Psychological and pedagogical bases of initial ecological education. Report at the pedagogical council: “Psychological and pedagogical foundations of ecological education of preschool children. Psychological and pedagogical foundations of environmental education of children

In the article Psychological and pedagogical foundations of primary environmental education preschoolers. disclosed the tasks and content of environmental education of children up to school age, forms and methods of work with children of preschool age on environmental education, modern forms organization of children's activities.

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Psychological and pedagogical foundations of primary environmental education of preschoolers

Parkhomenko Nadezhda Yuvinalevna, teacher

1. Introduction
2. Forms of organization of children's activities in the context of humanization of environmental education.
3. Conclusion
4. Bibliography

Introduction

We understand better now year after year,

That one must be friends with nature,

After all, without us, nature would live,

We cannot live without it!

Z. Alexandrova

Most scientists agree that the protection of nature and natural resources should be aimed at combating not environmental disasters themselves, but their causes, and, first of all, social causes.

Such activities should be systematic, thoughtful and scientifically substantiated.

The arsenal of means to solve it (as the most important link and a prerequisite) should include environmental education and upbringing. Its essence lies in the acquisition by each person of a sense of nature, the ability to delve into its world, its irreplaceable value and beauty, the understanding that nature is the basis of life and the existence of all life on earth, the dialectical inseparability and interdependence of nature and man.

Many studies have shown that most people learn certain beliefs from childhood, before they have the opportunity to critically comprehend the information received.

Under the influence of adults, children develop emotional preferences.

So, love for nature, a conscious, careful and interested attitude towards it of each person should be brought up from early childhood in the family and in preschool institutions.

Ecological education and upbringing, which form the ecological consciousness of a person, are carried out in our country in the system of state and social forms, covering all groups of the population. However, this process is slow and needs to be improved.

The formation of the initial foundations of ecological culture among preschoolers requires the development of a system of ecological education. This system includes a certain content, methods and forms of work, as well as the creation of the conditions necessary for the constant communication of children with natural objects.

The solution to this problem is possible only if there is an ecological consciousness in adults, the readiness of preschool teachers to put into practice the ecological education of children, to promote and involve them in joint work.

Nature is not only a temple of health and aesthetic pleasure. Nature is a powerful ancient source of knowledge and education of mankind. From Aristotle and Avicenna to the present day, natural scientists never cease to be amazed at the richness and diversity of the natural world.

We must teach children to love and respect nature, to protect it, but first we ourselves must learn to love it.

“For a fish - water, for a bird - air, for a beast - forest, steppes, mountains. And a man needs a homeland. And to protect nature means to protect the Motherland. So said the Russian writer M.M. Prishvin. The beauty of native nature gives rise to patriotism, love for the Motherland, attachment to the place where you live. The greatest writers, poets, artists, composers, scientists created their immortal works under the influence of their native nature. It evoked creative inspiration in them, helped them master the heights in science and art. Our Russian writers - Aksakov, Turgenev, Tolstoy, Prishvin, Paustovsky - loved nature with inspiration and devotion. And if it is impossible to teach people to also express their love for nature, then it is possible to teach them to empathize with this love, opening a person's eyes to the beautiful world of nature, sung by these writers.

Earth is the only planet in the solar system with enough a large number of free oxygen. Thanks to him, the existence of life on our planet is possible.

The Earth is our small, beautiful and only home, a reliable spaceship in which a person should be the master. It is clear that people should not be outside observers, but participants in the rational transformation of nature. IN Lately sharply increased interest in the sciences of the Earth, to the social problems of the relationship between man and nature. The sciences of nature are interconnected. And they are united by ecology, the science of "the house of a living being." From a private branch of biology, ecology has become a complex, developing science that helps shape a person's worldview.

So what is ecology, which is now much talked about at home and at school, in the newspaper, on radio and television. The authorities spend money on fighting environmental disasters, people dream of buying organic products, and all together they persuade each other not to disturb the ecological environment.

The word "ecology" comes from two Greek words: "oikos", which means house, and "logos" - science. It turns out that this is the science of the house. And a house for a person, most often - four walls and a roof, for an animal - a forest, field, mountains, for fish - seas, lakes, rivers. This means that all living things seem to have their own home, and for all together - this, of course, is our planet - the Earth. Here the science of ecology is called upon to study thoroughly, in all its subtleties, how individual residents of our large “communal apartment” not only get along, but also influence each other. After all, for example, cut down the forest - the river will dry up, the animals will disappear without drinking, the earth and even the air will deteriorate, since the forest is a source of oxygen. Man is the most powerful of living beings, he interferes more than others in the affairs of the earthly home. But if, on the one hand, the universal human mind reaches great heights, and even takes a person into space, then on the other hand, the mind of individual people, and, unfortunately, there are many of them, continues to remain at a rather low stage of development. As a result, a person makes mistakes, sometimes not out of malice, but they turn into a common misfortune. Every science renders great help to people, but, perhaps, none of them deals so closely with our very existence on earth as ecology. Ecology guards our health, fighting for the purity of air, water and food. This science teaches how to protect against pollution and control the overall balance of natural constituents.

The expansion of the boundaries of scientific analysis led to a new interpretation of the term "ecology" (V.N. Bolshakov, I.D. Zverev, N.N. Moiseev, I.T. Ponomarev, S.S. Shvarts).

So S.S. Schwartz called ecology, the theory of the creation of a named world, ”thus, ecology acquires a high level of integration of various areas of philosophy, science, art, and practical activity.

There has been a significant greening of all sciences. Recently, the humanities and social sciences have also laid claim to environmental issues and to contribute in this regard to the formation of public consciousness. Problems of relations with the environment affect the entire social status of human society.

Despite such a breadth of introduction into all branches of science, the subject of ecological knowledge proper is easily superseded. The focus is on wildlife with its patterns of connections between living systems, extending both to the maintenance of human society and to its life support on the planet.

Psychological and pedagogical bases of primary ecological education of preschool children.

The preschool period is an extremely important stage in a child's life. It is during this period that enhanced physical and mental development takes place, various abilities are intensively formed, the foundation of character traits and moral qualities of the individual is laid.

At preschool age, the child develops the deepest and most important human feelings, albeit in a very naive and primitive form: honesty, truthfulness, a sense of duty, love and respect for work, honor and dignity, love for the Motherland.

“A child is not a reduced copy of an adult,” wrote the Russian scientist S.F. Khotovitsky more than 130 years ago. Indeed, the body of a child differs in many ways from the body of an adult. The child is more malleable, plastic, he is relatively easily affected by various influences both for good and for bad. And the smaller the child, the easier it is to influence him. As A.V. wrote Lunacharsky, “a small child can be sculpted, an older one has to be bent and an adult has to be broken.”

In order to reasonably influence a child and “sculpt” a healthy, harmoniously developed person out of him, it is necessary to organize his upbringing and care, based on the characteristics of the child's body.

By the age of 3, the child's activity increases, he begins to show interest in himself and in everything around him. Parents and educators are haunted by the continuous children's "why?". At the age of 3-4 years, the child plays a lot, he likes to imitate others; so at this time especially great importance for the development of children acquires the example of elders.

At the age of 4-5, the child begins to subordinate his behavior to some extent to the control of consciousness, and now it is already possible to develop his will, initiative, restraint, influence whims, and develop labor skills. The habits of the child become more stable, he has a desire for work, politeness, sociability, a sense of beauty.

At 6-7 years old, children develop a feeling of love for the Motherland, its nature, and the history of their native land. They eagerly read stories on this topic. Feelings of comradeship and friendship arise, cultural and hygienic skills, discipline are strengthened, memory develops well.

At preschool age, according to the outstanding teacher A.S. Makarenko, the foundations and roots of education are finally laid.

Based on the general goal of environmental education, the peculiarities of the mental development of the child, at preschool age it is possible and necessary to lay the foundations of ecological culture, since it is during this period that vivid, imaginative emotional impressions, the first natural history ideas are accumulated, the foundation is laid for a correct attitude to the world around and value orientation in him.

Psychological research shows that at the stage of preschool childhood, the development of various forms of cognition of the surrounding world and perception, imaginative thinking, and imagination is of particular importance. The ability to see the world like a child in its living colors and images is very necessary for people, since such an ability is a necessary component of any creativity. The direct perception of natural objects, their diversity, dynamics emotionally affect children, cause them joy, delight, surprise, thereby improving aesthetic feelings. In children of this age, it is important to develop humane personality traits: responsiveness, kindness, sensitivity, responsibility for nature, for all living things, which makes a person spiritually rich, able to realize the connection with nature and other people.

It is easier for children to master ideas of an ecological nature if, in the process of learning about nature, game learning situations and elements of a plot-role-playing game are included.

Comparison of an animal with a toy - an analogue and at the same time “playing the latter allows children to form an idea of ​​\u200b\u200ba living thing and lay the foundations for the correct handling of it. The great Russian teacher K.D. Ushinsky drew the attention of educators to the need for children to communicate with nature, to their ability to early years observe natural phenomena.

Early communication of children with nature will help develop and educate in their minds the right views on it, assess its current ecological state and the relationship of man with the environment. Raising a cognitive interest in nature, sincere love and respect for the forest, flora and fauna, the desire to preserve and increase natural resources for present and future generations of people becomes an integral requirement of education.

The attitude of children to nature is influenced by gender, individual characteristics, place of residence, profession and education of parents. So girls perceive the landscape more emotionally. Boys, on the other hand, value the opportunity to get to know new areas or play sports more. There is a difference in attitude to nature between rural and urban children.

It is noted that in families with a lower level of education of parents, children treat nature more pragmatically. The growth of parents' education contributes to the establishment of richer spiritual ties with the environment in children.

In psychological and pedagogical research, the possibilities of mastering by children various in content and nature of connections and dependencies in nature have been proved. Single, most simple, visible connections are accessible to the understanding of children younger age. Older preschoolers are able to establish more complex (multi-link) connections, chains of connections: some biocenological connections within a small community, meadow, reservoir; reasons for the flight of birds; the connection of a complex of signs and the dependence of the life of plants and animals living in a certain area - forests, meadows, etc. For example, in any ecosystem, predators cannot live without small herbivorous animals: the “harvest” of plant food affects the number of its consumers and predators, and, ultimately, the entire biogeocenosis. Understanding the various relationships in nature develops the intellectual sphere of the child, his ability to causally analyze environmental situations.

Of great importance for the ecological education of preschoolers is the demonstration of specific facts of human interaction with nature, first of all, acquaintance with local material with a variety of adult activities in nature, multifaceted practical work for nature protection (planting and protection of forests, conservation of meadows and swamps, habitats of rare species of plants and animals). It is important to show the children the environmental work to preserve and improve the wonderful urban and suburban landscapes, to provide information about local nature reserves and sanctuaries.

At the same time, it is necessary to draw the attention of children to the negative facts of human impact on nature, environmental difficulties in this region (high pollution of air, water, soil from industry, transport).

The most important indicator of a careful and caring attitude towards living beings is the desire of children to take an active part in caring for them. At the same time, it is important to understand that care is aimed at meeting the needs of plants and animals (for food, water, heat, light, etc.), that every living organism lives, grows, and develops if the necessary conditions are available for this. In the process of care, children clearly trace and gradually begin to understand the dependence of the life and condition of plants and animals on human labor.

The main thing in child labor- the joy of the child from participating in it, the emerging desire to work, take care of a living being, help him. Labor becomes an important means of educating a conscious attitude to nature, provided that it is independent and active on the part of children. The work of children (together with adults) aimed at improving the environment (landscaping, cleaning up the territory, etc.) is especially valuable.

From higher emotions childhood aesthetic and moral ones are available (“good - bad”, “good - evil” and “beautiful - ugly”), therefore, in the environmental education of children, much attention must be paid to the aesthetic and moral aspects. Beautiful and aesthetically sublime in relation to nature are inseparable. Emotionally - aesthetic in the education of attitudes towards nature is interconnected with the intellectual, as pointed out by many psychologists and educators.

The aesthetic attitude to nature is manifested in the ability to observe with concentration, the ability to transfer the aesthetic assessment of the environment to its images in art, as well as in the expression of aesthetic experiences by creative means (in figurative speech, visual activity). It is very important how nature enters into the life experience of the child, how they are emotionally mastered by him.

Children need to reveal the uniqueness and uniqueness of the cultural wealth of their native land. You can introduce children to local crafts, folk traditions, places that are carefully preserved by the population itself. All this teaches children to love, cherish, preserve, appreciate spiritual and material wealth.

Pedagogical research shows that preschoolers can master the norms and rules, as well as restrictions and prohibitions of an ecological nature. The moral position of the child in relation to nature is manifested in moral judgments, moral choice and behavior in environmental situations, a developed sense of empathy and mercy. It is necessary to acquaint children with the rules of behavior in nature, taking into account its conservation and protection (to help them master the ability to correctly collect the gifts of nature, not to harm the living, not to violate its integrity and living conditions). Gradually, the child will master the system of behavioral environmental skills, which is an integral part of the ecological culture of the individual. It is important to include older preschoolers in socially useful activities of an ecological nature: growing plants, collecting food for wintering birds, feeding them, protecting ants, etc.); think over the joint work and interaction of various institutions (kindergarten, school, youth station, local history museum), which will ensure the cooperation of children different ages and adults in the field of nature protection, environmental education and upbringing.

Tasks and content of ecological education of preschool children.

Ecological education of children is a new direction of pedagogy that has been taking shape in recent years and has replaced the traditional idea in programs to familiarize children with nature. Former programs - orientation of teachers to the accumulation in children of "living" ideas about objects and natural phenomena that are accessible to direct perception and activity. Children learned to distinguish and name objects of nature, to see some of their features: appearance, behavior (about animals), growing conditions (about plants), methods of care, etc.

Along with this, the programs contained the task of mastering individual relationships in nature by children. All programs of upbringing and educational work set the task of educating children in a careful and caring attitude towards nature.

The problem of environmental education of the younger generation arose, first of all, in connection with a careful study by modern scientists of the interaction between human society and nature. The question of the nature of the relationship between man and nature today is directly associated with the preservation of life on Earth. The severity of this problem is due to the real environmental danger caused by human activities in nature, the growth of industrial production, and the intensive growth of the world's population.

Analyzing the features of the interaction between human society and nature, scientists came to the conclusion that in modern conditions it is necessary to ensure the transition to a new type of connection between society and nature - scientifically based humanistically oriented. Mankind must take care of the preservation of the natural environment, natural for its habitation and survival.

Such a transition is possible only under the condition of the formation of a new, humanistic orientation of man's relationship to nature.

The ecological education of preschool children is important, since at this age the foundations of the ecological culture of the individual are laid, which is part of the spiritual culture. Ecological education of children, therefore, is a purposeful pedagogical process.

An environmentally educated person is characterized by a formed environmental consciousness, environmentally oriented behavior and activities in nature, a humane, environmentally friendly attitude.

The result of ecological education is the ecological culture of the individual. The components of the ecological culture of the personality of a preschooler are knowledge of nature and their ecological orientation, the ability to use them in real life, in behavior, in various activities(in games, work, everyday life).

The formation of an environmentally educated person in the pedagogical process of a preschool educational institution is possible when solving the following tasks:

1. Formation of elements of ecological consciousness in children.

Mastering the elements of ecological consciousness by a child is determined by the content and nature of knowledge about nature. This should be knowledge of ecological content, reflecting the leading interconnections of natural phenomena.

2. Formation in children of practical skills and abilities in a variety of activities in nature; At the same time, the activities of children should be environmentally friendly.

In the course of real activities in nature (care for animals and plants in the corner of nature and on the site, participation in environmental work), children master the ability to create conditions for plants and animals that are close to natural, taking into account the needs of living organisms. Important are the skills mastered by children to foresee the consequences of negative actions, to behave correctly in nature, to maintain the integrity of individual living organisms and systems. It is the development by children of practical skills and the ability to make the attitude towards nature not contemplative, but consciously - real.

3. Education of a humane attitude towards nature.

The attitude to nature - humane, cognitive, aesthetic - is closely connected with the content of the knowledge mastered by the child. Knowledge of ecological content regulates and directs the behavior and activities of children in nature. A special place in the formation of attitudes towards nature is occupied by knowledge of the laws of nature, accessible to the understanding of children.

The development of an attitude towards nature is closely connected with a special organization pedagogical process, based on the morally positive experiences of the child in various life situations, on walks, excursions, in classes, etc. The teacher should be able to evoke compassion in children for a living being, a desire to take care of him, joy and admiration from meeting nature, surprise, pride for the right deed, the pleasure of a job well done.

It is equally important to teach children to evaluate their actions and the actions of their peers, adults in the process of communicating with nature. The pedagogical process of environmental education requires the solution of all these tasks in unity.

