Environmental problems are global in nature and affect all of humanity. On the present stage development of society, the issue of environmental education becomes particularly acute. The main reason for this is total ecological irresponsibility. In this regard, it is necessary to strengthen and pay more attention to environmental education in modern school from the earliest years of raising children.

Why is this so necessary and what was the reason for this? Among the most exciting are the problems associated with environmental pollution. Everything is polluted: air, water, soil. And this, in turn, cannot but have a detrimental effect on plants, animals, and human health. Volga, Baikal, Ladoga, Aral, Black Sea - these are just some of the addresses of screaming environmental problems. The drying up of the Aral Sea, the growth of salt marshes and desert territories, the lack of water resources - all this has a detrimental effect on the ecosystem, on its integral interaction. Soil pollution occurs due to the use of pesticides (pesticides). The mountains of household level are also growing. As a result of irrational land use, soil depletion occurs.

There is growing concern about our "neighbors on the planet" - plants and animals, which are experiencing a double oppression: firstly, the destruction and pollution of habitats; secondly, from the direct influence of man. As a result, many species have disappeared from the face of the Earth. And yet, even this minimal set of information indicates that the problem of environmental education of schoolchildren is not far-fetched, and that its solution should become one of the priority tasks of today's pedagogical reality of teachers.

The relevance of the interaction between society and the natural environment put forward by the school the task of forming a responsible attitude towards nature in children. Teachers and parents are aware of the importance of teaching schoolchildren the rules of behavior in nature. And the earlier the work on environmental education of students begins, the greater will be its pedagogical effectiveness. At the same time, all forms and types of educational and extracurricular activities of children should be in close interconnection.

To the children of the younger school age a unique unity of knowledge and experiences is characteristic, which allows us to talk about the possibility of forming in them a reliable foundation for a responsible attitude to nature. All primary school subjects are designed to contribute to the formation of children's environmental responsibility.

In order for a child to learn to understand nature, to feel its beauty, you need to instill this quality in him with early childhood.

Ecological knowledge and culture are formed in a person from an early age. And in this regard, the importance of environmental education of junior schoolchildren is great. Therefore, the main goal of the qualifying work is to analyze the existing environmental education of younger students, its implementation in the process of studying the course "The World Around", and the socio-pedagogical problems associated with this topic.

To achieve this goal, it was necessary to solve the following tasks:

1. Consider the content and basic principles of environmental education and upbringing of younger students.
2. To analyze the volume and structure of the main ecological ideas and concepts that are formed in younger students when studying the course “The World Around” and their use in practical activities.
3. Study the organization environmental education junior schoolchildren in the course "The world around us", to summarize the existing experience.
4. Analyze the role of interdisciplinary connections in the environmental education of younger students.
5. To identify the problems of socio-pedagogical, environmental education and education of younger students.

Working at school as a primary school teacher, in the process of constant communication with children, I have to face the urgent need for a more fundamental approach to solving the problem of environmental education and upbringing of younger students. The main goal of environmental education : to teach a child to develop his knowledge of the laws of wildlife, understanding the essence of the relationship of living organisms with the environment and the formation of skills to manage the physical and mental state.

Gradually, educational and educational tasks are defined:

• deepen and expand environmental knowledge;
• to instill initial environmental skills and abilities - behavioral, cognitive, transformative,
• to develop cognitive, creative, social activity of schoolchildren in the course of environmental activities,
• to form (nurture) a sense of respect for nature.

What to teach? What is the general composition of knowledge available to the student? What are the requirements for environmental training of younger students? How to teach?

One of the activities is field trips. Unfortunately, many of the children come to school with very limited, consumerist ideas about nature. There is a long and difficult path to children's hearts to open before them the amazing, diverse and unique world of nature.

An introductory conversation before the tour, questions from the teacher during the tour, summing up - all these stages should draw the attention of children to the natural environment. The lesson of love for nature continues at the lessons of technology, fine arts, when the child sculpts, draws plants or animals that he saw during the excursion. The process of thinking and forming feelings must be constant. At reading lessons, where a literary word, a picture and a piece of music form a single whole, children develop creative thinking, artistic taste, and an understanding is formed that everything in the world is interconnected.

The acquired knowledge should be consolidated in practical matters. The school does not have a school site where a child could plant and grow a plant with his own hands, so indoor plants help us solve this problem. Their study develops cognitive activity, observation, independence, diligence, carries out interdisciplinary communications.

As you know, most indoor plants are aliens from different areas of the globe with different climatic and soil conditions.
By creating approximate living conditions for indoor plants, children in practice get acquainted with the environmental factors of the plant habitat.
In order for this work to bring the desired results, the teacher himself must have a certain amount of knowledge.

Love for nature is closely connected with the culture of behavior. In conversations with parents, I remind them of the rules of conduct in places of outdoor recreation.
I conduct consultations on the topics: “Nature and children”, “Nature conservation”, “A day off in the forest, on the river”, “How to care for animals at home”, etc. I advise parents to visit the forest, on weekends, on the river, pond for the purpose of observing the surrounding nature, collecting natural material.

They are brought to parent meetings to discuss the topic: “How to educate children in love, interest and respect for nature”,
“The value of the game in raising children's interest in nature”, “Wildlife is an amazing, multifaceted world”, “Nature helps us to live, it makes us happy, therefore it must be protected”, etc. Thus, efforts are being made to increase the ecological culture of parents , deepening their knowledge of environmental protection measures.

Technology lessons contribute to the expansion of students' knowledge about the practical significance of natural materials in human life, the diversity of his labor activity, the role of labor in human life and society, contribute to the formation of skills and abilities of competent communication with natural objects, economical use natural resources.

Carrying out work on environmental education, expanding the content of the program material about plants, animals, natural phenomena, about the work of people to care for them, about cultivating love, careful and caring attitude towards plants and animals, I strive to ensure that children enter nature not just contemplators, consumers, but caring, thrifty owners of their native land. Formation of basic ecological ideas and concepts in the study of the course of natural history.

To study the competence of ecological culture, I used the ecological project of younger students and project methods:

• "Weedy" words;
• raincoats;
• Reconnaissance of autumn signs;
• “Joys and sorrows”
• "Secret Conversation"
• “The forest thanks and gets angry”
• "The Complaint Book of Nature".

In my attestation work, I would like to focus on each of these projects. Explain the experience of research and its implementation in the practical activities of the teacher.

The ecology of one's own "I" includes the culture of our speech. The speech of younger schoolchildren, despite their young age, is already saturated with “weedy” words. The sooner they get rid of them, the better for them.

Imagine that all our words are fabulous plants. Beautiful words like fragrant flowers. Bad, superfluous words are like not beautiful, poisonous weeds.

We have a place in the classroom for a “flower bed” for each student. All children in turn will be a gardener who will plant beautiful and weedy “flowers” ​​of their friends in the flower beds.

Everyone wants to have fewer “weedy” words. Only now, the fact is that the weed does not die immediately, but only if it is not repeated within a day (two, three). The project ended with a holiday dedicated to the Russian language.

Based on the topic of our study, we can draw the following conclusions:

The problem of environmental upbringing and education has existed and will continue to exist throughout the development of society. Proper environmental education will prevent many environmental problems of mankind in the future. It is at primary school age that the child receives the basics of systematic knowledge; here the features of his character, will, moral character are formed and developed. If something significant is missing in the upbringing of children, then these gaps will appear later and will not go unnoticed. Setting the goal and objectives of environmental education made it possible to determine the content of the educational process. The main stages of the essence of the process of education, tendencies and forms of ecological education are singled out. For each form, the main criteria for effectiveness are identified: mass character, stability, ability to apply environmental knowledge. Indicators of a well-bred personality are: environmental knowledge, skills, practical results, which are expressed in the performance of socially useful work by students to protect nature. The most popular means of teaching ecology are excursions. They make it possible to identify natural connections and the main stages in the study of nature.

I would like to hope that environmental education will be further developed, and the shortcomings of teachers and teaching methods, which play an important role in the education of younger students, will be corrected.

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Oksana Marchuk
Formation of the beginnings of the ecological culture of preschoolers

Formation of the beginnings of the ecological culture of preschoolers is an extremely urgent problem of the present time: only ecological outlook, ecological culture living people can lead the planet and humanity out of a catastrophic state. Increased attention to environmental problems in the world, on the solution of which the future of mankind and each person individually depends, became the reason that prompted a review of the content environmental education of children in preschool educational institution.

In today's life, when the entire biosphere is permeated with human activity, an important task of society is formation of ecological culture the younger generation from an early age. The sooner we start introducing young children into the world, the more successful they will be. culture formation communication with the world of plants and animals.

Based on this, I set myself goal: Formation of ecological culture of younger children preschool age ability to recognize the consequences of one's actions in relation to environment and the ability to live in relative harmony with nature. To achieve the goal, determined following tasks:one. To give the first landmarks in the world of nature, in the world of plants and animals as living beings, form basic knowledge about plants, animals and natural phenomena.

2. Develop sensory skills: highlight, distinguish and name the properties of objects and materials perceived by different analyzers.

3. form a conscious attitude towards nature, people who protect and create it, as well as an attitude towards oneself as a part of nature.

4. To develop an emotionally friendly attitude in the process of communicating with living objects, the ability to properly interact with nature, interest in the world around. Younger preschooler- a tireless worker. He is constantly ready to engage in any productive work - sculpt, cut, draw. And at the same time, he is not yet ready to listen to the teacher's long stories about what he still cannot perceive. His world is the world "here and now". The child's thinking is visual-figurative. He is already able to move from manipulating objects to manipulating ideas about them internally. At the same time, his cognitive sphere is still focused on the real objective world that directly surrounds the child in this moment. Specially organized activities contribute to the accumulation of ideas about the world nature: individual representatives of the animal and plant world, natural materials. At the same time, the task “to lay the foundations for a careful and caring attitude to the environment” is closely connected with the development of the creative attitude of the child to the natural world. The child should form an active position desire to change something around you for the better (start small: do not throw garbage on the street). Let the children feel that even their feasible, at first glance insignificant, actions depend on what will be the world. The child must also understand his responsibility for the state of the environment.

I would like to note the fact that few of the guys admired the blooming flowers. Sometimes there was a feeling that children treat living objects of nature as inanimate objects. Sometimes they are delighted at the sight of a flower, a butterfly, and at the same time they can crush an ant running along the path. This speaks of the weak, superficial knowledge of children about nature, to its objects.

Why does an emotionally responsive child have so much coldness and indifference? Isn't it from us adults? After all, sometimes adults themselves are an example environmental illiteracy: dad broke a branch and brushes off mosquitoes; sees that the children are swinging in the trees and turns away indifferently. Parents, having a certain stock of knowledge about environmental behavior often do not follow the rules of behavior in everyday life and nature.

Preparatory stage work: important to ensure ecological the subject-spatial environment in the group and the immediate environment. At the same time, guided by the following main criteria: compliance of objects with the age of children, safety for life and health, unpretentiousness in terms of maintenance and care.

