweitzer about reverence for life, on the concept of the ecological imperative of N. N. Moiseev, and is consonant with modern ideas of educating a culture of peace.

The methodology for teaching the course “The World Around Us” is based on a problem-search approach, which ensures the implementation of the developmental tasks of the academic subject. In this case, various methods and forms of training are used using a system of tools that make up a single educational and methodological set. Students observe natural phenomena and social life, perform practical work and experiments, including research ones, and various creative tasks. Didactic and role-playing games, educational dialogues, modeling of objects and phenomena of the surrounding world are carried out. To successfully solve the course's problems, excursions and educational walks, meetings with people of various professions, organizing feasible practical activities to protect the environment and other forms of work that ensure direct interaction of the child with the outside world are important. Classes are held not only in the classroom, but also on the street, in the forest, park, museum, etc.

The success factor contained in the experience of developing students’ environmental culture is the component of additional education for children and the organization of their practical activities.It is important that work with children begun during lessons continues after they have ended.

As a result, I developed a plan for improving the environmental culture of schoolchildren based on

In-depth study of the surrounding world.

Leading an environmental group.

Cooperation with kindergarten and secondary level.

Based on the practical orientation of the work.

The result was positive, as evidenced by monitoring the quality of knowledge of students in the 4th grade, at the entrance to the 5th grade.

The dynamics of student learning also turned out to be positive.

The novelty of the experience also lies in the improvement of certain aspects of pedagogical activity, in the discovery of new means and rules for their use.

Educational process:

1. Ensuring the study of ecology as a system-forming component of school education, taking into account the specifics of natural and social conditions and cultural traditions.

2. Creation of specialized environmental aids for primary schools.

3. High-quality teaching of ecology as a separate school subject.

4. Integration of basic and additional education.

5. Ensuring the integrity and continuity of knowledge and skills at various levels of secondary school.

6. Informing teachers, students, and parents about the regulatory requirements for primary school graduates in the field of ecology.

7. Reliance on regionalization.

Educational process:

1. Fostering love and responsible attitude of schoolchildren towards their native nature and people, as part of the biosphere and the world community. (The educational process includes replaying situations in environmental theater, staging fragments of environmental fairy tales, organizing games - trips through ecology, helping volunteers).

New requirements for the level of mastering the program for teachers:

The teacher must know the theoretical foundations for the formation of environmental consciousness in schoolchildren.

Possess practical skills in developing environmental literacy.

Be able to plan work to develop environmental awareness.

Act within the framework of additional education.

Additionally:

1.Work of the environmental circle.

2. Presentation of material based on cultural environmental values.

(ethno-ecology)

3. "Pedagogical University". (Parent education)

4. Cooperation with other schools in the area to conduct research, holidays, and environmental Olympiads.

5.Ecological line. (Once a week.)

6.Holding an environmental day. (Twice a year).

Goal and tasks.

Target – formation of environmental awareness and thinking based on an active life position (responsible attitude towards the environment)

Tasks

Didactic:

1. Assimilation of basic ideas about eco-cultural values, about environmentally literate interaction between man and nature (during the study of academic disciplines, conversations)

2. Gaining initial experience of emotional and sensory direct interaction with nature, environmentally conscious behavior in nature (during excursions, walks, hikes) 3. Gaining initial experience of participating in environmental activities (at school and on the school site - planting plants, creating flower beds , feeding birds, cleaning the area)

Educational:

1. Fostering a careful and responsible attitude towards the environment and all living things.

2. Nurturing an active life position in younger schoolchildren.

3. Formation of a personality developing in harmony of nature and civilization.

Educational:

1. Development of a natural science worldview, strengthening the connection between learning and life.

2. Development of a sense of self-esteem and empathy.

During the implementation of the program, it is necessary to rely on the following principles:

The principle of consciousness and activity aims to develop in students a meaningful attitude towards cognitive activity, and presupposes a high degree of independence and creativity in students.

The principle of visibility obliges us to build the learning process with maximum use of forms of involving the senses.

The principle of systematicity and consistency manifests itself in the interconnection of knowledge, skills and abilities.

The principle of repetition allows you to develop dynamic stereotypes.

The principle of gradualism assumes continuity from one stage of education to another.

Principle of individualization . Based on the individual characteristics of the child, the teacher comprehensively develops him and predicts his development. Taking into account the level of individual preparedness, ways to improve the skills of students are outlined.

