Ecological culture in teaching and learning. Development of ecological culture of schoolchildren in the process of teaching physics Vladimir Nazarov Konstantinovich. Psychology and Pedagogy: Methods and Problems

At the present stage of development, one of the most serious problems of mankind is environmental, which has become global in recent decades. The ever-increasing pressure on the environment through a consumerist, immoral attitude to natural resources and their irrational use, environmental illiteracy have led to severe pollution of all natural environments with waste, the main danger of which lies in the possibility of complete degradation of natural ecosystems.

World scientific community to solve environmental issues identifies two main tasks:

Ø adoption of practical first-priority measures to overcome the crisis;
Ø education of the ecological culture of the younger generation in order to prevent a recurrence of the current situation.

Environmental education has been promoted by UNESCO and the United Nations Environment Program as the main means of harmonizing the interaction between man and nature. Today, the international environmental movement of educators recognizes education in the field of the environment as a priority for the modernization of the education system as a whole. Based on this, the Government of the Russian Federation adopted Decree No. 1208 dated November 3, 1994, in which the environmental education of schoolchildren was defined as priority school work. This circumstance is especially natural now, since in the conditions of a significant legislative vacuum in ecology, the lack of the necessary economic support for it from the state, the mass dissemination of environmental knowledge, combined with the problems of general education, is of particular importance in the system of measures that allow educating spirituality in a person - a factor that guarantees that environmental knowledge will receive the most effective implementation and application.

v scientific (development of a scientific and cognitive attitude to the socio-natural environment);
v value (definition of meaning in nature in the life of society and man);
v normative (mastering the system of moral and legal norms and rules);
v activity (formation of cognitive, practical and creative skills, types and methods of environmental activities).

Since environmental education clearly defines the need to combine scientific and theoretical knowledge about the natural environment and the laws of its development with the principles of caring for nature as a whole and its individual components, the complex nature of this education becomes obvious. Only a combination of knowledge of the scientific foundations of ecology with practical measures will make it possible to educate an environmentally literate citizen. However, one should not forget that environmental literacy and a moral attitude to nature are not identical concepts. They are united by such a term as “ecological culture”, the formation of which should become the main goal of environmental education.

In modern pedagogical science under the ecological culture of the individual is understood the assertion in the mind and activity of the principles of rational environmental management, mastering the skills of solving socio-economic problems without harming the environment and human health, this is the need and ability to follow the economy regime as a nationwide cause. Ecological culture as a quality of a person should be formed in the process of continuous ecological education. This is possible provided that the content of school education includes the following leading elements:

v a system of knowledge about the interaction between society and nature (environmental knowledge);
v formation of valuable ecological orientations;
v system of norms and rules in relation to nature;
v skills and abilities to study nature and protect it;

In the context of growing environmental danger, there is an increasing awareness of “environmental insufficiency” modern education. Educational materials are not adequate to the general priority goals of education, there are no conditions for a variety of independent activities of schoolchildren, the teaching is focused mainly on perception and memory, does not provide the development of thinking, imagination, cognitive interests, and most importantly - a responsible attitude to the preservation of living conditions on Earth. A contradiction is revealed between the demands of society in people who are environmentally educated and the backlog of school education in the environmental preparation of children for life.

Under these conditions, the issue of greening the entire educational process becomes extremely relevant. Ecologization can be interpreted as the interpenetration of knowledge about environmental interactions at different levels in modern areas of natural science, the humanities and technology; complementarity of different areas of knowledge in the study of man and the environment, the interaction of society and nature at different levels of knowledge - philosophical, natural science, humanitarian.

According to many scientists studying the problems of environmental education, ecologization is one of the most effective means of forming an individual's ecological culture. At the same time, such an academic discipline as biology has the maximum potential for greening, which is determined primarily by the content scientific knowledge about living systems of various levels.

Despite some coverage of the problem of the effectiveness of the formation of the ecological culture of the individual, as a system-forming element of ecological education, the issues of applying an integrated approach to its formation remain insufficiently studied.

In this connection, the problem of the study was to determine the effectiveness of an integrated approach in the formation of the ecological culture of schoolchildren in the classroom and in extracurricular activities in biology.

The purpose of the study: to theoretically substantiate and experimentally prove the effectiveness of an integrated approach in the formation of the ecological culture of schoolchildren in the classroom and in extracurricular activities in biology.

Hypothesis: the process of forming the ecological culture of the personality of students will be most effective if an integrated approach is implemented in the formation of environmental knowledge, a system of norms and rules in relation to nature, value orientations and skills in studying nature and its protection in the classroom and in extracurricular activities biology, including:

The study was conducted with the aim of experimentally proving the effectiveness of an integrated approach in the formation of the ecological culture of schoolchildren in the classroom and in extracurricular activities in biology. The experiment was carried out during the 2007-2008 academic year on the basis of the municipal educational institution "Volkhonshchina secondary school" of the Plavsky district of the Tula region. The study involved students of 10-11 general education classes with a total of 50 people.

