Formation of an ecological picture of the world at the lessons of natural science. Pedagogical monitoring of the formation of the ecological picture of the world among junior schoolchildren Anastasia Ivanova. Formation of a scientific picture of the world during childhood
Karina Akhmetzyanova
Course work "Formation of environmental knowledge in junior schoolchildren»
INTRODUCTION 3
FORMATION OF ENVIRONMENTAL KNOWLEDGE IN JUNIOR SCHOOLCHILDREN 6
formation of ecological knowledge 6
ecological education of junior schoolchildren 12
1.3 Forms and methods of organization environmental education in junior schoolchildren 14
1.4 Conclusion to chapter 1 20
CONCLUSION 21
LIST OF USED SOURCES 22
INTRODUCTION
On the present stage In the development of civilization, the most relevant are the problems of the relationship of man with the environment. Problem formation of ecological children's competence school age has gained relevance since before the public consciousness an understanding of the relationship between man and nature, the interdependence and interdependence of their existence came. The reason is not so much a lack knowledge how much the lack of a proper attitude towards nature, a sense of responsibility for nature as one's own living space, unconsciousness spiritual and physical unity of man and nature.
This reveals a contradiction between the objective needs of practice in formation of environmental knowledge and insufficient development pedagogical conditions when studying the world around junior schoolchildren.
S.N. Glazachev’s statement is true that the nature-conquering view of the world should be replaced by a new system of values, in the creation of which, according to the scientist, a special role belongs to the education system. In this connection, a graduate of elementary schools should be formed responsible attitude to the natural environment, a start has been made formation of ecological consciousness.
“We are striving for this,” wrote V. A. Sukhomlinsky, so that on school In the yard, the child saw the beauty of nature, which becomes even more beautiful from the fact that he, the child, took care of it.
But this requires form ecological knowledge.
In primary school the beginning is laid formation of ecological knowledge. question formation in elementary school students schools of ecological knowledge such scientists and teachers as L. P. Saleeva-Simonova, A. N. Zakhlebny, I. T. Suravegina, V. S. Mukhina, L. P. Molodova and others are engaged in the research of these authors. development elementary school student. In the field formation of ecological knowledge the focus is not only on its content, but also on technology.
Familiarization junior schoolchildren with nature contributes to the accumulation of factual information, initial concepts, knowledge some natural laws; formation practical skills and skills of educational work.
Main work in elementary school on the formation of environmental knowledge carried out in the process of studying the surrounding world. According to many scientists, it is very important formation of ecological knowledge among junior schoolchildren, because they are necessary for every person in order to create an environment worthy of a person, to develop such modern production forces that could ensure the harmony of man and nature.
To date, the pedagogical conditions in the study of the world around us remain insufficiently disclosed. younger students.
Object of study: process formation of ecological knowledge among younger students.
Subject of study: creating pedagogical conditions for formation of ecological knowledge among younger students when studying the environment.
aim work was the identification of the meaning and objectives of familiarization junior schoolchildren with nature.
Research objectives:
based on the analysis of psychological and pedagogical literature to reveal the essence of concepts « environmental education» , « knowledge» , « ecological knowledge» ;
consider the problem formation of ecological knowledge among younger students;
explore possibilities formation of ecological knowledge among younger students when studying the world around;
The theoretical significance of the study lies in determining the pedagogical conditions for successful the formation of environmental knowledge in children of primary school age in the study of the world.
The practical significance of this term paper is to create a base knowledge to develop lesson notes and extracurricular activities aimed at the formation of environmental knowledge among junior students school age .
Structure work consists of an introduction, one chapter, conclusion and list of references.
CHAPTER 1 THEORETICAL SUBSTANTIATION OF THE METHOD FORMATION OF ENVIRONMENTAL KNOWLEDGE IN YOUNGER SCHOOLCHILDREN
1.1 Analysis of psychological, pedagogical and methodological literature on formation of ecological knowledge
Ecological culture is considered by scientists as a culture of unity of man with nature, a harmonious fusion of social needs and needs of people with the normal existence and development of nature itself. The person who has mastered ecological culture, subordinates all types of its activities to the requirements of rational nature management, takes care of improving environment, does not allow its destruction and pollution.
In primary school foundations are being laid ecological culture . This problem, in our opinion, is most fully disclosed in works L. P. Saleeva-Simonova. According to the definition of L.P. Saleeva-Simonova, ecological culture is a quality of personality, the components of which are:
interest in nature and problems of its protection;
knowledge about the nature and ways of its protection and sustainable development;
moral and aesthetic feelings in relation to nature;
environmentally competent activity in relation to the natural environment;
motives that determine the activity and behavior of the individual in the natural environment.
At the present stage of human development, the appeal to the sciences of nature is associated with a deepening ecological crisis and the search for a way out of it, the need environmental education starting from an early age.
Currently work on environmental issues education continues. A number of researchers point out that often ecological education is carried out not comprehensively, but one-sidedly, without using all the possibilities.
The necessary principles are to ensure maximum visibility and practical interaction with the objects of the surrounding world. As V. S. Mukhina writes, “ The younger student is not a spectator, and the active participant educational process... a little naturalist.
A. N. Zakhlebny, I. T. Suravegina believe that ecological culture, scientific and technological progress and ecological education approval in consciousness and activities of people principles of nature management; formation skills and abilities to solve certain economic and environmental tasks without harming the environment and human health.
It acts as one of the integral properties of a person, which determines the direction of her life, leaves its mark on the worldview.
Ecological culture manifests itself in a responsible attitude towards nature as a general condition and prerequisite for material production, the object and subject of labor, the natural environment of human life.
ecological culture, according to A. N. Zakhlebny, this statement in consciousness and human activities, the principles of nature management, the possession of skills and abilities to solve socio-economic problems without harming the environment and human health.
A child is by nature an inquisitive explorer and discoverer of the world. A wonderful world will open before him in living colors, bright and quivering sounds, if you lead it correctly. work on the education of environmental culture. And such an opportunity is represented by literally all educational subjects. Children who have just arrived school, already know that paper is made from wood, and for the manufacture of textbooks, notebooks, albums, a lot of paper is required.
The lessons of the humanitarian cycle give interesting material for formation responsible attitude of students to nature. Elements ecological education can be used at any stage of the Russian language lesson, for example, when organizing a vocabulary work. Many dictionary words represent the names of plants and animals. Students tell everything they know about this or that representative of nature, establish natural connections between the objects indicated by these words.
Great opportunities for exercise ecological education have reading lessons and works of naturalist writers included in textbooks. These works allow to form knowledge about objects of nature, about the motives of nature conservation. You can tell children about V. Bianchi's hobbies for nature, about the role of nature in the work of A. S. Pushkin, S. Yesenin, M. Prishvin. The analysis of lyrical poems develops in children the ability to compare the state of nature at different times of the year, to see the diversity forms and moods of nature, respond emotionally to its beauty, form one's vision of the surrounding world, to see the relation of a person to the surrounding world.
“A fairy tale, a story, a poem, a drawing allows the child to generalize his observations in nature, to get a realistic idea of it, at the same time empathizing with the living. The alternation of emotionally colored observations with a system of scientific knowledge, with reading fiction about what he saw shapes children have the unity of a real and humane vision of wildlife.
A close connection in the lessons of music, works of fine art creates an emotional mood that helps to perceive more fully and vividly the world.
A great emotional outburst is given by the lessons of fine arts and labor training. In these lessons, children not only learn to see the beauty of nature, but also to depict it. At the same time, it is not just to depict a forest or a river, but to show their originality, character. At labor training lessons and at home, children make feeders and accumulate food. During the winter, the children take turns observing "bird canteen".
The richest educational opportunities ecological cultures provide us with lessons in natural history and familiarization with the outside world. Large and varied material excursions.
It is necessary that children learn to empathize, so that the idea is affirmed in them that the whole planet is our home and we need to take care of it.
An important role in formation of ecological cultures play conversations that teach relationships with the natural environment, the culture of behavior in it.
On the excursions in nature, in observations of plants and animals, the beauty of native nature, its originality, is revealed to children.
The game is one of the most important sources of speech and mental development. It helps to consolidate knowledge, facilitates the perception of the stated problems and knowledge, stimulates interest in new knowledge.
In modern pedagogical science, there is a wide variety of approaches to the problem of indicators ecological education. ecological upbringing is considered as a versatile interaction of children of active subjects of activity with the natural and social environment. As a result of such interaction, the processes of socialization of the child's personality are carried out, that is, his adaptation to the conditions of social life and greening, formation person as a carrier ecological culture.
ecological education should start with early childhood in the family and school. Educators and parents should lay the foundation ecological culture and form children have a responsible attitude towards nature.
students junior school age show a high cognitive interest in the natural world, and it can be a starting point in education ecological cultures in the lessons of the world around.
Interest is a powerful stimulus for student activity. interest education necessary condition the development of activity and orientation of the personality, therefore, the orientation of interest, its content, breadth or narrowness serve as an indicator of the child's activity. It is in interest that a person's attitude to the objective world, including the world of nature, is manifested. Thus, the education of respect for nature comes from the development of existing interests to the formation of new knowledge, feelings, skills, and from them to interest at its higher level.
ecological education is an integral part environmental education. ecological education cannot be separated from upbringing environmentally responsible, creative personality.
ecological education should address the following tasks:
formation a holistic view of the natural, social environment as an environment for human life, work, and recreation;
development of the ability to perceive the world around through the senses, cognitive interest;
education of an aesthetic and moral attitude to the environment of human life, the ability to behave in it in accordance with universal norms of morality.
1. Cognitive these are concepts that characterize a person, work, nature and society in their interaction.
2. Valuable awareness children of the meaning of nature as a universal value.
3. This normative component means mastering the norms of behavior in the natural environment.
4. Activity mastery of types and methods of socially useful practical activity schoolboy aimed at formation of environmental skills.
All 4 components form the core of the content environmental education, are used in the selection environmental knowledge and skills in primary school with their respective interpretation primary school age.
Thus, under ecological education is understood as a continuous process of training, education and development of the individual, aimed at formation systems of scientific and practical knowledge, value orientations, behavior and activities that ensure a responsible attitude to the surrounding social and natural environment.
ecological education, with its focus on fostering a responsible attitude towards the natural environment, is the core and an obligatory component of the general educational preparation of students.
The study of natural sciences enriches the horizons, develops observation, thinking of children, instills careful attitude and love for nature, lays the foundations environmental education.
Raise environmental culture of students arming them with the skills of economical, careful use of natural resources. Formation an active humane position in relation to nature, responsibility for the fate of one's common home planet Earth is the main thing in life.
1.2 Psychological and pedagogical foundations environmental education of younger students
Junior school, since during this period of child development, characterized by the predominance of the emotional-sensory way of mastering the world around, intensively formed properties and qualities of a personality that determine its essence in the future. At this age in consciousness students going formation visual-figurative picture of the world and moral ecological position of the individual, which determines the relationship of the child to the natural and social environment and to himself. The brightness and purity of emotional reactions determines the depth and stability of the impressions received by the child. Hence, the interpretation of the world, considered in its entirety, is predominantly speculative, without substantive fragmentation. Child junior school age also begins to show interest in the world of human relations and find his place in the system of these relations, his activity acquires a personal nature and begins to be evaluated from the standpoint of the laws adopted in society.
At the core of communication junior schoolchildren with wildlife lies the relation of the elder to junior.
The process of interaction of the child with the plant and animal world is contradictory. An emotional attitude towards him can appear in a child, both in a moral and immoral act. It's connected with ignorance of younger students rules of interaction with objects of nature. Therefore, it is important form children's ideas about nature and forms of relationship.
Important conditions for the emergence of complex emotions and feelings in children are the interconnection and interdependence of emotional and cognitive processes - the two most important areas of mental development. junior schoolchildren.
The manifestation of moral emotions is closely connected with the moral choice, when the child faces decisions that are equally possible, but different in their moral essence. When a child interacts with plants and animals, the moral choice is facilitated by the fact that the state of natural objects is determined by the specific practical action of the child and can only be changed by him.
Junior student it is easier to establish similarities than to find differences. They lead to self-identification. (animal, plant hurts like me). The child understands more easily what is connected with him, his feelings, life manifestations and needs.
In this way, junior school age is the most favorable period for formation of the foundations of ecological culture, because during this period of child development, intensive formed properties and qualities of a personality that determine its essence in the future.
Introduction
CHAPTER I
1.1. Modern scientific picture of the world in pedagogical science and education 15
1.2. Formation of a scientific picture of the world during childhood 37
1.3. Axiological approach in the process of ecological course of natural science in elementary school 55
Conclusions on chapter 1 102
Chapter 2
2.1. Theoretical interpretation of the concept of monitoring as a means of identifying an objectively reliable picture of the development of a pedagogical phenomenon in the practice of education 104
2.2 The structure and content of monitoring the development of the ecological picture of the world among younger students in the lessons of natural science 120
2.3 Development of the subjective image of the ecological picture of the world among younger schoolchildren in the period from grades 1 to 3 - in the process of teaching natural science 135
Conclusion on chapter 2 210
CONCLUSION 212
BIBLIOGRAPHY 215
APPENDIX 228
Introduction to work
Relevance of the problem and research topic. AT the modern period of the development of society is becoming increasingly important to develop a harmonious relationship between man and nature, the need to form a holistic vision in the younger generation, a sense of nature and ways to study it. The general picture of the world, corresponding to ideas about the structure and development of nature, is called the natural-science picture of the world in science.
In the process of understanding oneself in the world, one's place in it, the formation of an ecological picture of the world among students plays an important role. We see one of the ways to solve this problem in adjusting the subjective experience associated with knowledge about nature in the process of teaching natural science. We believe that such an adjustment should be carried out on the basis of systematic pedagogical monitoring and an interdisciplinary approach in the study of natural science.
To date, in the study of nature by younger students, questions about the relationship between the goal of individual knowledge of the world around the child and the goal educational system elementary school, about the ratio of the content of program knowledge and skills in the natural science courses of elementary school and the system of knowledge, values and attitudes as the basis for the formation of an ecological picture of the world among students. It is obvious that the potential possibilities of nature in the formation of an ecological picture of the world in a junior schoolchild are not sufficiently used in the educational process of elementary school; from the moment of transition to scientific knowledge of reality, awareness, mastery of the essence of objects and phenomena of nature, its interconnections, the relationship between man and nature, the child has a discrepancy between subjective experience and social scientific experience, since in teaching the main task is to study the laws of the world (models the world), and in individual cognition - the assimilation of these patterns, understanding the "order of the world" of its image;
The process of integration of subjective experience when it is corrected to the scientific one is considered by us as the process of creating a new image of the ecological picture of the world, which is the result of the knowledge of one of the areas of reality - nature and its relationship with man and society.
Our study focuses on school teaching of natural science, thanks to which the child gets acquainted with the modern scientific picture of the world - the ecological picture of the world. This model also includes pedagogical monitoring of the formation of the ecological picture of the world among younger students. The model we are developing for the formation of an ecological picture of the world among younger schoolchildren includes not only knowledge about nature (sensory images, elementary concepts, relationships, etc.) and ways of knowing it, but also ways of creative reflection of reality, mindset, feelings, emotions.