The principle of active learning allows the use of gaming technologies, work in pairs, and play work.

The principle of connection between theory and practice encourages the application of knowledge in practice.

Nessesary to useprinciples of taking into account age and individual characteristics .

Activities.

The forms of organizing work while studying the course are varied. The main methods and forms of organizing study are story, conversation, story game, fairy tale, excursion, drawing, coloring. Initial education in ecology is carried out on materials from fairy tales, fables, as well as stories from naturalist writers: Vitaly Bianki, Nikolai Plavilshchikov, Nikolai Sladkov, Mikhail Prishvin, Nikolai Zverev, which are accessible to children of this age, reliably reflect the specifics of natural phenomena, teach them to be observant, with love treat all living things. Special teaching aids, the creation of which using folklore and fairy-tale material, are very convenient in the educational process.

Forms of work organization can be presented in the form of a diagram:

Much attention is paid to developing students' knowledge about the rules of individual behavior in nature. An important method of developing such knowledge is the application of these rules in practice: in object lessons, excursion lessons, labor training lessons, and reading.

The effectiveness of environmental education is determined by a skillful combination of various types of activities.All primary school subjects are called upon to contribute to the formation of children’s environmental culture and their relationship to nature.

Integrated Lessons – natural history and mathematics, reading and natural history are a real step towards the “greening” of a growing person. “Nature and people are one whole”, “Nature is in danger”, “Nature is waiting for my help” - these are the most important conclusions that every child should make.

Gives a big emotional splashlessons in fine arts and technology.In these lessons, children not only learn to see the beauty of nature, but also to depict it.

On Russian lessons language we use texts exercises and dictationsabout nature .

During speech development lessonswe make up stories on the topics: “The last daisy on earth”, “War of tin cans with people”, “Air seller”, etc.

Mathematics creates conditions for the ability to give a quantitative assessment of the state of natural objects and phenomena, the positive and negative consequences of human activity in nature and the social environment. It is necessary to introduce at least one problem into each mathematics lesson that introduces the elements of nature or talks about nature conservation.

Word problems open up the opportunity to explore questions about the environment, caring for it, rational use of natural resources, restoration and enhancement of its natural resources (Ivanova T.S. Environmental education and upbringing in primary school.). These include saving water, energy, paper, waste and noise problems, animal welfare, healthy eating, hygiene and health. Each assignment should end with a call to the student. Fun ecology assignments are based on scientific data.

Math coloring pages – these are complex tasks in which you need to perform mathematical operations and choose a color for coloring, which depends on the result of the actions. They depict both rare and commonly found plants and animals. Children can work with them both independently and in groups.

Ecological tales. “A story can be used to suggest ways for a child to solve a specific problem.” According to professionals, it is in environmental fairy tales that it is possible to most fully use the means of emotional influence on a child. Through fairy tales it is possible to instill not only a love for nature, but also an awareness of the need for its protection and civic responsibility. In addition, an ecological fairy tale contributes to the dissemination of scientific knowledge about nature.

A necessary form of work should be considered the inclusion of children inproject activities . Work on the project contributes to the formation of the principles of human daily life on Earth in interaction with the entire environment. These principles will help him make the right decisions in the interests of Nature and Life. This goal can be achieved by directing children's daily work towards specific environmental activities.

In the course of their work, they have to find supporters for environmental committees, conducting educational work among their environment, notifying the local population about the results of research and successes in nature conservation. Children work on the project individually or in small groups. According to the timing of execution, they can be short-term (performed during some stage of the lesson or designed for one lesson, medium-term or long-term - performed over a longer period of time).

It is beneficial to provide information based onethno-ecology. Since ancient times, environmental values existing among people have been formed into strict environmental standards, embodied in pedagogical ideas, traditions, and customs. The traditions of the people associated with the choice of trees for planting in the yard are of great interest. It was possible to plant a willow tree near the house, which would bring goodness and protect against harm. They did not plant a poplar, since it was believed that the boys in the house would be sickly; they did not plant a pine tree, since this tree was tall, and a tall tree would be struck by lightning. The nut was planted at the end of the garden - an evil spirit lives in it, sending nightmares to the sleeper. Fruit-bearing trees were not cut down either.

We create with the guysyour “Red Book” , for which children draw or make endangered species of animals and plants; come up withsigns calling for respect for nature; we createfolding books depicting birds, insects, amphibians that we see in nature. We do it with our parentsfeeders .