At the first stage of the study (stating) the levels of formation of ecological culture among high school students were revealed. The identification of its general indicators in the analysis of literary sources made it possible to develop criteria on the basis of which it was possible to judge the formation of each component of ecological culture (Table 1)

Table 1

Criteria for the Formation of the Components of the Ecological Culture of the Personality of High School Students

	Component of ecological culture	Criterion	Component formation options	Diagnostic registration method
	Environmental Knowledge		Environmental Knowledge: 1. formed (all three qualities are expressed), 2. incompletely formed (one or two qualities are not expressed), 3. unformed (qualities are not expressed).	v Product analysis ( test"Fundamentals of Ecology"); v Questioning (questionnaire "Interaction of society and nature")
mindfulness
Strength
	Value ecological orientations	Preoccupation with environmental issues	Value ecological orientations: 1. expressed, 2. weakly expressed; 3. unexpressed	Questionnaire
Awareness of nature as a value
"I am part of nature"
	The system of norms and rules in relation to nature	Love for nature	The system of norms and rules in relation to nature: 1. expressed, 2. weakly expressed, 3. unexpressed	Interviewing (interview "Man and Nature")
Responsibility towards nature
Emotional perception of nature
	Skills and abilities for the study of nature and its protection	Knowledge of methods and techniques for studying and protecting nature	Skills and abilities for the study of nature and its protection: 1. formed, 2. unformed	Questionnaire (questionnaire "Can I protect and study ...")
Correct sequence of operations
Objective interpretation of the obtained data

Analysis of the diagnostic data of the formation of the ecological culture of the personality of students showed (Fig. 1):

v the vast majority of students in grades 10-11 (64%) have unformed environmental knowledge. At the same time, such a criterion for the formation of environmental knowledge as its completeness (36%) is more pronounced, the least pronounced criterion is “strength” (16%), which implies a generalized nature of knowledge;
v 56% of students do not express value ecological orientations;
v 32% of students have a well-formed, while 46% have a poorly formed system of norms and rules in relation to nature;
v only 6% of the students participating in the study have developed the skills and abilities to study nature and protect it.

Figure 1. The results of diagnosing the formation of the ecological culture of the personality of students (stating stage)

Based on the results obtained during the ascertaining stage of the experiment, it can be concluded that only 6% of students were characterized by a formed ecological culture. In this regard, at the formative stage of the experiment, we developed a system of techniques and methods for an integrated approach to the formation of an ecological culture of the personality of students in the classroom and in extracurricular activities in biology.

The work program in biology was developed for 2 years (grades 10-11) and included 136 hours, of which 57 hours were environmentally friendly content. When developing the system of lessons, we took into account:

o goals and objectives of the experiment (including features of an integrated approach);
o age and individual characteristics of high school students;
o the selection of content was carried out in accordance with all well-known didactic requirements (didactic principles, the requirements of the State Standard for a secondary school in 2004, the goals and objectives of the lessons, etc.)

As shown above, it is difficult to form an ecological culture of students' personality only within the framework of biology lessons, which is due to the impossibility of fully forming a system of skills and abilities for studying nature and protecting it. In this connection, the program of the circle "Ecopracticum" (51 hours) was developed, the main purpose of which was to form in students a system of practical skills in studying, restoring and protecting the environment, as an essential component of the ecological culture of the individual. The classes that implemented the content of the developed program were varied in form, a large number of different methods were used in their planning, but all of them were united by the fact that they were maximally saturated with practical tasks. Of course, at first, certain experiments were mostly demonstrative in nature, which was due to the students' lack of skills and abilities, but after several classes, the students independently completed research tasks.

It should be noted that most of the students' research was carried out at a fairly high scientific and methodological level. Therefore, it was decided to send part of the work to competitions of educational and research works of students at various levels: the All-Russian competition of young environmental researchers, the All-Russian junior forest competition "Podrost", the All-Russian competition "My small Motherland: nature, culture, ethnicity", the regional competition " In the lens - the Tula Territory.

In order to analyze the effectiveness of the integrated approach to the formation of the ecological culture of the personality of students at the end of the academic year, a repeated diagnosis of the formation of each of its components was carried out (Fig. 2).

Figure 1. The results of diagnosing the formation of the ecological culture of the personality of students (control stage)

In general, it should be noted that by the end of the academic year, 24% of students were characterized by the formed ecological culture after the system of lessons in the biology of ecologized content and the implementation of the Ecopracticum program. They were characterized by: formed ecological knowledge, expressed value ecological orientations, a formed system of norms and rules in relation to nature, and formed skills in studying nature and its protection. Figure 2 allows us to trace positive changes in the formation of environmental culture among students in grades 10-11 (the proportion of students increased by 4 times).