The main principle in the selection of ecological knowledge is the principle of scientific character. It involves the inclusion educational program basic ideas and concepts of modern natural science. The basis of ecological culture is the understanding by children of the idea of ​​unity and the relationship of living and non-living things in nature. Inanimate nature is presented as a source of satisfaction of the needs of living organisms.

The relationship of plant and animal organisms with the environment is manifested in a variety of adaptability to it. (For example, fish have adapted to life in the aquatic environment; their structure and lifestyle are determined by the aquatic environment).

The idea of ​​the unity of living and non-living things in nature is presented through the disclosure of the concept of "living organism". Living things include plants, animals and humans. Living beings move, breathe, eat, feel, reproduce. A living thing can exist if its connections with the environment are not broken.

The programs also reflect the idea of ​​the system structure of nature at the level of a single living organism, as well as communities of organisms and their relationship with each other and the environment. This allows you to form an initial idea of ​​the interaction of living organisms with the environment in ecosystems - such as a meadow, a reservoir, a forest. In the process of mastering the content of environmental knowledge, children also master elementary concepts: “plants”, “animals”, “human”, “living organism”, “inanimate nature”, etc.

The second principle underlying the selection of knowledge content in programming is the principle of accessibility. The effect of this principle is clearly visible in the content and nature of knowledge for a certain age group. So, at the younger preschool age, children are capable of mastering general ideas about the objects of nature. It is recommended to introduce children to natural objects that are often found in their immediate environment, and when observing these objects, show a small number of signs. Toddlers are just beginning to see some of the interconnections of nature, therefore the program includes the development of private, local connections, for example,

it's raining ---- puddles appeared on the ground

it became cold ---- you should put on a hat, coat

Children middle group can master specific ideas about objects, so the program contains more dissected knowledge about the object, with many features; more accurate information about the way of life of animals and plants, their care. Five-year-old children also master relationships that are diverse in content: morpho-functional, temporal, causal.

The program for children of senior preschool age, in accordance with the increased cognitive abilities of children, contains knowledge at the level of generalized ideas or subject concepts.

For example, children learn the concept of "fish". “Fish are animals that have adapted to life in the water, so they have a streamlined body shape, the body is covered with scales and mucus. Fish breathe with gills and swim with their fins. Fish reproduce by laying eggs or giving birth to fry. Children of older preschool age master more complex (general) connections, and not only single, but whole chains, different in content (causal, genetic, spatio-temporal, etc.). This allows you to include in the program information about ecosystems, their structure, the relationships of plants, animals, and humans in them.

The third principle, implemented in modern programs, is the principle of the educative and developing nature of knowledge. In accordance with this principle, content has been selected in the programs that allows the progressive development of the main types of children's activities: play, labor, and cognitive. So, children master the properties of various natural objects: sand, clay, water, snow, ice, which helps them in constructive and play activities.

Knowledge about a living organism, its needs in certain environmental conditions, about ways to satisfy needs make labor in nature conscious, cause pleasure, satisfaction from correctly performed actions. Ecological knowledge is also of great importance for the development of cognitive activity of children. The development of environmental knowledge contributes to the education of an aesthetic attitude to nature, which finds its expression: in the manifestation of joy, pleasure, delight, aesthetic assessments and activities.

The main result of the development of ecological knowledge by children is the development of an ecological, humane, environmental, attitude towards nature, manifested in responsibility for the life of a living being, anxiety, sympathy, compassion and the desire to help.

Forms and methods of work with children of preschool age on environmental education.

The purposeful and successful solution of upbringing and educational tasks in the process of introducing children to nature depends not only on the content of the knowledge they acquire. The correct combination of forms and methods of work plays a significant role.

In the pedagogical process of the kindergarten, various forms of organizing children are used. Classes or excursions are held with all children (frontal form of organization) or with subgroups of children. Work and observations of nature are best organized with a small subgroup or individually. Various teaching methods are also used (visual, practical, verbal).

Visual methods include observations, viewing pictures, demonstration of models, films, filmstrips. Visual methods most fully correspond to the possibilities of cognitive activity of preschool children, allow them to form vivid, concrete ideas about nature. Of great importance is the perception of works of art by children, the drawing by children of illustrations for the stories and fairy tales of V. Bianchi and the production of self-made books with the help of an adult, the organization of exhibitions by the educator together with preschoolers. Visual products created by children are convincing, first of all, for themselves - these are the substantive results of their personal growth. They are also important for parents, as evidence of an increase in the level of environmental education of their children, as well as the level of their general intellectual development.

Practical methods are games, elementary experiments and simulations. The use of these methods allows the educator to clarify the ideas of children, deepen them by establishing connections and relationships between individual objects and natural phenomena, bring the acquired knowledge into the system, and exercise preschoolers in the application of knowledge. The teacher should pay special attention to the use of the game in various forms of the educational process. A child of 4-5 years old is still a small child who wants to play a lot. Therefore, the educator includes a game in classes, work, observations, thinks through and organizes game learning situations, dramatization of literary works with the help of dolls and other toys, beats the characters of fairy tales.

Verbal methods are the stories of the teacher and children, reading works of art about nature, conversations. Verbal methods are used to expand children's knowledge of nature, systematize and generalize them. Verbal methods help to form in children an emotionally positive attitude towards nature. A special place is given to work with the works of E.I. Charushin. A great lover and connoisseur of nature, writer and artist at the same time, he created many simple clear images and plots. The situation and playing out his stories, fairy tales, looking at the author's illustrations, and then your own visual activity children will help to introduce them to the world of "reflected nature", the world of art. Fairy tales play an important role. In 4-5-year-old children, fairy-tale toy ideas about animals and nature still prevail. Without taking preschoolers away from the fairy tale and not reducing its beneficial effect on the personality of the child, but comparing its images with real objects, objects of nature, the educator helps children gain realistic ideas about the world around them.

Children senior group already know more about nature, have the initial skills of caring for living beings. Throughout the academic year, the literary works of V. Bianchi are systematically used. The plots of V. Bianchi's works are accessible and attractive to children of this age, they reliably reflect the ecological specificity of natural phenomena, teach the child to be observant, treat everything that exists and lives nearby with love.

In the work on the ecological education of children, it is necessary to use different methods in a complex, correctly combine them with each other. The choice of methods and the need for their integrated use are determined by the age capabilities of the children, the nature of the upbringing and educational tasks that the educator solves. The variety of the objects themselves and natural phenomena that the child must learn also requires the use of a variety of methods.

Observation - this is a purposeful, more or less long-term and systematic, active perception by children of objects and natural phenomena, specially organized by the educator. The purpose of observation may be the assimilation of different knowledge, the establishment of properties and qualities, the structure and external structure of objects, the reasons for the change and development of objects, seasonal phenomena.

To successfully achieve the goal, the teacher thinks through and uses special techniques that organize the active perception of children: asks questions, offers to examine, compare objects with each other, establish connections between individual objects and natural phenomena. Since observation requires the concentration of voluntary attention, the teacher must regulate it in time, volume and content. Observation allows children to show nature in vivo in all its diversity, the simplest, visually represented relationships. The systematic use of observation in getting to know nature teaches children to look closely, to distinguish its features and leads to the development of observation, and therefore, the solution of one of the most important tasks of mental education. The greatest cognitive effect is produced by complex systematic observations, consisting of a number of different, but complementary in content, observations.

Introducing children to nature, usedillustrative material,which helps to consolidate and clarify the ideas of children obtained in the course of direct perception of natural phenomena. With its help, one can form knowledge about objects and natural phenomena that cannot be observed at a given moment or in a given person (for example, a waterfall, a mountain system, etc.). With the help of illustrative and visual material, it is possible to successfully generalize and systematize the knowledge of children.

Didactic games – games with rules that have ready-made content. In the process of didactic games, children clarify, consolidate, expand their ideas about objects and natural phenomena. Games enable children to operate with the objects of nature themselves, compare them, note changes in individual external signs. Didactic games are divided into: subject, desktop-printed and verbal.

Subject games - games using various objects of nature (leaves, seeds, fruits, vegetables, stones). In these games, children's ideas about the properties and qualities of certain objects of nature are clarified, concretized and enriched. Board-printed games - games like loto, dominoes, split and paired pictures. In these games, children's knowledge about plants, animals, and inanimate phenomena is specified and systematized (“Four Seasons”, “Collect a Picture”). Word games - games, the content of which is a variety of knowledge that children have, and the word itself. They are held to consolidate children's knowledge about the properties and characteristics of certain objects (for example: “When does this happen?”, “In water, air, on earth”, “Necessary - not necessary”).

Outdoor games nature studies are associated with imitation of the habits of animals, their way of life. Some reflect the phenomena of inanimate nature, for example, "The Sun and the Rain", "Mice and the Cat".

One of the types of creative games arebuilding gamesfrom natural material(sand, clay, snow, pebbles, shells, cones, etc.). In these games, children learn the properties and qualities of materials, improve their sensory experience. The educator, leading such a game, gives knowledge to children not in finished form, but with the help of search actions.

Building games can serve as the basis for setting up experiments that are organized to resolve emerging questions: Why does snow form under certain conditions, but not under others? Why is water liquid and solid? Why do ice and snow turn into water in a warm room? etc.

Experiences contribute to the formation of children's cognitive interest in nature, develop observation, mental activity. In each experiment, the reason for the observed phenomenon is revealed, the children are led to judgments and conclusions. Their knowledge about the properties and qualities of natural objects (about the properties of sand, snow, water) is being clarified. Experiments are of great importance for children's understanding of cause-and-effect relationships.

Main advantageexperimentation methodlies in the fact that it gives children real ideas about the various aspects of the object being studied, about its relationship with other objects and with the environment. In the process of the experiment, the child's memory is enriched, his thought processes are activated, as the need constantly arises to perform the operations of analysis and synthesis, comparison and classification, generalization and extrapolation. The need to report on what he saw, to form the discovered patterns and conclusions stimulates the development of speech. It is impossible not to note the positive impact of experiments on the emotional sphere of the child, on the development of creative abilities, on the formation of labor skills and health promotion by increasing the overall level of physical activity.

Children love to experiment. At preschool age, this method is the leading, and in the first three years - almost the only way to know the world. The use of this teaching method was advocated by such teachers as Y.A. Komensky, I.G. Pestalozzi, J.J. Rousseau, K.D. Ushinsky and many others.

Modeling is considered as a joint activity of the educator and children in building models. The purpose of modeling is to ensure the successful assimilation of knowledge by children about the features of natural objects, their structure, connections and relationships that exist between them. Modeling is based on the principle of replacing real objects with objects, schematic images, signs (for example, such models as "fish", "birds", "animals", "living, inanimate", "dependence of plants and animals on environmental influences").

In classes, excursions and walks, in everyday communication with children, the teacher usesstories about nature. The main goal of this method is to create in children an accurate, concrete idea of ​​the currently observed or previously seen object, natural phenomenon. The story is also used to inform children about new, unknown facts.

The story should attract the attention of children, give food for thought, awaken their imagination, feelings.

Reading a work of artpreschool children helps the educator enrich them with knowledge, teach them to look deeper into the world, look for answers to many questions.

Nature fiction deeply affects the feelings of children. Books, as a rule, contain an assessment of what is happening. Getting acquainted with their content, children experience the course of events, mentally act in an imaginary situation, experience excitement, joy, fear. This helps to cultivate ethical ideas - love and respect for nature.

The book about nature also teaches the aesthetic perception of the environment, this is helped by the figurative language of the works and illustrations of artists. (See Annex 3)

Conversation about natureused by educators for various didactic purposes:

To arouse interest in upcoming activities (before observation, excursion, watching movies, etc.);

To clarify, deepen, generalize and systematize children's knowledge of nature, the formation of attitudes towards nature.

Conversations are divided into: installation, which help to gather the attention of children, arouse interest in upcoming activities, establish a connection between the knowledge gained earlier and the upcoming excursion, observation.

Heuristic conversation involves establishing the cause of various natural phenomena with the help of reasoning. The conversation is aimed at deepening knowledge about the relationships that exist in nature, the independent solution of cognitive tasks by children, and the development of proof-speech. For example, the teacher invites the children to think about why dandelions in the kindergarten are in different states: blooming, with an umbrella of seeds and with unblown buds. Answers - reasoning of children:

Here the dandelions are in the open, and there they are in the shade;

There is more light and heat here, so they began to bloom earlier;

Behind the veranda, the snow did not melt for a long time, so dandelions appeared there later;

And dandelions are blooming near the fence, there is less light than here, but a little more than behind the veranda. Trees let in light. They have enough heat and light - they bloom!

The final conversation is used to summarize and systematize children's knowledge about nature, obtained in the process of observation, games, labor, experiments, etc.

Programs, pedagogical technologies for ecological education of preschool children.

With the adoption of the laws of the Russian Federation "On the Protection of the Environment" and "On Education in the Russian Federation" and the Decree "On the Environmental Education of Students in Educational Institutions of the Russian Federation" (until 03.1974 No. 4 / 1-6), with the publication of the "Decree of the President Russian Federation on Environmental Protection and Sustainable Development” (1992), taking into account the Declaration of the UN Conference on Environment and Development, signed by Russia, environmental education is gradually becoming the most important direction in the work of preschool institutions. In this regard, there was a need to create the development, testing and implementation in the practice of preschool educational institutions of special programs for the formation of the foundations of environmental literacy of preschoolers. These include the most famous and recommended for implementation in practice: “Nature is our home” (author N.A. Ryzhova); "Young ecologist" (author S.N. Nikolaeva); “The planet is our home” (authors I.G. Belavina, N.G. Naidenskaya); “We are earthlings” (author N.N. Veresov).

Modern environmental education programs are united by the fact that they are all aimed at the formation of an ecological culture in preschool children, at awareness of oneself as part of nature, at the formation of environmentally competent behavior in everyday life, nature, at a child's understanding of the uniqueness and beauty of the world around. Teachers are convinced that the younger generation needs to form a new environmental consciousness. Only in this case, ecology will turn from a science into a human worldview. The child must understand well his role in the world around him, realize the consequences of his actions, and have an idea of ​​the laws of nature. Having a common focus, the above programs are variable. Environmental education programs should be built on an interdisciplinary basis and be flexible, which would allow taking into account the specific features of geographical areas, and a clear environmental education focus (formation in preschoolers of a sense of love for nature, responsibility for it, personal interest in solving environmental problems, development of values and ecological outlook). In the personal development program of S.N. Nikolaeva "Young Ecologist", which combines two programs (one is aimed at forming the beginnings of an ecological culture in children, the other is aimed at developing an ecological culture in adults - educators, parents), the main goal is to form a conscious, the right attitude to nature, one's health, things, materials of natural origin based on the assimilation of systematized knowledge. An important content aspect of the program is the knowledge of the relationship between man and nature, of man as a being in need of certain conditions. The main task of pedagogical technology is the formation in children of a consciously correct attitude towards those objects of nature that are next to them. Independent or joint work with the teacher in a corner of nature, in the kindergarten area to maintain the necessary conditions for the life of animals and plants, allows children to acquire skills, the right ways of practical interaction with nature, that is, to join the creative process. Individual manifestations of children in practical activities, according to the author of the program, are an indicator of the degree of their environmental education and environmental culture.

According to the authors of the program "The Planet is Our Home" I.G. Belavina and N.G. Naidenskaya, the natural environment is a source of the formation of vivid artistic and musical images in children. The main goal of this program is to develop in children a sense of the beauty of nature, its diversity and uniqueness, fragility and durability. The program has an interdisciplinary model of learning. The authors believe that the educator is almost the ideal guide. This program is designed in such a way that children have the opportunity to explore the natural environment, the living conditions of living beings in connection with the peculiarities of the seasons. The program is built on the formation in preschoolers of a caring attitude towards nature as a necessary personal quality, the development of which involves taking into account the following factors - interest in nature, about the influence of man on nature, stimulating moral and aesthetic feelings in relation to nature. The attention of teachers is drawn to the fact that these factors are formed in unity and interconnection only when all the components of the process of environmental education are thought out: goals, principles, tasks, content, forms and methods of work, conditions and expected results.