An extracurricular form of environmental education isextracurricular activities , which often complements the lesson, since its content is based on the study of human life in unity with ecological systems.

Purposeful study in extracurricular work of the environmental situation that has developed in the microdistrict helps students master moral norms of attitude towards nature, norms of prohibitions (not to intentionally harm living things, not to pollute nature, etc.). Students' exploration of real life in the process of extracurricular work provides material for discussing various life situations, especially the behavior of people in the natural environment, where the result often does not correspond to the desired one. This will allow schoolchildren to learn a lesson for the future, change the goals of their activities, and teach them to make decisions in accordance with their beliefs.

Extracurricular activities creates conditions for gaining experience in making environmental decisions based on the knowledge gained: how and where to lay trails, without burning and soot, to equip a parking lot; how to treat living inhabitants of forests and meadows; is it worth picking wild plants; Is it necessary to save well water, etc.

The role of extracurricular activities is great in introducing students toindependent work which is carried out individually or in groups. In this case, we turn to experiment, practical activity, research with recording on photographic film, in drawings, diagrams and other documents. All this makes research attractive and interesting.

A positive form of work isassistance to volunteers, which consists of participating in such events as “Help the birds in winter”, “What would you change in our park?”, “Air without burning and soot”.

The most interesting aspect of schoolchildren’s activities is participation in work to study and assess the environmental condition of the school and school site. Similar work is carried out jointly with high school students.

“Study of the environmental condition of school premises”

“Study of the ecological state of the school site.”

Students are divided into groups of several people. They are given instructions on how to carry out the work. When completing assignments, each group studies the environmental condition of one of the school premises - the office, school corridors, dining room, etc. Students evaluate the emotional perception of this room; examine its sanitary and hygienic condition; ventilation mode, room illumination, level of external and internal noise load; describe the quality and arrangement of furniture and equipment, the coloring of walls and floors, and determine their compliance with aesthetic requirements; study the greenery of the room and describe its aesthetic design.

Research experienceallows you to apply theoretical knowledge in practice, contributes to the development of an active life position.

Following the results of the work, a conference is held, where not only the work and reports of students are heard, but also photographs, diagrams, tables based on research results are shown, and proposals are made for landscaping and design of classrooms and corridors.

Students' proposals for improving the school and school grounds are always the subject of discussion. The results of these discussions are taken into account when designing classrooms and the school area. Thanks to such research, the school becomes more comfortable.Parents of students provide great assistance.

But all the work will only have an impact on the feelings and development of students if they have their own experience of communicating with nature.

The most popular means of teaching ecology areexcursions. They allow us to identify natural connections and the main stages of studying nature.Excursionsmay be associated with the study of program material, be of a local history nature, or may simply be devoted to getting to know nature. It should be borne in mind that during excursions into nature we must also solve the problems of aesthetic education.

K. D. Ushinsky wrote: “And the freedom, and the space, nature, the beautiful surroundings of the town, and these fragrant ravines and blazing fields, and the pink spring and golden autumn weren’t our educators? Call me a barbarian in pedagogy, but from the impressions of my life I have drawn the deep conviction that a beautiful landscape has such enormous educational significance in the development of a young soul, with which it is difficult to compete with the influence of a teacher.”

Conversation. Conversation is the most common form of environmental education. One of the most significant is a conversation about the culture of behavior in nature. To make the conversation more varied and rich, it is advisable to use a set of illustrations, which are offered as pictures for coloring before the conversation, after it, or to consolidate the knowledge gained.

A game. Play is the most understandable, joyful and natural type of activity. Games add emotional coloring to activities, fill them with bright colors, make them lively and more interesting for children. The games contain a huge amount of information of various knowledge.

Long-term play allows you to combine a variety of methods, means and techniques of ecological creative activity. A long-term game is a system of specially organized educational activities taking place over a long period of time, the content unit of which is a thematic block, and the organizational unit is a game event.

The formation of an ecological culture is achieved through a complex impact on the emotional, intellectual and practical spheres of the personality of the game participants.

Story.The content and form of the story help to awaken interest and love for nature.

Interesting techniques include reenacting situations in environmental theater and staging fragments of environmental fairy tales.

Organization of games - travel, children's work in nature.

This technique is positive: children are encouraged to trywrite environmental fairy tales on a chosen topic, remake a well-known fairy tale in a new way. “If a child comes up with a fairy tale, connects several objects of the surrounding world in his imagination, then we can say with confidence that he has learned to think” (V. A. Sukhomlinsky)

Along with traditional methods (excursions, extracurricular observations, a system of home observations, summer assignments), it is necessary to use a project methodology: creating little books and mini-encyclopedias.