The above positions determine the relevance of this study at the scientific and pedagogical level.
Pedagogical monitoring of the formation of the ecological picture of the world in the logic of the discussed approach cannot be used as an auxiliary or episodic one, but should become a way of organizing the educational process as a whole. However, at present, the possibilities of the process of natural science education in the primary general education school for the formation of an ecological picture, the world and, on its basis, a value-based, personally significant, responsible attitude to the world around us, have not been sufficiently studied. The indicated indicates the relevance of this study. at the scientific and methodological level.
An analysis of the development of science education in elementary school in relation to the indicated general theoretical foundations revealed a number of contradictions:
Between the goals of teaching natural sciences, based on the knowledge of the relevant scientific foundations, and the goals of their greening, providing for the development of a personality capable of
obey the laws of nature, thus realizing the co-evolutionary development of mankind and nature;
between the need for greening school course natural sciences and the insufficient development of the methodological foundations for the formation of an ecological picture of the world among younger schoolchildren;
between the need to use ecologized natural science disciplines in teaching and the lack of development of the structural components of the subjective image of the ecological picture of the world for their application in diagnostics.
Based on the identified contradictions, it is designated pedagogical problem, which consists in the development of scientific, theoretical and methodological foundations for the formation of an ecological picture of the world in the process of natural science education of younger students based on systemic and axiological approaches, the integration of epistemological, ontological and anthropological directions in the formation of a new picture of the world.
Particularly relevant, in our opinion, is the study of the formation of an ecological picture of the world among elementary school students as a holistic image of the world around us, the assimilation by children of a system of environmental knowledge and ways of understanding nature, the development of personally significant initial worldview views on reality, the formation of a value-based, responsible attitude to nature.
The problem predetermined the choice Topics dissertation research "Pedagogical monitoring of the formation of the ecological picture of the world among younger students."
These contradictions lead problem of our research:- How, with the help of pedagogical monitoring, can one trace the formation and development of the subjective ecological picture of the world among younger schoolchildren in the process of teaching natural science? Solving this problem is the goal of the study.
Purpose of the study: reveal the essence of pedagogical monitoring of the formation of the ecological picture of the world and determine the methodological guidelines in pedagogical activity on its formation in younger schoolchildren, to experimentally test the effectiveness of pedagogical monitoring as a means of monitoring the formation of the ecological picture of the world in the process of natural science education in elementary school.
Object of study: the process of natural science education of schoolchildren in the primary grades of a general education school.
Subject of study: pedagogical monitoring of the formation of the subjective ecological picture of the world among younger schoolchildren.
Research hypothesis:
The emerging subjective image of the world among junior schoolchildren in the process of natural science education can be tracked, evaluated and predicted for the further development of the subjective ecological picture of the world, with the aim of early warning of undesirable events, correction and provision of targeted and subject-oriented assistance, provided that the following are determined:
the nature of the ecological picture of the world and the mechanisms of its formation in the process of greening the course "natural science";
the structure of the ecological picture of the world and its cognitive model for the elementary level of a general education school;
Elements of the subjective image of the ecological picture of the world in children
schoolchildren, as well as criteria and indicators for diagnosing this phenomenon;
Methods and tools for obtaining an objectively reliable
information about the nature of changes in the subjective picture of the world in the process
cognitive activity of younger students.
In accordance with the problem, object, subject and purpose of the study, the following tasks:
To analyze the scientific literature and, on its basis, determine the essence of the concept of "ecological picture of the world" as the main concept of environmental education and the central one for this study;
To identify the theoretical and methodological foundations of pedagogical monitoring of the formation of an ecological picture of the world among younger students;
To develop the content and structure of the figurative-conceptual model of the ecological picture of the world for younger students in the process of teaching natural science;
Develop and implement pedagogical monitoring aimed at identifying the formation of an ecological picture of the world among junior schoolchildren as the main indicator of the implementation of environmental education in the process of natural science education;
To develop diagnostic indicators, criteria, materials for conducting pedagogical monitoring of the formation of an ecological picture of the world among schoolchildren in the process of teaching natural science.
The topic corresponds to the research plan of the Department of Pedagogy and Childhood Psychology of the Ural State Pedagogical University for the implementation of the main directions of the program for the modernization of teacher education for 2002-2004. and is included in the research program "Education in the Ural region: scientific foundations for development and innovation" (approved on December 18, 2003 by the Ural branch of the Russian Academy of Education section 5. Education as a means of developing regional, ethno-cultural, socio-cultural, environmental and economic systems of the Urals , state registration 60)
Methodological and theoretical basis of the study are: the laws of formation and action of educational values (B.T. Likhachev); provisions of humanistic psychology and pedagogy (L.S. Vygotsky, A.N. Leontiev, A. Maslow, K.R. Rogers, S.L. Rubenshtein,
V.A. Sukhomlinsky, LN. Tolstoy, K.D. Ushinsky, D.I. Feldshtein and others); axiological ideas and concepts of values (V.I. Vernadsky, B.S. Gershunsky, A. Pechchei, V. Frankl, etc.); ideas of environmental education (A.A. Verbitsky, S.D. Deryabo, IDZverev, N.N. Moiseev, L.V. Moiseeva., G.P. Sikorskaya, IT. Suravegina, V.A. Yasvin, etc.) ; theory of pedagogical monitoring (A.S. Belkin, V.D. Zhavoronkov, V. T. Gorb, S. N. Silina, D. Sh. Matros, A. N. Mayorov); provisions on the essence and functions of pedagogical diagnostics in environmental education (L.V. Moiseeva).
Research methods. Theoretical: analysis of normative documents on education, analysis of philosophical, pedagogical, ecological, psychological, technical literature; modeling the process of formation of an ecological - axiological attitude to the world around schoolchildren; system and activity approaches. Empirical: experiment; observation, questioning, testing, conversation, expert assessments, methods of processing statistical information.
Organization, base and stages of research. The experimental base was the municipal secondary schools MOSSh No. 12, 31, Nizhnevartovsk, Tyumen Region. The experiment lasted 4 years with the inclusion of 104 elementary school students.
On the first, organizational and preparatory stage(2000-2001)
the topic was formulated, the purpose and objectives of the study were determined; studied and
historical-philosophical, psychological-pedagogical
literature on the selected issue in order to provide a methodological basis for the study; the essence of the concept of "ecological picture of the world" was concretized, the concept of "pedagogical monitoring of the ecological picture of the world" was clarified, the categorical status of pedagogical monitoring of the ecological picture of the world was argued, this category was considered as a pedagogical tool for monitoring the formation of the ecological picture of the world.
Second phase, content-technological(2002-2003) was devoted to the organization of experimental work to verify
of the hypothesis put forward: a pedagogical project was implemented and diagnostics were carried out with the formation of the components of the ecological picture of the world among younger schoolchildren studying in the second grade.
On the third, ntogo-diagnostic stage(2003-2004) completed a formative experiment, analyzed its results from the point of view of the problems of this work, made conclusions about the viability of the hypothesis put forward, and formulated the results of a dissertation research.
Scientific novelty of the research:
An axiological approach in science education is proposed as a methodological strategy that directs the activities of teachers to form an ecological picture of the world among schoolchildren; the role and significance of the axiological approach as a means of increasing the educational potential of the natural science education of schoolchildren are indicated;
A methodological strategy has been defined in the implementation of the axiological approach in the natural science education of younger schoolchildren, which consists in bringing ideas about the world order into the system in the form of a cognitive model of the ecological picture of the world and putting it into practice.
Criteria and indicators of the formation of the components of the ecological picture of the world among younger schoolchildren are proposed and diagnostic material for conducting pedagogical monitoring of the formation of the epistemological, ontological and anthropological components of the ecological picture of the world among schoolchildren;
A cognitive model of the ecological picture of the world for the educational process in the logic of the axiological approach has been developed, including the basic system of values and value orientations, derived from universal values, elements of the invariant of knowledge about the ecological picture of the world, ways, ways and methods of knowing the world;
5. The prospects of using pedagogical monitoring in the practice of school science education as a means of continuous scientifically based, diagnostic and prognostic monitoring of the state, development of the pedagogical process of environmental education in order to optimally select goals, objectives and means of solving the formation of a new modern scientific picture of the world - an ecological picture peace.
Theoretical significance of the study:
the essence of the concept of "pedagogical monitoring of the ecological picture of the world" is expanded, which is defined as the process and result of a joint specially organized pedagogical activity, including tracking, evaluating and predicting further changes in the development of an individual ecological picture of the world in order to early warning of undesirable events (manifestation of aggression in relation to objects of nature , callousness, etc.), correction and provision of targeted and substantive assistance to the child in the process of natural science education;
the stages of development of ideas about the scientific picture of the world among schoolchildren and the corresponding mechanisms for the formation of an ecological picture of the world are revealed;
The levels of the ecological picture of the world formed in junior schoolchildren were studied: Level I (high) - the spread of ecological ideas to all spheres of life; II level (above average) and III level(middle) -development of the ecological picture of the world from ordinary ideas about the world around us to scientifically based ones; IV level (below average) - the origin of the desired picture of the world; Level V (low) - primary readiness to perceive the ecological picture of the world;
the manifestations of the formation of elements of the subjective image of the ecological picture of the world in younger schoolchildren are described for the implementation of appropriate monitoring;
the possibilities of ecologization of natural science as a means of implementing the axiological approach, orienting teachers to the formation of an ecological - axiological attitude towards the world around schoolchildren, are revealed;
A rather effective, from the point of view of the formation of elements of an ecological picture of the world among schoolchildren, didactic material was designed - figurative-conceptual modeling of the ecological picture of the world of younger schoolchildren: a matrix of cognitive activity, a matrix of emotional-figurative and evaluative activity in the process of natural science education.
Practical significance of the study:
the axiological approach we proposed and the mechanism of ecologization of science education can be used in the educational process to enhance the educational potential of science education through the creation of conditions for the formation of a value-based and, on its basis, personally responsible attitude towards the world around schoolchildren;
cognitive model of the ecological picture of the world can be used in the practice of general education schools and institutions additional education for the purpose of teaching the cognitive and creative activities of children, starting from primary school age;
the developed diagnostic material for determining the level of formation of the elements of the ecological picture of the world can be used as one of the tools for pedagogical diagnostics of the effectiveness of environmental education in an educational institution;
generalized pedagogical experience and developed on this basis
and evaluative activity and the matrix of cognitive activity) can
be useful in organizing a natural-science educational process aimed at shaping schoolchildren's ecological and axiological attitude to the world around them.
Scientific Validity and Reliability of Research Results
provided by the initial methodological provisions,
the validity of the theoretical prerequisites, the conduct of experimental work in the conditions of real pedagogical activity, the complexity and adequacy of the methods of theoretical and expert research.
Approbation and implementation of the results of the study were carried out in the course of the work of the author as a senior teacher at the Department of Methods of Preschool and Primary Education, Deputy Dean for Educational educational work at the Faculty of Pedagogy and Psychology at the Nizhnevartovsk State Pedagogical Institute, through the implementation of methodological assistance in natural science to students during the period of pedagogical practice, writing term papers, participation in the development of a city program for environmental education for the period up to 2003 (Nizhnevartovsk); at the All-Russian scientific and practical conference on the topic "Regional approach to environmental education during childhood"
(Ekaterinburg, 2004), at the third district scientific and practical conference "Znamensky readings" (~ Surgut, 2004); in the discussion of the dissertation materials at meetings of the Department of Natural Science and Methods of its Teaching of the Department of Pedagogy and Psychology of the Childhood Period of the Ural State Pedagogical University (Yekaterinburg); at city scientific and practical conferences on environmental education, meetings of city and school methodological associations of teachers of natural sciences; thematic pedagogical councils and meetings of MOSSh No. 12, 31 "(Nizhnevartovsk). Based on the research materials, 15 papers have been published.
The following provisions are put forward for defense:
1. The ecological picture of the world, formed by younger students, is a synthesis of natural science and humanitarian knowledge about nature, ways of knowing it, subjective attitude to the knowable; this is a stage and a way of formation of initial worldviews, ideas, beliefs, feelings and development of eco logical thinking; it is a holistic, dynamic model-image of the surrounding nature and human interaction formed in the mind. The axiological approach as a complex pedagogical tool is a methodological strategy that aims teachers at the formation of an ecological picture of the world among schoolchildren, including an ecological attitude to the world, which can be defined as a value-based and, on its basis, a personally responsible attitude to the world around. An ecological attitude arises on the basis of a person's appropriation of higher universal human values correlated with them and using them as criteria for evaluating objects of the surrounding world, himself as a subject of the surrounding world and activities in it.
2. The formation of an ecological picture of the world is a purposeful multi-stage process with mechanisms specific to each stage, proceeding during an individual period of time for each person. The process of natural science education of junior schoolchildren in the logic of the axiological approach provides all its subjects with constant interaction with the outside world, the ability to comprehend themselves as a subject of the outside world and activities, exchange experience of interaction with the outside world.
3. One of the means of implementing the axiological approach as a methodological strategy in the natural science education of younger schoolchildren is to bring ideas about the world order into the system in the educational process in the form of a cognitive model of the ecological picture of the world and its implementation in practice.
4. The introduction of pedagogical monitoring of the ecological picture of the world in the primary grades of the general education school provided for 3 stages: the first stage - initial prognostic, the second stage - correctional and activity, the third stage - evaluative and activity and included a system for tracking and evaluating the level of formation of the ecological picture of the world as a subjective the image and its main indicators, determined by the following criteria: the orientation of the individual value system and value orientations, the structural and dynamic composition of relations, the structural and content composition of relations, awareness and consciousness, the orientation of responsibility, readiness for environmental protection, which allows determining the state of the subjective image of the ecological picture world and predict its further development.
The volume and structure of the dissertation is determined by the objectives of the study and the logic of the topic: introduction, two chapters, conclusion, bibliography.
Modern scientific picture of the world in pedagogical science and education
Nature, the world that surrounds us, is a collection of objects and phenomena that are in complex and diverse relationships with each other and form a megasystem. Since ancient times, man has had an integral system of ideas about himself, about the world around him, about his role and place in it, about the spatial and temporal sequence of events, their causes and significance.
The fundamental nature of basic knowledge about nature necessitated the introduction of the concept of "natural-science picture of the world", which is understood as "a system of the most important principles and laws underlying the surrounding world" / 151 /. The term “picture of the world” emphasizes that we are not talking about a part, a fragment of knowledge, but about an integral system. In shaping the picture of the world, the concepts and theories of the most developed branches of science in a certain historical period, and above all natural science, acquire the most important importance.