In the program of N.A. Ryzhova "Nature is Our Home", special attention is paid to the greening and enrichment of the natural environment of the preschool educational institution. In order to teach children to understand how closely natural components are interconnected and how living organisms depend on the environment, it is necessary, according to the author of the program, the direct activity of preschoolers in nature. N.A. Ryzhova draws attention to the fact that for the implementation of this program, it is necessary in the kindergarten to organize work to familiarize children with the outside world and nature in specially created conditions. The program focuses on the development in children of elementary scientific ideas about the relationships existing in nature. Children learn to understand how closely natural components are interconnected and how living organisms depend on their environment. Man is considered as an integral part of nature. The program attaches great importance to the moral aspect: an emotional positive attitude towards nature, the development of the first skills of environmentally competent safe behavior in nature and everyday life. This program is built on the principles of developmental education and is aimed at developing all aspects of the child's personality. The basic component is allocated in the structure of the program. The base component consists of a number of blocks. The block has two parts: teaching (initial information about nature) and educating (understanding the meaning of nature, its aesthetic assessment, respect for it).

The program "We" is intended for preschool institutions working on the problem of environmental education of children. It complements the content of the section "The child discovers the world of nature" of the program "Childhood". The authors of this second edition adhere to the concept of environmental education of children, developed by N.N. Kondratieva. The program is being successfully implemented in the regions of the North and Central Russia. It is interesting in that its ecological content is psychologically competently designed for traditional types of productive activities for preschoolers. Learning, the child masters ideas about the connections in nature and society, about the diversity of the values ​​of the nature of the Earth.

The program includes the following types of educational activities:

Observation;

Ecological modeling;

Search activity.

As a result of the development of this program by preschool children, the level of their environmental education is significantly increased, which is expressed primarily in a qualitatively new attitude towards nature. The leading personal achievement of the child is a truly humane attitude towards the greatest value - life.

The program "Young ecologist" was developed on the basis of theoretical and practical research in the field of environmental education of preschoolers. In 1998, the Young Ecologist program was approved by the expert council of the Ministry of the Russian Federation. It includes new sections: "Inanimate nature - the environment for the life of plants, animals, humans"; "Recommendations for the distribution of material by age groups." The program deliberately does not provide a rigid binding of the tasks and content of environmental education to a particular age, which allows you to start its implementation at any time. age group kindergarten.

The proposed technology of environmental education of children of primary preschool age in the program "Young Ecologist" is based on the use of characters from well-known Russians folk tales which are familiar to kids and which they listen to and play with pleasure again and again. A task fairytale heroes- to evoke positive emotions and interest in natural phenomena, to help form realistic ideas about them. Therefore, the educator himself must clearly distinguish where the fairy tale is, and where the truth is, and correctly reflect this in speech.

An important place in technology is occupied by the game - a simple plot or moving game, with an imitation of the movement of animals, with onomatopoeia. In addition to fairy tales, other works of folklore, poems are used, the plots of which are played out with children. The teacher himself can adapt the material to the conditions of his group, and the characteristics of the composition of the children.

The technology for the "Young Ecologist" program for working with children of senior preschool age contains one of the options for specific technologies for the formation of the principles of ecological culture. The technology is based on the organization of the interaction of preschoolers with the nature of the immediate environment, the knowledge of what grows and lives next to the child.

In the proposed technology, the knowledge of the phenomena of animate and inanimate nature surrounding children, their practical activities with plants and animals, different forms interactions and reflections of impressions about them are built around reading the book by V. Tanasiychuk "Ecology in Pictures" (M.: Children's Literature, 1989), intended for children of senior preschool age. The reading of the book is carried out throughout the academic year and is organically combined with all other forms of work.

The main task of the presented technology is the formation in children of a consciously correct attitude towards those objects of nature that are next to them. Therefore, reading a book is interspersed with observations in a corner of nature, in a kindergarten area, conversations, looking at pictures.

Thus, familiarizing children with distant and nearby natural phenomena are built into one common system of work, which is consistently carried out throughout the school year. An important place in technology is occupied by the themes: "Forest", "Water". Children get acquainted with the forest as an ecosystem, learn some of the connections of its inhabitants, get an idea of ​​the importance of the forest in human life.

In the topic “Water”, children clarify their understanding of its properties, significance in the life of all living beings, gain knowledge about aquatic ecosystems. This technology of ecological education ensures the comprehensive development of the child.

Taking into account the climatic, environmental, economic and other features of the Khanty-Mansiysk Autonomous Okrug, a regional program of environmental education for preschoolers "Ecology for Kids" was developed.

The scientific basis of the program is modern philosophical and historical concepts of the relationship between man and nature, which affirm the need to form a new type of ecological consciousness from the first years of human life, the concept of A.V. children's activities, the concept of L.A. Wenger on the development of cognitive abilities in preschool age, on the assimilation by the child of standards and evaluation criteria developed by mankind, which change the nature of children's thinking, manifested in the transition from egocentrism to an objective understanding of reality; studies by N.N. Kondratiev, S.N. Nikolaeva, N.A. Ryzhova, A.M. Fedotova and others, proving the possibility of forming elements of ecological consciousness in older preschoolers; provisions of N.F. Reimers about human needs and the environment of life that satisfies their diversity.

aim program is the ecological development of preschoolers.

Program objectives:

Formation of ecological ideas of children through the study of:

Historical and geographical factors of the territory of the Khanty-Mansiysk Autonomous Okrug;

Diversity of flora and fauna of the district;

Seasonal changes in nature.

The program is an integral system of environmental knowledge that performs a triune function: carrying information, evoking feelings, attitudes, and encouraging actions.

The program consists of five interconnected sections. Opens its first section "Where do we live?". Its main task is to form children's ideas about the geographical features of their small homeland. The content of the material in the section is revealed by the topics: the location of the city (village, settlement), the home of a person, the climate of the district, minerals.

The second section "Diversity of flora and fauna of the KhMAO" describes the main groups of animals and plants of the district, habitat; the main representatives of different groups of animals and plants of the forest, reservoir, meadow, swamp are mentioned.

The inclusion of the third section "Seasonal changes in the nature of Khanty-Mansi Autonomous Okrug" is due to the fact that it is a link between representatives of preschoolers about the natural world and the location of their small homeland.

Section five - "Man and his health". In a harsh climate and environmental troubles, one of the most important tasks is the formation of motives for the child's behavior, the need to learn to be healthy, the formation of behavioral skills healthy lifestyle life, the ability to use the health-improving power of nature of one's region to improve health.

Thus, environmental education programs and technologies are based on the notion that in the preschool period a child is able to understand some aspects of human interaction with nature. In particular, the child realizes that a person, as a living being, needs quite certain vital conditions. Man, as a nature user, protects and restores the wealth of nature. In this regard, it is legitimate output about the need to form in children the beginnings of an ecological culture, that is, a consciously correct attitude to phenomena, objects of the living and inanimate natural environment that directly surrounds them.

Forms of organizing children's activities in the context of humanization of environmental education

An important form of work with children is classes to get to know nature. Classes are held in all groups of kindergarten in a strictly allotted time. They allow the teacher to form knowledge about nature in a system and sequence, taking into account the age characteristics of children and the natural environment. Under the guidance of an educator, a system of elementary knowledge is formed in the classroom for children, and the development of basic cognitive processes and abilities is carried out. Classes provide an opportunity to clarify and systematize the personal experience of children, which they accumulate during observations, games and work in everyday life. In the classroom, the teacher uses various teaching methods - visual, practical, verbal.

Excursion - one of the main types of occupations and a special form of organization of work on environmental education. Guided tours outside preschool. This is a kind of outdoor activity. On excursions, children get acquainted with plants, animals and at the same time with the conditions of their habitat, and this contributes to the formation of primary ideas about the relationships in nature. Excursions contribute to the development of observation, the emergence of interest in nature. Being in the forest, on the banks of the river, children collect a variety of material for subsequent observations and work in a group, in a corner of nature (plants, branches of shrubs and trees, shells, pebbles, etc.).

Often I organize excursions to the Agan River in different seasons of the year, as a result, the knowledge about seasonal changes in nature is consolidated in children.

walks widely used for environmental education of children. They make it possible to accumulate ideas about such natural phenomena that occur for a long time. The teacher introduces children to the daily changes in nature by season (length of the day, weather, changes in the life of plants and animals, people's work), organizes a variety of games with natural material - sand, clay, water, ice, leaves, etc. Children accumulate sensory experience, curiosity, observation are brought up. Walking gives the children joy and pleasure from communicating with nature, helps to feel its beauty.

On walks, the teacher organizes games with natural material (sand, water, snow, fruits). In addition, games with toys driven by the wind are used.

Target walksare held from the second junior group. On them, children are introduced to bright natural phenomena this or that season, for example, ice drift.

Ecological holidays and entertainment carry a certain load in accordance with the special content; in such works, it is important not so much to reproduce familiar musical works, poems, games, guessing riddles on the themes of nature, but to involve children in experiencing events, in understanding environmental problems that children can understand. .

Living by the child of events, various situations, the accumulation of experience in solving environmental problems in accordance with the role assumed is the basis for a consistent choice right ways behavior in similar or similar situations.

Widespread in the practice of environmental education are nowquizzes and crosswords.These methods of work are used at senior preschool age and are aimed at the intellectual development of children, as they require reproduction, updating of ideas about the facts of nature, patterns known to children.

Children love to be actively involvedin holidays and games. They get tired of being just spectators. They are interested in communication with the main characters of the scenes, and it is imperative that all of them, without exception, be involved in the game and answer the questions of the characters.

Holidays provide great educational opportunities. Rehearsal and memorization require repeated repetition of the rules of behavior in nature. In addition, children love to perform not only in front of each other, but also in front of parents and other adults. Those, in turn, are happy to watch and listen to young artists. They are not at all indifferent to what and how their children speak. Thus, with the help of stage images, the guys talk about the rules of behavior in nature not only to their peers, but also to adults, which is very important for raising the general level of the ecological culture of the population (see Appendix 8).

Elementary search activity- the joint work of the educator and children, aimed at solving cognitive problems that arise in educational activities, in everyday life, in play and work, in the process of knowing the world.

Search activity begins with the setting by the educator and the acceptance by the children of a cognitive task, which always contains a question. It includes some data known to children, part of the data children must find in the process of combining, transforming already known knowledge and methods of action. A cognitive problem can be solved with the help of experience, comparative observation, or in the process of heuristic reasoning.

Examples of cognitive tasks can be the following:

Why do tree branches sway? Why are there puddles on the ground? Why is the water frozen outside? Why does snow melt indoors? Why is snow sticky? Why does the soil thaw by noon in summer and spring, and freeze in the evening? etc.

The final stage of the search activity is the formation of conclusions.

Conclusion

As you know, there is a "time to scatter stones" and there is a "time to collect stones." And the last one is near.

Man is physically and spiritually inextricably linked with nature. He is in constant interaction with her in order to save his life. Unlike other living systems, man plays an active role in his environment, he modifies it more and more, adapts and adapts the degree and features of adaptation, which can be both creative and destructive for nature and man himself.

Human beliefs are formed from childhood. One of the main moral tasks facing the teacher is to instill love for the motherland, and hence, respect for the native nature. This can be achieved if you introduce the child to its secrets, show interesting things in the life of plants and animals, teach them to enjoy the smell of flowering herbs, the beauty of a flower, and the landscapes of their native places. The perception of nature helps to develop such qualities as cheerfulness, emotionality, a sensitive, attentive attitude to all living things. A child who loves nature will not madly pick flowers, destroy nests, or offend animals. The formation of love for the native land, city, and homeland is given special attention in kindergarten.

True ecology as a science should be knowledge with a capital letter, imbued with love and humanism. No matter how much a child remembers the names of plants, no matter how many trees and flowers he planted, if at the same time love is not ignited in him, this is fruitless. And our task is to educate a truly knowledgeable, moral and creative Person. Any education, be it ecological, aesthetic, moral, should become the education of the heart, which gives rise to feelings, thoughts, and actions. “The years of childhood are, first of all, the education of the heart,” wrote V. Sukhomlinsky. And the term for this has been set aside for a short time - seven years, then it will be extremely difficult to do this. It is necessary for us adults to do everything possible so that children at least periodically plunge into the world of Nature, while giving them a certain freedom, the opportunity to merge, to get in touch with it. The memory of the heart will preserve this fellowship for a long time. And even if they do not remember everything that we, educators, would like, this is not the main thing. If joy, love, compassion enter their small hearts, this will be the most important Knowledge.

I would like to finish my work with the words of V. Sukhomlinsky. “The world surrounding the child; it is, first of all, the world of Nature with a boundless wealth of phenomena, with inexhaustible beauty. Here in nature is the eternal source of the child's mind.

Bibliography

1. Bocharova N.I. Organization of walks-hikes with children of senior preschool age. Eagle, 1988.

2. Voronkevich O.A. Welcome to ecology. Childhood-Press; 2001.

3. Goncharova E.V., Moiseeva L.V. Technology of ecological education of children of the second junior, middle, senior, preparatory groups. Yekaterinburg, 2002.

4. Gradoboeva T.V. Ecological education of children. "Preschool education", 1988.

5. Lucic M.V. Children about nature. M., 1989.

6. Levitman M.Kh. Ecology - a subject: interesting or not? - St. Petersburg: Soyuz 1998.

7. Markovskaya M.M. Corner of nature in kindergarten. - M., 1989.

8. Molodova M.P. Ecological holidays for children. - Mn: "Asar", 1997.

9. The natural world and the child. Methods of ecological education of preschool children. / Under the editorship of M.M. Manevtsova, P.G. Samorukova, S-P., 2000 /

10. "We" - a program of environmental education for children. / N.N. Kondratiev and others - 2nd ed., Rev. And extra. - St. Petersburg: "Childhood-Press", 2000 /

11. Nikolaeva S.N. Education of ecological culture in preschool age. - M., 2002.

12. Nikolaeva S.N., Komarova I.A. Story games in the environmental education of preschoolers. - M.,: GNOMID Publishing House, 2003.

13. Nikolaeva S.N. Ecological education of younger preschoolers. - M .: Mosaic-Synthesis, 2000.

14. Nikolaeva S.N. The role of play in the environmental education of preschoolers. - M., 1996.

15. Nikolaeva S.N. Articles in the journal "Preschool Education": 1988 No. 2, 6, 8, 12; 1996 No. 7; 1998 No. 1.

16. Nikolaeva S.N. Education of ecological culture in preschool childhood. Manual for the teacher of a preschool educational institution. - M .: Education, 2002.

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Shovgenova Ludmila Muradinovna Psychological and pedagogical bases of ecological education of rural schoolchildren in the context of ethno-cultural values ​​(In the conditions of a multi-ethnic environment): Dis. ... cand. ped. Sciences: 13.00.01: Maikop, 2004 177 p. RSL OD, 61:05-13/814

Introduction

CHAPTER 1. Ecological education of rural schoolchildren as pedagogical problem 15

1.1. Theoretical basis environmental education of schoolchildren in the conditions of modernization of education 15

1.2. Ecological potential of ethno-cultural values ​​27

1.3. Psychological and pedagogical conditions for the use of ethno-cultural values ​​in environmental education 66

CONCLUSIONS ON THE FIRST CHAPTER 78

CHAPTER 2. Psychological and pedagogical foundations of environmental education of rural schoolchildren in the context of ethno-cultural values ​​80

2.1. Software and application support for the content of environmental education in the educational process is one of the foundations of environmental education 80

2.2. Enriching the content of extracurricular activities in the context of ethno-cultural values ​​and environmental education of schoolchildren 107

2.3. The results of experimental work on the problem under study 121

CONCLUSIONS ON THE SECOND CHAPTER 137

Conclusion 138

Bibliography 142

Appendix

Introduction to work

The relevance of research. The biosphere, as well as its individual ecosystems, is able to endure significant anthropogenic loads due to the possibility of self-regulation, self-purification and self-recovery. However, these properties have natural limits.

Man cannot live outside nature, he has always used its resources. But the emergence and development of civilization, especially scientific and technological progress, contributed to the strengthening of the expansion of mankind in the biosphere, which is clearly manifested in regions with developed states. The continuing growth of pressure on nature, violating its natural possibilities, negatively affects the living conditions of not only today's inhabitants, but can make life impossible for future generations.

The seriousness and complexity of modern social development is determined not only by the deterioration of the state of nature, the economy, and other spheres of society, but also by the crisis state of the person himself, due to the centuries-old lifestyle and behavior (A. Yashin). In this regard, there is a need to educate a new personality, focused on a reasonable interaction with nature.

The awareness of these global problems by the world community determined the need to create at the UN level a global network of environmental education and education of all segments of the population. In this regard, special environmental education and upbringing of the population, especially the younger generation, should become mandatory.