A good form is phenological observations. (The duty officer reports weather observations every day and records the observation results in an environmental diary)

Information and communication methods . They allow you to facilitate the assimilation of extensive material due to the complex influence of video and sound.

Observation.The problem of using the observation method in natural history lessons was paid attention to by such scientists as V.A. Sukhomlinsky, K.D. Ushinsky, V.P. Vakhterov, L.S. Sevruk and others. The object of study is the surrounding natural areas.

Practical work.Examination of living and herbarium specimens of plants, finding their organs, comparing the organs of different plants; examination of fruits and seeds of plants, etc.

Practical lesson.Planting a tree or shrub, making bird feeders.

Independent readingadditional natural history literature and searching for the necessary information in it.

Experience.Experiments showing the dissolution of a substance in water; experiments revealing soil properties.

Demonstrations.Change of day and night, change of seasons (on Tellurium)

Signs to the rules of behavior in nature

Modeling:creation of graphic and dynamic diagrams reflecting certain phenomena. (For example, depiction using models of the simplest food connections between organisms; the development of plants from a seed; the development of a butterfly, a frog).

Mystery.Riddle is an element of Russian folk art that contributes to the formation of moral and aesthetic norms. Lessons using them force the child to think, reason, prove and do not tire the students.

Project method.This method can be classified as a research type, in which students individually study any given problem. Educational activities in this case are focused on successful activities in real society. The result of training is no longer the assimilation of knowledge, skills and abilities, but the formation of key competencies that ensure the success of practical activities.

Methods of stimulation, control of students, mutual control and self-control.

The stimulus that motivates student activity is:

the opportunity to show the result of your activities in the form of accumulated material. The best materials are published on the school website and in the local newspaper.

Certificates, incentive prizes for students and individual families.

Opportunity to expand your electronic portfolio.

Good quality of knowledge on the subject.

A necessary condition for ensuring the greatest effectiveness of pedagogical activities is the clear and joint work of all project participants - teachers, students, parents, the head teacher for educational work, and the Sukhinichi district environmental committee.

Effective implementation of the project involves changes in the teacher’s activities:

Developing individual tasks for students (or microgroups), monitoring the implementation of activities and providing assistance to students, analyzing and systematizing the material, taking an active position.

Characteristics of the results obtained (according to criteria and indicators determined in accordance with the goal)

The result of the activity is

Mastering basic ideas about eco-cultural values, about environmentally literate interaction between man and nature

(during the study of academic disciplines, conversations)

Gaining initial experience of emotional and sensory direct interaction with nature, environmentally literate behavior in nature (during excursions, walks, hikes)

Gaining initial experience in participating in environmental activities (at school and on the school site - planting plants, creating flower beds, feeding birds, cleaning the territory)

Characteristics of the resulting replicated products.

The result of the activity is:

As a result, primary school graduates will learn (have learned):

Prepare small presentations
Recognize the value of nature and the need to take responsibility for its conservation.
Follow the rules of safe behavior in the natural environment.
Plan, control and evaluate educational activities in the process of learning about the world around us in accordance with the task and the conditions for its implementation.

Indicators of a well-educated personality are: environmental knowledge, skills, practical results, which are expressed in students performing socially useful work on nature conservation.

Positive dynamics of systemic changes:

1) Level of training of students.

Monitoring

quality of knowledge and level of students’ knowledge of the world around them

Conclusions: there is a positive trend in the quality of students’ knowledge of the surrounding world and natural history with 100% success rate in this course.

Deputy Director for Water Resources Management N.L. Konyukhova.

2) The level of personal development of students.

Monitoring

quality of knowledge and level of training of individual students in the world around them

for 3 years of study in primary school and forIhalf a year of natural history in 5th grade.

Conclusions: these students show a positive trend in the quality of knowledge on the surrounding world and natural history for the first half of the 5th grade with 100% success in this course.

Deputy Director for Water Resources Management N.L. Konyukhova

Students have developed key competencies:

1) Competencies related to the person himself as an individual, a subject of activity, communication - the competence of health care, the competence of value-semantic orientation, the competence of integration, the competence of citizenship, the competence of self-improvement, self-regulation, self-development, personal and subject reflection.