The scientific picture of the world includes the most important achievements of science, which create a certain understanding of the world and the place of man in it. There are general scientific pictures of the world and a picture of the world from the point of view of individual sciences - physical, biological, geographical, from any dominant ideas, methods or styles of thinking - such as probabilistic-statistical, evolutionary, systemic, informational-cybernetic, synergetic, etc. P. It does not include private information about the properties of various natural systems, about the details of the cognitive process. At the same time, the scientific picture of the world is not a loose collection of sufficiently general information, it represents an integral system of ideas about general properties, spheres, levels and patterns of nature. The scientific picture of the world, in contrast to rigorous theories, has the necessary visibility, is characterized by a combination of abstract theoretical knowledge and visual images created with the help of models.
The scientific picture of the world is a special form of systematization of knowledge, predominantly a qualitative generalization and ideological and methodological synthesis of various scientific theories, expressed in their inherent paradigms (certain stereotypes of understanding of objective processes and ways of their knowledge, interpretation)./67/
The natural-science picture of the world influences other branches of science, including social and humanitarian ones, and, in addition, determines to a large extent the scientific climate of the era.
In ancient Greek philosophy, Democritus, Plato, Aristotle laid the foundation for the analysis of the nature of knowledge. Thus, in the system of ancient thinking, nature was understood as a changing whole, and man was considered as: one of its parts. Among the ancient philosophers (Pythagorean and Milesian schools, Aristotle, Heraclitus, Democritus, etc.), the natural-scientific picture of the world was built from the concept of the cosmos as all nature accessible to the human mind, and the cosmos was opposed to chaos and was understood as something not only organized, regular and perfect, but also comprehensive. The ideal was considered to be life in harmony with nature, knowledge of it within the framework of natural philosophy. At the stage of direct contemplation - spontaneous integration - philosophy had the world as a whole as the subject of its research, when the subject of study was presented as a whole and there was a feeling of unity of earthly life forms with the Cosmos. / 68 /
In the era of medieval Christian culture, nature is already considered as something created by God and less perfect than man himself, created "in the image and likeness of God", that is, endowed with a divine principle - the soul.
Later F. Bacon, R. Descartes, J. Locke, B. Spinoza, I. Kant, G. Hegel, N.G. Chernyshevsky and other philosophers who made a significant contribution to the analysis of the process of cognition. In the paradigm of the new science, a person turns into an outside observer who studies the world around him “from the outside” and does not interfere with the established order of nature once and for all. In this era, there is a collapse of the ancient - medieval picture of the world and the formation of new features of the worldview, which made it possible to create the science of the New Age. The natural-science picture of the world was built on the basis of the following approaches: naturalism, mechanism, quantumism, causal automatism, analyticism, geometrism, and was later defined as mechanistic /47,57,153/. However, even in the last century, physicists supplemented the mechanistic picture of the electromagnetic world (Oersted, M. Faraday, D. Maxwell). It was proved that in the world there is matter not only in the form of bodies, but also in the form of various physical fields. The picture of the world in science is already becoming more complex.
As the scientific and technical potential of the human mind grows, becomes incomparable with the scale of action of some forces of nature, people are convinced of the danger of uncontrolled, unreasonable use of natural resources. Therefore, in the depths of the 19th century, a new “humanistic paradigm” is emerging, which considers a person as a participant in this process, bearing a great responsibility in relation to nature. This was reflected in the new mindset (Russian cosmism), which united such areas as natural science (V.I. Vernadsky, N.A. Uemov, N.G. Kholodny, K.E. Tsiolkovsky, A.N. Chizhevsky, etc.) ;
Formation of a scientific picture of the world during childhood
In Russia, it is undergoing significant changes in the context of the current cultural model of education: a search is being made for effective ways to develop the child's personality in a preschool educational institution. An analysis of psychological and pedagogical research (I.E. Kulikovskaya, 2002) made it possible to identify the main trends in the development of preschool pedagogical thought: the disclosure of new opportunities for the child's personality during preschool childhood, the search for quality management mechanisms before school education, the development of pedagogical conditions that ensure the development of the intellectual and artistic abilities of preschoolers, the creation of new models of pedagogical support for the development of the child's personality. The least developed are issues related to the development of the worldview of preschoolers, in particular, the formation of a picture of the world specific to a child of this age. Philosophers, educators and psychologists agree that the picture of the world in the cultural and historical context has evolved from mythopoetic, to philosophical to then to a scientific picture of the world. , which ensures the development of the worldview of the child in the cultural and historical logic of the development of society and the individual and personal development of the individual.
Consideration of the concept of "picture of the world" in the cultural and historical context allows us to detect successive types of the picture of the world: mythopoetic, philosophical, scientific in the ontogenesis of the child preschool age. The mythopoetic picture of the world is characterized by integrity due to subject-object relations, where even natural objects are perceived as spiritualized, animated personalities. It is the mythopoetic image that contains the characteristics of the national picture of the world. Philosophy is the foundation of the emerging worldview of the child, which will allow preserving the unity of the mythopoetic picture of the world as the main value, since at its origins philosophy was a holistic syncretic knowledge about the world, being, space.
The scientific picture of the world is characterized by its objectivity. The subject of science is always concrete, it is a certain sphere of reality, which is investigated by specific means (mathematical calculations, physical or chemical experiment, etc.). Patterns, connections and dependencies are the object of scientific consideration in certain areas of the world, which is reflected in educational areas. / 101 /
As a result of research by I.E. Kulikovskaya developed the concept of "a holistic picture of the world of a preschool child": the personal characteristics of the child and the result of his worldview; which reflects his ideas about the world, characterized by the integration of the real and figurative world; the degree of orderliness and subordination of objects, phenomena of reality and cultural values; the level of awareness of the interconnections and interdependencies of the world; emotional and value coloring; demand for independent productive activities.
Features of the picture of the world of a child of preschool age are:
the dominance of emotional-sensory ideas about the world over rational-logical ones;
transparency of the boundaries between the picture of the world and the real world;
spirituality, the ability of the elements of the world picture to spontaneous development, is the system-forming beginning of the children's picture of the world.
Thanks to the presence of a holistic picture of the world, the child acquires the opportunity to interact with others on the basis of dialogue, cultural methods of cognition and transformation of reality based on the values of culture.
Theoretical interpretation of the concept of monitoring as a means of identifying an objectively reliable picture of the development of a pedagogical phenomenon in the practice of education
Based on the historical and logical analysis of the problem of assessing the state and results of the educational process in domestic pedagogy, carried out in the studies of V.G. Gorba (1997) and SV. Zakharova (1999), it can be determined that P.F. Lesgaft. Using his own qualification of types of schoolchildren, P.F. Back in the 70-80s of the XIX century, Lesgaft developed a number of pedagogical techniques and methods used in practice, depending on the type of personality of the student. / 76 /
According to historical analysis conducted by V.G. Hump, we would like to point out that educational process first half of the beginning of the 20th century. based on the ideas of pedology. The pedagogical process was aimed at developing the personality of students, which must necessarily create conditions for introspection, self-correction and an objective assessment of each of the participants in the training. The main method of its implementation was accounting. One of the accounting methods that has a certain impact on the “setting up of the pedagogical process and leads to an increase in its productivity” P, A. Rudik names the task method. /55/
The shortcomings of the evaluation system of education, which included marks as learning stimulants, were already revealed by the middle of the 19th century. Opponents of the point system of marks were A.N. Strannolyubsky, P.G. Rare and other Russian teachers who believed that a score (number) could not be assessed moral qualities man, his labor efforts.
Actually, pedological research in Russia began to be carried out in the first decade of the 20th century. The main problems that interested pedologists were the prevention of child overwork, the development of children's attention and memory, the educational impact of street groups and families, and moral education. The focus of the first generation of pedologists, most of whom were doctors, was the physical and mental development of the child. /67/
In the 1920s domestic pedologists have taken up the integration of various knowledge about the child. The first steps in pedology in Soviet Russia were a continuation of previous research. The problem of an individual approach to the upbringing of a personality was especially developed. Pedology drew arguments from various human sciences, primarily from psychology. By the 1920s pedology have already been developed methodological approaches humanistic orientation, focusing on the priority of studying the secrets of child psychology.
The development of pedology was rudely interrupted. The resolution "On pedological perversions in the system of the People's Commissariat of Education" (1936) ordered: to eliminate the link of pedologists in schools and to withdraw pedological textbooks, as well as to criticize in the press all the theoretical books of the current pedologists that have been published so far. / 127 / This gave the "green light" destruction of pedology. In essence, a blow was dealt to science, the banner of which was respect for the characteristics, interests and abilities of children. The eradication of dissent led to the fact that the pedagogical ideas of the 1920s. in general, they were declared harmful and projectile. Soon the "Iron Curtain" descended, effectively cutting off domestic pedagogy from the rest of the pedagogical world./68/
After 1917 in Russia, the idea of learning without marks was further developed. It corresponded to the concept of the Soviet labor school, in which educational activity was conceived on the basis of the interest of students, focused on the free, creative nature of the lesson, which formed independence and initiative. The old methods of disciplining students with the help of grades were found to be unsuitable. In 1918, marks in points, all types of examinations and individual testing of students were abolished. Frontal oral verification and written works of a test character were allowed only as a last resort. Recommended periodic conversations with students on the topic covered, oral and written reports, students' reports on the books they read, keeping work diaries and books that recorded all types of students' work. To account for the collective work of schoolchildren, cards, circular notebooks, and group diaries were used. The generalization of the acquired knowledge was carried out through a final conversation with students, reporting conferences. / 14 8 /
However, during the years of the formation of the Soviet school and the change in the content of education, it turned out to be impossible to introduce a new system of assessments, since it required a restructuring of the entire educational process. The main form of control over the educational activities of students has become self-accounting and self-control, revealing the result of the collective work of students, and not an individual student. One of the most common forms of self-examination was test tasks.
In fact, tests received their practical significance after 1925, when a special test commission was created. Her tasks included the development of standardized tests for the Soviet school. These tests were accompanied by instructions and a personality card to keep track of the student's progress.
In the 1920s, the Central Pedological Laboratory of MONO under the guidance of a pedologist. E Gurianova developed and published several tests:
1. A scale for measuring the mental development of children.
2. Tests for taking into account skills in reading, counting and writing.
3. Tests of the collective test of mental endowment, /112/
The presented work is devoted to the topic "Development of methods of teaching natural science at the present stage". The problem of this study has relevance in the modern world. This is evidenced by the frequent study of the issues raised. The topic "Development of methods of teaching natural science at the present stage" is studied at the junction of several interrelated disciplines at once. The current state of science is characterized by a transition to a global consideration of the problems of the topic "Development of the methodology of teaching natural science at the present stage." Many works have been devoted to research questions. Basically, the material presented in the educational literature is general character, and in numerous monographs on this topic, narrower issues of the problem "Development of the methodology of teaching natural science at the present stage" are considered. However, it is required to take into account modern conditions in the study of the problems of the designated topic. The high significance and insufficient practical development of the problem "Development of methods of teaching natural science at the present stage" determine the undoubted novelty of this study. Further attention to the issue of the problem "Development of methods of teaching natural science at the present stage" is necessary in order to more deeply and substantiate the resolution of particular topical problems of the subject of this study. The relevance of this work is due, on the one hand, to the great interest in the topic "Development of methods of teaching natural science at the present stage" in modern science on the other hand, its insufficient development. Consideration of issues related to this topic has both theoretical and practical significance. The results can be used to develop an analysis methodology "Development of methods of teaching natural science at the present stage." The theoretical significance of studying the problem "Development of methods of teaching natural science at the present stage" lies in the fact that the problems chosen for consideration are located at the junction of several scientific disciplines at once. The object of this study is the analysis of the conditions "Development of methods of teaching natural science at the present stage." At the same time, the subject of the study is the consideration of individual issues formulated as the objectives of this study. The aim of the study is to study the topic "Development of methods of teaching natural science at the present stage" from the point of view of the latest domestic and foreign studies on similar issues. As part of achieving this goal, the author set and solved the following tasks: 1. To study the theoretical aspects and identify the nature of "Development of methods of teaching natural science at the present stage"; 2. To say about the relevance of the problem "Development of methods of teaching natural science at the present stage" in modern conditions; 3. Outline the possibilities of solving the topic "Development of methods of teaching natural science at the present stage"; 4. Designate trends in the development of the topic "Development of methods of teaching natural science at the present stage"; The work has a traditional structure and includes an introduction, the main part, consisting of 3 chapters, a conclusion and a bibliographic list. The introduction substantiates the relevance of the choice of topic, sets the goal and objectives of the study, characterizes the research methods and sources of information. Chapter one reveals general questions, reveals the historical aspects of the problem "Development of methods of teaching natural science at the present stage." The basic concepts are determined, the relevance of the sounding of the questions "Development of the methodology of teaching natural science at the present stage" is determined. Chapter 2 discusses in more detail the content and contemporary issues"Development of methods of teaching natural science at the present stage". Chapter three is of a practical nature and, on the basis of individual data, an analysis of the current state is made, as well as an analysis of the prospects and development trends "Development of methods of teaching natural science at the present stage". Based on the results of the study, a number of problems related to the topic under consideration were revealed, and conclusions were drawn about the need for further study / improvement of the state of the issue. Thus, the relevance of this problem determined the choice of the topic of the work "Development of the methodology of teaching natural science at the present stage", the range of questions and the logical scheme of its construction. The theoretical and methodological basis for the study were legislative acts, regulations on the topic of work. The sources of information for writing a paper on the topic "Development of methods of teaching natural science at the present stage" were the basic educational literature, fundamental theoretical works of the largest thinkers in the field under consideration, the results of practical research by prominent domestic and foreign authors, articles and reviews in specialized and periodicals devoted to the subject "Development of methods of teaching natural science at the present stage", reference literature, other relevant sources of information.
In the course of natural science in elementary school, two main concepts can now be distinguished.
The first direction includes the formation of knowledge about nature and the surrounding world. Natural science is an integrated course based on the dialectical unity of the "nature-man-society" system. The features and properties of each component of this system are considered by various sciences, such as geography, geology, biology, chemistry, physics, soil science, and ecology. The integration of elements of each science creates conditions for the formation of students general ideas about nature, about the interconnection and interdependence of its components. Therefore, in order to form knowledge in the first direction, it is necessary:
Summarize the information available to students received from schools;
Form the basic natural science concepts and objects (water, air, rocks)
Give basic information about the planet Earth and the solar system;
To acquaint with the structural features of the human body and form on this basis some personal hygiene skills and the basics of life safety.
The basis of natural history programs is also based on the principle of local history - the study of the nature of the native land. This allows you to form concepts based on direct study of objects and phenomena, contributes to the development of observation, the ability to obtain knowledge not only from textbooks, but also from the environment.
The second direction is related to environmental education and environmental education of students. Oh
The wound of nature is the core of the entire course of natural science, regardless of what program the subject is being studied. The main attention should be directed to creating conditions for the direct participation of children in environmental activities, to understand the need and importance of such work. Students:
Get an idea of the relationship and dependence of living organisms and inanimate nature;
They get acquainted with the main environmental measures that contribute to the formation of skills of correct behavior in nature.
Children form a humane attitude towards the environment, a sense of responsibility for its preservation is brought up, certain norms of behavior in nature are developed. All this contributes to the formation of an ecological culture of the individual.