Greening the process of teaching and educating the younger generation has become one of the directions of the state policy in the field of education. Thus, according to the current “Law of the Russian Federation on Environmental Protection”, a system of universal, comprehensive and continuous environmental education and upbringing has been established in Russia, which includes the entire process of permanent education. Among its components is the ecological education of schoolchildren, aimed, firstly, at an adequate awareness of oneself as a biological species living in the biosphere along with other forms of life, no less significant than humans, that all living things have the right to a favorable environment, the quality of which ensures the sustainable functioning of natural ecosystems,

Natural and natural-anthropogenic objects. Secondly, the understanding that a person, although he has a cultural heritage, is not the dominant of the biosphere, but it imposes responsibility for the safety of all forms of life and all its natural integrity (S.D.Deryabo, V.A.Yasvin).

Thus, an ecological worldview is formed, the basis of which is zoological culture, an adequate level of formation of which is designed to ensure the sustainable development of society.

The roots of ecological thoughts go back to ancient times. The historical cultural heritage of different ethnic groups contains a lot of

Opportunities, relevant and useful information, facts, the revival of which can activate and develop the process of environmental education of schoolchildren at a more effective level. Its essence lies in the formation of a responsible, positive, moral and aesthetic attitude of schoolchildren to nature as a social and personal value. Today, this idea is so justified that in pedagogical science, the priority direction is the development of technologies for its construction for the formation and development of environmental education, which should become an integral part of both personal and universal culture, concentrating in itself the value of historical, philosophical, moral, aesthetic ethnic experience.

Consequently, the formation of a future citizen cannot be successfully carried out without taking into account his ecological role in changing the natural environment, and therefore, in modern pedagogical activity, environmental education is rightly considered as an integral part of the educational process at school.

More ancient thinkers (Aristotle, Democritus, Plato,), then the classics of world and Russian pedagogy (A. Disterweg, A.Ya. Comenius, I.G. Pestalozzi, J.J. Rousseau, L.N. Tolstoy, V.A. .Sukhomlinsky K.D.Ushinsky) considered the self-developing nature of the child to be perfect, and in the natural environment they saw ideal conditions for the manifestation of human nature and the development of personality. Hence the need for a purposeful organized familiarization of children with nature, which finds its realization in the process of environmental education.

In connection with the aggravation of the ecological crisis situation in the second half of the twentieth century, an intensive study of the problems of environmental education and upbringing begins.

Within the framework of the socio-philosophical direction, the essence of ecological culture, its structure, place in the system of universal culture are analyzed, the main ways of its development are traced (E.V. Girusov, D.S. Likhachev, A.N. Moisei, K.P. Shilin) .

General approaches reflecting the principles and objectives of environmental education and upbringing of schoolchildren, the main means of its implementation are determined by leading Russian scientists (A.N. Zakhlebny, I.D. Zverev, N.M. Mamedov, L.P. Pchelko, I.T. Suravegin and others). Researchers rightly believe that ecological culture is an important criterion for assessing the comprehensive development of an individual, an expression of its responsible attitude to the socio-natural environment.

In modern studies (A.M. Galeeva, L.N. Kogan, B.T. Likhachev, A.A. Pleshakov, N.F. Reimgrs, V.A. Slastenin, I.V. Tsvetkova, etc.) Attention is drawn to the fact that the development of ecological culture goes from empirical knowledge and primitive local forms of nature management to deep ecological knowledge and expedient transformative human activity on a global scale.

The process of forming an ecological culture can be carried out through the development of an appropriate consciousness. We find mechanisms for the development of personality consciousness and ecological consciousness in the scientific works of scientists (B.G. Ananiev, A.G. Asmolov, S.D. Deryabo, L.S. Rubinshtein, V.A. Yasvin, etc.).

Recently, there has been an increase in ethnic self-awareness in our society. With the adoption of the Law of the Russian Federation "On Education", scientific research into the problems of ethno-cultural heritage has intensified. Introducing the younger generation to the ethno-cultural values, in our opinion, contributes to the formation of that worldview in them, which is concentrated in the specific attitude of a person of a given culture to the natural world. And the attitude is the dominant feature of any traditional ethnoculture and ethnopedagogy.

Scientific researches of scientists (A.M. Vavilov, G.S. Vinogradov, G.N. Volkov, V.M. Mezhuev, I.A. Shorov and others) are devoted to various aspects of ethno-cultural values.

One of the key ideas of the Adyghe traditional culture is the idea of ​​the original "blood relationship" of man with nature, from which he does not separate himself, in which he finds strength for physical development and spiritual growth. This is evidenced by the proverbs: “Whoever grows a forest does not destroy it” (“Mezyr zygyek1yrem mezyr zeripkhozhyrep”). Zhonim demyshkhakhyrer fygum shyk'rep - Whoever is not late with plowing, he has plenty of millet G24, 55].

In the scientific works of scientists (T.D. Aliberdov, P.U. Autlev, B.Kh. Bgazhnokov, A.Kh. Zafesov, H.M. Kazanov, M.V. Kantaria, E.L. .Mafedzev, V.M. Mezhuev and others) reveals the content of the ethno-cultural values ​​of the Adygs, reflecting their ethno-ecological component.

The design and implementation of the national-regional component of the state standard of education is a requirement of today when building the content and technologies of environmental education and upbringing based on ethno-cultural values. The scientific researches of A.A. Afashagova, M.S. Bagov, N.Sh. Blagoz, which are of scientific and practical interest for our study, are devoted to solving aspects of this problem.

An analysis of the scientific, scientific and methodological literature shows that the listed studies do not address the issues of environmental education of rural older schoolchildren in the process of teaching them natural biological sciences in the context of folk pedagogy and ethno-ecological culture.

We should also refer to the practice of environmental education of schoolchildren. As our long-term observations and personal experience show, contradictions are currently being traced:

Between the objectively growing requirements for the individual in the context of relations in the system "nature - man - society" and the level of environmental literacy and the formation of environmental culture;

Between the growing level of ecological knowledge of students and the possibility of their application in the practical activities of schoolchildren for the protection and restoration of natural values, i.e. knowledge doesn't work.

Hence the pedagogical problem of "removing" these contradictions arises. Taking into account the relevance and modern requirements for the environmental education of schoolchildren, the insufficient development of the theory and practice of environmental education of rural older students based on ethnocultural values, the weak orientation of curricula to the practical environmental activities of students, as well as the problem identified in our study, we determine the topic of the dissertation research: Psychological and pedagogical foundations of environmental education of rural schoolchildren in the context of ethno-cultural values ​​(in a multi-ethnic environment).

The object of the study is the process of environmental education of students in a secondary general education rural school in a multi-ethnic environment.

The subject of the research is the pedagogical conditions for the ecological education of rural schoolchildren in the context of ethno-cultural values ​​in a multi-ethnic environment.

The purpose of the study is to theoretically substantiate and identify the pedagogical conditions for the environmental education of students in the context of ethno-cultural values ​​and experimentally test their effectiveness in a rural multi-ethnic environment.

Research objectives:

1. Clarify the essence of the key concepts of the study: "environmental education", "environmental education", "ecological culture", "ethno-cultural values", "multi-ethnic environment" and determine the theoretical foundations of the process of environmental education of rural schoolchildren in the context of ethno-cultural values ​​in a multi-ethnic environment.

2. Collect, analyze and systematize the ethno-cultural values ​​of the Adyghe and Russian peoples, classify them in order to select material related to the problem of ecology and environmental education of schoolchildren.

3. Theoretically substantiate the model of the structure of the process of environmental education of rural schoolchildren in a multi-ethnic environment and test its effectiveness in experimental work.

4. Determine the pedagogical conditions for the process of environmental education of rural schoolchildren in the context of ethno-cultural values.

5. To modernize the content of ecological education of schoolchildren on the basis of the ethnocultural values ​​of the Adyghe and Russian peoples, to develop an enriched program "Biology with the basics of ethnoecology", to substantiate its effectiveness.

The hypothesis of the study was the assumption that the process of environmental education of rural schoolchildren can be organized at a high level of efficiency if:

The educational process has been modernized and activated in the context of the creative development of the ethnocultural values ​​of peoples in the context of multidimensional interactions in the system "nature - man - society";

The conditions, content and technology of environmental education of rural schoolchildren during school and extracurricular time are determined in a complex, taking into account the potential of ethnocultural values ​​in pedagogical activity.

“- schoolchildren are included as a subject in such constructive practical activity, in which positive moral and aesthetic interaction with nature acquires a meaning-forming character; an educational institution acts as a single open ecosystem, where the educational opportunities of teachers, schoolchildren, parents and regional social institutions are integrated.

Methodological foundations of the study - we were based on the provisions of philosophical and pedagogical anthropology about the activity and creative nature of a person, about the integral essence of the personality, about the fact that a person as a holistic education is not brought up in parts, but synthetically # (A.S. Makarenko) under the influence of the complex factors - both social and natural, both general and regionally and nationally - specific, about the unity of the world, the interconnection and interdependence of its components.

The theoretical prerequisites for our study were: the doctrine of the universal nature of man as the embodiment of the unity of biological nature and social essence (V.I. Vernadsky, L.N. Gumilyov, N.F. Reimers, P. Teilhard de Chardin, R. Steiner, A. V. Yablokov); the idea of ​​the unity of natural conformity and cultural conformity of education (Y.A. Komensky, J.J. Rousseau, A. Diesterweg, V.A. Sukhomlinsky, K.D. Ushinsky); implementation of the ecological approach in pedagogy and psychology (D.Zh. Gibson, S.D. Deryabo, I.D. Zverev, A.I. Kochetov, N.M. Mamedov, E.I. Monoszon, S.L. Soloveychik, V. E. Sokolov, I. T. Suravegina, V. A. Yasvin); ethnopedagogization and ethnoecologisation of the educational environment, reflected in the works of scientists-teachers, methodologists, ethnographers (A.A. Afashagova, K.I. Buzarov, N.Sh. Blyagoz, M.S. Bagov, G.N. Volkov, V. A. Danilov, M. R. Kudaev, Z. K. Meretukova, I. A. Shchorov).

Research methods. In accordance with the goals and objectives of our study, a set of methods was used.

Theoretical: analysis of philosophical, ethnographic, psychological and pedagogical, natural science literature in the aspect of the chosen topic, analysis of curricula, theoretical modeling, conceptual development of the problem.

Empirical: observation, conversation, testing, interviewing informants, experimental work, pedagogical experiment.

Mathematical methods for processing research results.

The purpose and objectives of the study, its theoretical and methodological basis determined the logic of our work, which was carried out in three stages.

Research stages:

1. 1995-1998 - study and analysis of the state of development of the problem, formulation of its theoretical foundations, development of a research apparatus and methods of experimental work, conducting a stating experiment.

2. 1999-2002 - collection of factual material containing ethnoecological potential, development and implementation of a formative experiment, search for effective areas of pedagogical activity, testing the research hypothesis, conducting the control stage of the experiment.

3. 2003-2004 - analysis and generalization of the obtained results, formulation of conclusions, design of the dissertation work and dissertation abstract.

Scientific novelty of the research:

The ecological potential and significance of ethno-cultural values ​​in the process of ecological education of schoolchildren are substantiated; clarified the essence of the basic key concepts of the study: "ethno-cultural tradition", "ecological culture", "ecological education", "ecological education", "ethno-ecology", "ethno-cultural values", "multi-ethnic environment"; the system of scientific views on the problem of interaction between nature and society, the state of development of the research topic are revealed.

The pedagogical and technological parameters that ensure the success of environmental education of schoolchildren in the conditions of a rural political environment are determined, the criteria and levels of their moral and environmental education are identified.

The theoretical significance of the study lies in the fact that the theoretical foundations were identified and the systematization of the existing APPROACHES to the problem of environmental education of rural schoolchildren in a multi-ethnic environment was carried out; it makes a significant contribution to the theory of environmental education and upbringing of rural schoolchildren. The proposed pedagogical conditions for the environmental education of rural schoolchildren using ethnocultural values, their theoretical and methodological substantiation and methodological support enrich the pedagogical tools, the theoretical and conceptual base of environmental education and upbringing.

The work sets and solves tasks aimed at developing important aspects of the problem of using ethnocultural values ​​in the environmental education of rural schoolchildren, which have not yet been fully covered in pedagogical theory and literature.

The practical significance of the study lies in determining the content, criteria and level of environmental education of schoolchildren in a rural multi-ethnic environment. The paper outlines the possibilities of using general pedagogical and ethno-cultural values ​​in order to develop a methodology for the ecological education of schoolchildren. The enriched and tested author's model and the program "Biology with the basics of ethnoecology" and the results of the study can be used in the practice of environmental education of rural schoolchildren.

The reliability of the research results is ensured:

The validity and clarity of the theoretical and methodological provisions of the study;

Application of a complex of research methods adequate to the goals, subject and objectives of the study;

Experimental verification of the main provisions of the dissertation, confirmed by the methods of mathematical statistics, the number of schoolchildren who took part in the experiment (180 people in the experimental classes and 170 people in the control classes).

The following provisions are put forward for defense:

1. The effectiveness of environmental education of schoolchildren involves a system pedagogical conditions, the components of which are: the psychological and pedagogical component (a system of a holistic pedagogical process aimed at the formation and development of an ecologically cultural personality); technological component (provides the organization and implementation of the pedagogical process, the effective functioning of the tools of pedagogical activity); moral and aesthetic component (provides the assimilation of knowledge through the motivation of their vital necessity, contributes to the education of the student's attitude to natural objects, mediated by his attitude towards other people and himself as subjects of a single ecosystem).

2. The ethno-cultural values ​​of the Adyghe and Russian peoples contain a significant cognitive and educational potential, the pedagogical actualization of which provides an effective and developing direction for the environmental education of rural schoolchildren in the context of education modernization.

3. Model of the structure of the process of environmental education of rural schoolchildren in a multi-ethnic environment.

5. Ethnopedagogical features of updating the ecological education of rural schoolchildren in a multi-ethnic environment.

Approbation and implementation of the results of the study was carried out, first of all, in the course of organizing and conducting a pedagogical experiment in the Yelenovskaya secondary school No. 15 and in the Khatukai secondary school No. 2 of the Krasnogvardeisky district of the Republic of Adygea.

The main provisions of the dissertation work were reported and discussed at seminars, "round tables", annual pedagogical readings for employees of the education system and parents of the region and the republic, at the republican conference on nature protection "Ecology and we" (Maikop, 1995), at scientific and practical conferences (Maikop, 1996, 1997, 2004).

1. Shovgenova L.M. Ecological education and upbringing of rural schoolchildren in the process of studying the natural sciences.

2. Shovgenova L.M. Problems of ecology and education of ecological culture among students of the national school.

3. Shovgenova L.M. The educational role of customs, traditions and observations of nature in the study of biology at school.

4. Shovgenova L.M. Folk customs and traditions in the education of ecological culture among secondary school students.

5. Shovgenova L.M. Adyghe customs - the legacy of the fathers - in our lives.

6. Shovgenova L.M. Theoretical understanding of the role of ethnopedagogy in the environmental education of schoolchildren.

7. Shovgenova L.M. Formation of ecological consciousness through folk traditions.

Dissertation structure. The work consists of an introduction, two chapters, conclusion, bibliography and appendices.

The total volume of the dissertation is 141 pages, including 9 tables, 5 figures.

The introduction substantiates the relevance of the research topic, defines the object, subject, goal and objectives; the methodology and research methods are comprehended; a hypothesis is formulated; scientific novelty, theoretical and practical significance of the work are shown; the provisions submitted for defense are presented.

The first chapter is devoted to the theoretical understanding of the pedagogical foundations for the use of ethno-cultural values ​​in environmental education; the chapter reveals the essence of the ecological potential of ethno-cultural values ​​as an important component of ecological education, defines the psychological and pedagogical foundations for their use in the formation of an ecologically educated personality in a rural school.

The second chapter reveals the features of environmental education and upbringing of rural schoolchildren during school and non-school hours, determines the possibilities of translating ethno-cultural values ​​into modern educational practice. The organization and results of experimental work on the topic under study are described.

In the conclusion of the dissertation, the results of the study are summarized, conclusions are drawn; the working hypothesis was confirmed and the assigned tasks were solved. The actual aspects of the problem that need further scientific understanding are highlighted.

The bibliographic list of references contains 199 works.

The appendices contain questionnaires, questionnaires to identify the level of formation of biological aspects of environmental and ethno-cultural knowledge, the author's program.

Theoretical Foundations of Ecological Education of Schoolchildren in the Conditions of Modernization of Education

At present, due to the aggravation of the ecological crisis, in which there are significant contradictions in the relationship between society and nature, the problem of the need to educate an environmentally literate, healthy generation has become felt. Environmental education, as one of the priority areas of pedagogical theory and practice, has become relevant throughout the world.