Developing a methodology for conducting Directly Educational Activities on the formation of ecological culture in younger preschoolers I prefer visual methods (observation, examination of visual and illustrative material). To do this, together with parents we collect thematic images: "Vegetables", "Fruit", "Seasons", "Insects", "Plants" etc. And I also actively use the practical method (work, play). I use verbal methods (story, reading fiction) . These are literary works covering the beauty of nature, as well as its inhabitants. First of all, these are Russian folk fairy tales: "Turnip", "Ryaba Hen", "Kolobok", "Cat, Rooster and Fox", as well as for toddlers: S. Marshak "Mustachioed - Striped"; V. Suteev "Who said meow"; A. Blok "Bunny"; To Charushin "Wolf", "Hare", "A fox" etc. The assimilation of knowledge about nature with the help of a game that evokes the child’s feelings, an emotional response, cannot but affect formation they have a careful and attentive attitude to the objects of flora and fauna.

In our work we use didactic games.

For example: "Wonderful bag", "Find and Name", "Guess the description", "What changed?".

Quest games: The content is simpler, and the duration is shorter. They are based on actions with objects, toys, verbal instructions. These games are interesting for their variety. Toddlers like to perform actions with objects (for example, vegetables: carrots and turnips that characters or heroes bring them fairy tales: The little bear loves turnips, you need to collect it in his basket, and the Bunny needs to collect carrots. In the game, kids reinforce the name of vegetables, the ability to distinguish them and give sensory characteristics.

A game "Useful - not useful". Product cards. Put what is useful on one table, what is not useful on the other. Useful: cereals, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc. Useless: chips, sausage, chocolates, cakes, "Fanta" etc. Games- puzzles: They are based on a test of knowledge, resourcefulness. Solving riddles develops the ability to analyze, generalize, develops the ability to reason, draw conclusions.

Subject games. For example: "Find a tree by a leaf", "Know the Taste", "Find the same color" and etc.

Word games. These are games like “Name who flies, runs, jumps?”, "When does it happen?", "Necessary - not necessary" and etc.

Outdoor games ecological character. For example: "A mother hen with chickens", "Mice and Cat", "Sun and Rain" and etc.

Travel Games: designed to enhance the impression, draw the attention of children to what is nearby. They sharpen observation, denounce overcoming difficulties. These games use many ways of revealing cognitive content in combination with play activities.

For example games: "Journey to the fairy forest, "Visiting a Bunny" and etc.

Construction games with natural material. younger children preschool age learn to observe, analyze and draw conclusions about the world around. I also use elementary subject activity to find answers to questions, for example Q: Can I take water in my hands? And the stone? By experience, children can learn the properties of objects and natural phenomena (playing with sunbeams, watering from a watering can, the results of the interaction of one object with another (sand - water, connections that arise between objects and phenomena (dry sand is not molded, wet sand is molded). Children began to show brighter cognitive interests, appeared questions: why, why, where? The mental activity of the children began to manifest itself more actively, their answers are more and more detailed.

Interaction with parents is very important for the effectiveness and consolidation of results. Parents together with their children participated in such projects how: "Bird feeders", funny "plant pots", photo albums "Pets", "Favorite indoor plants". Expansion of collections of thematic pictures.

Children get a lot of knowledge. Toddlers formed elementary ideas about some plants and animals, the distinctive features of their appearance, pronounced characteristic features. Ideas about pets, their importance in human life are expanding, children learn how to properly communicate with them, take care of them. Actively formed interest in the phenomena of animate and inanimate nature. Children learned to take part in the protection of the environment, to be attentive to people and take care of plants and animals, to establish the simplest relationships in the world around them.

In my future work, I planning: - Continue organizing regular environmental activities (winter feeding of birds, creation of conditions); - improvement of the site for walks: holding subbotniks with the participation of parents, landscaping (flower beds, planting shrubs);-creation and use of self-made books, albums based on impressions from literary works and observations of natural objects (table of onion growth, card file of experiments; - work with the calendar of nature, fixation of seasonal natural phenomena denoting signs.

Introduction ………………………………………………………………………… 3

Chapter 1

1.1 The state of the problem in the scientific and pedagogical literature………………………………………………………………..6

1.3 Ways of formation of ecological culture among junior schoolchildren …………………………………………………………..20

Conclusions……………………………………………………………………….21

Chapter 2 Tchaikovsky ……………………………………………………………………..23

2.1.Status of the problem at the beginning experimental work.……………………………………………………………………..23

2.2 Development of the program of the circle "Young Ecologist"………..……..……26

2.4 Results of experimental work………………………………………….43

Conclusions………………………………………………………………….....45

Conclusion ……………………………………………………………………...46

List of used literature ………………………………………..48

Appendix

C E D E N I E.

Ecological culture is becoming increasingly important in modern world, since this is one of the most important problems of society, which determines the very possibility of its further existence.

"Environmental culture" is a system of knowledge, skills, values ​​and a sense of responsibility for decisions made in relation to nature. The main components of the ecological culture of the individual should be: ecological knowledge, ecological thinking, environmentally justified behavior and a feeling of love for nature.
The formation of environmental culture involves environmental education and environmental education. And it is necessary to start learning from school age, since at this time the acquired knowledge can later be transformed into strong beliefs. Students who have received certain ecological ideas will take care of nature. In the future, this may affect the improvement of the environmental situation in our region and in the country as a whole.

These problems are reflected in the Government Decree Russian Federation No. 1208 "On measures to improve the environmental education of the population" dated November 3, 1994; "Law on Environmental Protection" dated January 10, 2002; in the program "Ecological education and enlightenment of the population up to 2010"; regional target complex program "Environmental Protection of the Perm Region" for 2001-2005.

Environmental education acts as a complex pedagogical process. Knowledge of the fundamentals of ecology is the most important component of ecological culture developed by schoolchildren.

All of the above determined the choice of the research topic: the formation of ecological culture among junior schoolchildren in the system of additional education.

problem of our study (SUN works together with the teaching staff of secondary school No. 1) is the creation pedagogical conditions for environmental education and upbringing of schoolchildren in the process of extracurricular activities in the course of the work of the children's association "Young Ecologist". All this allowed us to determine the object, subject, purpose of the study, put forward a hypothesis and identify the tasks of the work.

Object of study is the process of formation of environmental education and upbringing of schoolchildren.

Subject of study– the impact of environmental education on the development of environmental culture of junior schoolchildren. Purpose of the study determination of the system of forms and methods of organization educational process contributing to the development of environmental culture and environmental consciousness of students in the classroom on ecology.

Before starting our research, we put forward the following hypothesis :

we assume that the systematic work with schoolchildren on environmental education and upbringing within the framework of the children's association "Young Ecologist" contributes to the formation of the ecological and general culture of students, increasing the level of knowledge, deepening motivation and activating students in nature.

In accordance with the problem, purpose, object and subject of the study, the following tasks :

Consider the state of the problem in the scientific and pedagogical literature;

Reveal the methods and forms of environmental education and upbringing;

To characterize the children's association as a means of ecological

education, upbringing and formation of ecological culture.

The purpose and objectives of the work determined its structure:

Chapter 1 reveals the state of the problem in the scientific and pedagogical literature, the content and ways of forming an ecological culture.

Chapter 2 shows the state of the problem, developed a program for the children's association, summarized the results of experimental work.

The study was carried out at the station of young naturalists in the city of Tchaikovsky, Perm Region, and at secondary school No. 1 (primary level).

CHAPTER 1.

SCIENTIFIC - PEDAGOGICAL BASES OF ECOLOGICAL EDUCATION OF JUNIOR SCHOOLCHILDREN IN THE SYSTEM OF ADDITIONAL EDUCATION.

1.1. THE STATE OF THE PROBLEM IN SCIENTIFIC AND PEDAGOGICAL LITERATURE.

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

The problem of the relationship between man and nature was reflected long before our century. Back in the 17th century, Jan Amos Comenius drew attention to the natural conformity of all things, i.e. that all processes in human society proceed like the processes of nature. He developed this idea in his work The Great Didactics. The epigraph to this book was the motto "Let everything flow freely, without the use of violence." Ya.A. Comenius argued that nature develops according to certain laws, and man is a part of nature, therefore, in his development, man obeys the same laws. general patterns nature. The teacher derived the laws of education and upbringing based on the laws of nature. He noted that educational material should be studied gradually, since "nature does not make leaps, but moves forward gradually." At a young age, a general education is given, then it deepens over the years, since “nature begins every formation from the most general and ends with the most special” (Komensky, 1989:56).

The pedagogical value of strengthening the humane feelings of the child by means of nature was also emphasized by such great teachers as J.-J. Rousseau (1762), G. Pestalozzi (1781-1787), F. Diesterwerg (1832). For the first time, the Swiss democrat teacher A. Humbold, and then the French teacher and philosopher J.-J. Rousseau and other teachers spoke about educating children in a “sense of nature” as a sense of its ennobling effect on a person. J.-J. Rousseau in the book "Emile, or On Education" proposed to raise children away from civilization in the "bosom of nature." Education should occur naturally, in accordance with nature. G. Pestalozzi in his work "Lingard and Gertrude" considered the main goal of education - to develop the natural forces of the child in a versatile and harmonious way. Not to suppress natural development, but to direct it along the right path. The basic principle of education is the harmony of man with nature. Pestalozzi did not idealize the nature of children, he believed that children should be assisted in the development of their strength.

The great Russian teacher K.D.Ushinsky (1861, 1864) did not remain aloof from environmental issues. It should be noted that knowledge of the objective world is impossible without knowledge of the ecological connections that really exist in it. Their study, so important in our day, must be regarded as necessary condition formation in schoolchildren of the foundations of a dialectical-materialistic worldview. At the same time, the study of environmental relationships plays an important role in the development of children. logical thinking, memory, imagination. KD Ushinsky ardently called for expanding the child's communication with nature and complained: "It is strange that the educational influence of nature ... is so little appreciated in pedagogy" (Ushinsky, 1988: 56). In Ushinsky's books "Native Word" and "Children's World" special attention is paid to the educational influence of nature, in which he refers to the logic of nature. In the textbook "Native Word" children get acquainted with insects, wild and domestic animals, birds, trees, mushrooms and other representatives of nature with the help of poems, riddles, proverbs, sayings, fairy tales.

So, teachers began to deal with the problem of environmental education back in the 17th - XVIII centuries.