2) Competencies related to human social interactions - competencies of social interaction, competencies in communication.

3) Competencies related to activity - competence of cognitive activity

Result of activity, evaluation.

The results of student activities are:

Methodical piggy bank for each student. It includes a report on the student’s research activities:

Folding books, photo albums, participation in student conferences, participation in promotions, photo reports, exhibitions, environmental newspapers, presentations,

reports, messages, essays, tourist maps, baby books, etc.

The best works of students are awarded with school diplomas and certificates and gifts. Receiving a prize is equivalent to an “Excellent” rating.

Good work is published in the local newspaper and on the school website.

2. Development or development of presentation skills. These include skills:

Demonstrate an understanding of the project problem, your own formulation of the project’s goals and objectives, and the chosen solution path;

Analyze the progress of the search for a solution to justify the choice of solution method;

Demonstrate the solution found;

Analyze the influence of various factors on the progress of work on the project;

Conduct self-analysis of the success and effectiveness of problem solving, adequacy

2. A leap in a child’s worldview from “I am nature” to “I and nature.”

The main growth criteria and indicators of the manifestation of a moral and environmental position are:

Mastering the norms and rules of environmentally sound interaction with the outside world, transforming a significant part of them into habits.

The presence of needs for the acquisition of environmental knowledge, orientation towards their practical application.

The need to communicate with representatives of the plant and animal world, empathy with them, and the manifestation of positive feelings.

The ability to see and understand beauty, the need for self-expression in creative activity.

Showing initiative in solving environmental problems in your immediate environment.

Forming students’ interest in the environmental situation in the city, region, country and the desire to improve it;

Acquiring practical skills in planting and caring for flowers, shrubs, and trees

6. Dissemination of experience.

In order to disseminate experience, I conducted open lessons, educational events, and a master class for teachers and parents of the school and district.

Participation in the regional amateur art competition “Magic Buckets, Rooster and Stream” (Spring Equinox Day) - 2006, 3rd place.

Correspondence competition on ecology “Green Planet” - 2009, diploma.

Open lesson for district teachers: “Journey to a fairytale forest.” (mathematics, 3rd grade) – 2002

Integrated lesson for school teachers: “Be a friend of nature!” - 2008

Educational event for primary school teachers and parents: “Oh, Maslenitsa!” - 2009

Extracurricular event for teachers and middle-level students: “Birds are our feathered friends” - 2010

Matinee for 2nd grade students: “Feast of the Queen of Autumn.” – 2010

Master class for primary school teachers “The role of integrated lessons in the formation of the ecological culture of junior schoolchildren.”

Report for primary school teachers: “Formation of environmental ideas of students based on the study of environmental problems of their native land.” – 2010

Conducting an environmental game “Competitions in a forest clearing” as part of a summer health camp for schoolchildren in the district. – 2010

Conclusion

The application of experience in practice made it possible to expand the level of innovation to the municipal level, making it possible to find like-minded people among teachers in the district.

Conditions that ensure the greatest effectiveness of teaching activities.

The success of environmental education and training at school depends on the use of various forms of work and their reasonable combination. Efficiency is also determined by the continuity of students’ activities in school conditions and environmental conditions. Continuity between kindergarten and school in matters of nature study is also important.

Necessary restrictions and prohibitions.

A ban on conducting practical activities without students understanding its significance.

Do not deviate from consistency in work, practical orientation, i.e. socialization.

The complexity of the experience.

The work requires a lot of time from the teacher for systematic planning and implementation of the work.

Innovation is carried out by one teacher, but involves students, primary school teachers, the school director, the head teacher for educational work, teachers of geography, chemistry, biology, and parents.

Both teachers with a high level of pedagogical skill and novice teachers of primary secondary schools can use their experience in developing the ecological culture of junior schoolchildren.

IV. Bibliography:

1. Kirillova Z.A. Environmental education and upbringing of schoolchildren in the process of studying nature. //Elementary school.– 1989, No. 5, pp. 25-27.

2. Khafizova L.M. How to introduce children to the rules of behavior in nature. //Primary school.–1988, No. 8, pp. 40-46.

3. Kucher T.V. Environmental education of students. - M.: Education, 1990.

4. Novolodskaya E. G. Methodology for the development of environmental culture among junior schoolchildren // Primary school. - 2002, No. 3, p. 52-55.