In addition, the study of natural science helps to reveal the role of science and scientific knowledge for the development of society and the conservation of the natural environment. When selecting educational material scientific character and accessibility of concepts are taken into account. In this regard, basic knowledge is given at the level of representations and elementary concepts. Such concepts include knowledge about bodies and substances, about the properties and significance of water and air, about minerals, rocks and minerals, about the diversity of wildlife; ideas about processes and phenomena in nature.
At each stage of learning, the initial ideas are deepened, saturated with content, gradually turning into concepts, which, in turn, turn into knowledge. Thus, natural science knowledge is formed according to the scheme "representations - concepts - knowledge". This sequence ensures the continuity of knowledge and the deepening of its content. Studying the subject, students generalize their observations and previously received ideas, based on the acquired knowledge, they form new ideas and concepts. Consistent and systematic filling of the content allows you to consolidate and improve the knowledge of students.
Interdisciplinary concepts ensure the continuity of knowledge in all natural science disciplines.
5. Pedagogical meanings and tasks of the natural science course.
Natural science as an academic subject has its own didactic features that distinguish it from other subjects of the school course. An integrated course, which is a system of generalized knowledge about nature. It introduces students to objects and phenomena in an accessible form, reveals the connections between individual phenomena, helps to comprehend the patterns of development of the surrounding world. The main objective of the course is to form students primary school a broad picture of the world, which is gradually enriched with the knowledge and accumulation of new facts and phenomena.
Children of primary school age perceive the world as a whole, without dividing its manifestation into biological, physical, chemical phenomena. The integration of natural science knowledge at the first stage of education makes it possible to form a correct, holistic view of natural phenomena, creates a certain basis for further differentiated study of the natural sciences. When studying it, the foundations are laid for understanding the materiality and cognizability of the world, the relationship of phenomena, ideas of regularity and evolution.
In the course of natural science, students receive initial knowledge about animate and inanimate nature, natural phenomena, bodies and substances, about their properties and their use by man. Modern life is unthinkable without information from various fields of biology, chemistry, physics, geography, and ecology. Scientific knowledge provides a person with the opportunity to transform nature, control natural forces, create new machines and technologies. In primary school, environmental knowledge becomes a priority. The study of environmental issues is the core for the entire course of natural science. In each topic, the student is introduced to environmental protection measures aimed at preserving natural resources.
Environmental education and perception of younger schoolchildren are a necessary and important link in the natural science education of the population.
Natural science is included in the natural science cycle, therefore, methods of scientific knowledge of nature occupy an important place in its teaching: observation of objects and phenomena, experiment, image of natural objects, practical work.
In the process of solving learning problems, natural science contributes to the development of logical thinking as a way of understanding the world around us, equips with knowledge to understand the laws of nature. It teaches to connect and process information coming from the outside world, to correctly assess the phenomenon of nature. The natural science course solves big problems aimed at developing the mental activity of the child.
Observation is the ability to consciously perceive objects of their phenomena, find in them the singular and common, identify certain patterns, analyze them and draw conclusions. Development gradually, in the process of directed activity of the child, constant, systematic exercises. All this is of no small importance for the development of the child's mental activity, the development of his logical thinking, the desire to learn about the world around him. It is the natural sciences that teach the ability, by reasoning, to penetrate into the depths of phenomena sometimes hidden from the eyes of the observer. The development of logical thinking occurs in several stages.
Observation of facts, phenomena.
Asking questions to find answers.
construction of possible proposals about the observed.
Examining assumptions and choosing the correct answer based on empirical testing, logical reasoning, and inference.
The study of objects and natural phenomena provides extremely valuable material for the formation of logical thinking. Considering the role of sensory perception in the thought process, it is necessary to widely use visualization and organize students' observations.
Along with the formation of initial natural-science ideas and concepts, the natural science course is of great educational importance. At the lessons of natural history and on excursions, students get acquainted with nature, learn to see and understand its beauty. Knowledge of nature has a strong emotional impact on children, reveals the harmony and coherence of life. The study of living organisms, the nature of the native land, and excursions into nature make a particularly strong impression on the child. Love for the native land is brought up on the basis of knowledge of its nature. A child's awareness of the measure of a person's responsibility to nature, the need to preserve its wealth and diversity, is a condition for the formation of an environmentally literate personality.
Educational material initial course natural science is successfully used for the aesthetic education of children. Nature, living organisms that inhabit the earth, the child must see harmony.
Equally important is the education of sanitary and hygienic skills in a child. This work begins with the 1st grade and continues throughout the child's education at school at different levels.
The natural science course in elementary school contributes to the formation of a holistic view of the world around students; fosters curiosity, understanding of the beauty of nature, love and respect; develops cognitive interest in the study of natural sciences; creative attitude to the surrounding reality. In the process of studying the course, students develop practical skills and abilities: hygienic, laboratory and practical, excursion, environmental and others.
6. General and specific principles of teaching natural science. Describe each attribute.
I. General didactic principles:
The principle of scientificity - when selecting educational material, the scientific nature of concepts is taken into account. Basic knowledge is given at the level of ideas and elementary concepts (knowledge about bodies and substances, about the properties and significance of water, air, minerals, rocks, the concept of the diversity of living nature, ideas about processes and phenomena in nature). These initial concepts serve as the basis for the formation of scientific knowledge in high school.
The principle of accessibility is a full knowledge of the essence of natural phenomena. The lightness of the material, as well as excessive difficulty leads to a slow growth of cognitive forces.
The principle of systematicity and consistency - at each stage of training, the initial ideas are deepened, saturated with content, gradually turning into concepts, which in turn turn into knowledge. Thus, natural science knowledge is formed according to the scheme "representations - concept - knowledge". Such a sequence ensures the continuity of knowledge and the deepening of their content between the preschool, primary, and educational levels. Studying the subject, students generalize their observations and previously received ideas, and based on the acquired knowledge, new ideas and concepts are formed. The consistency and systematic filling of the content allows you to consolidate and improve the knowledge of students.
The principle of connecting theory with practice is to introduce children to modern production technologies, to progressive methods of work, to apply knowledge in practical activities, to connect with the experience of the child.
The principle of visualization - due to the age characteristics of younger schoolchildren, visual education based on specific images, direct targeted observation is necessary.
The principle of integration (established by Zuev and Gerd) is the combination of information from various sciences in order to create a holistic picture of the world.
The principle of consciousness and activity - stimulation cognitive activity child. Outcome: independently and deeply meaningful acquired knowledge.
The principle of compliance with public goals - any material must comply with the social order, i.e. generally accepted goals of education and development of the younger generation.
II. Natural science principles:
The principle of seasonality is the study of seasonal changes in nature, observations of changes in living and inanimate nature in different time years provide convincing material on the relationship of phenomena in nature.
The principle of local history is the study of the nature of the native land. This allows you to form concepts on the basis of a direct study of objects and phenomena, contributes to the development of observation, the ability to obtain knowledge not only from textbooks, but also from the environment.
Ecological principle (environmental principle) - ecological education and upbringing of younger schoolchildren, reveals the interconnection and interdependence of all natural phenomena in the light of scientific and technological development. The ecological principle is the core of the entire course of natural science in any program. We create conditions for children of nature protection activities, form a humane attitude.
7 Natural science concepts. the relationship between ideas, concepts, and thinking of a younger student.
Representation- These are mental visual images of objects and phenomena of the surrounding reality. The formation of ideas about nature is the most important task of natural science, because human thinking always has images at its core. We say "forest" and immediately imagine it in one form or another. In natural history, these are ideas about a ravine, a hill, the nature of the Far North, animals, etc.
Depending on the methods by which images are created, representations are divided into representations of memory and imagination.
Representations of memory are formed on the basis of direct observation of natural objects or their reflections and images in teaching aids - paintings, films, etc. The more accurately the image conveys the appearance of an object or phenomenon, the more adequate the representation of it. Representations arise in the process of contemplation or purposeful observation of an object, when the teacher, by asking questions, draws the attention of children to certain aspects (signs) of the observed.
Representations of the imagination- these are images that arise without direct perception of the object. They are based on a natural (written or oral) description. For example, based on the description, the student can imagine a steppe, a tropical forest, an iceberg, etc. The representations of the imagination are always more vague and, to a greater extent than the representations of memory, reflect the individual perception of the description of the object by the student.
Allocate views single, which are based on the perception of specific objects (the Volga River, a ravine in the vicinity of the school, a dog, etc.) and generalized in which the essential features come to the fore. This is, for example, a river, a hilly plain, a ravine, birds, etc. Schoolchildren's images of these objects vary greatly, but essential features are invariably present in them.
Taking into account that the sensual, visual-figurative principle, which is based on sensations, prevails in the thinking of younger students, the formation of students' ideas is the most important task in teaching natural science.
Sensations are a reflection of the individual properties of objects and phenomena that directly affect the analyzers. Consequently, the more analyzers are "involved" in the perception of the observed, the fuller, deeper and more correct the emerging image. For example, when introducing sulfur to schoolchildren, it is necessary to pay attention not only to the color of the mineral, but also to its combustibility, smell, crystal shape, etc. And yet, student perceptions are always individual. They are a subjective image of the objective world, the initial stage of all our knowledge.
Representations are necessary in the formation of concepts.
Concepts reflect the essential properties, connections and relationships of objects and phenomena. The process of mastering a concept involves the allocation of the general, which is achieved by abstracting from all the features of individual objects of a given group. Concepts are characterized by a higher level of abstraction than ideas, and therefore, taking into account the peculiarities of the thinking of younger students, their formation causes significant difficulties.
Both concepts and ideas that children will master in the study of natural science are divided into general and individual.
General concepts cover homogeneous objects and phenomena. These are, for example, rivers, mountains, plains, deserts, fish, or the concept of orienteering, precipitation. When characterizing any general concept, children should name its essential features or stages (sequence) of actions.
Singular concepts- these are concepts about specific objects and phenomena, for example, the Volga River, the Caucasus Mountains, Lake Baikal, rain, thunderstorms, etc. The content of individual concepts is revealed in their description or characteristics.
In the process of teaching natural science, in addition to ideas and concepts about objects and phenomena, spatial ideas are formed about the size of an object, its shape, position in relation to the sides of the horizon, etc. In the formation of these ideas, visual teaching aids play a huge role. Mastering ideas and concepts requires the use of factual material and familiarization of students with the basic scientific ideas in a given branch of knowledge. Natural science concepts and ideas are necessary for the formation of certain patterns. For example, without mastering the concept of the heating of the earth's surface by the Sun, it is impossible to reveal the pattern of changes in natural zones from north to south, etc.
An important role in the process of forming ideas and concepts is played by the skills of students. These are the ability to read, perform various types of observations, practical work, and experiment.
Natural science ideas, concepts, patterns, facts, ideas and skills constitute the main content of the natural science course in elementary school.
8 Teaching methods. Classification of methods. Give a general description.
Method is the way to achieve something.
The method of teaching is a way of interconnected activity of the teacher and students.
The method of teaching is the way the teacher transfers knowledge and the way students learn it.
The teaching method is a collaborative work, in the process of which ZUN are achieved.
The teaching method is a system of ways for the coordinated interaction of the teacher and the student to achieve educational goals and the comprehensive development of the student.
Classification of teaching methods.
Depending on the source of knowledge:
Verbal methods (storytelling, conversation, seminar, lectures, briefing, work with children's literature)
Visual methods (demonstration of experiments, objects, manuals)
Practical methods (laboratory, practical work, modeling, activities in nature)
Depending on the didactic goals:
methods of studying new material
fixing methods
methods of improving knowledge
verification methods
According to the forms of activity of the teacher and the student:
teaching methods
study methods
According to the nature of the student's cognitive activity:
reproductive methods (reproduction)
explanatory and illustrative
problematic
heuristic (partial search)
research
By type of inference:
inductive
deductive
9 Methodological techniques and their classification.
The structural unit of any method is a methodological technique. Purpose: strengthening the capabilities of a particular method. Methodological techniques are separate actions of the teacher and students aimed at mastering skills. The same techniques are included in various teaching methods, and one way of communicating information can be implemented in various ways: comparison, generalization, problem statement, practical work, demonstration of visual aids, methods of attracting the attention of children and stimulating their interest in the study of natural objects ( an entertaining form of presentation of material, visibility, questions to the class), techniques that provide comprehension and solid assimilation (plan for studying the object, diagrams and tables).
10 Verbal teaching methods. Characteristics of each method.
I. A story is a monologic way of presenting new material. It is used when students do not have information on the subject under study. The story is always connected with the personality of the teacher (emotionality, awareness). Use of the method: in the process of preparing and conducting the experiment, excursions, observations.
Story structure.
Creating a problem situation
Disclosure of main content
Solution of a problem
II. The conversation is conducted when the children have certain information (including on the basis of the teacher's story, also on the basis of work with educational literature, on the study of illustrations). The conversation involves the fractional communication of information with switching attention. A conversation is a clearly structured system of questions that arouses children's interest in learning and supplementing certain knowledge through independent reasoning, generalizations and conclusions.
Functions of this method:
developing (search-eurostic)
informational
"+" conversations: increased class activity, speech development.
"-" conversations: duration in time, fragmentation of knowledge acquisition.
III. Discussion. This method is used in the system of developmental education. A discussion is a purposeful, ordered exchange of opinions and ideas on a problem with the aim of making a unified decision. In the lessons of the world around, the educational discussion has the character of a controlled, purposeful thematic cognitive dispute, which requires the obligatory preliminary installation of uniform rules of polite behavior (preparation for this method takes place with the help of game techniques and trainings). The organizational basis of this method will be the self-organization of students.
Discussion Forms:
round tables (discussion of the problem, exchange of opinions, division of students into groups).
debate (discussion of the problem by two teams)
court session (trial)
"+" method:
increased class activity
speech development
ability to defend one's position
development of communication skills
high efficiency in fixing the studied material
"-" method:
less effective than storytelling
requires high self-organization of students
Stages of the educational discussion:
Problem detection
Determination of the goal and ideal result
Shape selection
Course planning (topics of speeches, issues under consideration and selection of reference material)
Selection of participants and distribution of roles
Drawing up control questions to stimulate thinking (what would happen if ...; how; why; why; why ...)
Variation in the course of the discussion
IV. Book work. The book serves as the most important source of knowledge. Modern natural science textbooks are characterized by a high scientific level and well-thought-out methodological apparatus. Successful work with a textbook is possible provided that the teacher, firstly, is aware of the importance of this work and conducts it systematically, secondly, knows its content and construction features well, and, thirdly, he himself knows how to work with this learning tool.
The structure of a science textbook
Methods of working with a textbook when teaching natural science:
Orientation techniques in the textbook, finding the right paragraph, drawing, diagram, assignment.
Techniques for working with text: explanatory reading, finding the necessary data, highlighting logical parts, certain concepts, drawing up a plan, etc.
Techniques for working with tasks and questions: orientation in questions and tasks, independent work with tasks, the ability to select the sources of information necessary for answering.
Techniques for working with a plan and a map, reading symbols, a description of the work.
Techniques for working with figures, tables, photographs: comparison, description, comparison.