A great legacy in the field of education of schoolchildren by the environment was left to us by the outstanding Soviet teacher V.A. Sukhomlinsky. He attached particular importance to the influence of nature on the formation and development of the child's personality. “Man was and will always remain the son of nature, and what makes him related to nature should be used to familiarize him with the richness of spiritual culture,” Sukhomlinsky said. inexhaustible beauty. I see the educational meaning in the fact that the child sees, understands, feels, experiences, comprehends as a great secret, familiarization with life in nature ... ”(Sukhomlinsky, 1972: 12). The well-known teacher closely connected the attitude of children to objects of nature with the fact that nature is our native land, the land that raised us and feeds us, the land transformed by our labor. He repeatedly noted that nature itself does not educate, educates only the active influence in it. “I was amazed,” Sukhomlinsky says, “that the admiration of children for beauty was intertwined with indifference to the fate of beauty. Admiring beauty is only the first sprout of a good feeling that must be developed, turned into an active desire for activity ”(Sukhomlinsky, 1972: 49). In addition, for the real implementation of this provision, he proposes to create a living corner where all children will take part in caring for animals, organize "bird" and "animal" clinics, and plant trees. In order for a child to learn to understand nature, to feel its beauty, to read its language, to protect its wealth, all these feelings must be instilled from an early age. Sukhomlinsky writes: “Experience shows that good feelings should be rooted in childhood, and humanity, kindness, affection, benevolence is born in work, worries, worries about the beauty of the world around us.” (Sukhomlinsky, 1972: 61)

And now questions of ecological education are considered by many teachers. So, academician I.D. Zverev writes: “The acuteness of modern problems of interaction between society and nature has set a number of new tasks for the school and pedagogy, which are designed to prepare the younger generation, able to overcome the consequences of negative human impacts on nature, to take care of it in the future. It is quite obvious that the matter cannot be limited to the "education" of schoolchildren in the field of nature conservation. The whole complex of environmental problems of our time required a new philosophical understanding, a radical revision of a number of socio-economic issues, new scientific research and a more complete and consistent reflection of the multidimensionality of ecology in school education”. (Zverev, 1980: 19)

A.A. Pleshakov created a system training courses with an environmental focus "Green House". In it, he not only developed the theory of environmental education, but also offers specific methods of work. Pleshakov believes: “Strengthening the environmental orientation of the natural history course is the most urgent and real step to date in the direction of the greening of the school, as well as the organization of the work of the group extended day and extracurricular activities. (Pleshakov, 1991: 8). This system includes both core and optional courses. The system "Green House" provides familiarization of younger students with the outside world. The course is based on the principle of greening.

Academician B.T. Likhachev notes that ecological consciousness requires reinforcement with a feeling, an emotionally integral, deeply moral attitude towards nature, society, people (Likhachev, 1993: 19-21). The entire moral orientation of the child should be focused on the development of such feelings and states as love, excitement of conscience, the experience of communication with nature and people as the highest happiness. It is necessary to develop a sense of harmony, the ability to have an enthusiastic attitude, to experience the beautiful, the delightful, the sublime.

Likhachev B.T. notes that the ecological culture of the individual is unthinkable outside of its practical attitude to reality, which is formed on the basis of the joint efforts of teachers and students. “We are talking about creating a reliable psychological attitude towards an environmentally sound inclusion in nature, the noosphere, and in the life of society. This should be connected with the development of the nature of the child himself, his abilities, physical and intellectual strength, with the upbringing of diligence, respect, enterprise and thriftiness" (Likhachev, 1993: 19-21). The natural basis of the process of such upbringing is the relationship of the child with the environment that objectively develops in different age periods. In children of primary school age, they are realized on an unconscious basis. Babies, not realizing themselves, do not separate from the external environment, they feel like a natural part of nature. An intuitive mutual feeling and even mutual understanding are established between children, animals and plants. The child is open to perceive and appropriate the ecological rules of these relationships, to turn them into his habits.

An ecologically cultural person must have ecological thinking, that is, be able to correctly analyze and establish cause-and-effect relationships of environmental problems and predict the environmental consequences of human activity.

Today it is necessary to talk about the formation of ecological culture as a socially necessary moral quality of the individual.

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. Different scientists (L.D. Bobyleva, A.N. Zakhlebny, A.V. Mironov, L.P. Pechko) distinguish different components of this quality.

Ecological culture, according to A.N. Zakhlebny ¾ is the assertion in the minds and activities of a person of the principles of nature management, the possession of skills and abilities to solve socio-economic problems without harming the environment and human health.

L.P. Pechko believes that ecological culture includes:

The culture of cognitive activity of students in mastering the experience of mankind in relation to nature as a source of material values, the basis of environmental conditions of life, an object of emotional, including aesthetic experiences. The success of this activity is due to the development of moral personality traits in relation to the natural environment, based on the formation of skills to make alternative decisions;

The culture of work, which is formed in the process of labor activity. At the same time, environmental, aesthetic and social criteria are taken into account when performing specific cases in various areas of nature management;

Culture of spiritual communication with nature. Here it is important to develop aesthetic emotions, the ability to evaluate the aesthetic merits of both the natural and the transformed natural sphere.

Ecological culture as a quality of a person should be formed in the system of continuous environmental education, the main links of which, which have a significant impact on a child at school age, are:

¾ preschool institutions;

¾ out-of-school educational institutions;

¾ mass media;

¾ self-education.

An important role in the upbringing of a child is played by out-of-school institutions that organize the process of forming an ecological culture. The components of the environmental education process are:

The main component of any process is goal setting. A.N. Zakhlebny believes that the goal of environmental education and upbringing is the formation of a system scientific knowledge, views and beliefs that ensure the formation of a responsible attitude of schoolchildren to the environment in all types of their activities (Zakhlebny, 1985: 10).

L.V. Moiseeva, in the system of environmental education, identifies a number of fundamental principles (Moiseeva, 1993: 148):

1. Interdisciplinarity:

Ecologization of objects, i.e. introduction of ecological ideas into the content and methods of teaching individual subjects;

Integrated environmental modules. Comprehensive interdisciplinary knowledge of environmental content.

2. The unity of knowledge, experience and action:

Holistic orientations of the personality;

Motives of activity;

Nature protection activity.

3. Purposeful pedagogical communication of schoolchildren with the environment (nature).

4. The relationship of global, national and local (local history) levels of environmental problems.

5. The principle of alternativeness and predictability.

I.T. Suravegina, V.M. Senkevich, T.V. Kucher believe that the goal of environmental education is achieved as the following tasks are solved in their unity: training - the formation of a system of environmental problems of our time and ways to solve them; development of a system of intellectual and practical skills to study the assessment of the state and improve the environment of their area; education-formation of motives, needs and habits of environmentally appropriate behavior and activities, a healthy lifestyle; striving for active work on environmental protection; intellectual (ability to analyze environmental situations), emotional (relation to nature as a universal value), moral (will and perseverance, responsibility) personality development (Suravegina, 1990: 47). A.N. Zakhlebny, I.T. Suravegina believe that the formation of a responsible attitude to the natural environment is associated with the solution of a number of educational and educational tasks (Zakhlebny, 1985: 10). The latter involve the formation of the need for communication with wildlife, interest in the knowledge of its laws; formation of attitudes and motives for activities aimed at understanding the universal value of nature; the formation of beliefs in the need to conserve nature, care for the preservation of one's health and the health of other people as a social value; the need to participate in the study and protection of nature, the promotion of environmental ideas.

I.D. Zverev believes that the main task of environmental education is the theoretical development of knowledge about nature, its features, human activities in it, environmental problems and ways to solve them in production, everyday life, and recreation. (Zverev, 1991: 9)

Methods, forms of environmental education and upbringing B.T. Likhachev conditionally divides into several groups. These are: school and out-of-school methods of forming consciousness and developing thinking, teaching the skills and abilities of practically directed activity, developing moral and legal responsibility, an aesthetic attitude to reality, and moral self-improvement. (Likhachev, 1993: 19)

A.N. Zakhlebny notes that when developing an environmental program, the study of the student as a person, the factors of his education and upbringing, is of particular importance. (Zakhlebny, 1981: 184)

Thus, ecological culture in modern conditions is one of the leading components of personality. It can be considered as the main system-forming factor that contributes to the formation of true intelligence and civilization in a person.

In our opinion, consideration of the theory of environmental education should begin with the definition of its content. We believe that environmental education is an integral part of environmental and moral education. Therefore, by ecological education we understand the unity of ecological consciousness and behavior in harmony with nature. The formation of ecological consciousness is influenced by ecological knowledge and beliefs.

Ecological behavior consists of individual actions (a set of states, specific actions, skills and abilities) and a person’s attitude to actions that are influenced by the goals and motives of the individual (motives in their development go through the following stages: emergence, saturation with content, satisfaction). So, in the essence of environmental education, two positions should be considered: the first is environmental consciousness, the second is environmental behavior. Defining the content of environmental education, we identified the features of this process:

1) step character:

a) the formation of ecological ideas;

b) development of ecological consciousness and feelings;

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

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

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

2) duration;

3) complexity;

4) spasmodicity;

5) activity;

In addition: the psychological aspect is of great importance, which includes:

1) development of ecological consciousness;

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

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

4) education of a stable will;

5) formation of significant goals of environmental activities.

The key role in achieving this goal is played by the development of the ecological consciousness of the individual (an ecological approach to the formation of consciousness). It includes awareness of the essence of environmental laws: understanding the causes of conflicts in the "nature - society" system as a discrepancy between natural and social laws; awareness of the danger of global ecocatastrophes and local environmental crises; self-knowledge, attitude towards oneself and the world around as part of oneself. If, in order to preserve himself, man must preserve nature, then in order to protect nature, he must develop himself.

The most important task of environmental education is: theoretical development of knowledge about nature and its values ​​by schoolchildren; human activity in it; about environmental problems and ways to solve them at work, at home, in the process of recreation (including environmental standards and rules of conduct). This problem is solved mainly in the process of self-education, in the classes of the children's association for nature protection.

Another task of environmental education is the acquisition of value judgments by students. This task is most successfully solved in the process of mastering practical skills by schoolchildren in studying the state of the natural environment, the goals and nature of human activity in it, identifying and evaluating its results.

The task of environmental education is to equip students with labor skills to protect, care for and improve the environment. This activity is based on the theoretical knowledge gained by schoolchildren in the classroom, in the process of self-education.

The tasks of environmental education, according to O.M. Barkovskaya, are presented in the totality of the process of education, upbringing and development of the individual (Barkovskaya, 1994). An indicator of the effectiveness of the formation of environmental responsibility should be not only awareness, depth and strength of knowledge, but also real adherence to environmental standards in all types of activities.

For group environmental work with students primary school the most expedient is circle work. The program of the environmental circle should reflect all aspects of the content of environmental education:

¾ scientific and educational;

¾ valuable;

¾ regulatory;

¾ practical-activity.

Z. P. Kirillova believes that the scientific and cognitive aspect of the content, which develops the interest of younger students in environmental problems and forms an idea of ​​the scientific picture of the world, can be represented by material that reveals the properties of objects and phenomena, their diversity, and the connections between them (Kirillova, 1983).

It is difficult to isolate any individual issues that develop the scientific and cognitive aspect of the content: for younger students, the whole complex of knowledge about the environment is colored by interest, which is very important in shaping the attitude of children to their home ¾ natural and social environment.

The value aspect of the content, according to A.Sh. Bakhtibenov, is designed to reveal to children the multifaceted significance of the studied objects in the life of nature and man. Until now, in the practice of teaching younger students, the interpretation of value from a utilitarian-practical position often prevailed, which impoverished the attitude of children to the environment, reduced their curiosity, aesthetic responsiveness, mercy, sympathy, empathy (Bakhtibenov, 1993).

The normative aspect of the content of environmental education is the rules (prescriptions and prohibitions) of human behavior and activities in the natural and social environment. Following the universal norms of morality is an indicator of the general culture of the behavior of each person in relations between people, with natural objects, towards one's own health and the health of those around them, etc. The foundations of ecological culture, like any other, are laid in childhood. That is why it is in elementary school that special attention should be paid to the disclosure of this aspect of the content.