In recent decades, human activity has led to the emergence of such environmental problems as the greenhouse effect, acid rain, increased levels of environmental pollution with all kinds of toxicants, and depletion of ecosystems. Modern ecology, in our opinion, more than any other field of knowledge, reflects the real state of the environment. The threat of an ecological crisis in recent decades is associated not only with the growth of the technical power of society, but is also a consequence of human violation of the basic laws of self-development of natural processes. As a result, many animal species have disappeared (mammoths, Steller's cows, etc.), rivers, lakes, oceans, air, soil are polluted, and forest areas are decreasing.

A.V.Yablokov notes that “the problem of the reduction of biological diversity is one of the most terrible problems for the future of mankind, since it is fundamentally impossible to restore the disappeared WLD. In our country, about 1 species of mammals disappears in 3-5 years ... ". Anthropogenic impact is expressed in human egocentrism, the inability to think globally when local actions. In his article “The time has come for the World Academy of Ecology”, Doctor of Biological Sciences N.F. Reimers notes that “the AIDS outbreak is nature's reaction to an ecologically incorrect strategy to combat epidemic diseases. Many of their pathogens were destroyed (for good), and this freed up an ecological niche for the AIDS virus in humans. (It was necessary to either weaken them as much as possible, or at the same time to destroy them, replace them with safe species - analogues.) And now, doctors make a mistake at least once in search of drugs for AIDS and cause a mutation, an involuntary change in it (and it is 10 times more changeable than the many-sided virus flu!) and don't let

God, this mutation will allow the AIDS virus to spread by airborne droplets - in 20 years from billions of people on Earth there will be separate individuals. If they stay..."

The consumption of raw materials for military purposes is another dramatic example that exacerbates contemporary environmental hardships. Considerable environmental damage was also caused to nature during the Second World War (1939 - 1945) “military operations over a large territory in almost all geographical zones of the world, on three continents (Europe, Asia, America) and two oceans (Atlantic and Pacific) caused environmental damage: destruction of agricultural land, crops and

forests on a large scale in the USSR, Poland, Norway and other European countries; flooding of lowlands (in Holland, 17% of arable land is flooded with sea water); radioactive contamination of Hiroshima and Nagasaki; the destruction of the ecosystems of many islands in the Pacific Ocean; increased consumption of natural resources".

Pulp and paper mills that produce paper, allow a lot of harmful emissions into the environment. But there are enterprises that do not litter nature. One of these is CJSC Kartontara in Maikop. This is a unique enterprise with advanced technology. New technologies have made it possible to abandon sulfur-containing reagents, dioxides, alkalis, etc. They drowned out the boiler of the soda shop and the highest pipe in Adygea stopped fuming. Production wastes have become organic, so the population uses them as fertilizer in household plots. Examples of the rational use of natural resources evoke positive emotions in adolescents, instill in them the volitional qualities of the individual, aimed at protecting nature.

The upbringing of an environmentally cultured, highly moral personality will help solve the environmental problem. In rural conditions, nature is an important educational factor. “Nature is not only the environment that surrounds us, but also the national property and wealth, for which every citizen of our society is responsible - this is the edge thread of worldview convictions ...” .

The upbringing of an ecologically educated person is impossible outside of historically established folk values. Therefore, folk pedagogy plays a significant role in solving this problem. Even in the early stages of its development, the people, accumulating knowledge in everyday life, instructed, educated and taught their children, passing on their socio-historical experience, their spiritual wealth from generation to generation.

The changes taking place in society led to changes in education. Philosophical and pedagogical understanding of new areas of pedagogical theory aimed at educating an intellectual personality with a high moral and ecological potential is a requirement of all stages of human development.

The history of the formation of the principle of natural conformity in folk pedagogy is an example of the greening of education and upbringing. The works of J.J. Rousseau, J.A. Komensky, I.T. Pestalozzi became the theoretical basis for the idea of ​​nature-friendly education. Ya.A.Komensky for the first time noted that man is an organic part of nature and obeys all its laws. Therefore, all pedagogical means of influencing the child must be natural. Ya.A.Komensky considered the issues of upbringing and education as a single pedagogical process of personality formation. The principle of the nature-conformity of education, according to Ya.A. Komensky, implies the need to study the laws of the spiritual life of the child and the choice of individual pedagogical influences on him. Recognition of the general principles of the development of nature and man formed the basis of the pedagogical method of education of Ya.A. Komensky.

J.J. Rousseau considers education as a pedagogical process of three interrelated factors (education by nature, people and things) that ensure the natural development of the child.

Developing the idea of ​​natural education, I.G. Pestalozzi believes that nature surrounding a person is perfect and obeys its own laws. You can learn a lot by watching her and imitating her. “The mechanism of sensuous human nature is essentially subject to the same laws according to which physical nature develops its forces everywhere.” If you follow these laws, then the knowledge acquired by a person forms his consciousness. New knowledge should be added to this knowledge, creating a holistic view of the subject.

It should be noted that over the course of millennia of human interaction with nature, a rich arsenal of “empirical knowledge has been accumulated, which, by its nature, has significantly approached scientific knowledge. This was facilitated by the existence of a system for accumulating knowledge and transferring it to the younger generation. The evolution of a person's initial ideas about the organic world around him, both erroneous and correct, took place under the influence of precisely the mental education carried out in the process labor activity» .

The rapidly occurring changes in the development of society have led to ultra-high rates of development of science and technology. There was an increase in anthropogenic impact on nature, which led to changes in the relationship "man - nature".

Psychological and pedagogical conditions for the use of ethno-cultural values ​​in environmental education

The upbringing of an ecologically cultural personality through the formation of ecological consciousness is a psychological and pedagogical process, for the implementation of which it is necessary to clarify the fundamental concepts of the problem under study. We turned to the definitions of scientists. The leading concepts are "environmental education", "environmental education". “Environmental education,” as N.N. Moiseev, - should represent an integral system covering the whole life of a person. It should have as its goal the formation of a person's worldview based on the idea of ​​his unity with Nature and the orientation of his culture and all practical activities not to the exploitation of Nature and not even to preserve it in its original form, but to its development, capable of contributing to the development of society. This is the principle of modern anthropocentrism, based on the understanding of the fact that the further development of mankind can take place only in conjunction with the further development of nature, its diversity and richness.

I.V. Tsvetkova, ecological education is revealed "as the formation of ecological culture, which is understood as a set of ecologically developed consciousness, emotional-sensory, activity spheres of the individual" .

“Environmental education is a process aimed at the worldview, philosophical aspects of the interaction between society and nature, as well as the deepening and expansion of knowledge of an evolutionary, complex, generalizing nature,” writes S.D. Deryabo.

The above definitions allow us to conclude that the basis of the ecological education of the individual is knowledge. The knowledge acquired by a student in a productive, creative, emotionally significant activity lays the foundation for ecological culture. Thus, environmental education, it seems to us, is a psychological and pedagogical process aimed at enhancing educational and cognitive activity, in which students acquire natural science knowledge, skills and abilities, master the basics of the dialectical perception of the world around them, form ecological consciousness and, in general, an ecologically cultural personality. .

An analysis of concepts and terms allows us to assert that environmental education is integrative in nature. The upbringing of an ecologically cultural personality sets the task of developing a system of ecological upbringing and education. It is necessary to introduce more widely new technologies that take into account the psychophysiological characteristics of adolescents in the educational process. Practical experience and research results confirm that the effectiveness of the educational process is determined by the interpersonal relationship between the teacher and the student. The effectiveness of the demands made by the teacher depends on how he himself relates to them. An important condition for the psychological and pedagogical impact on a teenager is social interaction, the content and forms of specific interpersonal relationships. At the same time, the use of forms and methods of the experience of public education is often determined by positive result pedagogical process. The regulatory factors of educational activity that form an ecologically cultural personality are cognition, experience, motivation, evaluation, decision-making, control and memorization. In their unity, they constitute the mental regulation of environmental activity, which activates the processes of formation of morality, beliefs, human responsibility in relation to society and nature.

An analysis of scientific works indicates that the problems of environmental education and upbringing attract close attention of such researchers in the field of philosophy and ecology as P.M. Mamedov, N.F. Reimers, and others, cultural studies - M.S. Kogan, D.S. Likhachev, N.N. Moiseev and others, pedagogy and psychology - S.D. Deryabo, A.N. Zakhlebny, I.D. Zverev, K.D. Zykov, B.T. Likhachev, V.E. , A.E. Tikhonova, A.A. Pleshakov, V.I. Tsvetkova, V.A. Levin, et al. Scientists agree that an ecologically cultural person has moral convictions, which are a combination of bioecological knowledge and emotional perception and a responsible attitude towards the environment. “The main thing is the formation of a person, his moral world and, to some extent, his attitude to the environment, is given by the humanities, humanitarian culture in general, art,” notes D.S. Likhachev. The problem of the relationship "man" - "nature" largely depends on the moral qualities of the individual, because they express the social position of the individual.

The upbringing of an environmentally cultured personality is not possible without the formation of morality. Scientists SP. Baranov, K.I. Buzarov, V.V. Voronov, I.P. Podlasym, I.F. Kharlamov, I.A. Shorov and others noted the essence of moral education in scientific and folk pedagogy.

The result of moral education, according to V.V. Voronov, is moral education, expressed in the following indicators: knowledge of moral standards, the presence of rules in the mind of the student, the need and ability to fulfill them, the ability to experience moral feelings (compassion, conscience, love), behavior in accordance with moral standards.

The rule of human behavior, which is of a general nature and on the basis of which a human act is evaluated among the Adygs, is called habze, i.e. norm of behavior. Khabze is a rule, a requirement that determines how a person should act in a particular situation.

The formation of ecological morality should be based on moral education. Ecological morality is presented to us as a reflection in the behavior of the social position of the individual, based on moral convictions (knowledge that has passed into the inner content of a teenager), aimed at manifesting high civic responsibility for preserving the environment and using the right technologies when influencing nature, as well as its development. .

Responsibility is one of the volitional qualities of a person that contributes to the manifestation of the need to preserve the environment, the formation of which occurs in unity with other volitional qualities, such as determination, the ability to mobilize one's capabilities, and exercise control over one's actions.

“Responsibility, as defined by CM. Kuznetsov, is a form of manifestation of consciousness by a person of his subjectivity and, depending on it, the ability to change the social environment and himself. The function of responsibility is to organize and regulate the present, predict the future, moral and legal control over it, as well as over behavior in general.

After analyzing the causes of the ecological crisis, we concluded that the low level of development of responsibility cultivates a consumer attitude towards nature, and hence towards man in general. The opinion that “concern for nature is caring for a person, concern for the environment is concern for who this environment surrounds is quite right. There is no healthy nature healthy person factually and morally”, - very convincingly emphasizes R.I. Alexandrova.

Software and application support for the content of environmental education in the educational process is one of the foundations of environmental education

At the present stage of reforming the general education school, the ecological education of the individual is based on a didactic system that forms ecological consciousness. A person, in whose mind the need for a responsible attitude to nature has been established, will carry out an environmentally conscious attitude towards it. It is important here to comprehend and understand what the responsible attitude of man to the natural environment is expressed in.

A.N. Zakhlebny believes that a responsible attitude to the environment is expressed in the following personality characteristics: - readiness for responsible behavior and activities in the environment in accordance with the moral duty and norms of the law of society; - in the ability to carry out environmentally competent actions, take an active life position, express intolerance towards manifestations of an irresponsible attitude towards the environment.

Developing a model of environmental education and upbringing, we relied on the basic principles formulated by scientists (A.N. Zakhlebny, M.D. Zverev, N.M. Mamedov, I.T. Suravegina, etc.): - the content of general education should reflect interdisciplinary approach in the formation of ecological culture of schoolchildren; - environmental material is studied continuously, systematically; - to carry out the formation of the intellectual-volitional sphere of the personality in a complex manner; - basic knowledge to study in conjunction with local history material.

Let us consider the most important, in our opinion, principles on the basis of which the content of environmental education should be constructed. In accordance with the subject of our study, the formation of ecological consciousness should be carried out on the basis of all the fundamental laws of life science.

According to Academician V.E. Sokolov, professor N.M. Draft ecology is accepted in modern school according to an interdisciplinary principle, “where its fundamental scientific biological foundations are almost ignored, and the main attention is focused on the consequences - environmental disasters of various ranks, and at the same time, those fundamental possibilities of a competent attitude to nature that are created as a result of deep penetration into the main environmental laws are very poorly studied » .

In our study, we tried to create a model of environmental education and upbringing, which, in our opinion, is one of the possibilities for the formation of environmental awareness and environmental education of adolescents. Necessary condition environmental education of the individual is a properly organized activity of a teenager, which contributes to the development of environmental consciousness. It is based on a high mental and analytical level of students' activities and actions in the natural environment.

Taking into account the fact that when studying biology at school, not enough attention is paid to the development of the ethno-regional component of environmental education and upbringing, we used the possibilities of the subject that stimulate the formation of students' behavioral motivation in communicating with nature.

When developing the content of the ethno-regional component of the formation of environmental consciousness, the principles of regionalization, humanization and ecologization of students' knowledge were used. Great importance was attached to the ethno-pedagogical aspects of educating an ecologically cultural personality with deep ethno-ecological knowledge.

The implementation of the conceptual model of environmental education, taking into account the ethno-ecological component, does not contradict the strategy of a continuous and systematic approach to the study of biology.

The ethno-ecological component performs a system-forming factor in connection with the fact that it reflects the features of the relationship between the components of the environment. The model is compiled taking into account the requirements of the general scientific theory of modeling. The results of psychological and pedagogical research, as well as ethno-cultural heritage formed the basis of the model. Several stages of model creation should be singled out: 1. Studying the essence of the problem and selection of factual material; 2. Designing the model itself; 3. Using it in practice.

In terms of content, the model corresponds to the structure of the biology program in the secondary general education school. The logical substantiation of the model determined the stages of the experimental process. - setting goals and objectives of the problem under study; - study of federal standards for a systematic approach to environmental education and upbringing; - development of a model of environmental education in the course of biology using ethno-ecological heritage; - approbation of the model; - analysis of the results of the study and the definition of practical proposals for an updated model of education.

The scheme of the model of the structure of ecological education of rural schoolchildren in a multi-ethnic environment is shown in Figure 2.

To develop lesson planning and methods for using ethno-regional and ethnographic values, we turned to the works of scientists (G.N. Volkov, V.Yu. Lvova, Z.A. Khusainova, I.A. Shorov, etc.), to the collection, study , systematization of the collected field material containing ethno-ecological knowledge of Russians and Adygs. The effectiveness of the educational process, to a large extent, depends on the quality and content of the lessons and extracurricular activities. Enriching the lesson with elements of practical activity, ethnoecological and ethnographic knowledge makes it possible to increase the effectiveness of training and education, allows you to revive learning activities. As a result, biology reflects not only scientific knowledge, but also grains folk wisdom expressed in folk traditions, customs, signs, legends, proverbs, etc., which increases the interest in the subject being studied and the cognitive activity of students.

Analysis school programs and textbooks showed that they contain mainly the biological aspect of natural science knowledge. The authors of school textbooks (V.P. Korchagina, T.I. Serebryakova, Yu.I. Polyansky) give an idea of ​​the key bioecological concepts: species, speciation, habitat, biotope, symbiosis, divergence, biogeocenosis, change of biogeocenoses, etc. Study bioecological knowledge allows students to form a valuable understanding of the environment, to realize the consequences of anthropogenic impact on nature, forms a natural-science worldview.

During the experiment, it turned out that the use of the ethno-regional aspect of the bioecological knowledge of peoples contributes to the formation of environmental responsibility, morality, and culture of adolescents.

Enriching the content of extracurricular activities in the context of ethno-cultural values ​​and environmental education of schoolchildren

The rural school has a great potential for environmental education of the individual. This potential is very useful to realize when organizing extracurricular activities for schoolchildren.

When conducting extra-curricular activities, we used methods and forms of pedagogical influence on the emotional and sensory sphere of adolescents.

The dominant forms of work were class hours, holidays, educational games, subject weeks, scientific and practical conferences. The use of folk wisdom in the practice of training and education, rich in knowledge accumulated by the people through practical interaction with nature, makes it possible to influence the emotional and sensory sphere of adolescents, which contributes to the emotional perception of nature, developing such qualities as ecological will, a conscious desire to know the laws of nature, united with the environment. "The emotional background, which has an ideological basis, manifests itself in adolescents through the ability to feel nature, to strive for unity with it."

According to the definition of E.D. Makarova “Feeling of nature is a manifestation of the synthesis of human qualities, when people consciously strive for unity with nature or unconsciously act as a particle of nature. Feeling is a very strong mental property of a person, thanks to which he can refuse the upcoming action if it somehow violates the life of nature.

Extra-curricular work at school, aimed at the formation of environmental morality, allows us to identify the factors influencing its formation. Ethno-ecological values ​​influence the spiritual and physical development of the individual.