Techniques for working with several components of the textbook: table and text, text and task, text and map, plan and map.
The ability to work with a textbook is formed in the lesson, so the teacher must plan in advance what techniques he will introduce or practice. Particular attention should be paid to such methods of work as explanatory reading, text analysis, work with assignments, analysis of text maps, drawings and photographs.
The teacher should take care to avoid monotony, to diversify the methods of work of students with the textbook. In one lesson, he can analyze the text, in another - work with assignments and questions, in the third - a description or comparison of drawings, photographs, etc.
How to work with the textbook. Stages of reception formation:
1Introduction of reception - acquaintance of schoolchildren with the composition of the reception, explains its meaning in the form of instructions, recommendations and rules.
2Assimilation of the technique - the students' fulfillment of the system of tasks for the analysis of texts, text maps, etc. The teacher poses questions to students aimed at reproducing knowledge about the actions that make up his composition.
3Application of the technique - when performing new educational tasks for the analysis of texts and other components of the textbook.
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Principles of selection of the content of primary natural science education. Ecological education of junior schoolchildren
...Remember
1. What is the principle of learning?
2. What principles are highlighted by didactics?
3. What teaching principles underlie the science programs you know?
4. What is meant by environmental education of schoolchildren?
The content of the initial natural science courses should be selected taking into account certain principles i.e., the basic, initial provisions, regulatory requirements that underlie the didactic process. They correspond to the level of development of society, science and culture. The content of natural science education is based on both classical long-known principles and new ones that reflect the current level of development of scientific knowledge and the social order of the school.
General didactic principles of teaching
The first chapter has already spoken about the difference between the school subject "natural science" and the natural sciences. Scientific disciplines are studied in high school whose students are familiar with the elementary course and have the skills independent work. Therefore, university disciplines are presented in the way that the current state of science requires, both in terms of its material and research methods.
When selecting the content of a school subject, it is necessary to take into account the psychological characteristics of younger students who are not yet able to learn, i.e., independently acquire knowledge and correctly perceive what they hear and read. “When presenting educational material at school, the center of gravity of the whole matter lies precisely in promoting the all-round development of the student for the purposes of general education ...” . Therefore, serious attention should be paid to the selection of material, methods of its processing and methods of presentation.
The basis of natural science programs for elementary school is principle of integration, i.e., combining knowledge of various disciplines. In modern didactics, the integration of knowledge is usually understood as interpenetration of knowledge leading the student to understanding unified scientific picture of the world(NKM), which is defined as "a special form of systematization of knowledge, mainly a qualitative generalization and ideological and methodological synthesis of various scientific theories" .
The unifying basis of NCM is the idea of the fundamental characteristics of nature and the basic laws of natural science. It is quite obvious that an idea of NCM cannot be formed in elementary school, since its construction is based on such categories as matter, movement, space, time, which are inaccessible for mastering by younger students. Probably, it would be more correct to speak about the initial ideas about the integrity of the world.
The ideas of knowledge integration were put forward by A. Diesterweg, I. G. Pestalozzi, K. D. Ushinsky. A. Ya. Gerd believed that in elementary school there is no place for individual natural sciences (botany, zoology, mineralogy, physics, etc.). Here it is necessary to study the unified science of the inorganic and organic world. Long-term practice of studying the integrated course "natural science" confirmed the correctness of this approach.
In the modern standard of primary education, the educational areas "Natural Science" and "Social Science" are integrated into one educational component "The World Around". The ability to effectively integrate information from the natural and social sciences is highly controversial. The fact is that natural science and social science have different objects of study (respectively, nature and society) and are related by philosophy to different areas of human knowledge. Their development for centuries took place independently of each other and was not connected by any methodology or methods. scientific research.
This course does not consider the educational component "The World Around" as a whole, since the teaching methods of natural and social sciences develop quite independently and have strong common ties only with didactics.
Didactics highlighted general principles of teaching which should be guided by the transformation of scientific knowledge into an academic subject.
At the heart of the construction of any school course should be scientific principle , but this does not mean that the school subject should become an exact copy of science in a compressed form. “Thus,” V.V. Polovtsov considered, “...dogmatism is inevitably introduced, since in the pursuit of a concise presentation of abundant facts, one inevitably has to publish the most valuable, i.e., the scientific processing of these facts. This is the same as letting blood out of a living organism and drying it up!” . Scientificness involves the selection of verified factual material and its processing and research scientific methods. In the initial course of natural science, it is impossible to fully present the scientific discipline and use the whole variety of methods for processing material. Only that material should be selected that introduces younger students to the main objects of the surrounding world and serves to understand the patterns of the flow of natural phenomena and processes. The teacher is obliged to choose the most essential and omit everything else that does not give anything new in comparison with what has already been studied. For example, when introducing the concept of insects, it is quite enough to single out their main distinguishing feature - three pairs of legs, by which children easily recognize these animals in nature. Schoolchildren will study all other features of the structure of insects in the course of zoology. When getting acquainted with plant reproduction, you need to find out the role of pollination, the main methods of dispersal of fruits and seeds, and the stages of development of plants from seed. Children can trace these phenomena on their own. The introduction of ideas about spore reproduction of plants will be in this case it is completely useless, since students of primary school age will not be able to learn the differences between a gametophyte and a sporophyte.
Teaching material should be presented in a way that the principle of accessibility. This principle involves the use of certain rules developed in pedagogical science since the time of Ya. A. Comenius. They are based on knowledge of the age characteristics of children. The most important didactic rules:
1. From the simple to the complex, from the known to the unknown.
These rules suggest starting the study of the course not only with the most easy and familiar material for students, but also using the most simple methods and educational equipment. From this point of view, it is unacceptable in elementary school to study unicellular plants and animals, despite the fact that they have the simplest structure, since acquaintance with the simplest organisms requires the use of a microscope.
2. From close to far.
This rule underlies the local lore principle of education, which is discussed below.
3. From the concrete to the abstract.
This rule requires that the generalization and derivation of certain patterns be preceded by acquaintance with specific objects and phenomena that will serve as the basis for creating vivid images of the world around in the child's mind.
The above rules are not all used in developmental learning technologies, which will be discussed in the following chapters.
The question of the availability of educational material in all disputable cases is clarified by experimental studies that provide objective data on the level of knowledge of students and make it possible to determine the cause of low results.
One of the oldest in didactics is visual principle, which will be considered in detail when studying visual aids and teaching methods.
When presenting the material of the subject, it is necessary to observe the principle of systematicity and consistency, which rejects the study of individual facts without clarifying their meaning and connection with previously studied material. “This applies especially to descriptions of animals and plants, in which they often dwell on such details of external forms that, in essence, have no significant educational value” . The construction of the material of the school course should be coherent and integral. Each subsequent position must be derived from the previous one. The logic of building a natural science course is based on the already mentioned didactic rules: “from the inanimate to the living”, “from close to far”, “from simple to complex”.
It follows from the above principle of continuity of knowledge, which requires a consistent transition from one course to another; complicating the methods of studying the subject; consistent development of concepts and practical skills; increasing requirements for the level of training of schoolchildren; deepening and strengthening interdisciplinary connections.
This principle also includes strengthening propaedeutic the role of the elementary course in natural science, i.e., the allocation of a preliminary range of knowledge and skills for preparing younger students for the study of biology, geography, physics, and chemistry in high school. At present, there are significant discrepancies between science curricula for primary and secondary schools. At the same time, the programs of A. A. Vakhrushev and A. A. Pleshakov contain large sections of a propaedeutic nature, which make it possible for students to form initial ideas from the natural science courses of secondary school. However, in order to achieve a strengthening of the propaedeutic role of primary natural science, it is necessary:
- study new material based on existing knowledge;
- to develop in students the practical skills inherent in the natural sciences;
- organize control over the assimilation of propaedeutic concepts.
In turn, the elementary school natural science course should be a continuation of preschool propaedeutic courses on the study of the surrounding world. In this regard, it should be noted the program for preschool educational institutions by A. A. Pleshakov and S. N. Nikolaeva "Green Path", which serves as the basis for the subsequent study of the system of environmental courses "Green House" in elementary school. Within the framework of the educational system "School 2100" there is a preschool program "Hello World", the purpose of which is "acquaintance of preschoolers with a holistic picture of the world in the process of solving problems to comprehend their experience" . This program is propaedeutic in relation to the course of the surrounding world for elementary school.
At present, a draft Concept of the content of lifelong education has been developed, which should guide the development of programs for preschoolers and younger schoolchildren.
In modern didactics, it is highlighted the principle of consciousness and activity of students in teaching, according to which teaching becomes effective only when the student becomes the subject of activity, shows cognitive activity. According to this principle, it is necessary to introduce material into the content of the subject that helps to develop learning activities junior schoolchildren, which implies the ability to set a goal, motivate and plan their work, independently acquire knowledge, exercise self-control and self-esteem. At the same time, the role of the teacher in organizing the cognitive activity of students should not be underestimated. The activity of students can be achieved provided that their cognitive interests are taken into account; creating problem situations in the classroom; use of didactic games and educational discussions; organization of group forms of work that develop the communicative activity of children.
The construction of training programs should be carried out taking into account principle of practical orientation learning. Taking into account this principle does not mean the removal from the content of the subject of that material that does not have practical value. In this case, natural science will lose its general educational character, the systematic nature of the course will be violated. This principle requires that the learning process stimulate students to apply the acquired knowledge in solving practical problems. The practical orientation of teaching suggests that in order to build a natural science course, mainly the material that can be studied through observations, experiments, and practical activities of students in nature should be selected.
Closely related to the principle of practical orientation local lore principle learning, which is a specific principle of natural science education. It should be discussed in detail.
Local history principle of education can be defined as a normative provision that reflects the need to solve general educational problems in conjunction with the organization of students' knowledge of their region, with the use of knowledge in socially useful activities.
An analysis of the history of the formation of the local history principle of teaching natural science in Russian schools allows us to single out several historical periods that determined the development of school local history.
The idea of using local material in teaching originated in city schools from the moment natural science was introduced into them as an academic subject in 1786. XIX years century, when the content, methods and forms of teaching the elementary course of natural science were developed. Its origins were such talented teachers as K. D. Ushinsky, D. D. Semenov, N. I. Wessel. They proved the methodological value of using local material in teaching, determined the principles of its selection and forms of study.
The next period of rapid development of school local history fell on 1918-1931, when the Soviet school was on the way of formation and there was a crisis in the class-lesson teaching system. During these years, the localization of school programs was practiced, the educational material was studied using such forms of teaching as excursions and practical work. Ways to introduce local history material into school programs and textbooks were outlined by prominent Soviet teachers: N. K. Krupskaya, P. L. Blonsky, A. P. Pinkevich, S. T. Shatsky. These scientists laid the methodological foundations for the design of textbooks for elementary school, which remain relevant at the present time. However, the correlation problem school programs and textbooks of general and local material has not received a satisfactory solution in these years.
Since 1931, interest in local history has gradually declined.
The problem of using local history material in primary science education arose again in the 60s of the XX century. in connection with the introduction of a new subject in elementary school - natural history. The content, methods and forms of its study were developed by well-known methodologists: M. N. Skatkin, L. F. Melchakov, Z. A. Klepinina and others. school curricula and textbooks.
Interest in local history, which arose in last years, is explained by the entry of Russia into the system of world culture and the need, in this regard, to increase the level of patriotic education of children. In addition, the standardization of education required the development and implementation of the national-regional component and its educational and methodological support into the basic curricula (this will be discussed in the next chapter).
For many years there were disputes about the pedagogical status of local history, which have not ended to this day. However, most scientists classify local history as a pedagogical principle.
This principle follows from the theoretical proposition about the need links between learning and life. He is recognized in modern methodology science teaching by the majority of scientists and makes it possible to build teaching according to didactic rules: "from the known to the unknown", "from close to far". The nature of the native land serves as that well-known and understandable model, to which the teacher can successfully resort to explain the phenomena occurring in the biosphere as a whole. The main purpose of the local history principle is to give students the opportunity to observe the connections and correlations of various natural components in a familiar area and use the results of observations in natural science lessons to form concepts that serve as the basis for studying biology and geography in high school.
It is necessary to separate the concept of "local history principle of education" from the concept of "school local history". Essence school local history, according to A. V. Darinsky, is a comprehensive study of nature, its individual components, important aspects of its development and dynamics in a given area based on the use of natural science research methods available to students.
The nature of the region is considered as part of the nature of the country, the natural zone. Therefore, it is important to determine the features that are common with the nature of larger areas. At the same time, the specifics of local natural complexes, their territorial combinations, typical phenomena that characterize the nature of this region, as well as its unique objects and processes associated with them, are highlighted.
To study the physical and geographical features of their region, the following objects are singled out:
- relief and minerals of the area;
– climatic conditions;
– hydrological conditions;
– soil cover;
– vegetation;
– animal world.
Along with these characteristics, modern programs require disclosure of the environmental problems of their region.
Much attention is paid to the methodology of using the local history principle of education in the works of a talented teacher from Dnepropetrovsk P. V. Ivanov. He wrote several fundamental works on this topic, in which he described the historical foundations, essence and methodology of school local history.
AT study guide « Pedagogical foundations school local history” P. V. Ivanov suggested ten methods of using local history material in the classroom:
1. As the main working material of the lesson.
2. Illustrations by local examples.
3. Begin the explanation with a local example, a fact.
4. Support the above with local examples.
5. It is proposed to recall such examples that can be taken as starting points for explanation.
6. Give examples yourself when consolidating knowledge.
7. Self-examination of local history material in the classroom, at home.
8. Based on the studied material, select examples for the next lesson.
9. Practical work on local material.
10. Submit an idea about conducting extracurricular local history work.
These techniques can be used by the teacher when preparing lessons in any school subject.
The need to use the local history principle in modern natural science education can be explained by the fact that the surrounding nature serves as a source for the formation of bright, specific images on the basis of which natural scientific ideas and concepts are formed.
Love for the native land helps patriotic education children, the formation of an active citizenship, including responsibility for the present and future of their "small motherland". Local history will help to educate a generation of people who sincerely care about the present and future of their native land. After all, even K. D. Ushinsky noted that “... the poor state of our finances, the frequent failure of our large industrial enterprises, the failure of many of our administrative measures ..., our impassable roads, our bursting shares, the existence of huge affairs in the hands of illiterate ignoramuses and the presence of scientists technicians without any work ... - all these diseases are much more dependent on our ignorance of our fatherland than on ignorance of ... languages.
Based on observations of the surrounding natural objects, children are convinced that everything in nature is interconnected and the violation of these relationships leads to irreparable environmental consequences. Local history - source environmental education younger students.
Lately in methodical literature allocated principle of ecological orientation education, which requires studying the relationships that exist in nature, teaching children to predict the consequences of human activities and developing accessible environmental skills. Taking into account the principle of ecological orientation in the selection of natural science material studied in elementary school is explained by the need to revise the content and timing of children's environmental education.