Practically ¾ the activity aspect of the content plays no less important role in environmental education than the normative one. Practical activity is the end result of emerging relationships, a criterion for developing consciousness and feelings. At the same time, the very relations of a person with the outside world are formed and laid in activity. However, the younger schoolchildren, due to their limited physical abilities, are little involved in environmental protection activities. Experience N.A. Ryzhova in the My Tree project shows that the scope and content of the practical participation of children in the protection and improvement of the environment of their city and village can be much wider: this is cleaning the school premises, taking care of themselves, taking care of pets living in the living corners of the school, practical activities in natural and artificial communities (weeding, watering plants, cleaning debris) and many other important activities. Focusing on your own experience, it should be borne in mind that the organization of practical activities at primary school age has its own characteristics: children need to be taught what and how to do. For example, how to environmentally competently feed wintering birds, pick mushrooms, berries, medicinal plants, follow the rules of personal hygiene when caring for cats and dogs.

The content of environmental education in elementary school should reflect materials from various departments of ecology. The section on the ecology of biological systems has the greatest opportunities for this. Of particular interest to children of primary school age is the material on the relationship of living organisms with the environment. The content of this section is close and understandable to children: it gives an idea of ​​the diversity of the inhabitants of nature, how they adapt to living conditions (to seasonal changes, to living conditions, to relationships with themselves and humans), where they live, what influence humans have on them and its activities and how to reduce the harmful effects of these activities on the conservation of plant and animal diversity.

Naturally, the content should reflect knowledge about the habitats of living organisms: about their homes ¾ of the natural communities in which their life activity takes place and which are connected with human life by thousands of threads.

Junior schoolchildren need to be led to the conclusion that the state of human health depends on the state of the environment, and therefore to protect the aesthetic, ecological, sanitary and hygienic qualities of the environment, which means to take care of human health, its normal life. At the initial stage of education, there is an opportunity to introduce children to objects created by human labor, to the environment of populated areas, which will allow showing the role of labor in transforming the natural environment, both positively and negatively, and on the basis of this, outline ways of harmonization (optimization) human relationship with the natural and social environment.

Despite the fact that younger schoolchildren, of course, do not know deeply enough industrial and agricultural production, they cannot fully judge the physical and chemical pollution of the environment, separate inclusions of such knowledge should take place in the classes of circle work on environmental education, for example, when getting acquainted with roads and transport, it is possible to show that roads reduce the habitats of plants and animals, that transport adversely affects people's health; when studying natural communities, it is possible to reveal the influence of human activities on them, while studying water bodies, it is possible to reveal the influence of human activities on the purity of waters and measures to protect them.

The facts about the pollution and impoverishment of the waters, the air in which children live, cause them anxiety and a desire to preserve their beauty and qualities that are important for the life of organisms, including humans. Thus, the content of the environmental circle program can reflect several meaningful lines:

¾ human ¾ natural being and member of society;

¾ the diversity of the natural and socio-cultural environment of a person;

¾ ecological interactions of living organisms with the environment;

¾ labor and human behavior in the environment.

I.V. Zhukova also believes that, in the content of environmental education, knowledge about a person and society and their relationship with the environment should be presented in many aspects (Zhukova, 1998).

1.3. WAYS OF FORMING ECOLOGICAL CULTURE IN JUNIOR SCHOOLCHILDREN.

The last few years in domestic education have been characterized by a revival of interest in the educational space outside the classroom, in the free time of students, in the meaningful organization of their leisure. Additional education gives the child a real opportunity to choose their individual educational path. Additional education increases the space in which schoolchildren can develop their creative and cognitive activity, realize their personal qualities, i.e. demonstrate those abilities that often remain unclaimed in the mainstream education system. In additional education, the child himself chooses the content and form of classes, he may not be afraid of failures. All this creates a favorable psychological background for success, which, in turn, has a positive effect on learning activities.

Additional education is the area that is focused on the creation of a single educational space and the formation of a holistic perception of the world among schoolchildren, on the harmonization of requirements for the implementation educational standard and creating conditions for the development of individual abilities and needs of the individual. Additional education expands the educational opportunities of the school and its cultural space, promotes self-determination of schoolchildren in the personal, socio-cultural, professional areas, their inclusion in various types of creative activity, the formation of a positive attitude towards the values ​​of education and culture, the development of moral qualities and the emotional sphere of schoolchildren.

Ecological ideas are formed in children of primary school age in the classroom on ecology. For example, the guys focused on the development of the following ideas:

Why field, forest, meadow are called natural communities;

Why are there different elements of natural communities;

How should a person behave while in these natural communities.

This environmental knowledge was translated into beliefs over a number of classes, proving to the children on interesting examples the need to live in harmony with nature. Knowledge translated into beliefs form ecological consciousness.

CONCLUSIONS

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

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

3. At primary school age, the child receives the basics of systematic knowledge; here the features of his character, will, moral character are formed and developed. If something significant is missing in the upbringing of children, then these gaps will appear later and will not go unnoticed.

4. We have developed programs for environmental education and education of younger schoolchildren in extracurricular activities and present them in Chapter 2 of our study.

CHAPTER 2. EXPERIENCE OF ORGANIZING CIRCLE WORK ON THE FORMATION OF ENVIRONMENTAL EDUCATION AND EDUCATION OF JUNIOR SCHOOLCHILDREN IN THE CHILDREN'S ASSOCIATION "YOUNG ECOLOGIST" OF CHAIKOVSKY YUN.

2.1 STATUS OF THE PROBLEM AT THE BEGINNING OF THE EXPERIMENTAL WORK.

Behind last years in primary school, the experience (A.A. Pleshakova) of environmental education and education through the lessons of natural history is widely used. The formation of the ecological culture of younger schoolchildren occurs only under the condition of the interconnection of various types and types of school activities, which is not always possible. This is due to the lack of sufficiently complete methodical works. Therefore, this activity does not allow schoolchildren to acquire in-depth knowledge of the relationship between man and nature, to see environmental problems in real life, learn the simplest skills for nature conservation.

This caused the need to create pedagogical conditions for environmental education and upbringing of schoolchildren in the process of extracurricular activities in the course of the work of the children's association "Young Ecologist".

To identify the level of ecological culture of younger schoolchildren, the station of young naturalists in the 2nd grade of secondary school No. 1 conducted a stating experiment.

The children were asked questions in the questionnaire. The questionnaire method was used in combination with the interview method.

1. What is nature?

2. What does nature give to man?

3. Name the protected plants in our area.

4. What animals are listed in the Red Book of our country?

5. What insects appear first in spring?

6. What is "photo hunting"?

7. Name medicinal plants.

8. How do you rate the state of the environment in your area?

9. How does man destroy nature?

10. What can children do to protect nature?

The data obtained during the survey are presented in graphs and charts. (Appendix No. 1, diagram No. 1 - 10)

Students' answers to the question "What is nature?" shows that most students do not have a complete understanding (Appendix No. 1. Diagram No. 1). Among the components of nature, students named plants, animals, soil, humans; at the same time, ¾ air and water were not named.

Students' answers to the question "What does nature give to man?" indicate that the majority of students did not answer this question. Only a few name a bird, medicines, clothes, furniture. However, no one named fuel, clean air. (Appendix No. 1. Diagram No. 2).

The following diagram illustrates students' responses to the question "Name the protected plants in our area." The data of the diagram (Appendix No. 1, diagram No. 3) shows the lack of awareness of students about protected plants in their area. Among the students' answers, a significant number of incorrect ones should be noted (for example: dandelion, plantain, and others). 60% of students could not answer the question.

Students' answers to the question, "What animals are listed in the Red Book of our country?" state that the majority of students have no idea about the protected animals of our country. Protected animals such as beaver, golden eagle, deer were named, and at the same time, many students did not give complete and accurate answers (Appendix No. 1, diagram No. 4).

As the results of the survey show (Appendix No. 1, diagram No. 5), students could not answer the question “Which insects appear first in spring?”, As they do not conduct targeted phenological observations under the guidance of a teacher in the system or are not carried out.

Students' answers to the question "What is "photohunting?" they say that most students do not know that there is a safe type of hunting in nature - photo hunting. (Appendix No. 1, Diagram No. 6)

Students' answers to the question: "How do you assess the state of the environment in your area?" Most students rate the state of nature as satisfactory, but a significant number of students consider it unsatisfactory. This is due to the deterioration of the environmental situation and the high awareness of schoolchildren about environmental problems. (Appendix No. 1, Diagram No. 8)

Students' answers to the question: "How does a person destroy nature?" indicate that students are not fully aware of the detrimental impact of man on nature. (Appendix No. 1, Diagram No. 9)

Students' answers to the question: "What can children do to protect nature?" As can be seen from the graph (Appendix No. 1, diagram No. 10), not all students know what they can do to protect nature. Most schoolchildren note the fencing of anthills, planting trees, which is associated with the position of the school in the forest.

The analysis of the data obtained convinced us that the level of ecological culture of younger schoolchildren, especially such a component as ecological knowledge, is very low. In this regard, we made the assumption that purposeful systematic work on the formation of the ecological culture of schoolchildren can increase the effectiveness of the formation of respect for nature in schoolchildren.

2.2 DEVELOPMENT OF THE PROGRAM OF THE CIRCLE "YOUNG ENVIRONMENTALIST".

After analyzing the theory and experience accumulated in the field of environmental education, we have developed and offer two programs of environmental education for junior schoolchildren within the framework of the Young Ecologist association. The programs are based on one lesson per week.

When building an adapted merger program, we considered it appropriate to focus on four main areas of work:

¾ cognitive;

¾ educational and entertaining;

¾ practical;

¾ research

Program of association "Young ecologist" (option 1)

term	educational activities	educational and entertainment events	practical measures	Research Activities
1	2	3	4	5
September	Matinee "The World Around Us"	Theatrical performance on an environmental theme: "The New Adventures of Masha and Vitya".	Work on the project "My tree". Exhibition of children's drawings on the environmental theme: "Let's save the planet."	Journey along the ecological path (I part).
October	Conversation “Migratory birds. their protection."	Holiday "Golden Witch Autumn". Competition for the best autumn bouquet.	Operation "Big Deeds of Little Hands" (Bird Food Gathering).	Excursion "Amazing near". Phenological observations "Autumn phenomena".
November	Journey for a drop of water. The problem of clean water and human health.	Matinee "Visiting the inhabitants of the underwater kingdom."	Operation "Small Rivers" (raid into the floodplain of the Kama River).	Experience "Magic water".
December	The play "Why snow in winter."	Matinee "Hello, guest ¾ winter."	Preparation of materials for the ecological path. Competition of drawings "Snow patterns".	Experiments "Why is it snowing?" Why is snow different?
January	Conversation "Deciduous and coniferous plants in winter."	Quiz "What grows in my land." Work on the project "My tree".	Journey to the home of indoor plants. Houseplant care.	Experience "Protective properties of snow" (the role of snow on plants in winter).
February	Conversation "Protected animals of the Perm region".	Oral journal “Wintering Birds. Who is spending the winter.	Operation "Titmouse" ¾ making and hanging feeders, feeding birds.	Excursion “Traces. Phenological observations»
March	Didactic game "Primroses. Recognize the plant by its leaf. Conversation "Meeting of feathered friends."	Spring Festival. Competition "Bird KVN".	Cleaning the alley from dry land. Operation "Starling" ¾ making bird nests	Experience with cut branches.
April	Conversation "What do we know about insects and their protection" Reading and discussion of books and articles in magazines about nature and its protection.	Ecological game "Motley world of insects".	Operation Ant.	Excursion to the meadow. Phenological observations.
May	Tournament-quiz "Protected plants of the Perm region".	Game-journey "Along the forest paths."	Work on the project "My tree". Landscaping of the school yard.	Journey along the ecological path (part II). Medicinal plants.