An experimental class hour was held in the Khatukai secondary school No. 2 of the Krasnogvardeisky district of the Republic of Adygea, along with class teacher A.A. Uetleva "Adygs and nature". It aimed to show an example of the relationship of the people with nature in different spheres of life, to recall ethno-cultural values. Classroom material, according to the Deputy Director for educational work S.Kh. Birzhevoy was interesting, informative and aroused in the children the need to learn more about the traditional medicine of the Circassians, about their customs, rituals and traditions related to caring for the sick. From the material of the oral magazine in which they took part, the students learned that "there were radical methods of treatment among the people, which medicine considers quite acceptable and widely put into practice" . We learned about the methods of healing wounds inflicted by firearms and cutting weapons, content with therapeutic means; that the Circassians were familiar with medicinal properties mineral waters. Mineral water cured rheumatism, skin diseases,

wounds, this was evidenced by the messages prepared by the students. It was also new for the guys that the Circassians gave the world a victory over smallpox, having read the memoirs of Abri de la Motre: “I found the Circassians more and more beautiful as we moved between the mountains. Since I did not meet anyone marked with smallpox, I came to the idea of ​​asking them if there were any secrets to protect myself from the devastation that this enemy of beauty was causing among so many peoples. They answered me in the affirmative and informed me that this remedy consisted in inoculating it or passing it on to those who needed to be protected by this, taking the pus of the infected and mixing it with blood by means of injections that they were given. Another more natural way of transmitting smallpox, as I was told, is to put into bed with a patient with this disease the one to whom they want to inoculate it, having previously given him a laxative; this is done before the pockmarks are ripe. Parents are so preoccupied with the beauty of their children that they often carry them a day or more from their homes to villages, where they learn that someone there has contracted smallpox.

Another traveler, English surgeon John Cook, in the middle of the 18th century wrote about this phenomenon among the Circassians: “... they infect children in the following way and, as they say, without any danger: they send a gift (without which, as superstition makes them think , it will have no effect) on a sick child who, during the worst period of the illness, is allowed to tie under his arm a small piece of cotton, sewn up in a piece of cotton, on the opposite side of which, touching the excretory glands, a piece of lead is tied. This remedy remains attached to the sick child until the smallpox falls off and dries up, about 3-4 days, then it is taken directly to the child to be infected and applied in the same way to his armpit, where it remains. within 3-4 days and usually infects the child.

Interesting, increasing the cognitive activity of the children is, as noted by M.-K.Z. Azamatova, a historian-ethnographer, that “healers tried to treat smallpox by fumigating the sick with smoke, lighting a piece of a hornet’s nest, feeding the patient ceremonial cookies, without salt, whispered prayers, purged the patient's face.

The treatment was carried out in a quiet room in which a swing was arranged. Everyone who entered the room (not a family member) had to swing on a swing before approaching the patient. They sang songs about the "lady smallpox", she was represented as an insidious woman and called "Psykhoguashch" - the goddess of river resources. Burning in the corner of the room wax candle, in front of her they put a cup of water and "1ane" - a table with food, as a gift "Psychoguash". They laid a mat, put a down pillow on it, next to it they put a copper basin with a kumgan - a watering can with water, soap and a towel that hung on a peg from the wall. They organized a sacrifice in the name of "Psykhhoguash", arranged a treat. A copper object hung on the porch of the house, and before entering the house, each one knocked on it with a hammer so that impure forces could not slip through at the entrance to the patient. Representatives of the Muslim clergy were also present at such ceremonies, they read a prayer in an undertone, and the healers made conspiracies, told fortunes: either they buried a black chicken at the threshold, or they let smoke from dried mint around the patient, and for all this they received a reward with food, clothes and money.

On another class hour the students learned about a long-forgotten rite that took place among the Adyghes - kіapshch.

Class teacher A.A. Uetleva told the students that “a person who had a cast on his arm or leg was treated with kiapschz, a combined form of treatment for a person who was injured or had a broken bone” . During the kіapsch the patient was distracted from the pain, he was cheered up. Thus, kіapshch is one of the methods of psychological influence on the patient. The students prepared material about the meaning and essence of the rite in the form of messages that were told and staged by classmates.

Ignatovich I.I.

Psychological and pedagogical aspects of environmental education and education of preschoolers

Murmansk state humanitarian university

This work is about education in the nursery school and the transfer to children of knowledge about nature.

Keywords: ecological education; education of preschool children; the global perception of the world; systematize knowledge about nature.

This work is about modern approaches to the problem of environmental upbringing and education of preschool children, about the principles of selection and systematization of knowledge of preschool children about nature.

Key words: environmental education and education of preschoolers; global outlook; principles of selection and systematization of knowledge about nature.

The educational and educational value of nature can hardly be overestimated. The role of nature in the upbringing and education of preschool children is especially great. The knowledge of nature has a multifaceted significance for the versatile development of the child's personality: broadening one's horizons, enriching knowledge about the surrounding reality, understanding the connections and patterns in it, developing observation and independent thinking.

The education of love for nature, the skills of caring for it, caring for living beings gives rise not only to a cognitive interest in nature, but also contributes to the formation of the best character traits in children, such as patriotism, industriousness, humanity, respect for the work of adults who protect and multiply natural wealth.

In the studies of prominent child psychologists A.V. Zaporozhets and N.N. Poddyakov, it is noted that the system of knowledge in the process of assimilation by children can be in the form of representations, not concepts.

The psychological and pedagogical basis for the formation of systemic knowledge about nature is the principles of selection and systematization of knowledge, identified and proven by famous teachers and psychologists (L.A. Venger, N.F. Vinogradova, N.N. Kondratyeva, L.M. Manevtsova, P. G. Samorukova, etc.), as well as the general strategy of cognitive activity of older preschoolers, formulated in the studies of A.V. Zaporozhets, N.N. Poddyakova.

The famous Russian scientist P.G. Samorukova, considering the issue of systematizing knowledge about nature for preschool children, identifies three areas for building systems: a territorial set of plants and animals, their distribution into groups based on external similarity and relationship with the environment, seasonal changes in nature. The development of knowledge systems should correspond to the mental capabilities of preschool children and be carried out through their direct communication with nature. With further schooling, systems of knowledge about nature are subject to development and deepening.

Particularly important in the formation of a knowledge system, according to S.N. Nikolaeva, is that all the individual links of the system are built in accordance with the nature and logic of the spontaneously formed knowledge of preschoolers, they were the "program of the child himself" and met the requirements of scientific logic: each subsequent link of the system follows from the previous one and develops it.

S.N. Nikolaeva in her research proved that with the help of a special ecological concept - "human interaction with nature", it is easy to demonstrate any human impact on nature as an ecosystem. Visible, easily detectable phenomena can be presented to the attention of preschool children. S.N. Nikolaeva suggests using patterns and phenomena that exist in nature:

1. Pattern of morphological and functional adaptation of plants and animals to the environment. They appear in any kind of plant world. The task of the teacher is to show this pattern.

2. External adaptive similarity of species of living beings living in the same conditions, but not genetically related (convergence). These concepts fully correspond to the cognitive abilities of preschoolers, since they are based on the external similarity of phenomena that are accessible to observation and visual-figurative thinking of children. With the help of these regularities, it is possible to form not only specific ideas about the adaptability of living beings to the environment, but also generalized ideas about groups of living beings that are in the same habitat.

3. Various forms of adaptive relationship of living beings with the environment in the process of ontogenetic (individual) development.

Taking into account the specifics of preschool age children, the features of their mental and personal development, sections of biological ecology in varying degrees can serve as a scientific basis for building an adequate ecological methodology for educating preschoolers. The criteria for selecting concepts and environmental factual material are two points: their visual representation and the possibility of inclusion in practical activities. In preschool childhood, visual-effective and visual-figurative forms of thinking predominate, which can provide understanding and assimilation of only specially selected and age-adapted information about nature.

At the present stage of development of the theory and practice of preschool pedagogy, familiarization with nature is considered by Russian teachers V.A. Zebzeeva, T.A. Serebryakova, O.A. Solomennikova as one of the leading means of personal development and education of a child.

The goal of OA Solomennikova's program "Environmental Education in Kindergarten" is to develop elementary environmental knowledge, a healthy lifestyle, thinking and behavior in children. This goal is specified in the following tasks:

To give knowledge about the characteristic features of animals, birds and insects;

To give knowledge to children about the characteristic features of the plant world;

To give knowledge about the characteristic features of inanimate nature;

Give knowledge about the seasons;

Develop a positive attitude towards the natural world.

In the program of O.A. Solomennikova, environmental upbringing and education of preschoolers is recommended to be carried out in the process of integrating various types of children's activities: classes, observations, excursions, experimental and labor activities, didactic and role-playing games, reading literature, watching videos, as well as independent activities children. Great importance is given to work with the parents of pupils.

In N.A. Ryzhova’s program “Nature is Our Home”, the leading ideological ideas are highlighted:

The idea of ​​a home (from one's small homeland to an understanding of the global worldview - "Earth is our common space home");

The idea of ​​integrity and universal interconnection (“everything is connected with everything”);

The idea of ​​labor in the transformation of the environment.

In the fact that environmental education should cover the whole life of a person, V.L. Krivenko sees the problem of using the life experience of the individual in the educational process, i.e. vital training. A.S. Belkin, N.F. Reimers et al. interpret vitagenic learning as learning based on the actualization of a person's life experience, his intellectual and psychological potential for educational purposes. The vitagenic approach to learning is based on the recognition that diverse life experience is the most valuable asset of a person. It is a necessary precondition for human knowledge. Theoretical forms of knowledge expand, enrich, systematize this experience, but in no way can replace it.

Thus, environmental education and environmental upbringing should be comprehensive and multi-system processes. The scientific basis for the content of knowledge about nature for preschoolers is worldview ideas, a number of concepts of bioecology, as well as the laws of wildlife.

Literature:

1. Belkin A.S. Fundamentals of age pedagogy: Proc. allowance for students. higher ped. textbook institution. M., 2000.
2. Zaporozhets A.V. Psychological development of the child. Psychological works in 2 volumes, M .: Pedagogy, 1987.
3. Zebzeeva V.A. Theory and methods of environmental education of children. - M .: TC Sphere, 2009.
4. How to introduce preschoolers to nature / Ed. P.G. Samorukova.- M., 1983.
5. Krivenko V.L. Vitagenic approach to environmental education and upbringing junior schoolchildren// Primary school. - 2002. - No. 7.
6. Nikolaeva S. N. Methods of environmental education in kindergarten: work with children Wednesday. and Art. kindergarten groups: a book for kindergarten teachers. - M.: Enlightenment, 2004.
7. Poddyakov N.N. mental development and self-development of the child from birth to 6 years. A new look at preschool childhood. - M .: Speech, 2009.
8. Reimers N.F. Ecology. Theories, laws, rules, principles and hypotheses. - M., 1993.
9. Ryzhova N.A. The program "Nature is our home": a block of classes! Me and nature. - M .: Karapuz-Didactics, 2005.

10. Serebryakova T.A. Ecological education at preschool age. - M.: Academy, 2008.

11. Solomennikova O.A. Ecological education in kindergarten. Program and methodical recommendations. - M., 2006.

The various programs used in preschool educational institutions provide for the comprehensive development of children - physical, mental, moral, labor and aesthetic. In the process of children's activities: play, study, work - the personality of the child is formed.

For the development of the child's thinking and speech, a rich sensory experience is necessary, which he receives from the perception of various objects, the natural world, and social life.

The ability to observe, developed in the process of knowing nature, gives rise to the habit of drawing conclusions, brings up the logic of thought, clarity and beauty of speech - the development of thinking and speech goes as a single process.

Each acquaintance with nature is a lesson in the development of a child's mind, creativity, feelings.

The goal of ecological education of preschoolers is to educate the foundations of the ecological culture of the individual. This goal is consistent with the Concept of preschool education, which, focusing on general humanistic values, sets the task of personal culture - the basic qualities of humanity beginning in man. Beauty, goodness, truth in the four leading spheres of reality - nature, the "man-made world", people around themselves - these are the values ​​that preschool pedagogy of our time is guided by.

The initial elements of ecological culture are formed on the basis of the interaction of children under the guidance of adults with the subject-natural world that surrounds them: plants, animals, their habitat, objects made by people from materials of natural origin.

The main tasks of environmental education of preschoolers are:

• 1. The development in children of the subjective experience of emotional and sensory generalization with nature and the socio-cultural environment, ideas and elementary concepts about the world around, the relationships and relationships in it, as the basis for the development of environmental consciousness and ecological culture of the individual.
• 2. Education of an emotional and value attitude to the natural and socio-cultural environment.
• 3. Awareness of one's own "A" as part of nature, the development of the "A-concept" in each child.
• 4. Development of experience in practical and creative activities in the implementation and consolidation of knowledge and emotional and sensory impressions obtained in interaction with the natural and socio-cultural environment, as well as in the reproduction and preservation of the natural environment.

Thus, the goal of ecological education of preschoolers is the formation of the principles of ecological culture - the formation of practical and spiritual experience of the interaction of mankind with nature, which will ensure its survival and development.

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FROMcontent

Introduction

1. Historical and pedagogical aspect of the problem of environmental education

1.1 Formation of ecological culture and problems of education

1.2 Formation of ecological education of schoolchildren

1.3 Theoretical foundations of environmental education of younger students

2. Ways of ecological education of schoolchildren

2.1 The essence of environmental education of schoolchildren

2.2 Methods and forms of environmental education

2.3 Ecological education of younger students

Conclusion

List of used literature

INconducting

The history of mankind is inextricably linked with the history of nature. At the present stage, the issues of its traditional interaction with a person have grown into a global environmental problem. If people in the near future do not learn to take care of nature, they will destroy themselves. And for this it is necessary to cultivate an ecological culture and responsibility. And it is necessary to start environmental education from primary school age, since at this time the acquired knowledge can later be transformed into strong convictions.

Environmental education is the most important thing in our time. Students who have received certain ecological ideas will be more careful about nature. In the future, this may affect the improvement of the environmental situation in our region and in the country.

CspruceRwork: to draw up a system of work on the environmental education of younger students.

Wadachiresearch:

Consider the environmental problem as a global problem of mankind;

To reveal the issue of ecology as a science, its appearance, goals, principles;

Find out what natural history material contributes to environmental education, what are the main conditions for environmental education;

Consider the contribution of domestic and foreign teachers to the development of the problem of environmental education;

To reveal the essence, goals, methods and forms of environmental education;

Consider the norms of environmental behavior and the peculiarities of their perception by younger students;

To study the best practices of teachers in the field of environmental education of students;

During the work, the following literature was studied:

Classical - works by Babanov T.A., Vorobyov A.N., Kirillov Z.P., Zhukov I.V. - reveals the views of well-known teachers on the upbringing of a child by means of nature and in harmony with it; give an idea of ​​the science of ecology; about the experience of ecological education of junior schoolchildren.

Subject of study: ecological education of younger schoolchildren in educational activities.

Object of study: the process of environmental education and upbringing of schoolchildren.

This work will help teachers-practitioners in solving the problems of environmental education of students in the lessons of natural history in elementary school

1. Historical and pedagogical aspect ofproblems of environmental education

1.1 Formation of ecological culture andeducational problems

The process of formation of ecological culture is considered as a unity of three problems:

Broad explanation of the disastrous effects of environmental pollution;

Acquisition of an ecological approach to the organization of the economy and other spheres of life and activity of society;

Formation of ecological consciousness.

Ecological culture includes relevant ideals and values, norms of behavior, environmental responsibility. It is wrong to believe that the sphere of moral and environmental responsibility begins and operates within the framework of professional morality. A thoughtless attitude of a person to nature in everyday life (on vacation, when consuming "gifts of nature") is no less destructive and destructive than a purposeful production impact. As a rule, a person who has not been instilled with a moral attitude to nature since childhood, becoming a subject of production, will turn out to be deaf to belated efforts to instill in him the norms of professional environmental morality.

The most essential thing in the process of ecologization of morality is a gradual complex restructuring of consciousness. At the same time, one of the most important moments is moral and environmental education and enlightenment in the family, children's and educational institutions, in the entire system of society. The norms of a moral attitude towards nature, which have become an internal need, can play a significant role in solving environmental problems.

From this we can conclude: without updating the scientific, technical, investment, structural and production spheres, without reorienting spiritual life, it is impossible to update the existing environmental relations, improve the situation on our planet as a whole.

Considering environmental problems, it is impossible not to turn to the global problems of our time.

Today, most people receive a great deal of information about these issues. And this information, depending on its content, can cause in people both the illusion of the ease of overcoming global problems and pessimism about the future development of mankind.