5. Kropocheva T. B. Non-traditional science lessons in elementary school. //Primary school, - 2002, No. 1, pp.57-63.

6. Morozova E. E. Psychological – pedagogical and methodological aspects of environmental education in elementary school. // Elementary school, - 2002, No. 7, p. 35-38.

7. Utkov P. Yu. From the experience of environmental education and upbringing of junior schoolchildren. // Elementary school, No. 8, p. 12-16.

8. Materials on additional environmental education for students (collection of articles). Vol.III/ Ed. M. N. Sionova and E. A. Polyakova. – Kaluga: Publishing house – in KSPU named after. K. E. Tsiolkovsky. 2007. – 224 p.

9. Materials on additional environmental education for students (collection of articles). Vol.II. / Ed. M. N. Sionova and E. A. Polyakova. – Kaluga: Publishing house KSPU im. K. E Tsiolkovsky. 2005. – 218 p.

10. Internet network.

Kaluga region, Sukhinichi city

Global environmental problems pose challenges for modern schools to educate the younger generation, namely, education in the spirit of a responsible and careful attitude towards nature, as well as the wise use of natural resources. In order for these requirements to become the norm of behavior for every person, it is necessary to deliberately cultivate a sense of responsibility for the state of the environment from early childhood. The successful formation of an environmental culture depends on a well-organized process of environmental education and training at school, which in turn depends on the use of various forms and methods of work, as well as their reasonable combination.

Before defining what is meant by the concept

“ecological culture”, let’s find out what is meant by environmental education and upbringing. For the first time, the term "environmental education" was used at a conference organized by the International Union for Conservation of Nature (IUCN) in 1970. According to V.P. Statsenko, environmental education is the process and result of students acquiring systematic knowledge, skills and abilities in the field of interaction with the environment, the state of the environment and the consequences of human influence on it in different areas of their activity.

Environmental education is one of the main components of the moral education of schoolchildren, therefore, under environmental education N.V. Bordovskaya understands the unity of environmental consciousness and behavior in harmony with the environment. The formation of environmental consciousness is influenced by environmental knowledge and beliefs.

Ecological ideas are formed in lessons, as well as in the process of extracurricular activities on environmental education and upbringing of junior schoolchildren. Education and training, which is based on the disclosure of specific environmental connections, contributes to the assimilation by students of rules and norms of behavior in nature, which can become conscious and meaningful beliefs of every child in the future.

Thus, environmental culture is understood as the result of environmental education and upbringing of schoolchildren.

A.N. Zahlebny argues that in the process of forming an ecological culture among students of primary school age, the following tasks must be solved:

1. formation of a holistic idea of the natural, social environment of a person as the environment of his life, work and leisure;

2. development of cognitive interest, as well as the ability to perceive the world around us through all senses;

3. nurturing an aesthetic and moral attitude towards the human living environment, the ability to behave in it in accordance with generally accepted moral norms and principles.

The problem of environmental education and upbringing of the younger generation was dealt with by such scientists as K.D. Ushinsky, who in his works wrote about the influence of nature on the formation of a child’s personal qualities. V.A. Sukhomlinsky, who called nature “the eternal source of thoughts” and good feelings of children.

K.D. Ushinsky, in turn, wrote: “And freedom, and space, nature, the most beautiful surroundings of the city, and these fragrant ravines and blazing fields, and pink spring and golden autumn weren’t our educators? Call me a barbarian in pedagogy, but from the impressions of my life I have drawn the deep conviction that a beautiful landscape has such enormous educational significance in the development of a young soul, with which it is difficult to compete with the influence of a teacher.” To teach a student to notice beauty, the teacher must first of all feel it himself.

The problem of the formation of ecological culture as a special direction of modern pedagogy was dealt with by such methodological biologists as S.D. Deryabo, A.N. Zakhlebny, I.D. Zverev, who studied models of organizing environmental education and upbringing in primary schools. A.S. Beisenov and N.F. Vinogradov dealt with the problem of incorporating environmental information into traditional academic disciplines. BEHIND. Klepinina, L.V. Moiseeva, I.N. Ponomareva, E.P. Torokhova, I.V. Tsvetkova investigated the forms, methods and means of environmental education and upbringing in the conditions of teaching children in primary school.

Ecological culture, according to A.N. Zakhlebny is the establishment in human consciousness and activity of the principles of environmental management, mastery of skills and abilities to solve socio-economic problems without harming the environment, human life and health.

This author identifies four main components as the basis for the system of formation of ecological culture.