(option 2).

Term		Form of conducting classes	Practical activities
Excursions	Laboratory works	Research
September	Introduction. What is ecology? Inanimate and living nature. The concept of living and inanimate nature; properties of the living. habitats. Food connections.	Conversation. Ball game "Living and non-living". The game "the sea is worried ..."	Excursion to the SUN mini-zoo to get acquainted with the diversity of the living world.	Phenological observations "Autumn phenomena in the life of plants and animals"
October	Relationship between animate and inanimate nature. About air and water. The main properties of air and its importance for living beings.	Ecological KVN "The house where we live" A conversation with elements of a story.	Excursion with observation of natural objects "Autumn in the life of the natural community"	Setting up the experiment "distinctive features of fresh and sea ​​water»	Observation "Seasonal Changes in Nature"
November	What are the plants. An idea of ​​the diversity of plants (herbs, shrubs, trees); Plants of the Perm region. What are the animals. Basic.	A conversation with elements of a story. Treasure Beneath Our Feet Quiz Game "Guess the animal"	Excursion to the SUN minizoo.	Modeling the Ecological Pyramid	Study "Influence of light on the growth and development of plants"
groups of animals (insects, fish, birds, animals); characteristic features of each group.
December	What grows where, who lives where. Systematization of ideas about plants and animals of various habitats (forest, meadow, pond). Wild and cultivated plants. Diversity of cultivated and wild plants and their significance for humans.	A conversation with elements of a story, riddles of the forest edge, the game "Forest floors"	Habitat modeling (forest, meadow, pond)	"Glossary" collection of plant indicator species
January	Wild and domestic animals. Diversity of cultivated and wild animals and their significance for humans Houseplants. Distinctive features of indoor plants; houseplant care tips	Conversation "Who lives where?" Ecological game "Biokom" Drawing competition "My favorite plant"	Excursion to the animal shelter "Fidelity" Excursion to the winter garden of SUN "variety of indoor plants"	Caring for animals and plants in the living corner of SUN	Watching your pet Observation of plant respiration
February	Animals of the living area. Features of keeping animals (fish, guinea pig, hamster, parrots, etc.) in a living corner; About cats and dogs. Variety of breeds of cats and dogs; pet care rules.	A conversation with elements of a story. Game "King's Fish Ball" Cinema club "neighbors on the planet" Pet Show	Excursion to the veterinary station "Basic rules for caring for pets"	Animal care in the aquarium. Formulating diets for animals	Observations of animals in a living corner.
	Red Book. The main reasons for the decline in the number of plants and animals; Red Data Book of the Russian Federation.	A conversation with elements of a story. Game show "Environmental Management"	Excursion to the fish inspection, to the department of environmental protection.
April	invisible threads. Ecological connections between animate and inanimate nature, within living nature, between nature and man.	Game tasks "eco-logical chain". Reading and discussing books about nature	Setting up the experiment "Maintaining the biological balance in the aquarium"
May	Final lesson. Summarizing.	Didactic game Ecological traffic light. Who is the most important? Exhibition of drawings.

The upbringing of ecological culture is the most urgent task of the modern socio-cultural situation. An important component of the ecological culture of a junior schoolchild is the formation of a conscious environmentally friendly behavior and a healthy lifestyle of a child, the ability to adequately interact with the world of nature and people. The “Young Ecologist” circle sets itself the following tasks:

1. Formation of knowledge about the patterns and relationships of natural phenomena, the unity of inanimate and living nature, about the interaction and interdependence of nature, society and man.

2. Formation of motives, environmental value orientations, needs and habits of environmentally sound behavior and activities, responsible attitude to health, the natural environment, life, the ability to scientific, aesthetic, moral and legal judgments on environmental issues, the desire for active practical activities in environmental protection .

3. Develop: alternative thinking in choosing ways to solve environmental problems, the perception of beautiful and ugly satisfaction and indignation from the behavior and actions of people in relation to health, to the natural world.

4. Formation of the need for the need and possibility of solving environmental problems.

5. Develop knowledge and skills to assess the state and protect the natural environment.

6. Formation of environmentally valuable orientations.

7. Formation of conscious ideas about the norms and rules of behavior in nature and the habits of their observance in one's life.

8. Development of practical skills in performing various types of agricultural work (experimental work, practical skills in planting, transplanting and caring for plants, etc.)

The principles underlying the work of the program:

1) the principle of voluntariness (enrollment in a group is possible only at the request of the child);

2) the principle of a personal approach (the personality of each child is an indispensable value);

3) the principle of scientific character (the information provided in the curriculum must be reliable);

4) the principle of adequacy to age (correspond to the age and psychological and physiological characteristics of the child);

5) the principle of relying on interest (all activities should be interesting for the child);

6) the principle of orientation towards achieving success (it is necessary to create conditions for maintaining children's faith in their own strengths and in the possibility of achieving success);

7) the principle of accessibility (in terms of complexity, the material presented must be accessible to the understanding of the child);

8) the principle of sequence (the presentation of the material must have a logical sequence);

9) the principle of interactive learning (methods, techniques, forms and means of learning should create conditions under which children take an active position in the process of acquiring knowledge);

10) the principle of feedback (the teacher should constantly be interested in the impressions of the children from the past lesson).

As a result of mastering the program, each student must:

Definitions of elementary biological concepts: (habitat: ground-air, soil, water, organisms, habitat, environmental factors, adaptability to the environment,);

· the main problems of nature protection;

· the main species of the animal world of the Perm region.

Know and own:

- work with literature, generalize knowledge;

– apply knowledge in solving biological problems;

- set up simple experiments;

– conduct elementary observations of animals and record the results;

- observe the rules of staying in a corner of wildlife;

- behave correctly in nature;

Possess skills in writing messages, logically express your thoughts.

2.3. CONTENT OF THE WORK OF THE CHILDREN'S ASSOCIATION.

It is important how the teacher combines the activities of students, within the walls of the SNS or school, with the study of the natural environment in the vicinity of the school or city. So, the creation of an ecological trail can become an organic component of the circle work on the topic “Ecology of the city”. The formation of the trail is connected with the study of the nature surrounding the SNS: the search for viewpoints of aesthetically attractive landscapes, the choice of information-intensive excursion objects related to the interaction of society and nature, the development of a route scheme, and the preparation of a terrain plan.

Leisure activities allow you to use a wide variety of forms and methods of work. One of the most important tools is the game. In the game, the student is psychologically prepared to the greatest extent for real environmental situations, learns to understand the attitude to nature of people who perform various roles depending on the profession and position, masters the methods of communication with peers.

Children are happy to play the "roles" of protected species of animals, plants or fungi, while each species, through the mouth of a child, tells about its significance in nature and human life and justifies the need for its conservation. (Appendix No. 2 - 9)

Miscellaneous different types activities of children complement each other, enriching the process of education and upbringing of children of primary school age.

The study of the flora and fauna, soils, water bodies, landscapes of the native land, associated with practical matters (the practical direction of the work of the Young Ecologist association) ¾ planting trees and shrubs, protecting unique and rare flowers, gardening the class, protecting anthills, feeding birds, contributed instilling a careful attitude of younger schoolchildren to their native nature (Appendix No. 11).

The research direction of the association's work is carried out within the framework of the following activities: excursions, phenological observations, experiments that contribute to the development of thinking, analysis of the results obtained.

The proposed program is provided with a package of methodological developments. Its approbation was carried out on the basis of the 2nd grade of the secondary secondary school No. 1 of Tchaikovsky. In the course of our work, we used the project "My Tree" by N.A. Ryzhova.

An important role in environmental education and upbringing of schoolchildren of any age, including younger ones, is played by practical natural conditions. Theoretical knowledge, obtained by the student in the classroom, should become the basis for an independent assessment of the processes and phenomena occurring in nature, for conducting their own research, observations, to promote environmentally competent, safe for nature and their own health behavior. Often children study nature only from books, they can determine the names of plants, animals depicted in the pictures, but do not recognize them in nature. A private solution to the problem can be helped by the research work of younger students in the framework of environmental projects. Primary school students participate in such work with pleasure and great interest, of course, at a level that is accessible to them. This project involves the implementation of children research work, conducting observations, summarizing the results of research in the most diverse form and drawing up recommendations on the chosen problem. For example, children were asked to prepare projects and successfully present them on the topics: “How to teach a parrot to talk?”, “Conditions necessary for keeping fish in an aquarium”, “What types of food does a white mouse prefer?” (Appendix No. 12).

It is interesting to work on the project of N.A. Ryzhova "My tree". A tree was chosen as the object of children's research. Trees play a big role in our life. They surround us all the time, but most children and adults do not pay attention to them. Experience shows that young children often do not perceive trees as living objects. At the same time, the tree is an excellent object for phenological observations. On the example of a tree, the relationship of plants with the environment can be considered. The condition of the trees, their appearance reflect the ecological environment in which they live. It is also important that trees are ¾ rather large objects, so it is easier for a child than small plants to imagine a tree as his friend.

The project includes three phases of work. The first stage is preparatory. At this stage, the purpose and objectives of the project are explained, conversations, discussions, excursions are held; the object of research is determined. Each student chooses a tree that he likes. One of the conditions ¾ the tree must be in a place accessible to the child to ensure the possibility of regular observations. In addition, it should grow in a safe place, away from the roadway, so that the child can come to him himself. Many schoolchildren choose trees for research, which, visible from the windows of their houses, grow in the courtyard of the house. Most children have formed the idea that the main tree of our country is ¾ birch. However, to compare the results, it is important to observe different trees. As a result, among the objects of observation were mountain ash, apple, bird cherry, pear, cherry, willow, i.e. there is an upbringing of an emotional attitude towards trees in children, communication with them on an equal footing. Since the tree is ¾ friend, the child himself chooses a name for him. An analysis of children's work showed that all invented tree names can be divided into several groups. The first ¾ are ordinary, “human” names ¾ Sasha, Annushka, Alyonushka, etc. Perhaps in this case, the children wanted their trees to have the same names as themselves or their friends. Thus, they emphasize their relationship to the tree as to a friend. The second group of names ¾ are invented words that reflect a certain characteristic of the tree: the tree named "Srednekan" is so named because it is neither a giant nor a baby, but something in between. In the third group, the names of the trees reflect their characteristics, but the children used already existing words: Beauty, Belyanka (birch), Hedgehog (spruce), Bride (apple tree in bloom). An analysis of children's stories about their tree showed that children like to call trees by invented names, and not by a botanical name. Thus, they emphasize their personal relationship to the tree, distinguish it from the rest.