Ecological education of junior schoolchildren
One of the most important causes of modern environmental disasters should be considered the environmental illiteracy of the population, the inability to foresee their consequences of interference in nature. That is why in recent decades, primary school has increased attention to environmental education. The course of natural science provides the most favorable opportunities for this.
The concept of a common average environmental education regards it as a continuous process of education, upbringing and development of the individual, aimed at the formation of a system of scientific and practical knowledge and skills, value orientations, behavior and activities that ensure a responsible attitude towards the natural and social environment and health.
Scientists-teachers involved in environmental education (I. D. Zverev, A. N. Zakhlebny, I. T. Suravegina, L. P. Simonova, etc.) believe that purpose environmental education is becoming ecological culture individual and society.
According to the definition of B. T. Likhachev, the essence ecological culture can be considered as an organic unity of ecologically developed consciousness, emotional and mental states and scientifically substantiated volitional utilitarian and practical activity.
To components of ecological culture relate:
– environmental knowledge and skills;
– ecological thinking;
- value orientations;
environmentally sound behavior.
The concept of continuous environmental education indicates that the formation of the foundations of environmental culture as a personality trait includes:
- the formation of knowledge about the unity of nature, its significance for human life, about the interaction in the system man - nature - society;
– formation of intellectual and practical skills for studying, evaluating, improving the state of the environment;
- education of value orientations of an ecological nature;
formation of motives, needs, habits of expedient behavior and activity, the ability of scientific and moral judgments on environmental issues;
participation in active practical activities for environmental protection.
Primary school is an important link in the system of continuous environmental education. Children of primary school age are characterized by a unique unity of knowledge and experiences, therefore it is possible for a teacher to form in them a reliable foundation for a responsible attitude towards nature. B. T. Likhachev believed that children do not separate themselves from the external environment and feel themselves a natural part of nature. He noticed that an intuitive mutual perception, mutual perception is established between children, animals and plants, so the child easily perceives and appropriates environmental rules, turns them into part of his nature. According to B. T. Likhachev, primary school age is the most sensitive to environmental impacts.
A lot of attention is paid to the methodology of formation of knowledge about ecological connections in the process of studying natural history in the works of A. A. Pleshakov. In his opinion, younger schoolchildren still have sensitivity to any pain, the ability to empathize, and therefore it is necessary to teach children to respectfully look at all living things, teach them to see beauty. The question should be asked: “Why is this flower, the beetle amazing, unusual?”. The question is: “What is the use of it?” should be relegated to the background. And we must answer that the benefits as well as the harm are relative. Man, as a moral being, must constantly strive to go beyond the "universal system of utility" and choose selfless motives for action as a guide to action.
These ethical concepts have much in common with Albert Schweitzer's well-known ideas about reverence for life. “The sympathy felt by a person for all living beings makes him a real person,” wrote A. Schweitzer. He argued that a person becomes ethical only when all life is sacred to him, whether it be the life of a plant, an animal, or the life of another person. “I am a life that wants to live in the midst of life,” this postulate of A. Schweitzer makes it possible to give meaning to human existence through the desire to elevate the natural connection with the world and make it spiritual. Thus, the idea of spirituality and morality acquires fundamental importance in the development of an environmental education system.
The basis of selection mandatory minimum content of environmental education in elementary school, the scientific concept of a living organism and its relationship with the environment is laid down. On this basis, younger students can form an understanding of nature as an interrelated value that is sensitive to human intervention; moral attitudes to the impossibility of causing damage to natural objects, including their own kind; initial experience of environmental protection.
The ecological content is aimed at the formation of relationships, which are a fusion of knowledge, feelings and actions. It includes scientific-cognitive, value, normative and activity aspects.
Scientific and educational the aspect of nature management allows us to perceive nature as a whole, where objects of inanimate and living nature are closely interconnected.
valuable aspect justifies the need to protect natural objects, a complex of moral, aesthetic, cognitive, practical, sanitary and hygienic and other values and their significance in human life.
Normative aspect reflects the norms of human behavior in nature, introduces them, teaches them to act in accordance with them.
activity aspect provides for the assimilation of relevant knowledge of the norms and rules that allow providing real assistance to plants and animals, reproducing Natural resources.
These aspects underlie the definition of the main tasks of primary environmental education, which require:
- to prove to students that everything in nature is interconnected;
- to help understand why a person should know natural connections: in order not to violate them, because the violation of natural connections by people entails negative consequences (both for nature and for man himself;
– to teach how to build one's behavior in nature based on knowledge of the relationships in it and an appropriate assessment possible consequences their actions (according to A. A. Pleshakov).
1. The diversity of living organisms, their ecological unity; communities of living organisms.
Acquaintance with groups of living organisms allows younger students to develop an understanding of some ecosystems, food and other dependencies that exist in them. At the same time, an understanding of the unity and diversity of forms of wildlife is formed, an idea is given of the communities of plants and animals living in similar conditions.
2. Relationship of plant and animal organisms with the environment, morphofunctional adaptation to it; connection with the environment in the process of growth and development.
Acquaintance with specific examples of the life of plants and animals, their connection with a certain habitat and complete dependence on it, allows the student to form initial ideas of an ecological nature. Children learn that the mechanism of communication is the adaptability of the structure and functioning of various organs in contact with the external environment. At the same time, the labor of people is considered as an environment-forming factor.
3. Man, as a living being, his habitat, providing health and normal life.
The initial ideas about human ecology make it possible to acquaint children with the biological needs of a person, which can only be satisfied in a normal living environment. Children develop an understanding of the inherent value of health and the first skills of a healthy lifestyle.
4. Use of natural resources in human economic activity, environmental pollution.
These are elements of social ecology that make it possible to demonstrate natural resources used in economic activity with some examples. This will allow children to develop an economical and careful attitude to nature, its riches.
5. Protection and restoration of natural resources.
All designated positions of the content of environmental knowledge are consistent with the content of the mandatory minimum of the educational component "The World Around".
In the study of natural science, three levels of development of ecological ideas are determined (according to A. A. Pleshakov).
1st level. Objects of nature are considered separately without highlighting the links between them.
This level is reached in Grade 1. Children learn about the components of inanimate and living nature (air, water, the sun, plants, animals), about the simplest classification of living organisms. They learn to recognize individual representatives of the plant and animal world, to care for them.
2nd level. Interrelations between inanimate and living nature and within living nature are considered.
These ideas begin to develop from grade 2. Graduates of the 4th grade should be able to explain what is the role of air, water, soil in the life of living organisms, what is the significance of plants and animals in nature. Establish the following relationships between plants and animals:
- by habitat (students should be able to talk about the role of plants in the distribution of animals);
- according to the method of nutrition (children should learn how to make the simplest food chains);
- on the participation of one species in the distribution of another (younger students should explain the role animals play in the distribution of fruits and seeds of plants).
Students should be able to find signs of adaptability of plants and animals to living conditions. At this level, information about the protection of air, water, soil, plants and animals is quite consciously assimilated.
3rd level. Natural phenomena and processes are considered (seasonal changes in nature, reasons for the change of natural zones from north to south, types of the Earth's rotation). In this case, causal relationships are established. At this level, special attention is paid to the consideration of changes in nature caused by human activities. Knowledge of environmental relationships helps children predict the consequences of human impact on nature (draining swamps, cutting down hollow trees, killing mosquitoes in the taiga, etc.), and make environmental forecasts.
During the study of the initial course of natural science, younger students should form ideas:
– about the complexity, uniqueness and fragility of life;
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1 MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION educational institution higher education"TYUMEN STATE UNIVERSITY" APPROVED Director of the Institute /full name/ 201 NATURAL SCIENCE WITH THE METHOD OF TEACHING THE SUBJECT "SURROUNDING WORLD" Educational and methodological complex. Working programm for students of the direction of preparation Pedagogical education (Primary education), Academic bachelor's program, full-time and part-time education
2 APPROVAL SHEET dated..201 Contents: Teaching materials for the discipline "Natural science with the methodology of teaching the subject "The world around"" for full-time students, Pedagogical education (Primary education) (bachelor's degree) Author: Kuprina L.E. Volume 37 pages. meetings of the CMC dated..201_ 2
3 L.E. Kuprin. Natural science with the methodology of teaching the subject "The world around": Educational and methodological complex. Undergraduate Work Program for full-time students, Teacher Education (Primary Education) (undergraduate level). - Tyumen: p. The work program "Natural science with the methodology of teaching the subject "World around"" was compiled in accordance with the requirements of the Federal State Educational Standard of Higher Education, taking into account the recommendations and PrEP of the Higher Education in the direction and profile of training. The work program of the discipline (module) is published on the Tyumen State University website: [electronic resource] / Access mode: section " Educational activities", free. Recommended for publication by the Department of Psychology and Pedagogy of Childhood. Approved by the director of the Institute of Psychology and Pedagogy. MANAGER EDITOR: O.V. Ogorodnova, Candidate of Pedagogical Sciences, Associate Professor Tyumensky State University, Kuprina L.E.,
4 Explanatory note 1.1. Aims and objectives of the discipline The goal is for students to get an idea about the specifics of the school discipline "The World Around" and to master the methodology of teaching this discipline based on a system of natural science knowledge. The discipline "Natural science with the methodology of teaching the subject "World around"" prepares students to solve the following tasks of professional activity: - development of scientific thinking on the basis of the course being studied; - formation of a modern natural-science picture of the world, reflecting the integrity and diversity of the world; understanding of the importance of nature in the production activity of man and the role of man in the natural history of the Earth; - formation of ecological culture; - discovery and initial development of common methods of action; to teach how to build a natural-science picture of the world and gain knowledge about the world around. The volume and level of the course "Natural Science" for students, future teachers of primary education serves as a guideline that allows one to foresee the place of the elementary school course "Natural Science" or "The World around" in the system of secondary (complete) general education The place of the discipline in the structure of the educational program teaching the subject "World around"" is a discipline of the variable part of the subject-methodological module and is based on such disciplines as "Naturally scientific picture of the world", "Philosophy", "Pedagogy: general fundamentals pedagogy”, “Psychology: general, age-related psychology”, “Workshop on educational work with younger students”, “Methodology and methods of psychological and pedagogical research in the work of a primary school teacher”, etc. Table 1 Sections of the discipline and interdisciplinary links with the provided (subsequent) disciplines disciplines 1. Methods of education and upbringing (according to the profile): educational programs of primary school with the basics of the history of primary education 2. Industrial practice (summer pedagogical), with a margin of p / n Name of the provided (subsequent) disciplines 1. Design and research activities of younger students 2 Industrial pedagogical practice (trial lessons and extra-curricular activities), with a break Topics of the discipline required to study the provided (subsequent) disciplines semester Topics of the discipline required to study the provided (subsequent) disciplines
5 1.3. Competences of the student formed as a result of mastering this educational program As a result of mastering the educational program, the student must have the following general cultural and professional competencies: willingness to implement educational programs in academic subjects in accordance with the requirements of educational standards (PC-1); ability to use modern methods and technologies of training and diagnostics (PC-2); - the ability to solve the problems of education and spiritual and moral development of students in educational and extracurricular activities(PC-3) The list of planned learning outcomes in the discipline As a result of mastering the discipline, the student must: know: - the methodology of teaching natural science in its historical development; - subject, object, goals, objectives and place of the course "Natural science with the methodology of teaching the subject "World around"" in the primary education system; - ways of formation natural history ideas, concepts, plant growing skills; - characteristics and methods of using various teaching aids; typical structure and methodology for conducting various types of lessons, natural history excursions, extracurricular and extracurricular activities; - technology of modern environmental education of junior schoolchildren; be able to: - navigate the variety of modern programs in natural science and social science, designed to teach children of primary school age; - organize children's observations of natural and social objects and phenomena; - to conduct a diagnostic study of the level of natural science education and environmental education of a junior schoolchild; own: - select and logically construct the content of natural science education, guided by the individual characteristics of the class; - determine the typology, structure, methods, teaching methods of teaching, taking into account the age-related psychological, physiological, pedagogical capabilities of children; - to determine the systems of representations, concepts according to the program of the course, section, topics of a certain lesson of natural science; - drawing up thematic and lesson plans for the course; - select and logically design the content of science education, guided by the individual characteristics of the class; - determine the typology, structure, methods, teaching methods of teaching, taking into account the age-related psychological, physiological, pedagogical capabilities of children; - to determine the systems of representations, concepts according to the program of the course, section, topic of a certain lesson in natural science; - drawing up thematic and lesson plans for the course 2. The structure and labor intensity of the discipline Full-time education. Semesters 6, 7. Form of intermediate attestation - test (6 semesters); control work (6 sem.), exam (7 sem.). The total labor intensity of the discipline is 8 credits, 288 hours, of which the contact work of the student with the teacher hours (54 hours of lectures, 54 hours of practical classes, 27 hours of control), including 63 hours in an interactive form. 153 hours are allotted for independent work. 5
6 weeks of the semester Lectures Seminar. (practical) classes Independent work Other types of work Total hours on the topic Of which in an interactive form Total number of points Type of educational work Total hours Contact work: 135 Semesters 6 7 Classroom studies (total) Including: Lectures Practical classes (PT) Seminars ( C) - Laboratory studies (LZ) - Other types of work: Independent work (total): Total labor intensity credit. units hour Type of intermediate certification (test, test, exam) 8 4.5 3, test. c/r, exam. Table 2 3. Thematic plan of the discipline Full-time education 6 semester Types of educational work and independent work, per hour. Table 3 Topic Module 1. Fundamentals of general geography in the system of natural sciences. Earth as a planet 1.1 Fundamentals of general geography Form and dimensions of the Earth 4, Total Module 2. Inanimate nature 2.1 Atmosphere and climates of the Earth 6, Hydrosphere water shell 8, Earth 2.3 Lithosphere and land relief 10, Total Module 3. Live nature 3.1. Fundamentals of Wildlife 12, Plant and Animal Kingdom 14, Plant and Animal Ecology Total Total (hours, points): Of which interactive