Firstly, interest in global problems as something completely new, unusual, fraught with a serious threat to all life on Earth, has gradually lost its original sharpness. This was influenced by information about impending dangers. It was invariably repeated over the years and eventually people got tired of perceiving it.

Secondly, a number of forecasts predicting the imminent onset of crises and cataclysms did not come true.

Thirdly, the main forms and methods of research in principle have been developed. These are: scientific projects carried out on an interdisciplinary basis; forecasting global processes based on mathematical modeling methods using computers; expert opinions and much more. These forms and methods were improved, provided new results, but these results were devoid of sensationalism.

Fourth, in order to effectively solve global problems, it was necessary to share knowledge, specialize and conduct research within individual sciences. And this complicated the interaction of both these sciences themselves and the specialists representing them. From this we can conclude that the primacy of the importance of global problems is increasingly in doubt among people with ordinary consciousness.

At present, the criteria of globality do not have sufficient development. In a broad sense, global problems include all contradictions modern world. Problems not only of the whole planet, but also the problems of individual states and the problems of our ancestors.

Consequently, environmental problems are among the global problems requiring immediate solutions.

1. 2 Formation of ecologicaleducation of schoolchildren

The global problems of our time, which threaten life and human civilization, have necessitated environmental education, designed to implement the ideas of the emerging environmental information society. The search for ways of harmonious interaction between society and nature leads to an intensive process of greening the common culture of mankind, and as a result - to the formation of the theory and practice of environmental education.

Further study of this problem, carried out by philosophers and educators, made it possible to single out a new aspect of education - ecological.

Ecology is the science of the relationship between plant and animal organisms and the communities they form between themselves and the environment. And ecological education is understood as the formation among the general population of a high ecological culture of all types of human activity, one way or another connected with the knowledge, development, transformation of nature. The main goal of environmental education: to teach a child to develop his knowledge of the laws of wildlife, understanding the essence of the relationship of living organisms with the environment and the formation of skills to manage the physical and mental state. Gradually, educational and educational tasks are defined:

deepen and expand environmental knowledge;

instill initial environmental skills and abilities - behavioral, cognitive, transformative,

to develop cognitive, creative, social activity of schoolchildren in the course of environmental activities,

to form (nurture) a sense of respect for nature.

In the last 20 years, the attention of scientists to the study of the problems of environmental education and upbringing has increased significantly. Of particular interest are the works of N.M. Verzilina, A.N. Zakhlebny, I.D. Zvereva, B.G. Johansen, V.S. Lipitsky, I.S. Matrusova, A.P. Mamontova, L.P. Pechko, V.A. Sukhomlinsky and others, who consider various aspects of environmental education and education of students in the educational process and in the organization of socially useful work for nature protection. Today, the ideas of modern integrated ecology are being actively introduced into the practice of teaching and educating younger students. However, the diversity of works, schools, variability of training programs, creative developments give rise to many problems and questions.

The emergence of modern trends in environmental education and upbringing in elementary school can be attributed to the beginning of the 70s, when it experienced a number of serious transformations, in particular, the introduction of a new subject "natural studies" into the curriculum. The clearly expressed environmental orientation of the new course, which today is called traditional, created a certain set of teachers in its place in environmental education, to achieve its goal in a one-subject model, which turned out to be ineffective. The main reasons for the inefficiency lie in the fact that the ultimate goal of environmental education is a responsible attitude towards the environment - a complex comprehensive education, and in this regard, one academic subject, which forms mainly natural science knowledge in biological ecology, will cope with the formation of a multifaceted attitude of younger students to natural and social environment cannot.

On the agenda was the question of involving other school subjects in the process of environmental education. The idea of ​​a multi-subject model arose, in which each academic subject reveals its own aspect of the relationship between a person and the environment. So far, the use of interdisciplinary content and forms of education is mostly spontaneous, which largely determines the quality of education and upbringing of younger students.

Modern trends in the development of environmental education in practice show that the best opportunities for the formation of ecological culture of younger students are a mixed model, in which all subjects retain their specific educational goals. Thus, the typology of models in line with ecologization has gone through a certain path of development: from single-subject to mixed. However, the search in this direction is still ongoing.

Environmental education, with its focus on fostering a responsible attitude towards the environment, should be the core and an obligatory component of the general educational preparation of students. One of the most important principles of environmental education is the principle of continuity.

1 . 3 Theoretical Foundations of Ecological Education of Primary School Students

A retrospective analysis of environmental education was combined with the study of modern pedagogical practice, with the experimental testing of various forms of environmental education, the data of a survey of experts, which made it possible not only to assess the state, but also to identify objective trends in the development of environmental education of schoolchildren:

the activities of schools, organizations for the protection, rational use and study of the environment are purposefully coordinated;

cool - lesson lessons are combined with extracurricular activities of students in the natural environment;

along with the development of traditional ones, new forms of environmental education and upbringing are used: film lectures on nature protection, role-playing and situational games, school-wide councils for nature protection, environmental workshops;

in the environmental upbringing and education of students, the significance of the mass media (press, radio, television) arises, this process becomes pedagogically balanced.

Based on the leading didactic principles and analysis of the interests and inclinations of schoolchildren, various forms of environmental education were developed. They can be classified into:

a) Mass;

b) Group;

c) individual.

TO massive forms include the work of students on the improvement and landscaping of the premises and territory of the school; mass conservation campaigns and holidays; conferences; ecological festivals; role-playing games, work on the school site.

TO group- club, section classes for young friends of nature; electives on nature protection and the basics of ecology; film lectures; excursions; hiking trips to study nature; ecological workshop.

individuallyand I the form involves the activities of students in the preparation of reports, conversations, lectures, observations of animals and plants; making crafts, photographing, drawing, modeling.

The main criteria for the effectiveness of mass forms is the broad participation of schoolchildren in environmental activities, discipline and order, and the degree of activity. They can be identified through systematic observations, accumulation of material.

The criterion for the effectiveness of group forms of environmental education is, first of all, the stability of the composition of the club, circle, section, the achievement of collective success. Here much determines the content and methods of classes; important at the same time is the success of the team, public recognition of its merits by others. Consciousness and a sense of belonging to the affairs of such a team, even if personal results are modest, makes all members remain faithful to it for many years.

The effectiveness of individual forms of environmental education is evidenced by the increased interest of students in the study of biological disciplines and nature protection, as well as the targeted use of knowledge and skills in environmental protection.

The conditions for the development of the relationship between the school, the family and the public, aimed at achieving the goals of environmental education, are also determined.

For success, the following conditions must be met:

planning of all links of the system based on plans joint work which ensures the correct alignment of forces, consistency, rhythm and stability of the components of all links with the school and among themselves;

organization of the activities of all links of the general system of management of environmental education, the creation of prerequisites for their proper functioning;

regular and pre-prepared information on the activities of each link and the exchange of information between them;

control, identification of shortcomings and weaknesses in the work, making adjustments to its program;

studying the performance of each link, summing up the overall results, analyzing the results, discussing them with the involvement of the public.

The main stages of transformation and interaction with nature in the educational process were identified. On the preparatory stage the teacher studies the relations between the schoolchild and nature (objective connections with the environment) that have developed in the present life experience (objective connections with the environment) and the attitude of schoolchildren to its phenomena (subjective connections). Individualized and group ways of getting acquainted with natural sights that are attractive to students are being developed. Labor, search, environmental affairs are jointly determined. Suggestions are usually made by the students themselves. The teacher tries to connect them more deeply with the zone of proximal development of individual inclinations and abilities. Simultaneously with the study of the subject relations of the components with nature, the teacher establishes their prevalence, the degree of commonality of relations and other prerequisites for the collectivist self-determination of schoolchildren, their ability to correlate personal influences on nature with its influence on the development of sensory - emotional, volitional, intellectual activity.

The initial stage of building the educational process is characterized, first of all, by the involvement of students in subject-transforming activities in the midst of nature. The goals of the stage are to accustom schoolchildren to the reasonable use of nature, work, conservation of natural resources, and the assimilation of practical experience in relations with the natural environment. Participation in activity, especially when it is carried out in collective forms, reveals the ability to reckon with comrades, to help them, to combine business and personal interests, to focus on the rules of behavior among nature.

Based on the material of work on the care of clearings, participation in harvesting, planting forest parks, the need for a passive approach of teachers to the formation of labor and economic relations of schoolchildren was revealed. Each type of activity, higher in the position of the individual as a whole, is most conducive to the development of individual properties of schoolchildren, the upbringing of a moral and aesthetic orientation towards the natural environment. Therefore, the activity led by the teacher needs a systematic organization. The result of education at this stage is the practical knowledge and efforts of schoolchildren, personal experience of influencing the environment and saving wealth, enriching cognitive interests, and the need for activities among nature. Significantly activated business relationship class, mutual understanding grows, there is a desire to compare oneself with comrades, imitate the best of them, earn respect and authority.

At the second stage of building the educational process, the educational activity of schoolchildren became the leading one. Not being directly involved in work, nature protection, it helped to systematize impressions of nature and personal activities, opened up the possibility of combining the practice of interaction with nature and education. The main attention is paid to the connection of activities in nature with the teaching of the Russian language and literature. The development of the language and speech of schoolchildren, work with works of literature, fine arts, music allows the student to more deeply reveal the spiritual value of nature, to highlight in a new way the role of caring for the environment and its rational use in meeting the needs of society.

A special stage in the construction of the educational process is the purposeful formation of the student's personality.

It is necessary to distinguish between the accompanying formation of personality qualities, which occurs in a variety of activities, and various relationships with people, nature, and specially organized personality education. A special organization arises when a specific goal is set at this stage of education, with the individualization of the influence of the teacher and the involvement of schoolchildren in affairs among nature, which involve the formation of a worldview, beliefs, value orientations, speech, will, character. In the relationship between the teacher and the student, the following functions are implemented: strengthening and enriching ties with nature, specific development practical relations, organizational combination of pedagogical and systematic approach.

It is necessary to strengthen the ecological education of younger schoolchildren. Strengthening environmental education is an important requirement for school reform. This most important requirement, arising from the ideas of modern ecology, has acquired a legislative character. It is based on several principles that are widely known:

General connection with wildlife. All living things are connected into a single whole by food chains and in other ways. These connections are only in some cases obvious to us, lie on the surface, but more often they are hidden from our eyes. Violation of these connections can have unpredictable consequences, most likely undesirable for a person.

The principle of potential utility. We cannot foresee what significance this or that species will acquire for mankind in the future. Circumstances change, and an animal that is now treated as harmful and unnecessary may turn out to be both useful and necessary. If we allow the extinction of any species, then we risk losing a lot in the future.

The principle of diversity. Living nature should be diverse, only if natural communities can exist normally, be stable and durable.

Finally, the other side of the matter is beauty. A person will hardly be happy if he loses the opportunity to see beauty. So, we are obliged to preserve all species diversity of animals and plants.

An important educational task: to convince students that all these creatures are our "neighbors on the planet" as well.

In order to successfully carry out the ecological education of schoolchildren, the teacher himself, no doubt, must abandon a number of traditional attitudes. This refers to the desire to divide nature into harmful and useful, which has penetrated into our consciousness, and the deeply erroneous, but very tenacious slogan "conquest of nature", "dominion over nature" and the view of the insect as something frivolous, not particularly necessary, finally , a widely held view of nature as a secondary subject.

It is very important that the teacher is constantly looking for new, effective methods of teaching and education, purposefully replenishing his knowledge of nature.

The school as the central system of environmental education of schoolchildren should be an active organizer of communication with institutions to expand the scope of environmental activities of students of different ages and form their responsible attitude towards nature.

2 . Ways of environmental educationi schoolchildren

2 .1 The essence of environmental education of schoolchildren

Consideration of the theory of environmental education must begin with the definition of its essence. Environmental education is an integral part of moral education. Therefore, by ecological education we understand the unity of ecological consciousness and behavior in harmony with nature. The formation of ecological consciousness is influenced by ecological knowledge and beliefs. At the lessons of natural history, the following ideas were formed:

Why field, forest, meadow are called natural communities;

Why are there different elements of natural communities;

How should a person behave while in these natural communities.

This ecological knowledge was translated into beliefs, proving the need to live in harmony with nature. Knowledge translated into beliefs form ecological consciousness. Ecological behavior consists of individual actions (a set of states, specific actions, skills and abilities) and a person’s attitude to actions that are influenced by the goals and motives of the individual (motives in their development go through the following stages: emergence, saturation with content, satisfaction).

Defining the essence of environmental education, the following is highlighted, firstly: features of this process:

1) step character:

a) the formation of ecological ideas;

b) development of ecological consciousness and feelings;

c) the formation of beliefs in the need for environmental activities;

d) development of skills and habits of behavior in nature;

e) overcoming the consumer attitude to nature in the character of students; environmental education student education

2) duration;

3) complexity;

4) spasmodicity;

5) activity;

Secondly: the great importance of the psychological aspect, which includes:

1) development of ecological consciousness;

2) the formation of appropriate (nature-conforming) needs, motives and attitudes of the individual;

3) development of moral, aesthetic feelings, skills and habits;

4) education of a stable will;

5) formation of significant goals of environmental activities.

Therefore, the formation of ecological consciousness and behavior in unity must begin from primary school age.

2 . 2 Methods and forms of environmental education

Each of the forms of organization of the educational process stimulates different types of cognitive activity of students: independent work with various sources of information allows you to accumulate factual material, reveal the essence of the problem; the game forms the experience of making appropriate decisions, creativity, allows you to make a real contribution to the study and conservation of local ecosystems, the promotion of valuable ideas.

At the first stages, the most appropriate methods are those that analyze and correct the ecological value orientations, interests and needs that have developed among schoolchildren. Using their experience of observations and environmental activities, the teacher during the conversation with the help of facts, figures, judgments causes emotional reactions of students, seeks 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. Tasks and tasks are aimed at identifying contradictions in the interaction between society and nature, at the formation of a problem and the birth of ideas about the way to solve it, taking into account the concept of the subject being studied. Discussions stimulate the learning activities, contributing to the manifestation of the personal attitude of students to problems, acquaintance with real local environmental conditions, and the search for ways to solve them.

At the stage of theoretical substantiation of the methods of harmonic influence of society and nature, the teacher turns to the story, which allows presenting the scientific foundations of nature conservation in broad and versatile relationships, taking into account factors of the global, regional, local levels. cognitive activity stimulates the modeling of environmental situations of moral choice, which summarize the experience of decision-making, form value orientations, develop the interests and needs of schoolchildren. The need to express aesthetic feelings and experiences by creative means (drawing, story, poetry, etc.) is activated. Art makes it possible to compensate for the prevailing number of logical elements of knowledge. A synthetic approach to reality, characteristic of art, emotionality is especially important for the development of motives for the study and conservation of nature.

Role-playing games are a means of psychological preparation of schoolchildren for real environmental situations. They are built taking into account the specific goals of the subject. A number of methods are of universal importance. A quantitative experiment (experiments on measuring quantities, parameters, constants that characterize 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 .

In an effort to evoke emotional reactions in schoolchildren, to show the unattractiveness of irresponsible actions, the teacher uses an example and encouragement. Punishment is considered as an extreme, exceptional measure of influence on students.

If these methods of education are used at the right stage of education, taking into account the psychological preparedness of students and taking into account natural conditions, then the teacher can form an environmentally literate and educated personality.

2 . 3 Ecological education of junior schoolchildren

As you know, education in the broad sense of the word is the process and result of personality development under the influence of purposeful training and education. Learning is the process of interaction between the teacher and the student, during which the education of a person is carried out.

Three tasks are solved at the lesson: educational, educational and developing. Therefore, the lesson provides more opportunities for educating younger students in a new attitude to nature, based on humanism. In order for ecological education not to be groundless, it is necessary to form ecological consciousness. An ecologically educated person, knowing what harm certain actions bring to nature, forms his attitude towards these actions and decides for himself the question of their legitimacy. If a person is ecologically educated, then the norms and rules of ecological behavior will have a solid foundation, and will become the beliefs of this person.

Based on this, we raise the question: what is the essence of environmental education in primary school and what concepts are accessible to the perception of younger students?

In the studies of psychologists and teachers (for example, V.V. Davydov), it was revealed that even older preschoolers can form generalized ideas about the world around them, about the connections between objects and phenomena in nature. At a level accessible to students, the connections between inanimate and living nature, between various components of wildlife (plants, animals), between nature and man are considered. Through the knowledge of these connections and relationships, students study the world around them, and ecological connections also help them in this. Their study allows schoolchildren to acquire the foundations of a dialectical-materialistic worldview, contributes to the development of logical thinking, memory, imagination, and speech.