The environmental project "My Tree" can become a family project if you acquaint parents with the goals and objectives of working on this project. Parents can help the child choose a tree, take care of it, tell the story of its appearance.

The preparatory stage includes the design of a special notebook "My tree", in which students enter the results of their observations not only in the form of brief notes, but also in the form of drawings. For example, they draw a portrait of their tree at different times of the year.

The research stage consists of a number of tasks: “Introduction to the tree”, “Study of the crown, leaves”, “Study of the bark, trunk”, “Study of fruits, seeds”, “Study of animals associated with the tree”, etc. Each task, in its own turn, consists of a set of questions. Below is an example of one of the tasks ¾ "Study of the trunk, bark."

1. Find a place where the tree trunk is wider (narrower) than anything.

2. Stroke the bark of the tree. What is it: hard, wet, dry? Does it have cracks? Where are the most of them? Can anyone live in these cracks? Note. When answering these questions, schoolchildren even noted how the crust changes after rain. Some children thought that the bark of their tree was "medium" because it was "not rough or smooth". The answers of the children showed that the children carried out the research with great interest and at a detailed level, at different times of the year.

3. Smell the bark. What does this smell remind you of? Does tree bark always smell the same?

Note. Schoolchildren noted the smell of bark at different times of the year, under different weather conditions. The answers were as follows: "lemon", "sunflower oil and mushrooms", "orange", "grass", "forest", "leaf", "apples", "fresh cucumbers".

1. Are there hollows in the trees? Can anyone live in them?

2. Are there mosses, lichens on the tree bark? Are there many or few? Look at them carefully and try to draw them in your notebook.

3. Are there mushrooms on the trunk?

4. Are there traces left by a person on the bark of a tree: peeled bark, a scratch from a knife, etc. Do you think the tree was able to heal these wounds?

In addition to purely research tasks, the children performed a number of additional works aimed at developing figurative thinking, an emotional attitude to nature. For example, they were asked to determine the "mood" of a tree, to draw portraits of a tree, with different moods. During the task, the children noted that the "mood" of their tree is: sad, cheerful, happy, cheerful, sad, silent, playful, thoughtful. In parallel with the research, children participate in practical activities to care for their tree, plant other plants next to it so that “the tree is not bored and lonely”, and make bird feeders.

The third stage - generalization of materials - includes writing essays by children about a tree, making a number of drawings, reading literature on the topic.

The following are examples of student writing.

“My tree is friends with the mountain ash, which lives in another yard. Every night they come up to the fence and talk. There is no wind, but they sway. Sometimes they go to the other end of the yard, where the fence is broken, and in the morning they return to their places. It seems that the trees are inanimate, but in fact they are alive. (Written by Yana Talipova)

“I have favorite trees. These are two mighty poplars. They grow in the yard. Snow lies next to them, its depth is ten centimeters. There are thawed patches, the grass is already visible. The bark of the trees is very thick, and the smell is of the arrival of spring. My trees need water, earth, sun, soil. They need air” (Written by Sasha Bondarenko)

Observations in nature play a special role in the formation of a positive attitude of schoolchildren towards nature.

The surrounding nature is the direct source from which children draw their first impressions. The child first encounters the world of animals, birds, insects and plants. He examines the beetle and the butterfly with surprise and interest, follows the rapid flight of the bird and the blossoming twig.

Observation of the surrounding reality has a profound impact on the comprehensive development of the child's personality. In the process of observation, the child turns on all analyzers: visual - the child sees the size, color of the object under study; auditory - the child hears the sound of the wind, the splash of water in the river, the sound of raindrops, the rustle of leaves, the murmur of the stream - all this is pleasant for the child's hearing. The taste allows you to subtly distinguish between the sweet taste of honey and the salty taste of sea water, the taste of spring water and meadow strawberries. The sense of touch is the child's second eye. Feeling objects of nature, the child feels all the roughness of the bark of a tree, the smoothness of pebbles, grains of river sand and flakes of cones. And the smells! A sea of ​​scents that excites the child's imagination. The smell of poplar buds after the rain, the smell of spring, the smell of warm earth warmed by the sun. No wonder K.D. Ushinsky wrote that the child "thinks in forms, colors, sounds." The observation process can be roughly divided into four stages, each of which serves to achieve the overall goal of the entire observation. Let's consider each stage separately (according to A.V. Vasilyeva).

The first stage is preparatory. Its purpose is to arouse interest in the object of observation in children. This is achieved by various methods: a short conversation focuses on the new (what children learn about the subject, what to pay attention to); appeal to the existing personal experience of children (remember if you saw an object, where you saw what it was like then, what you know about it); showing a filmstrip, illustrations that prepare children for the perception of an object. At this stage, the teacher indicates the purpose and objectives of the observation and gives a task for the upcoming observation. This stage may immediately precede the beginning of the observation, and sometimes it may be somewhat delayed in time from the beginning of the observation itself.

Second phase. At the beginning of observation, voluntary attention needs to be directed and focused on the observation object, to maintain the interest aroused at the first stage.

A well-known method of excitation of voluntary attention in younger students is the use of surprise, mystery, surprise. But this is not always enough. You can apply such techniques that would cause strong-willed efforts, mental stress and would help to retain voluntary attention for a certain time. It is good for this purpose to use an artistic image, a riddle, a saying, a poem, showing and explaining illustrations, questions and instructions. All these techniques are aimed primarily at setting a certain mental task for the child. The search for a solution to this problem organizes, directs and keeps the child's attention on the observation object.

The third stage is the main point of the whole observation process. It is the longest one. As a result of the examination of the subject, the child should form an accurate and clear view about him. The purpose of this observation is also to show children the techniques of correct sequential examination and help them learn them. This stage (according to its content and the role of observation) can be divided into three parts. The first part is an examination of an object or phenomenon as a whole. As a rule, children turn to the examination of individual details and parts of the subject. Given this feature of perception, it is advisable to choose a characteristic for the subject that would immediately direct the children's attention to a holistic perception of the subject. Silently contemplate an object, children can take a few seconds. Silent perception should not be spontaneous, purposeful - this is how the guiding word of the teacher (question, indication) makes it. The second part is the analysis of the examined subject. The teacher directs the child's attention to the features of the subject. We noticed that younger schoolchildren relatively easily single out parts of an object and are somewhat difficult in isolating its properties. The parts and properties of an object are its features, which the child must isolate, understand and, on this basis, form an idea about the object as a whole. Highlighting the essential features, the child learns to determine the belonging of an object to a particular group, according to characteristic features, learns to distinguish it from other homogeneous objects. It should be emphasized that younger students are able to isolate and distinguish several features in the perceived object and phenomenon. If the perceived object is little known to children, then a detailed analysis of it is carried out with the direct participation of the teacher himself. The teacher directs the children's attention to highlight those properties of the object that he had in common with a whole group of homogeneous objects. Through the perception of one object, children learn the properties inherent in all objects of this kind, as a result of which they form a generalized representation of the typical structure, color, shape and other features of the object. As skills are mastered, analysis and the ability to observe become more and more independent. The third part is an interpretive survey, revealing those only sensually perceived properties, but also, on their basis, the abstract properties of objects and phenomena in their essential interconnections. The purpose of this part of the observation is the assignment of a given object to a certain group of homogeneous objects, as well as the establishment of causal relationships and relationships between the observed objects and phenomena, their parts and properties.

The fourth stage is the final one. Its purpose is to summarize and consolidate the ideas and knowledge gained about objects and phenomena, as well as to evaluate the methods of examining objects that children used.

As work experience shows, a child is not always able to clearly identify individual features of an object, its parts, and their names. Therefore, repeated observation is necessary to facilitate the passage of nerve impulses along the same paths along which they flowed in the process of primary perception.

Animal monitoring plan.

In the process of perception, children, following the instructions of the teacher (or independently), note:

1. Features of the appearance of the animal as a whole and its individual parts. Distinguishing and similar features of the appearance of the observed object are distinguished and named in comparison with another animal of the same type well known to them.

2. Features in the behavior of the animal: habits, movements, voice and other vital manifestations (lifestyle and nutrition in the wild and in captivity). According to these features, we compare with the already known similar animal, distinguishing both similarities and differences.

3. Features and role of this animal in human life.

4. Interpretation of what is perceived in the light of what is available personal experience and knowledge.

Birdwatching chart.

1. Mark the first time you heard the voice of the cuckoo in the forest. Have the foliage appeared on the branches of the trees by this time? And if the cuckoo flew to the "naked forest", will May be warm, steamy - will not an old sign let us down? Try to check the sign that was discussed.

2. Watch, listen and note the date when the voices of the cuckoos began to fall silent - this date will mean that the cuckoos have finished their nest care and stopped laying eggs in other people's nests. If after some time the voices of the cuckoos are heard again, know that the cuckoos again began to lay eggs in other people's nests. By this time, second clutches had begun in the warblers, warblers, skates and other birds, and the cuckoos, as it were, did not want to stay away. A new outbreak of "cooking" will tell you not only that the cuckoos have begun to lay eggs again - you can guess that other birds have also started nesting business, for the second time this spring and summer. The brighter, louder the flash of repeated “cooking”, the more warblers, warblers, and pipits, therefore, started the second laying over the summer.

Hearing repeated “crowing”, you can calculate when the last cuckoos will leave your forests. Old cuckoos will leave your forest and go on a long journey to the south at the end of July - at the beginning of August. But young birds will not have time to get ready for the journey so early - they still need to grow up, get stronger. When you hear the repeated "crowing", mark the date of this event - this date means that at this time the cuckoos began to lay their eggs in other people's nests for the second time. The cuckoo emerges from the egg on the 12th day. If now we add 12 days to the date of the beginning of repeated cuckooing, we get the date when the cuckoo is born, the cuckoo of the second output. Further, the cuckoo should serve the due time in the nest in order to grow up and, finally, dare to leave this nest and try to start an independent life. The cuckoo usually stays in the nest for about three weeks. So, from the day the cuckoos start to call again, it must be almost five weeks before the cuckoo gets out of the nest. But even then he will not fly yet - it will take another week to more or less strengthen the wings. Well, now it's time to get ready for a long journey? No, the travel date has not yet arrived. For almost a whole month, after leaving the nest, the cuckoo will use the help of its foster parents - all this time without their help the voracious chick will not be able to find the required amount of food on its own. This month will end, and only then will the young cuckoo be able to move on an independent journey, first to the surrounding areas, and then to the wintering grounds. So you calculate the departure time of the last cuckoos.

We enter the data in the table:

No. p / p	date of	Changes in nature	Possible processes from the life of a cuckoo
1	The first voice of the cuckoo			On the 12th day, the cuckoo will emerge from the egg
2	The silence of the voices of the cuckoos		End of nesting worries
The second flash of "cooking"		Start second laying by other birds	Re-laying eggs in other people's nests In 1-2 weeks, the old cuckoos will leave our forest and go on a long journey to the south
	The second flash of "cooking"		After 11-12 days, the second hatch will appear from the cuckoo egg 3 weeks the cuckoo is in the nest. 1 week to strengthen the wings. For another 1 month, the voracious chick cannot find the required amount of food on its own. Then the young cuckoo will be able to move on an independent road.
4	Departure of the last cuckoos	?