7 colloquia interview answer at the seminar test paper test essay Total points 7 semester Module 1. Methods of teaching natural science pedagogical science 1.1 Methodological foundations Methods 1, teaching natural science 1.2 Research work in the field of methodology for studying the subject of the "World around" and environmental education Total Module 2. The content of the course "World around" 2.1 Principles for selecting educational 7, material and building courses "World around" 2.2 "World around » as 9, subject 2.3 Universal educational 11, actions Total Module 3. Formation of the content of the subject "The world around" 3.1. Methodological features of the variable courses "The World Around" 3.2 Methods and techniques for the formation of knowledge, stimulation of cognitive interest and formation of attitudes 3.3 Material support for teaching the subject "The World around" 3.4 Forms of organizing the study of the "World around" Total Total (hours, points): Of them in interactive form Views and forms evaluation tools during the period of current control Table 5 6 semester topics Oral survey Written work Module 1. Fundamentals of general geography in the natural sciences. Earth as a planet Total Module 2. Inanimate nature Total Module 3. Wildlife Total Total
8 colloquiums interview test answer at the seminar test paper abstract Total points 7 semester topics Oral survey Written work Module 1. Methods of teaching natural science pedagogical science Total Module 2. Content of the course "The world around us" Total Module 3. Formation of the content of the educational subject "The world around us" Total Total Content of discipline 6 semester Module 1. Fundamentals of general geography in the system of natural sciences. Earth as a planet 1.1. Fundamentals of general geography Object, subject, goals, objectives of the discipline. The system "man - society nature". Modern environmental problem and ways to overcome it. Geography in the system of geographical disciplines. Comparison of the content of the school discipline "The World Around" and the university course "Natural Science" The shape and dimensions of the Earth Planet Earth in outer space. The shape and size of the earth. Earth. Gravitational forces and centrifugal force of the Earth. Gravity and plumb line. Ellipsoid of revolution. Spheroid of the Earth. Leveled surface. Geoid. General earth ellipsoid. Normal Earth. Krasovsky's reference ellipsoid. Globe and map - the basis of geographical education. Map projections Module 2. Inanimate nature 2.1. Atmosphere and climates of the Earth Atmosphere. The structure of the atmosphere. Atmospheric pressure. Air movement. Vortices in the atmosphere. Temperature regime. Weather. Climate. climatic zones. Ecological problems Hydrosphere water shell of the Earth General information about water. World Ocean. Land waters. Surface waters: rivers, lakes, swamps, glaciers. The groundwater. Environmental problems. eight
9 2.3. Lithosphere and land relief Geological history of the Earth. The age of the earth's crust and periodization of the history of the Earth. Geological reckoning. Historical and geological characteristics of geochronological units. Structure solar system. The main hypotheses about the origin of the solar system. Distribution of solar energy on Earth. Lighting belts. Shape, dimensions, mass, density, structure of the Earth's surface. Deep structure of the Earth. Internal geospheres. Relief of the Earth. Types of articulation of continents with oceans. Edge mountain structures and mid-ocean ridges. Lithosphere. Tectonics lithospheric plates. The world rift system and the world system of trenches. Scheme of the internal structure of the Earth and the mechanism of movement of lithospheric plates. Minerals, rocks and processes of their formation. Module 3. Wildlife 3.1. Fundamentals of living nature The essence of the processes occurring in inanimate and living nature. The main property of living bodies. Assimilation-dissimilatory process of self-renewal of bodies; constant exchange of substances of living bodies with the external nature surrounding them. Cell structure living organisms Plant and animal kingdom Plant tissues. Classification of tissues according to their function. Vegetative and generative organs of plants. Soil nutrition of plants. Root. Mechanism of absorption of water and minerals by root hairs. Osmosis. Lower and higher plants. Characteristics of the main divisions of spore and seed plants. Department of green algae. Department of Angiosperms. Animal Kingdom. Sarcomastigophora type. Class Flagellates. Subclass Plant flagellates. Subclass Animal flagellates. Type chordates. General characteristics. Primary: Class Cartilaginous fish, Class Bone fish, Class Amphibians. Primary terrestrial: Class Birds, Class Mammals Ecology of plants and animals Development of the plant world on Earth. Ecology of plants. Protection and rational use of plants. Animal ecology. Evolutionary development of the animal world. Protection and rational use of animals. Basic principles of ecological systematics. Semester 7 Module 1. Methods of teaching natural science pedagogical science 1.1. Methodological foundations of the methodology of teaching natural science Methods of teaching natural science as a pedagogical science. Object, subject of study of the methodology of teaching "The World Around". Objectives of this methodological course. Research methods used in the methodology: theoretical, empirical, statistical. Methodological foundations of methodology, its connection with other sciences. Synthetic nature of the methodology of teaching natural science. Principles of building a course (unity of historical and logical, continuity, humanization and integration, developing and educating education). The conceptual apparatus of the methodology. Functions and tasks of teaching natural science in modern elementary school. Characteristics of the educational, developmental, educational functions and tasks of the discipline "The World around" in elementary school Research work in the field of methodology for studying the subject "The World around" and environmental education The content of environmental education of younger students. Goals, objectives, typical methods environmental work. Ecological education, ecological education, ecological education, ecological culture. Formation of ideas of ecological education of schoolchildren. Principles of organization of the system of ecological work. Method 9
10 formation of a positive attitude of children to nature. Ecological culture of schoolchildren, criteria and levels of its formation in children. Nature protection activity of junior schoolchildren. Formation of a holistic scientific picture of the world in younger students. Design research work (on the example of a thesis) Module 2. The content of the course "The world around" 2.1. Principles for the selection of educational material and the construction of courses of the "World around" General and specific principles of teaching natural science. The principles of selecting educational material in the course "The World Around" and their classification: general didactic (systematic and consistent, scientific and accessible, connection between theory and practice, visibility, strength of knowledge acquisition, individualization of training), particular didactic (seasonality, local history, environmental, cultural studies), historical (historicism, anthropocentrism, theorization of historical and social knowledge). The sequence of complicating the content of the course "World around" in elementary school. Specific features of the natural science course, intra-subject and inter-subject communications. Single-subject, inter-subject and combined models of building a course. Methodical processing and comprehension of educational material. The system of cognitive tasks of the course "The world around us" in traditional and developing models of education. The possibility of using problem-based, programmed learning in the process of mastering the "World around" by younger students "The World around" as a subject Education and development of students in the process of learning the "World around". The development of cognitive-search abilities, observation, attentiveness, logical thinking, speech, fantasy, the disclosure of the creative potential of children in the process of teaching natural science. Methods for the development of logical thinking in children on natural history material. Education of students in the course "The world around us". The relationship of elements of education and development in the process of teaching natural science. Formation of a scientific outlook, an elementary holistic picture of the world. Tasks and content of ecological, moral and aesthetic, labor, sanitary and hygienic education of children of primary school age. Knowledge formed by students in the study of the course "The World Around": about the world around - empirical, theoretical, methodological; knowledge about a person; about connections in nature; about society and the technosphere. Skills: general educational, subject. Relationships: emotional-value, moral, ecological Universal learning activities Movement from the problem of equipping students with knowledge, skills, skills (ZU-Nami) to the problem of preparing them for active social and productive creative activity. Activity and competence approaches, student-centered learning. Universal learning activities: personal (self-determination, moral and ethical assessment); cognitive (general educational, setting and solving practical problems, logical); regulatory (goal-setting, planning, self-control, self-assessment); communicative (planning educational cooperation, coordinated actions with a partner, building speech statements, working with information, etc. ). ten
11 Module 3. Formation of the content of the subject "World around" 3.1. Methodological features of the variable courses "The world around us" The originality of building models for building the course "The world around us at the present stage". The variety of natural science programs of the traditional education system: one-subject "Nature and People" (Z.A. Klepinina) and the integrated course "The World Around" (Z.A. Klepinina, N.N. Vorozheykina); system training courses with an environmental focus: "Green House" and the integrated course "The World Around Us" (A.A. Pleshakov); "World and Man" (A.A. Vakhrushev), integrated "The World Around" (N.F. Vinogradova), "The World Around" (O.T. Poglazova, V.D. Shilin) Implementation of the ideas of developmental education in integrated programs courses “We and the world around us” (N.Ya. Dmitrieva, A.V. Kazakova), “The world around us” (I.P. Tovpinets), etc. according to the method of L.V. Zankov; "The world around" (E.N. Bukvareva, E.V. Chudinova) according to the method of D.B. Elkonina - V.V. Davydov. The specifics of teaching social science material in the educational component "The World Around" The place of valeological material in modern propaedeutic courses "The World Around". Characteristics of modern valeological programs for children of preschool and primary school age: “Health Pedagogy” (V.N. Kasatkin), “Grow up healthy” (G.K. Zaitsev), “Help yourself” (E.A. Vasilyeva), “ Health lessons "(L.A. Obukhova) and others. Methods of working with valeological material and the implementation of health-saving technologies Methods and techniques for the formation of knowledge, stimulation of cognitive interest and formation of attitudes Classification of teaching methods according to the source of knowledge acquisition (according to M.A. Danilova, S .T. Shapovalenko, E.Ya. Goland and others): verbal methods, visual methods and practical. Admission element, an integral part of the teaching method. Classification of teaching methods, taking into account the nature of the cognitive activity of students (I.Ya. Lerner, I.A. Skatkin): explanatory-illustrative, reproductive, method of problem presentation, partial-search method, research method. The choice of teaching methods and techniques in accordance with the studied content of the course "The World Around", the cognitive capabilities of primary school students. Methods of stimulating cognitive interest and forming attitudes Specific methods of stimulating cognitive interest: cognitive (didactic) game, travel games, competition-auction, competition-project, role-playing game, simulation game, etc.; entertaining exercises, riddles, quizzes, puzzle games (crosswords, chainwords, rebuses, braids, from letter to letter, etc.). Classification of methods for forming relations: methods for forming a subjective attitude, methods for transforming personification relations into relations of subjectification, methods for forming a sense of kinship with nature, methods for forming aesthetic relations with nature , as well as other forms of organizing the educational process (excursions, workshops, etc.). Wildlife corner. Requirements for the selection and placement of objects in it. The specifics of the arrangement of the school educational and experimental site, its significance for the study of the "World Around". Educational ecological trail, technology of creation, originality of conducting classes on the ecological trail. The concept of "a system of teaching aids" (according to S.G. Shapovalenko). Leading and driven components of the learning aids system. Tutorial: textual and extratextual components. Methodological requirements for working with the textbook "The World Around". eleven
12 Didactic tools used in the lesson. Natural objects: natural objects, preparations of natural objects, things and devices created by man. Volumetric visual aids: dummies, models. Flat visual aids: photographs, educational pictures, educational tables, diagrams, screen aids, educational films and television. Geographic map and a globe and work with them. Forms of organization of the study of the "World around" Variety of classifications of forms of teaching natural science, their specificity and interrelation. Frontal, group, pair, individual types of work of children in the course of natural science, their combination. Technology of teacher preparation for the course. Planning and its types. Stages of work on drawing up an annual, thematic plan. The lesson is the leading form of studying nature. Typology of lessons. Basic requirements for a modern science lesson. General ways of improving the lessons of natural science, their intensification Excursion into nature. Significance for the education, upbringing and development of students. Methodology for organizing excursions in natural science. Extracurricular work. The need for extracurricular work in the process of studying nature in elementary school and its features. Types of extracurricular work depending on the place of its implementation: in nature, on the site, in a corner of wildlife, etc. Connection extracurricular activities with a lesson. Homework junior schoolchildren in natural science, its features. Classification of homework assignments, the specifics of their control. Extracurricular work in natural science in the educational and methodological complex, its significance for the education, development and upbringing of children of primary school age. The difference between extracurricular work and extracurricular work. Varieties of extracurricular work and its forms. Individual shape extracurricular activities: students performing observations, conducting experiments, collecting, extracurricular reading, processing the results of work performed, preparing messages, abstracts, visual aids. Group extra-curricular work: circles, clubs, societies. Optional science courses in elementary school. Olympiads, quizzes, excursions, competitions, role-playing games, station trips, KVN, hours of entertaining leisure, etc. The essence of learning technologies. According to G.K. Selevko (1998) pedagogical technology functions both as a science and as a system of methods and principles used in teaching and is applied at three subordinate levels: general pedagogical technologies, private pedagogical technology, local technology of individual parts of the subject. All the main teaching methods are included in one or another learning technology. Classification pedagogical technologies: by orientation to personal structures (information, operational, emotional and moral); by type of cognitive activity management ( software training, group training); according to the dominant method (playing, creative, research, problematic, dialogic). 6. Plans of seminars and practical classes 6th semester Module 1. Fundamentals of general geography in the system of natural sciences. Earth as a planet 1.1. Fundamentals of general geography 1. Characteristics of the elements of the system "man - society nature". 2. Natural and artificial nature. The world. 3. The essence of the environmental problem. 4. Components and features of the subject "World around" in elementary school and the course "Natural Science" in a pedagogical university. 12
13 5. The value of natural science in elementary school according to P.V. Zankov Form and dimensions of the Earth 1. Proof of the sphericity of the Earth in the writings of Aristotle. Lunar eclipses. 2. Globe. Facts of the deviation of the shape of the Earth from the shape of a ball. 3. Rotation of the Earth around its axis. 4. Gravitational field and centrifugal forces of the Earth. 5. Gravitational forces of material points and the formulation of the law of universal gravitation. 6. Approximation of spherical symmetry of the distribution of the Earth's mass. 7. Forces of gravity of the Earth and their directions. The intensity of the gravitational field. 8. Centrifugal forces and their directions. The radii of the parallels, the angular velocity of the Earth's rotation. The resultant force of gravity and centrifugal force. 9. Gravity. Deformation globe and ellipsoids of revolution. 10. Spheroid of the Earth and its characteristics. 11. Level surface and its characteristics. 12. Geoid and ellipsoids of revolution. Krasovsky's Rotation Ellipsoid. 13. Coordinate systems: geodetic, astronomical, geographical. 14. Globe and map - the basis of geographical education. 15. Cartographic projections. Review of cartographic projections in the atlases of elementary school. Module 2. Inanimate nature 1. Characteristics of the Universe. 2. Big Bang. Milky Way galaxy. M 3. The place of the solar system in the Milky Way Galaxy. 4. Composition and structure of the Sun. The structure and origin of the solar system. 5. Planets of the terrestrial group and their structure. 6. The structure of the planets of the outer group. 7. Small space bodies: asteroids, comets, meteorites. Origin of meteorites. 8. Origin of the solar system. 9. External and inner shells Earth. 10. The role of the solar system in the life of our planet. 11. Physical and chemical composition and aggregate state of the Earth's matter. 12. Thermal regime of the Earth. 13. The structure of the earth's crust. 14. Continental and oceanic crust. 15. The material composition of the earth's crust. Main chemical elements earth's crust. Module 3. Wildlife 3.1. Fundamentals of wildlife 1. Diversity of organisms inhabiting the Earth. 2. Plant cells. Animal cells. Significant difference plant cell from an animal cell. 3. Phagocytosis. Pinocytosis. cytoplasm. Her organelles. 4. Endoplasmic reticulum. Ribosomes and mitochondria. Their function. 5. Plastids and their functions. 6. Golgi apparatus and its functions. 7. Organelles of cell movement. 8. Cell nucleus. The structure and functions of the nucleus Kingdom of plants and animals 1. Plant tissues. Classification of tissues according to their functions. 2. Organs of plants. Vegetative organs of plants. generative organs of plants. 13