1. Scientific and educational. Contains material that reveals the basic properties of objects and phenomena, their diversity and connections between them.

2. Value-based. Aimed at revealing to schoolchildren the significance of the objects being studied in human life and society.

3. Normative. Regulates norms, rules, prohibitions and instructions for human behavior and activities in the natural and social environment.

4. Practical and active. It has an equally important place in the process of environmental education and education of schoolchildren. Since practical activity is the final result of relationships, the criterion of developing consciousness and feelings. However, due to limited physical capabilities, a junior schoolchild cannot always be involved in environmental activities.

Currently, the requirements of environmental education and culture are becoming integral qualities of the general culture of the individual. More and more attention is paid to environmental education, the formation of environmental consciousness and ecological culture of students. In the understanding of A.S. Beisenova, environmental culture is interpreted as a complex result of environmental education and training, which is characterized by the development of environmental consciousness, environmental competence, environmentally oriented practical activity, based on a system of values and personal qualities. When assessing the results of environmental education and upbringing, one should proceed from an understanding of environmental culture as the result of complex work on environmental education and upbringing, the main components of which, first of all, are an ecological worldview, environmental awareness and environmental competence, which is considered as the ability to carry out complex, expedient activities based on a system of environmental knowledge, skills, beliefs, as well as personality traits.

E.N. Dzyatkovskaya argues that environmental culture is a personality quality, the main components of which are:

1. active interest in nature and problems of its protection;

2. knowledge about nature and the main methods of its protection;

3. moral and aesthetic attitudes towards nature;

4. environmentally conscious activities in relation to the environment;

5. motives that determine human activity and behavior in the natural environment.

Thus, the formation of an ecological culture among junior schoolchildren is an important and integral part of the entire learning process.

An exceptional role in this process belongs to primary school, where children receive basic knowledge about the world around them and human activities. Work on the formation of an ecological culture among junior schoolchildren is based on theoretical knowledge acquired by students in the classroom, in extracurricular activities, as well as in the process of self-education.

The next paragraph reveals the specifics of the formation of ecological culture of junior schoolchildren in extracurricular activities.

Components of ecological culture of junior schoolchildren. Theoretical aspects of the problem of forming the ecological culture of junior schoolchildren in extracurricular activities

Send your good work in the knowledge base is simple. Use the form below

Ministry of Education and Science of the Republic of Kazakhstan

Karaganda State University named after. E.A. Buketova

Faculty of Education

Specialty: pedagogy and methods of primary education

Course work

On the topic: Ecological culture of junior schoolchildren

Completed: 3rd year student

gr. PiMNO-32

Amirkhanova M.

Checked by: teacher

Kushnir M.P.

Karaganda 2009

Introduction

Chapter 1. Theoretical foundations for the formation of ecological culture of junior schoolchildren

1.2 Features of the formation of environmental culture

Chapter 2. Analysis of interaction between teacher and students on the formation of ecological culture of junior schoolchildren

Introduction

Currently, in the Republic of Kazakhstan, much attention is paid to the formation of an environmental culture among schoolchildren, which is confirmed in government documents.

According to the concept of environmental education, the content of environmental education in secondary schools and in primary and secondary vocational educational institutions is:

- education of environmentally healthy needs, motives, motivations and behavioral habits with an understanding of the necessary restrictions aimed at maintaining a healthy lifestyle, careful use and protection of the environment;

- formation of a system of intellectual abilities and basic practical skills for studying and assessing the ecological state of the environment in one’s area, real actions to protect and improve it;

- development of the emotional sphere - sensory-aesthetic and hygienic assessments of the ecological state of the environment, the ability for targeted causal and probabilistic analysis, forecasting and modeling of actions and behavior.

To implement the content of the concept of environmental education, the following means and ways of implementation were identified:

- attracting students to participate in scientific school societies, in various kinds of environmental events;

- development of various forms of conducting practical classes;

- formation of a system of continuous environmental education by introducing environmental issues and sustainable development into curricula at all levels of education;

- training of specialists, retraining and advanced training of personnel in the field of ecology for all levels of the compulsory and additional education system;

- state support for environmental education.

Thus, the problem of forming an environmental culture among schoolchildren is currently the most pressing.

The object of the study is the pedagogical process of primary school.

The subject of the study is the content of interaction between teacher and students on the formation of ecological culture of junior schoolchildren.

The purpose of this course work is to consider the formation of the ecological culture of junior schoolchildren.