2.4. RESULTS OF EXPERIMENTAL WORK.

At the end of the forming experiment, we carried out a second cut. The children were asked the questions of the questionnaire (see Chapter 2. 2.1.) The data of the second cut showed that after the lessons the number of complete answers noticeably increased and the number of incorrect answers decreased. For example:

Students answer the question: What is nature? It was shown that the majority of students gave fairly accurate and complete answers to this question. Among the components of nature, children most often named air, plants, water, animals, humans (Appendix No. 1, Diagram No. 1).

Or to the question: What does nature give to man? most students gave correct answers (Appendix No. 1, Diagram No. 2)

The following diagram illustrates the students' answers to the question: Name the protected plants in our area (Appendix No. 1, Diagram No. 3). The responses received allow us to conclude that the program sessions led to an increase in the level of knowledge about protected plants. The number of inaccurate answers has decreased, many plants that were named before classes by one or two schoolchildren have become known to the majority of schoolchildren.

We also focus on the answers to this question: How do you assess the state of the environment in your area? Shows that the majority of schoolchildren have expanded their knowledge of the environmental situation in their area. (Appendix No. 1, diagram No. 8).

Students' answers to the question "How does a person destroy nature?" indicates that schoolchildren have learned about the numerous human activities in nature (Appendix No. 1, diagram No. 9).

Students' answers to the question "What can children do to protect nature?" Most children realized their role in protecting and restoring the natural environment (Appendix No. 1, Diagram No. 10).

Analyzing the data of two questionnaires, it can be seen that the level of environmental culture has increased among children. Students began to perceive nature and works of art about nature more emotionally. So, for example, Malykh Dima read and told his comrades the tale of A. Dietrich and G. Yurmin "Colorful River" about the harm that industrial plants bring by polluting our rivers and lakes. And Igor Kravchenko hung up the feeder and shared with his friends his observations about what kind of birds flew to his artificial dining room. A group of children organized a "blue patrol" to clean up the river. Mutnushki (Appendix No. 11, photo 1). Pinaeva Irina, Sysoeva Dasha participated in planting flowers (Appendix No. 11, photo 2). Nagimov Denis, Loginova Olya were engaged in systematic observations in nature, collected medicinal plants (Appendix No. 11, photo 3). Bystrova Dasha, Kozgova Nastya helped take care of pets (Appendix No. 11, photo 4).

Increased children's interest in project activities. The number of children of guides increased (2003 - 3 people, 2004 - 5 people), consultants for keeping animals at home (2003 - 2 people, 2004 - 5 people). If in 2003 2 people presented their projects, in 2004 - 4 people.

The formative experiment conducted under this program in the 2nd grade of the secondary school No. 1 in Tchaikovsky showed that children became more interested in nature, their environmental knowledge expanded.

The given data testify to the effectiveness practical work with students in the formation of ecological culture.

1. Circle work in the system of additional education is the optimal form of work on the formation of ecological culture of younger students.

2. The system of work with children of primary school age significantly expands and deepens their knowledge of nature, forms emotional susceptibility.

3. Circle work forms practical skills to help nature, introduces a variety of activities to help nature.

CONCLUSION

The current ecological situation in the world poses an important task for man - the preservation of the ecological conditions of life in the biosphere. In this regard, the issue of environmental awareness and environmental culture of the current and future generations is acute. For the current generation, these figures are at an extremely low level. The situation can be improved through the environmental education of the younger generation, which should be carried out by highly qualified, environmentally literate teachers, armed, in addition to special knowledge, with a number of effective methods that allow, by influencing the child's personality in a complex way, to develop all components of environmental culture as personality traits in terms of the general human culture. The problem of environmental education and upbringing is sufficiently covered in the works of famous scientists. The goals, objectives, principles, means, forms and methods, as well as the content of environmental education are determined. However, there is no systematic work on the ecological education of younger schoolchildren. Therefore, the purpose of our study was the development of the "Young Ecologist" program, which allows to fully realize the possibilities of environmental education and contributes to the formation of environmental culture.

The work done has led to the following conclusions:

1. Ecological education and upbringing of schoolchildren is a priority direction in institutions of additional education, carried out taking into account the age of students, with the ultimate goal of forming an ecological culture.

2. The theoretical foundations of environmental education and upbringing of younger schoolchildren are sufficiently developed in scientific and methodical literature.

3. Despite the revival of work on environmental education and upbringing, its level, as a rule, remains quite low.

4. To systematize the work, a program of environmental education and upbringing of children of primary school age is needed, which ensures the organization of cognitive, educational, entertaining, practical and research activities students, the use and combination of innovative and traditional forms, active methods and methods of work, continuity and consistency in the presentation of the material.

5. During the experiment, schoolchildren not only increased the level of environmental knowledge, but also significantly changed the motivation for actions in nature, as well as the interests of students.

6. Purposeful systematic work on environmental education and upbringing, carried out within the framework of a specially developed program of the circle "Young Ecologist", contributes to a significant increase in the ecological culture of schoolchildren.

The preparation of the thesis convinced me of the great importance of developing a special program for the joint activities of the station of young naturalists and the secondary school, aimed at improving the environmental culture of primary school students.

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Introduction………………………………………………………………………… 3

Chapter 1

1.1 The state of the problem in the scientific and pedagogical literature………………………………………………………………..6

1.3 Ways of formation of ecological culture among junior schoolchildren …………………………………………………………..20

Conclusions……………………………………………………………………….21

Chapter 2 Tchaikovsky ……………………………………………………………………..23

2.1. The state of the problem at the beginning of the experimental work.………………………………………………………………………………….

2.2 Development of the program of the circle "Young Ecologist"………..……..……26

2.4 Results of experimental work………………………………………….43

Conclusions………………………………………………………………….....45

Conclusion……………………………………………………………………...46

List of used literature………………………………………..48

Appendix

Ecological culture is becoming increasingly important in the modern world, because it is one of the most important problems of society, which determines the very possibility of its further existence.

"Environmental culture" is a system of knowledge, skills, values ​​and a sense of responsibility for decisions made in relation to nature. The main components of the ecological culture of the individual should be: ecological knowledge, ecological thinking, environmentally justified behavior and a feeling of love for nature.
The formation of environmental culture involves environmental education and environmental education. And it is necessary to start learning from school age, since at this time the acquired knowledge can later be transformed into strong beliefs. Students who have received certain ecological ideas will take care of nature. In the future, this may affect the improvement of the environmental situation in our region and in the country as a whole.

These problems are reflected in the Decree of the Government of the Russian Federation No. 1208 "On measures to improve the environmental education of the population" of November 3, 1994; "Law on Environmental Protection" dated January 10, 2002; in the program "Ecological education and enlightenment of the population up to 2010"; regional target complex program "Environmental Protection of the Perm Region" for 2001-2005.

Environmental education acts as a complex pedagogical process. Knowledge of the fundamentals of ecology is the most important component of ecological culture developed by schoolchildren.

All of the above determined the choice of the research topic: the formation of ecological culture among junior schoolchildren in the system of additional education.

problem Our research (SUN works together with the teaching staff of secondary school No. 1) is the creation of pedagogical conditions for environmental education and upbringing of schoolchildren in the process of extracurricular activities in the course of the work of the children's association "Young Ecologist". All this allowed us to determine the object, subject, purpose of the study, put forward a hypothesis and identify the tasks of the work.

Object of study is the process of formation of environmental education and upbringing of schoolchildren.

Subject of study– the impact of environmental education on the development of environmental culture of junior schoolchildren. Purpose of the study determination of the system of forms and methods of organizing the educational process, which contributes to the development of environmental culture and environmental awareness of students in the classroom on ecology.

Before starting our research, we put forward the following hypothesis:

we assume that systematic work with schoolchildren on environmental education and upbringing within the framework of the children's association "Young Ecologist" contributes to the formation of the ecological and general culture of students, increasing the level of knowledge, deepening motivation and activating students in nature.

In accordance with the problem, purpose, object and subject of the study, the following tasks:

Consider the state of the problem in the scientific and pedagogical literature;

Reveal the methods and forms of environmental education and upbringing;

To characterize the children's association as a means of ecological

education, upbringing and formation of ecological culture.

The purpose and objectives of the work determined its structure:

Chapter 1 reveals the state of the problem in the scientific and pedagogical literature, the content and ways of forming an ecological culture.

Chapter 2 shows the state of the problem, developed a program for the children's association, summarized the results of experimental work.

The study was carried out at the station of young naturalists in the city of Tchaikovsky, Perm Region, and at secondary school No. 1 (primary level).

CHAPTER 1.

SCIENTIFIC - PEDAGOGICAL BASES OF ECOLOGICAL EDUCATION OF JUNIOR SCHOOLCHILDREN IN THE SYSTEM OF ADDITIONAL EDUCATION.

1.1. THE STATE OF THE PROBLEM IN SCIENTIFIC AND PEDAGOGICAL LITERATURE.

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

The problem of the relationship between man and nature was reflected long before our century. Back in the 17th century, Jan Amos Comenius drew attention to the natural conformity of all things, i.e. that all processes in human society proceed like the processes of nature. He developed this idea in his work "The Great Didactics". The epigraph to this book was the motto "Let everything flow freely, without the use of violence." Ya.A. Comenius argued that nature develops according to certain laws, and man is a part of nature, therefore, in his development, man obeys the same general laws of nature. The teacher derived the laws of education and upbringing based on the laws of nature. He noted that educational material should be studied gradually, since "nature does not make leaps, but moves forward gradually." At a young age, a general education is given, then it deepens over the years, since "nature begins every formation from the most general and ends with the most special" (Komensky, 1989:56).

The pedagogical value of strengthening the humane feelings of the child by means of nature was also emphasized by such great teachers as J.-J. Rousseau (1762), G. Pestalozzi (1781-1787), F. Diesterwerg (1832). For the first time, the Swiss democrat teacher A. Humboldt, and then the French teacher and philosopher J.-J. Rousseau and other teachers spoke about educating children in a "sense of nature" as a sense of its ennobling influence on a person. J.-J. Rousseau in the book "Emile, or On Education" proposed to raise children away from civilization in the "bosom of nature." Education should occur naturally, in accordance with nature. G. Pestalozzi in his work "Lingard and Gertrude" considered the main goal of education - to develop the natural forces of the child in a versatile and harmonious way. Not to suppress natural development, but to direct it along the right path. The basic principle of education is the harmony of man with nature. Pestalozzi did not idealize the nature of children, he believed that children should be assisted in the development of their strength.

The great Russian teacher K.D.Ushinsky (1861, 1864) did not remain aloof from environmental issues. It should be noted that knowledge of the objective world is impossible without knowledge of the ecological connections that really exist in it. Their study, which is so important today, must be regarded as a necessary condition for the formation in schoolchildren of the foundations of a dialectical-materialist worldview. At the same time, the study of ecological connections plays an important role in the development of logical thinking, memory, and imagination in children. KD Ushinsky ardently called for expanding the child's communication with nature and complained: "It is strange that the educational influence of nature ... is so little appreciated in pedagogy" (Ushinsky, 1988: 56). In Ushinsky's books "Native Word" and "Children's World" special attention is paid to the educational influence of nature, in which he refers to the logic of nature. In the textbook "Native Word" children get acquainted with insects, wild and domestic animals, birds, trees, mushrooms and other representatives of nature with the help of poems, riddles, proverbs, sayings, fairy tales.