Thus, the developed system of lessons and the implementation of the content of the developed program of the "Ekopraktikum" circle effectively solve the goal of forming the components of the ecological culture of the students' personality. However, the condition for this is their complex application, which implies:

v a combination of scientific and theoretical knowledge about the natural environment and the laws of its development and the formation of a careful attitude towards nature as a whole and its individual components;
v a variety of methods, forms and techniques of teaching in biology lessons;
v a variety of methods, forms and techniques of teaching in extracurricular activities in biology;
v accounting for individual and age features high school students.

A. V. Antishina, A. V. Dolmatov

(St. Petersburg)

Formation of environmental competence and culture

IN THE PROCESS OF EDUCATION AND EDUCATION OF STUDENTS

The article deals with the formation of environmental competence and culture in the process of teaching and educating students. The main tasks of the formation of new values and moral attitudes, the ability and readiness to take into account the environmental component in future professional activities are presented.

Modern civilization is characterized by special attention to the problems of protection and environmental protection. The manifestation of the harbingers of the ecological crisis in various spheres of human activity at the end of the 20th century actualized the problem of sustainable development, primarily for industrialized countries. One of the significant reasons for the growth of environmental problems is the low level of environmental culture of the population, insufficient environmental competence of industrial enterprises and managers at various levels.

The significance of the identified problems is confirmed by the changes taking place in the field of education. The subject "Ecology" is introduced into the educational programs of schools, the issues of protection and environmental protection are reflected in the programs of such subjects as "Geography", "Chemistry", "Fundamentals of Life Safety". At the same time, in the educational programs of universities that train bachelors in the areas of "Management", "Economics", environmental problems have not yet been properly reflected.

To ensure environmental safety, it is necessary to form environmental competence, culture, and environmental outlook among future managers. In the current educational standards in the listed areas, environmental competence is not included in the list of general cultural and professional competencies, at the same time, its importance for the future manager, economist, "captain" of production and business is obvious.

All this determines the need to introduce a system of training in environmental management using an interdisciplinary approach in the process vocational training students studying in the areas of "Management" and "Economics".

At the scientific, theoretical and practical levels, it is necessary to develop appropriate methods, their testing and implementation in the educational process. It is important to take into account the fact that modern education is characterized by an extensive development of environmental practices. The solution of environmental problems depends on the state policy, its values and priorities.

In the area of environmental education for several decades, the problems of the formation of ecological culture have been studied quite actively by domestic and foreign scientists (A. N. Zakhlebny, S. N. Glazachev, N. S. Dezhnikova, I. D. Zverev, V. A. Ignatova, B. T. Likhachev].

From the point of view of educational goals, it is important not only to teach the student to understand the environmental problems of our society, but also to take into account the real conditions and their dynamics. It is necessary to both improve traditional methods and introduce new pedagogical technologies focused on the formation of environmental competence and, as a result, the environmental culture of future managers.

that in most curricula there is no course in environmental management. In addition, the ecological potential of all blocks and modules of educational programs is poorly used. At the same time, the vast majority of students understand the importance of environmental training, which is confirmed by the results of the study conducted among students of the Faculty of Management of the Russian State Pedagogical University. A. I. Herzen survey (120 respondents were surveyed regarding the need to include a course in environmental management in the educational programs of the Faculty of Management).

Environmental training of students at the university should be organically included in the overall system of professional training of any direction and profile. In addition, it is important that it be carried out taking into account the regional components of educational standards and be personally significant for students.

Formation of ecological culture of students is currently one of the important tasks of professional pedagogy and environmental management. At present, the requirements of environmental education and culture are becoming integral qualities of the general culture of the individual. More and more attention is paid to environmental education, the formation of environmental consciousness, environmental culture, which are an integral part of moral education. Ecological culture is understood as the unity of ecological consciousness, behavior and upbringing in harmony with nature. In different regions of the country, the environmental education of students acquires its own specifics under the influence of national traditions, the characteristics of the peoples living in a given territory, attitudes towards the nature of their native land, and the actual situation. Of course, the formation of ecological culture is influenced by ecological knowledge, beliefs, and competence.

Currently, there are a number of approaches to the definition of ecological culture. According to A. N. Zakhlebny, this is the affirmation in the mind and activity 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 people's health. L. P. Pechko

believes that ecological culture is multifaceted and includes:

The culture of human cognitive activity in mastering the experience of mankind in relation to nature;

The culture of work, which is formed in the process of labor activity, taking into account environmental, aesthetic and social criteria in the performance of specific cases in various areas of nature management;

The culture of spiritual communication with nature, the development of aesthetic emotions, the ability to evaluate the aesthetic merits of both the natural and the transformed natural sphere.