To achieve this goal, the following tasks have been set:

Chapter 1. Theoretical foundations for the formation of ecological culture of junior schoolchildren

environmental education student teacher

1.1 Characteristics of ecological culture

A decisive role in the development of a person’s system of relations is played by social relations, under the influence of which his attitudes and behavior in the social and natural environment are formed.

An active form of attitude towards the surrounding world is expressed in activities associated with its expedient change and transformation. Every activity includes a goal, a means, a result and the process itself.

Therefore, the methodological basis for the formation of environmental culture includes the following fundamental provisions:

- the essence of the human personality is expressed in the system of relationships with man, society, nature;

- a responsible attitude towards nature is the most important goal of a comprehensive school and characterizes the comprehensive development of the student’s personality;

- the attitude towards nature is formed as a responsible one on the basis of the holistic development of its various aspects: scientific, economic, practical.

Environmental education is an integral part of moral education. Therefore, environmental education must be understood as the unity of environmental consciousness and behavior harmonious with nature. The formation of environmental consciousness is influenced by environmental knowledge and beliefs.

Environmental education is a process of continuous, systematic and purposeful increase in the level of conscious and moral attitude towards the environment, organized by influencing people’s feelings, their consciousness, views and ideas.

The structural stages of the formation of environmental culture are:

- identification of the value properties and qualities of environmental components, the crisis state of which is alarming;

- definition of an environmental problem as an expression of a real contradiction in the interaction of society and nature;

- identifying the historical origins of the environmental problem and ways to resolve it at different stages of social development;

- practical activities of students in assessing the environment of their area, solving local environmental problems, mastering the norms and rules of a responsible attitude towards nature.

- scientific aspects are represented by social, natural and technical laws, theories and concepts that characterize man, work, nature, society in their interaction;

- value orientations as attitudes and motives for activity presuppose that schoolchildren understand the importance of nature as a universal value;

- regulatory aspects include a system of moral and legal principles, norms and rules, regulations and prohibitions of an environmental nature, intransigence to any manifestations of antisocial behavior in the natural environment.

1.2 Features of the formation of environmental culture

Chapter 2. Analysis of interaction between teacher and students on the formation of ecological culture of junior schoolchildren

2.1 The content of the teacher’s activities in developing the ecological culture of junior schoolchildren

Role-playing games are a means of psychologically preparing schoolchildren for real environmental situations. They are constructed taking into account the specific purposes of the subject.

At primary school age, the child’s high cognitive interest in the natural world, his curiosity and observation skills can be used to expand his naturalistic horizons and environmental erudition.

Great opportunities for developing environmental feelings in relation to the world around us lie in games, especially didactic ones. Didactically, games, in their essence, serve the developmental purpose of any education.

Similar documents

2. Creation of specialized environmental aids for primary schools.

3. High-quality teaching of ecology as a separate school subject.

7. Reliance on regionalization.

Educational process:

New requirements for the level of mastering the program for teachers:

Forms of work organization can be presented in the form of a diagram:

Much attention is paid to developing students' knowledge about the rules of individual behavior in nature. An important method of developing such knowledge is the application of these rules in practice: in object lessons, excursion lessons, labor training lessons, and reading.

Gives a big emotional splashlessons in fine arts and technology.In these lessons, children not only learn to see the beauty of nature, but also to depict it.

But all the work will only have an impact on the feelings and development of students if they have their own experience of communicating with nature.

The formation of an ecological culture is achieved through a complex impact on the emotional, intellectual and practical spheres of the personality of the game participants.

Story.The content and form of the story help to awaken interest and love for nature.

Interesting techniques include reenacting situations in environmental theater and staging fragments of environmental fairy tales.

Organization of games - travel, children's work in nature.

Information and communication methods . They allow you to facilitate the assimilation of extensive material due to the complex influence of video and sound.

Observation.The problem of using the observation method in natural history lessons was paid attention to by such scientists as V.A. Sukhomlinsky, K.D. Ushinsky, V.P. Vakhterov, L.S. Sevruk and others. The object of study is the surrounding natural areas.

Practical work.Examination of living and herbarium specimens of plants, finding their organs, comparing the organs of different plants; examination of fruits and seeds of plants, etc.

Practical lesson.Planting a tree or shrub, making bird feeders.

Independent readingadditional natural history literature and searching for the necessary information in it.

Experience.Experiments showing the dissolution of a substance in water; experiments revealing soil properties.