So, the problem of environmental education teachers began to deal with in the XVII - XVIII centuries.

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Ministry of Education and Science of the Republic of Kazakhstan

Karaganda State University named after E.A. Buketova

Faculty of Education

Specialty: pedagogy and methods of primary education

Course work

On the topic: Ecological culture of younger students

Completed: 3rd year student

gr. PiMNO-32

Amirkhanova M.

Checked by: teacher

Kushnir M.P.

Karaganda 2009

Introduction

Chapter 1

1.2 Features of the formation of ecological culture

Chapter 2

Introduction

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

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

Environmental education and upbringing of students today can rightly be attributed to the most priority areas scientific and pedagogical research. Changes in environmental conditions on the planet, due to the disharmony of the interaction between society and nature, the development of multifaceted activities in the field of nature management, led to the emergence of numerous social and environmental problems, one of which is the training of an environmentally literate teacher who is able to professionally solve the problems of environmental education and upbringing, because regardless of age and kind of occupation, only an environmentally educated person is ready to solve complex problems of preserving, ensuring the harmony of the social and natural environment.

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

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

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

At present, in the Republic of Kazakhstan, much attention is paid to the formation of the ecological culture of schoolchildren, which is confirmed in state documents.

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

Formation of knowledge about the integral organization of life on planet Earth with diverse causal relationships, scientific ideas about nature and society, their interaction, about the desire of people to create a man-made environment for their life, about environmental problems, their causes, about the danger of destroying the foundations life in the biosphere;

- the assimilation of primary environmental knowledge, the accumulation of information sufficient to be able to solve standard problems in the field of environmental protection using standard methods, the use of simple models with a clearly defined algorithm, an idea of ​​real ways to solve environmental problems at different levels;

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

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

- formation of a system of intellectual abilities and elementary practical skills for studying and assessing the ecological state of the environment of their area, real actions to protect and improve it;

- development of the emotional sphere - sensory-aesthetic and hygienic assessments of the ecological state of the environment, the ability to target causal and probabilistic analysis, forecasting and modeling of actions and deeds.

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

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

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

- development of various forms of conducting practical classes;

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

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

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

- State support for environmental education.

Thus, the problem of forming the ecological culture of schoolchildren is currently the most relevant.

The object of the research is the pedagogical process of elementary school.

The subject of the study is the content of the interaction between the teacher and students in the formation of ecological culture of younger students.

The purpose of this course work is to consider the formation of ecological culture of younger students.

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

Consider the theoretical foundations of the formation of ecological culture of younger students;

Conduct an analysis of the interaction between the teacher and students in the formation of ecological culture of younger students.

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

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

The structure of the course work:

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

The first chapter analyzes scientific literature on the formation of ecological culture of younger schoolchildren, the features of its formation in the primary grades are revealed.

The second chapter contains the contents of the teacher's activities in the formation of ecological culture of younger students and the identification of the effectiveness of the teacher's activities in the formation of ecological culture on the basis of an experiment in Karaganda secondary school No. 81, 3-b grade.

Chapter 1

environmental education student teacher

1.1 Characteristics of ecological culture

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

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

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

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

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

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

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

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

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

Environmental education is an integral part of moral education. Therefore, ecological education should be understood as the unity of ecological consciousness and behavior in harmony with nature. The formation of ecological consciousness is influenced by ecological knowledge and beliefs.

Environmental education is a continuous process of learning, upbringing and development of the individual, aimed at the formation of systems of knowledge and skills, value orientations and moral and ethical relations that ensure the environmental responsibility of the individual for the state and improvement of the natural environment. The widespread introduction of environmental content and academic disciplines of the environmental cycle into the curricula and programs of educational institutions is designed to increase the level of environmental literacy of all socio-professional groups.

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

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

The effectiveness of the formation of a student's ecological culture depends on how much the main links in the transformation of social relations and the components of the internal structure of the personality are taken into account in the educational process: social relations, needs, goals, motives for setting value orientations. Each link of the presented sequence has a relative independence. The purpose of the formation of ecological culture is to most fully transform the social need to preserve nature into the internal needs and interests of the student. Its planned result is the formation of a responsible attitude to the natural environment, the ability to understand and appreciate the beauty and richness of native nature, the ability to carry out environmentally competent actions, take an active life position, and express intolerance to manifestations of an irresponsible attitude towards the environment.

The structural stages of the formation of ecological culture are:

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

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

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

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

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

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

At the stage of formulating an environmental problem, methods that stimulate independent activity students to collect and analyze facts of an environmental nature; solving tasks, tasks related to identifying contradictions in the interaction of society and nature; conducting educational discussions that contribute to the manifestation of partiality and selectivity in relation to students in various aspects of environmental problems. Of decisive importance in all stages of the process of forming an ecological culture are the methods of involving schoolchildren in practical activities to protect, care for, improve the environment and promote environmental knowledge. In the process of such activity, the formation of responsibility as a personality trait takes place.

In accordance with the general pedagogical theory and the main provisions of integrated ecology, the content of ecological culture should reveal the scientific, value, normative and activity aspects of the interaction of society with nature, characterize the global significance of environmental problems and ideas for optimizing nature use:

- scientific aspects are represented by social, natural and technical patterns, theories and concepts that characterize a person, labor, nature, society in their interaction;

- value orientations as attitudes and motives of activity require schoolchildren to realize the importance of nature as a universal value;

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

1.2 Features of the formation of ecological culture

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

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

The goal of environmental education is to form a responsible attitude to the environment, which is built on the basis of environmental awareness. This implies the observance of the moral and legal principles of nature management and the promotion of ideas for its optimization, active work to study and protect the nature of one's own area.

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

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

Responsible attitude to nature is a complex characteristic of a person. It means an understanding of the laws of nature that determine human life, manifested in the observance of the moral and legal principles of nature management, in active creative activity in the study and protection of the environment, in the promotion of ideas for the proper use of nature, in the fight against everything that has a detrimental effect on the environment.

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

The criterion for the formation of a responsible attitude to the environment is the moral concern for future generations.

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

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

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

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

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

At present, the attention of scientists to the study of the problems of environmental education and upbringing has increased significantly. Ecological culture, according to A.N. Zakhlebny is a statement in the mind and activity of a person of nature management, the possession of skills and abilities for socio-economic tasks without harming the environment and human health.

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

The culture of work, which is formed in the process of labor activity. At the same time, environmental, aesthetic and social criteria are taken into account when performing specific cases in various areas of nature management;

Culture of spiritual communication with nature.

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

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

The combination of knowledge and consciousness contributes to the formation of the ecological culture of the individual. The combination of different forms (conversations, games, etc.) has a huge effect. The children give examples of ecological connections, play the "Field of Miracles", compose the food chains of various living organisms, draw ecological signs, emblems, choose ecological rules that fit them and get acquainted with some of the "inhabitants" of the Red Book.

The theoretical knowledge gained by students in the classroom should become the basis for an independent assessment of the processes and phenomena occurring in nature, the ability to generalize the results of observations, to promote environmentally competent, safe for nature and one's own health behavior. Here to help dry presentation educational material various forms of conducting lessons - travel, didactic l-conversations, matinees - eco-projects, which contribute to a deep and lasting expansion of environmental knowledge, come to the rescue in the lesson.

Often children study nature only from books, they can identify the names of animals and plants depicted only in illustrations, but do not recognize them in nature. A private solution to the problem can be helped by research work within the framework of environmental projects. There is a wide variety of projects: "Clean Morning", "We found our owners!", "Returned Forest", "The Complaint Book of Nature", "Corner Have a good mood”, “Charming weed”, “My tree”, etc. These projects involve children doing research, making observations, summarizing results, researching in the most diverse form and making recommendations on the problem.

An important task of the work within the framework of the project is the education of an emotional attitude to nature, communication with it on an equal footing.

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

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

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

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

Chapter 2

2.1 The content of the teacher's activities in the formation of ecological culture of younger students

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

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

At the stage of formation of an environmental problem, methods that stimulate independent activity of students acquire a special role. Tasks and tasks are aimed at identifying contradictions in the interaction between society and nature, at the formation of a problem and the birth of ideas about the way to solve it, taking into account the concept of the subject being studied. Stimulate the learning activities of the discussion, contributing to the manifestation of the personal attitude of students to problems, acquaintance with real local environmental conditions, and the search for ways to solve them.

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

Role-playing games are a means of psychological preparation of schoolchildren for real environmental situations. They are built taking into account the specific goals of the subject.

A number of methods are of universal importance. A quantitative experiment (experiments on measuring quantities, parameters, constants that characterize environmental phenomena; experimental study of environmental techniques, technologies; experiments illustrating the quantitative expression of environmental patterns, etc.) allows you to successfully form the structural elements of environmental knowledge and attitude to them, as to personally significant.

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

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

Great opportunities in the education of ecological feelings in relation to the world around us are laid down in games, primarily didactic ones. Didactically games, in their essence, serve the developmental purpose of any education.

“To satisfy children's curiosity, to involve the child in the active exploration of the world around him, to help him master the methods of knowing the connections between objects and phenomena, it is precisely the didactic game that will allow,” says teacher L. Pavlova. In her work “Games as a Means of Ecological and Aesthetic Education”, she suggests especially “not to load” younger students due to the fact that at their age they will be more interested in the knowledge learned in games.

Reflecting the impressions of life phenomena in the images of the game, children experience aesthetic and moral feelings. The game contributes to the in-depth experience of children, expanding their understanding of the world. The more varied the content of the game actions, the more interesting and effective the game techniques. When inventing them, the teacher focuses on the children's knowledge of life situations and the behavior of humans and animals. Game learning techniques, like others pedagogical techniques, are aimed at solving didactic problems and are associated with the organization of the game in the classroom. The game in the lesson is offered by the teacher, in this it differs from the free game. The teacher plays with the children, teaches them how to play and follow the rules of the game as a leader and as a participant. The game requires the child to be included in its rules: he must be attentive to the plot that develops in a joint game with his peers, he must remember all the designations, he must quickly figure out how to act in an unexpected situation, from which it is necessary to exit correctly. However, the whole complex of practical and mental actions performed by the child in the game is not recognized by him as a process of deliberate learning - the child learns while playing.

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

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

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

Great pedagogical value of excursions. First of all, it should be noted its great importance in shaping the personality of the student. The excursion concretizes the program material, broadens the horizons and strengthens the knowledge of students.

An important place in the teacher's work plan is occupied by excursions into nature, where students can see the relationship of natural objects and their connection with the environment. Getting into natural environment with all its diversity of objects and phenomena, students learn to understand this diversity, to establish connections between organisms with each other and with inanimate nature. Excursions into nature are a way of concrete study of nature, that is, the study of genuine objects and natural phenomena, and not stories or books about it. There are ample opportunities for organizing the creative work of students, initiative and observation. On excursions, as well as in practical classes, students develop skills independent work. They get acquainted with the collection of materials and the preservation of fees, as well as the processing of excursion material (in the classroom after the excursion). The systematic conduct of excursions develops in students the skills of studying their region.

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