The constant attention of the teacher to the disclosure of environmental connections significantly increases the interest of students in the subject. In a descriptive study of the course, the interest of students gradually decreases, this happens inevitably, even if the teacher draws on entertaining facts, riddles, proverbs, etc., since the theoretical level of the material remains essentially unchanged. If, however, in the study of natural history, various and rather complex connections that exist in nature are revealed, the theoretical level of the material rises, the cognitive tasks assigned to the student become more complicated, and this contributes to the development of interest.

The study of environmental ties contributes to the improvement of the ecological culture of schoolchildren, the upbringing of a responsible attitude towards nature. Without knowledge of ecological relations it is difficult to imagine possible consequences human intervention in natural processes. Without this, a full-fledged ecological education of schoolchildren is impossible.

There are three levels of study of nature in the course of natural history.

First level: the objects of nature are considered separately, without focusing on the connections between them. This is an important level, without which the study of subsequent levels will be difficult, but it should not be limited to it.

Second level: objects of nature are considered in their mutual connection. For example, it is studied what different animals eat, food chains are built.

Third level: not just objects of nature are considered, but processes. At the previous levels, objects were studied, and at this level, the changes that occur to them. What natural changes are of interest to us in nature, first of all?

First: seasonal - they are based on the action of natural factors; secondly: changes caused by human activities. These processes arise in nature due to factors that are transmitted along the chain of existing connections. The third level of studying nature helps students, on the basis of ecological knowledge, explain natural phenomena, and in some cases predict them.

For a full-fledged environmental education, it is necessary to study nature at all three levels.

Let's consider some of the connections studied in the lessons of natural history. The connections between inanimate and living nature are that air, water, heat, light, mineral salts are the conditions necessary for the life of living organisms, a change in the actions of these factors affects organisms in a certain way. This relationship is also expressed in the adaptability of living beings to their environment. For example, it is known how vividly the abilities of living organisms to live in water are manifested. Organisms living in the ground-air environment have a very interesting form of connection with inanimate nature: the movement of air - the wind serves as a means of dispersing the fruits and seeds of a number of plants, and these fruits and seeds themselves have clearly visible adaptive features.

Between inanimate and living nature there are also connections of the opposite nature, when living organisms influence the inanimate environment around them. For example, change the composition of the air. In the forest, thanks to the plants, there is more moisture in the soil than in the meadow; in the forest, the temperature is different, the air humidity is different.

The soil is formed by the relationship of inanimate and living nature with living organisms. It occupies, as it were, an intermediate position between inanimate and living nature, serving as a link between them. Many minerals that belong to inanimate nature (limestone, peat, coal and others) were formed from the remains of living organisms.

Ecological connections within wildlife are also very diverse. The connections between different plants are most noticeable in the indirect influence of some plants on others.

For example, trees, by changing the illumination, humidity, air temperature under the forest canopy, create certain conditions that are favorable for some plants of the lower tiers and unfavorable for others. The so-called weeds in a field or garden absorb a significant part of moisture, nutrients from the soil, shading cultivated plants, affecting their growth and development, oppressing them.

The relationship between plants and animals is interesting. On the one hand, plants serve as food for animals (food connection); create their habitat (saturate the air with oxygen); give them shelter; serve as material for building dwellings (for example, a bird's nest). On the other hand, animals also influence plants. For example, their fruits and seeds are distributed, in connection with which some fruits have special adaptations (burdock seeds).

Nutritional relationships are especially well traced between animals of different species. This is reflected in the concepts of "insectivorous animals", "predatory animals". The connections between animals of the same species are interesting, for example, the distribution of nesting or hunting territory, the care of adult animals for offspring.

There are peculiar connections between fungi, plants and animals. Mushrooms growing in the forest with their underground part grow together with the roots of trees, shrubs, and some herbs. Thanks to this, fungi receive organic nutrients from plants, plants from fungi - water, with mineral salts soluble in it. Some animals eat mushrooms and are treated with them.

The listed types of connections between inanimate and living nature, between the components of living nature are manifested in the forest, in the meadow, in the reservoir, due to which the latter become not just a set of different plants and animals, but a natural community.

It is very important to reveal the links between man and nature. Moreover, man is considered as a part of nature, he exists within nature and is inseparable from it.

The connection between man and nature is manifested, first of all, in the diverse role that nature plays in the material and spiritual life of people. At the same time, they are also manifested in the reverse impact of man on nature, which in turn can be positive (nature protection) and negative (air and water pollution, destruction of plants, animals, etc.). The impact of man on nature can be direct - the collection of wild plants for bouquets, the extermination of animals on the hunt; and indirectly - a violation of the habitat of living organisms, that is, a violation of the state of inanimate or living nature that is necessary for these organisms: water pollution in the river leads to the death of fish, cutting down old hollow trees leads to a decrease in the number of birds living in hollows, and so on.

There are no unambiguous recipes as to which ecological connections, in which lesson and how to consider them. This can only be decided by a teacher working in a particular class in a particular natural environment. It is important to take into account the need for a differentiated approach to students, the selection of tasks for them of varying degrees of complexity.

The material on ecological connections should be an obligatory element of the content of both the lesson of learning new material and the general lesson. Receiving a certain system of knowledge in the lessons of "Natural Studies", students can also learn the norms and rules of environmental behavior in nature, since through environmental education a responsible attitude towards nature is brought up.

But the norms and rules of behavior will be poorly learned if the conditions of environmental education are not taken into account.

The first most important condition is that the environmental education of students should be carried out in a system using local local history material, taking into account continuity, gradual complication and deepening of individual elements from grade 1 to grade 3.

The second indispensable condition is that it is necessary to actively involve younger schoolchildren in practical activities that are feasible for them to protect local natural resources. There are a lot of such things: internal and external landscaping of the school, park, caring for flower beds, patronage of forest areas where the forest is close to the school, collecting fruits and seeds of meadow and tree and shrub plants, cleaning deadwood, protecting and feeding birds, patronage of natural monuments in the course of studying their native land, and the like.

From all that has been said earlier, it follows that education based on the disclosure of specific environmental connections will help students learn the rules and norms of behavior in nature. The latter, in turn, will not be unfounded statements, but will be conscious and meaningful beliefs of each student.

Society has never tolerated permissiveness within itself, even in small things. There are certain rules of courtesy that we rightly consider necessary: ​​thank you, please allow, rules of conduct at a party, at the table, and the like. But permissiveness in relation to nature was forgiven and even encouraged.

It is also obvious that from children's ecological permissiveness (pick a flower, kill a butterfly) to an adult (cut down a cedar forest, lime the sea, “turn” the rivers) the road is very short, especially if it is rolled, paved and without barriers. But further... Further this road breaks off with an abyss.

Teachers and parents should try to block the very beginning of this path. Meanwhile, the road of consumer attitude to nature is insidious. It lures you with seemingly harmless joys, then with considerable and quick benefits, as well as traditions and habits.

Everyone should know elementary environmental prohibitions, following which should become the norm of behavior for all people.

But the question arises: are these rules good if they are basically prohibitive. After all, it turns out: "Don't do that, don't do that ...". Are there too many prohibitions falling on the child?

The answer to this question will consist of two points.

1. Certain environmental prohibitions are absolutely necessary. To doubt this means to make, albeit not conscious, but a concession to the consumer attitude towards nature, from which nothing but trouble can come.

2. It is impossible to “bring down” these prohibitions on a child “from above”. Purposeful, painstaking work is needed, focused on ensuring that the rules of behavior in nature are conscious, felt, and many are open to younger students, so that they become their own convictions, and the main rules would gradually turn into a simple and natural habit, like the habit of speaking " thank you” or wipe your feet before entering the school.

Below are the rules of behavior in nature, some of them are briefly commented.

1. Do not break the branches of trees and shrubs.

What could be the rationale for this rule?

A living being, the branches along with the leaves play an important role in his life. For example, leaves are involved in plant respiration.

It is possible that the teacher will find an opportunity to inform the children about the nutrition of the plant “from the air” with the help of leaves: in the light (from carbon dioxide and water), they form the nutrients necessary for the plant, animals and humans (starch, oxygen). What right do we have to senselessly break off branches, to interfere with the plant's life? In addition, the leaves release oxygen into the air, trap dust, and it is no coincidence that where there are many plants, it is easy to breathe. We must also remember the beauty of plants, which we can break by breaking off branches. This rule also applies to flowering bird cherry, other trees and shrubs, which especially often suffer because of their beauty.

2. Do not damage the tree bark!

It is known that children often carve inscriptions on the bark of trees, for example, their names, make other marks. This violates the beauty of nature and is very harmful to trees (juice flows through the wound, microbes and tinder fungi can penetrate under the bark, which cause diseases and even death of the tree).

3. Do not collect birch sap.

Remember that this harms the tree.

4. Do not tear in the forest, in the meadow of flowers.

Let beautiful plants remain in nature! Remember that bouquets can only be made from those plants that are grown by man.

The collection of wild plants for bouquets is a very powerful factor in human impact on nature. It is often underestimated, believing that the harm caused by this to the plant world does not deserve attention. However, it was the long-standing habit of picking flowers that led to the disappearance of so many plants in places often visited by people (sleep-grass, venus slipper, starodubka and others). The victims of our “love” for flowers were not only initially rare plants, but also once quite common, even mass species, such as lily of the valley. That is why it would be wrong to orient students towards collecting small, modest bouquets, as opposed to "huge broom bouquets." It is important to show what harm people can do to nature if they pick even a single flower. After all, there will be no trace of the beauty of the meadow if a class of students of lovers of “modest bouquets” visits there. It is important that children understand simple truths: a flower grown in a meadow is here "at home", it is associated with other inhabitants of the meadow. For example, insects fly to a flower and feed on its nectar. After flowering, fruits and seeds appear. They fall into the soil, where new plants grow from seeds ... Do we have the right to pick a flower just to admire it for a while? Of course not. For this, beautiful plants are specially grown in gardens, flowerbeds, greenhouses, etc. And beautiful wild flowers should remain in nature.

5. From medicinal plants, you can only collect those that are abundant in your area. Some plants must be left in nature. Medicinal plants are the most valuable natural wealth, which must be treated with care. The number of some of them has sharply decreased due to mass collection (valerian, lily of the valley, club moss, etc.). Therefore, children can harvest those plants that are numerous (highlander, shepherd's purse, yarrow, etc.). But even these plants must be collected in such a way that most of them remain untouched in the places of collection.

Of course, the collection of medicinal herbs should be carried out under the guidance of a teacher, and even better - a medical worker or pharmacy worker. It is absolutely unacceptable that the procurement of medicinal raw materials turns into a massive extermination of the local flora carried out “for show”. It is clear that one such "event" can bring to naught the long efforts of teachers in the environmental education of schoolchildren, not to mention the damage that nature will suffer.

6. Edible berries, nuts, collect so as not to damage the twigs.

7. Do not knock down mushrooms, even poisonous ones.

Remember that mushrooms are very necessary in nature.

Some guys develop a negative attitude towards inedible, and especially poisonous mushrooms. Encountering such mushrooms, children try to destroy them (knock down, crush), often motivating this by the fact that animals or people can be poisoned by such mushrooms. It is known that mushrooms, including those that are inedible for humans, are a component of the forest. With their underground part - mycelium - they grow together with the roots of trees, shrubs, grasses, providing them with water, mineral salts, and growth substances. For animals, mushrooms serve as food and medicine. Mushrooms are the orderlies of the forest: they participate in the decomposition of plant residues. No less important is the fact that mushrooms decorate the forest. It is fly agaric, as you know, is one of our most beautiful mushrooms.

8. Do not break the web in the forest and do not kill the spiders.

Spiders are a traditional object of hostility, disgust on the part of a person. This prejudice is based on ignorance, inattention to the environment. Spiders are the same full-fledged part of nature as other animals.

The life of spiders is full of interesting details, many of which are available for children's observation. The webs of spiders, and they themselves, are beautiful in their own way. In addition, these predatory creatures destroy many mosquitoes, flies, aphids and other insects that cause damage to humans and their household.

9. Do not catch butterflies, bumblebees, dragonflies and other insects.

10. Do not ruin bumblebee nests.

Bumblebees are insects, the number of which has recently declined sharply everywhere. The reason for this is the widespread, immoderate use of pesticides in agriculture, to which bumblebees are very sensitive; destruction of bumblebee nests during haymaking; burning dry grass in the meadows. The plight of bumblebees is aggravated by the destruction of their nests for the sake of honey, which, by the way, is tasteless, or just for fun. But bumblebees are the only pollinators of legumes. Without them, there would be no clover, alfalfa, ranks, peas and so on in the forests and meadows.

11. Do not ruin anthills.

12. Take care of frogs, toads and their tadpoles.

13. Do not kill snakes, even poisonous ones.

All of them are needed in nature. And from the venom of poisonous snakes, a person receives the most valuable medicine.

14. Do not catch wild animals and do not take them home.

It is known that lizards, hedgehogs, some fish, birds often fall victim to the love of children for “our smaller brothers”, which is expressed in the fact that these animals are caught, brought home (or to school) and tried to be kept in captivity. Most often, such attempts end in the death of animals, since the conditions of captivity cannot replace their natural environment. It is important to convince students that the best "home" for wild animals is a forest, meadow, pond, etc., and in our house or a living corner of the school you can keep only those animals that are used to life in these conditions light in captivity, which are specially bred for keeping next to a person.

15. Stay away from bird nests.

Following your footsteps, predators can find them and ruin them.

If you accidentally find yourself near the nest, do not touch it, leave immediately. Otherwise, the parent birds may leave the nest for good.

16. Do not destroy bird nests.

17. If you have a dog, do not let it walk in the forest or in the park in spring or early summer. She can easily catch badly flying chicks and helpless cubs of animals.

18. Do not catch and do not take home healthy birds and animals. In nature, adult animals will take care of them.

Especially often, children bring home or to the classroom already fledged, but not able to fly, chicks, which they consider to be "fallen out of the nest."

Usually these are the so-called fledglings, i.e. chicks that have already left the nest (having flown from it) and growing up, who are learning to fly. The parents feed them. The chicks caught by the guys, as a rule, die quickly in captivity.

19. In the forest, try to walk along the paths so as not to trample the grass and soil.

Trampling kills many plants and insects.

20. Do not make noise in the forest, in the park.

With noise you will scare away the animals, disturb them, and you yourself will see and hear much less.

21. Do not burn the grass in the meadow in spring.

In the spring, young grass sprouts burn with dry grass, the underground parts of many plants die, as a result, some of them completely disappear from the meadows. Many insects, nests of bumblebees and birds die from fire.

A fire can spread to the forest, to human buildings.

22. Do not leave garbage in the forest, park, meadow, river.

Never throw garbage into bodies of water.

This is one of the simplest and at the same time the most important rules. Garbage left by people literally everywhere disfigures the face of nature. Throwing garbage into water bodies, or even just leaving it on the shore, from where it then easily falls into the water, we can bring misfortune to other people.

Such basic rules of behavior in nature that students in the primary grades can master. This list is not final. In the future, it may be supplemented or shortened, and the wording will be refined.

Having mastered the environmental rules and formed on their basis the beliefs in the need to follow these rules, the actions of the children will not harm nature.

Wconclusion

Based on the research topic, the following conclusions can be drawn:

1. Ecology is a relatively young science, and it arose from the human need to preserve nature and themselves. Aspects of studying this science are quite extensive. It extensively studies man, his habitat, relationship with nature, his influence on the environment and nature. This increased interest in man as an object of science has developed due to existing environmental problems. In the near future, people will need to prevent these problems or eliminate their consequences.

2. Society is in the face of global environmental problems and their solution depends on: a) the renewal of the scientific, technical, investment, structural and production spheres; b) from the reorientation of spiritual life (inculcation of a new attitude to nature, based on the relationship between nature and man, inculcation of norms and rules of ecological behavior).

3. People began to deal with the problem of environmental education as early as the 17th century. But in our time, this problem has become more relevant in connection with the impending environmental crisis. And all of humanity should not remain aloof from solving the problems of environmental education of the younger generation.

4. The theoretical basis of environmental education is based on solving problems in their unity: training and education, development. The criterion for the formation of a responsible attitude to the environment is the moral concern for future generations. Correctly using various methods of education, the teacher can form an environmentally literate and well-mannered personality.

5. As you know, education is closely related to learning, so education based on the disclosure of specific environmental ties will help students learn the rules and norms of behavior in nature. The latter, in turn, will not be unfounded statements, but will be conscious and meaningful beliefs of each student.

6. There are basic rules of behavior in nature that primary school students can learn. These rules cannot be imposed on children; purposeful, thoughtful work is needed so that knowledge turns into convictions.

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