15 6. What are the functions and tasks of teaching science in modern elementary school? 7. Describe the educational, developmental, functions and objectives of the discipline "The World Around" in elementary school Historical digression into the development of teaching methods 1. The emergence of teaching methods of natural science, pre-revolutionary period. The main milestones in the development of methods of teaching natural science. 2. Development of teaching methods in Soviet period . The sequence of development of natural history ideas at school years 3. Views of KP Yagodovsky, PA Zavitaev, MN Skatkin on the teaching of natural science in elementary school. 4. The restructuring of primary education in the 1930s, its impact on the teaching of natural sciences. 5. The reform of school education in the 80s. Strengthening the environmental aspect and environmental orientation of natural history courses in elementary school. 6. Methods of teaching natural science at the present stage Research work in the field of methodology for studying the subject of "The world around us" and environmental education Content of environmental education for junior schoolchildren 1. Goals, objectives, typical methods of environmental work. 2. Environmental education, environmental education, environmental education. 3. The concept of "ecological culture". Criteria and levels of its formation in children. 4. Principles of organizing the system of environmental work. 5. What is the specificity of the methodology for the formation of a positive attitude of children towards nature? 6. Forms of nature protection activity of junior schoolchildren. 7. Formation of a holistic scientific picture of the world among younger students. Designing a pedagogical research Designing a pedagogical research, including the following sequence: analysis of the pedagogical system and its functioning, identifying problems; definition of a research topic that outlines the scope of research work; definition of the object of study - the area where there is a problem, a contradiction, where new knowledge will be included; definition of the subject of research - an element in the pedagogical process, the study of which gives the student new knowledge; definition of the purpose of the study - the knowledge that students should receive in the course of the study; task formation - those paths or steps that students must go through in order to achieve the goal of the study; formation of a hypothesis (truth that has not yet been proven, but is probable). Hypothesis - the starting point of the study, predicting the relationship between the object and the subject of the study, patterns that will be identified and substantiated in the course of the study. The next stage is the selection of scientific research methods (observation, conversation, questioning, testing, theoretical analysis of sources, study and generalization of pedagogical experience, comparative historical method, theoretical modeling method, pedagogical experiment, etc.). Determining the direction and stage of research work, timing. The need to identify study participants. Designing a research work (on the example of a term paper) 1. Designing a pedagogical research on a topic chosen by the student. 2. Public defense (presentation) of the research project. Module 2. The content of the course "The world around" 2.1. Principles for the selection of educational material and the construction of courses of the "World around" 1. General and specific principles of teaching natural science. 2. Principles of selection of educational material in the course "The World Around" and their classification - 15
16 sion. 3. Reveal the sequence of complication of the content of the course "World around" in elementary school (for example) 4. What are the specific features of the natural science course? 5. Give examples of intra-subject and inter-subject communications of the course "The World Around". 6. One-subject, inter-subject and combined models for building the course "The World Around". 7. The system of cognitive tasks of the course "The world around us" in traditional and developing models of education. 8. The possibility of using problem-based, programmed learning in the process of mastering the "World around" by younger students. "The World around" as an academic subject 1. Education and development of students in the process of learning the "World around". 2. Possibilities of the course "The World Around" in the development of cognitive-search abilities, observation, attentiveness, logical thinking, speech, fantasy (for example). 3. Give examples of using the method of developing logical thinking in children on natural history material. 4. Education of students in the course "World around". The relationship of elements of education and development in the process of teaching natural science. 5. Knowledge formed by students in the study of the course "The world around us". 6. Skills: general educational, subject. Relationships: emotional-value, moral, environmental Universal learning activities 1. Movement from the problem of equipping students with knowledge, skills, skills (KU-Nami) to the problem of preparing them for active social and productive creative activity. 2. What is the essence of activity and competence-based approaches, student-centered learning? 3. To characterize the universal educational actions as personal ones (self-determination, moral and ethical assessment). 4. Composition of universal cognitive educational activities (general educational, setting and solving practical problems, logical ones). 5. The composition of universal educational actions - regulatory (goal setting, planning, self-control, self-assessment). 6. Communicative universal educational activities (planning educational cooperation, coordinated actions with a partner, building speech statements, working with information, etc.). Module 3. Formation of the content of the subject "World around" 3.1. Methodological features of the variable courses "The World Around" 1. The variety of natural science programs of the traditional education system: one-subject "Nature and People" (Z.A. Klepinina) and the integrated course "The World Around" (Z.A. Klepinina, N.N. Vorozheykina) . 2. Review of training courses with an environmental focus: "Green House" and the integrated course "The World Around Us" (A. A. Pleshakov); "World and Man" (A.A. Vakhrushev), integrated "The World Around" (N.F. Vinogradova), "The World Around" (O.T. Poglazova, V.D. Shilin). 3. Implementation of the ideas of developing education in the programs of the integrated courses "We and the world around us" (N.Ya. Dmitrieva, A.V. Kazakova), "The world around us" (I.P. Tovpinets) and others according to the method of L.V. Zankov; "The world around" (E.N. Bukvareva, E.V. 16
17 Chudinov) according to the method of D.B. Elkonina - V.V. Davydov. 4. What is the specificity of teaching social science material in the educational component "The World Around"? 5. To characterize modern valeological programs for children of preschool and primary school age: “Health Pedagogy” (V.N. Kasatkin), “Grow Healthy” (G.K. Zaitsev), “Help Yourself” (E.A. Vasilyeva ), “Health Lessons” (LA Obukhova), etc. 6. What is the peculiarity of the method of working with valeological material and the implementation of health-saving technologies? Continuity in the preparation of children aged 6-7 years for the study of the "World around" Continuity of programs for teaching preschoolers and younger students in natural science. The basic minimum of natural science knowledge of children of senior preschool age. Variability of programs for familiarizing preschoolers with the outside world (“Young Ecologist” by S.N. Nikolaev; “Semitsvetik” by V.I., Ashikov, S.G. Ashikova; “Native Home” by M.Yu. Novitskaya; “Green Path” by A.A. Pleshakov; "Nature is our home" by N.A. Ryzhov; "Rainbow" by T.N. Doronova; "The Book of Nature by tourists" by L.E. Kuprin; "Tourists" by T.P. Zavyalov; "Development" by L.A. Wenger and others) The specificity of teaching children 6-7 years of age in the course of natural science, taking into account the psychophysiological characteristics of their development. Structure, content, design of textbooks, notebooks with a printed basis from educational and methodological kits for various courses "The World Around", the methodology for working with these kits and manuals. Comprehensive use of teaching and upbringing tools in the classroom at the rate of familiarization of children 6-7 years old with the outside world. Questions: 1. Continuity of programs for teaching natural science to preschoolers and younger schoolchildren. 2. The basic minimum of natural science knowledge of children of senior preschool age. 3. Variability of programs for familiarizing preschoolers with the outside world. 3. What is the specificity of teaching children of 6-7 years of age in the course of natural science? 4. Structure, content, design of textbooks, notebooks with a printed base from educational and methodological kits for various courses "The World Around", the methodology for working with these kits and manuals. 5. Comprehensive use of teaching and upbringing tools in the classroom at the rate of familiarization of children 6-7 years old with the outside world. 6. Continuity of programs for teaching preschoolers and younger students in natural science. 7. Basic minimum of natural science knowledge of children of senior preschool age. 3. Variability of programs for familiarizing preschoolers with the outside world. 8. What is the specificity of teaching children of 6-7 years of age in the course of natural science? 9. Structure, content, design of textbooks, notebooks with a printed base from educational and methodological kits for various courses "The World Around", the methodology for working with these kits and manuals. 10. Comprehensive use of teaching and upbringing in the classroom at the rate of familiarization of children aged 6-7 with the outside world Methods and techniques for the formation of knowledge, stimulation of cognitive interest and formation of attitudes 1. The peculiarity of the classification of teaching methods according to the source of knowledge. 2. A methodological technique is an element, an integral part that is part of the teaching method. 3. To characterize the classification of teaching methods, taking into account the nature of the cognitive activity of students (I.Ya. Lerner, I.A. Skatkin). 4. Give examples of the choice of methods and techniques of teaching in accordance with the studied context.
18 keeping the course "World around", the cognitive abilities of primary school students. 5. Give a description of the specific methods of stimulating cognitive interest. 6. Compilation of a cognitive (didactic) game (game-travel, competition auction, competition project, role-playing game, simulation game, etc. - to choose from). 7. Selection (compilation) of entertaining exercises (riddles, quizzes, puzzle games: crosswords, chainwords, rebuses, braids, from letter to letter, etc. - to choose from). 8. Classification of methods for forming relationships. 9. Give examples: methods of forming a subjective attitude; methods of transformation of relations of impersonation into relations of subjectification; methods of forming a sense of kinship with nature; methods of forming aesthetic attitudes to nature (optional) Material support for teaching the subject "The world around us" Functions of teaching aids. System of teaching aids 1. What is the importance of the material base for providing the lessons of the "World Around the World", excursions, workshops? 2. Equipment corner of wildlife. 3. Requirements for the selection and placement of objects in a corner of wildlife. 4. What is the specificity of the arrangement of the school educational and experimental site, its significance for the study of the "World Around"? 5. Educational ecological trail, technology of creation, originality of conducting classes on the ecological trail. 6. Expand the concept of "a system of teaching aids" (according to S.G. Shapovalenko). 7. Leading and driven components of the system of teaching aids, their relationship. 8. Give a description of the textual and non-textual components of the textbook "The World Around" (class, textbook to choose from). 9. Methodological requirements for working with the textbook "The World Around". Didactic teaching aids 1. Natural objects: natural objects, preparations of natural objects, things and devices created by man. 2. Volumetric visual aids: dummies, models. 3. Planar visual aids: photographs, educational pictures, diagrams, etc. 4. Geographical map and globe and work with them Forms of organizing the study of the "World Around" The system of organizational forms of teaching "The World around" 1. The variety of classifications of forms of teaching natural science, their specificity and relationship. 2. Frontal, group, pair, individual types of work of children in the course of natural science, their combination. 3. Planning and its types. Stages of work on drawing up an annual, thematic plan. 4. Lesson - the leading form of studying nature. 5. Excursion to nature and its importance for the education, upbringing and development of students. 6. What is the specificity of the methodology for organizing excursions in natural history? 7. Drawing up a thematic and lesson plan (optional). Forms of extracurricular and extracurricular work 1. Extracurricular work in the process of studying nature in elementary school and its features. Connection of extracurricular activities with the lesson. 2. Homework of younger students in natural science, its features. 3. Classification of homework, the specifics of their control. 4. Extracurricular work in natural science in the educational and methodological complex, its significance is 18
19 for the education, development and upbringing of children of primary school age. 5. What is the difference between extracurricular work and extracurricular work. 6. Varieties of extracurricular work and its forms. 7. Optional science courses in elementary school. 8. Olympiads, quizzes, excursions, competitions, role-playing games, trips to stations, KVN, hours of entertaining leisure, etc. The relationship between the concepts of "teaching method" and "pedagogical technology" 1. The essence of learning technologies. 2. General pedagogical technologies, specific pedagogical technology, local technology of individual parts of the subject. 3. The concept of "teaching method" and "learning technology" 4. Classification of pedagogical technologies: by focusing on personal structures, by the type of cognitive activity management, by the dominant method. Brief description of them. Designing an environmental lesson. Definition of goals and objectives, the content of the lesson, which has an environmental focus. Choice of methods and techniques, teaching aids and organizational form training session. The use of the project method, game technologies, problem-based learning, etc., corresponding to the purpose and objectives of the designed lesson. Questions and tasks: 1. Determination of the goal and objectives, the content of the lesson, which has an environmental focus (lesson to choose from) 2. The choice of methods and techniques, teaching aids and the organizational form of the lesson (for the chosen lesson). 3. Using the method of projects, game technologies, problem-based learning, etc., corresponding to the purpose and objectives of the designed lesson (the method is selected). 4. Develop a summary of the lesson on the topic: “Variety of plants and animals” (“We and the world around us” Dmitrieva N.Ya., Kazakov A.V.), “Where is the climate on Earth?” (“World and Man”, A.A. Vakhrushev) “Water” (“Green House” by A.A. Pleshakov) “Air and its Protection” (“Green House” by A.A. Pleshakov) “Mineral Resources” (“ Nature and people "Z.A. Klepinina) "Parts of a plant" ("Nature and people", Z.A., Klepinina) "Life of animals in autumn and winter" ("The world around" N.F. Vinogradov) "Ecological systems" ( "The World and Man" A.A. Vakhrushev) "Plants" ("We and the World Around", N.Ya. Dmitrieva, A.V. Kazakov) "Transformation of Energy by Living Systems" ("The World Around" E. N. Bukvareva, E.V. Chudinova) “Digestive organs. Nutritional Hygiene” (“Nature and People” by Z.A. Klepinina) Approximate topics for essays 1. Use of entertaining material in the lessons “The world around us” as a means of stimulating the cognitive activity of younger students. 2. Methods of studying natural areas in the course "The world around us". 3. Teaching methods of comparison and classification in the lessons of the course "The World Around". 4. Continuity of the content of environmental education in a preschool educational institution and primary school. 5. Characteristics of the natural science component of preparing a child for school. 6. Questions of the history of the study of the surrounding world in elementary school. 19
20 7. Comparative analysis of the content of training in the courses "Nature and People" Z.A. Klepinina and "Green World" by A.A. Pleshakov. 8. Methodology for the use of natural objects in the lessons "The world around us." 9. Corner of nature as a means of environmental education of younger students. 10. Integrated use of visual aids in the lessons "The world around us" in elementary school. 11. Forms of extracurricular work in natural science in elementary school. 12. Features and significance of excursion study of the surrounding world. 13. Screen-sound teaching aids, their role and place in the system of teaching children elementary science. 14. Ways and means of development of observation in younger students. 15. Development of search abilities of a younger student in the process of getting acquainted with the outside world. 16. Development of cognitive interest among students through the organization and conduct of excursions to local history museums. 17. Formation of the ecological culture of the junior schoolchild in the process of teaching the course "The World Around". 18. Opportunities for extracurricular activities in the course "The World Around" in the process of educating the ecological culture of a younger student. 19. The formation of school excursions and local history in Russia. 20. The specifics of the formation of the concept of “man” among primary school students (“health”, “healthy lifestyle”, “Universe”, “single scientific picture of the world”, “plant”, “animal”, etc.). 21. The development of interest in the study of the "World around" among younger students. 22. The possibility of conducting experimental work by younger students. 23. Activation of the cognitive activity of students in the lessons of the "World Around". 24. The development of students' creativity in the lessons of the "World Around". 7. Themes laboratory work not provided Approximate topics of term papers are not provided 9. Educational and methodological support and planning of independent work of students natural science system. Earth as a planet 1.1 Fundamentals of general geography report independent study of the material, preparation of messages 1.2 Shape and size of the Earth abstract Drawing up a presentation 4, Total: Module 2. Inanimate nature 2.1 Atmosphere and climates of the Earth Work with independent study 6, literature of the material, preparation of reports 2.2 Hydrosphere water shell of the Earth abstracts independent study of the material, preparation of messages 2.3 Lithosphere and land relief report independent study of the material, preparation of messages 8,
Discipline guarantor: Krymguzhina Z.Z., Ph.D., Senior Lecturer of the Department of Scientific and Educational Education of the Sibay Institute (branch) of the Federal State Budgetary Educational Institution of Higher Education “Bashkir State University” The work program of the discipline is carried out by:
"Methods of teaching, pedagogical practice" 1. The main educational objectives of the discipline are: familiarization of undergraduate students with the content and conditions of the teacher's professional activity
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Ministry of Education and Science of the Russian Federation
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