Ecological culture of a manager is a condition and a way of realizing values in the system "man - nature - society" (regulators, norms, traditions, principles of activity arising from the concept of sustainable development], expressed in the manifestation of a general civilizational culture, a culture of social life, a culture of activity ( intellectual and objective] when making managerial decisions in the field of interaction between nature and society.

The development of students' ecological culture provides for: the formation of ecological knowledge and ideas; development and activation of environmental motivation, environmental awareness; formation of beliefs and needs for the need for environmental activities; change in consumer attitude to nature in the mind of man; the formation of appropriate (nature-conforming] needs, motives and attitudes in the education and upbringing of the individual.

Ecological culture as a quality of a person should be formed in the system of continuous ecological upbringing and education. Environmental education should be carried out in a continuous cycle, starting from an early age and throughout a person's life. The attitude to nature is closely interconnected with family, social, industrial, interpersonal relationships human and covers all spheres of consciousness and activity: scientific, political, ideological, artistic, moral, aesthetic, legal.

The ecological culture of the individual is unthinkable outside of its practical attitude to action.

Figure 1. The results of students' assessment of the need for further study of the environmental management course.

validity, which is formed in the process of integrated scientific and educational activities of students. The process of teaching environmental management includes mandatory environmental components that contribute to the formation of an environmental culture of the individual.

The level of environmental culture of the future manager should reflect the degree of mastery of activity regulators (rules, regulations, norms, values and ideals] aimed at implementing the concept of sustainable development, and manifest itself in the form of a need for environmental verification of all management decisions made in the field of interaction between nature and society.

Understanding environmental problems by future managers is necessary so that they not only realize the tasks using humanitarian, mostly descriptive methods for analyzing the interconnections of processes occurring in nature and society, but could analyze these interconnections using modern natural science methods: system analysis, optimization, nonlinear dynamics, simulation modeling. The modern educational system has not been providing the needs of social life for more than a decade, broadcasting the values of an industrial-consumer society into the future, ignoring the approach of a global anthropology. ecological disaster. This is confirmed by the analysis of the content of education: the state educational standard of the specialty did not include environmental management as a separate discipline in the federal component.

At present, the formation of ecological culture is an integral part of

component not only of education, but also of education. Environmental education should be comprehensive and organically consistent with training and other areas of educational work, being one of the components of the humanization process. For the successful implementation of a sustainable development strategy, environmental education should not be limited to the transfer of environmental knowledge; it should develop systemic ecological thinking and form an ecological culture of the individual. Ecologization of education involves the widespread introduction of an ecological approach into the education system at all its stages, which currently performs an integrating scientific and educational function.

The integration of environmental management with the mainstream education system should take place in two stages. At the first preparatory stage, it is necessary to determine the level of preparedness of students in the field of ecology and environmental management through the implementation of experimental testing, which can be carried out in various forms:

Monitoring the independent work of trainees;

Questioning;

Individual, group problem-thematic conversations;

Use of Case study techniques, "Plus, minus, interesting";

Written survey with elements of reflection.

Statistical processing of the obtained data, which is carried out by the method of quantitative and qualitative analysis, upon completion of the preparatory stage, allows you to determine the initial level of environmental

cultural culture and the effectiveness of the formation of environmental competence as a condition for the development of a value attitude to nature, a culture of personality, a culture of social life, a culture of activity.

The authors revealed a rather significant additional effect from this propaedeutic stage - interest in the development of environmental management has increased, which is reflected in Fig. 1, p. 47, which presents the results of a survey of students regarding the need for further study of environmental management (in the same composition of respondents].

If the main goal of the ascertaining stage was to determine the initial level of students' ecological culture, then at the formative training stage of the experiment, the formation of environmental competence takes place on the basis of the data obtained. The system of tasks developed by one of the authors, integrated into the main education system and contributing to the creation of favorable conditions for the formation of environmental culture and environmental competence, can serve as a means of achieving this goal.

The purpose of this stage is to form a system of knowledge about environmental management among students, including both a theoretical component and practical applications of an integrated and systematic approach to environmental protection issues, typical for international and Russian organizations and conditions. The study of the discipline involves consideration of the main mechanisms of environmental management, issues of supporting economic activities, legal aspects of regulating the activities of organizations, taking into account environmental factors, as well as financial support for the environmental management system.

The main forms of conducting classes in the educational process can be lectures, online seminars, interuniversity teleconferences, ecological routes in combination with extracurricular work in order to form and develop the professional skills of students. Appropriate use active methods learning with elements of research work: work in small groups to solve specific tasks(relating not so much to

connection between people and nature, how many relationships between people about nature management and environmental protection], group discussions, role-playing games, brainstorming.

As a result of mastering the course, the following components of environmental competence should be formed.

1. The ability to be responsible for the results of their professional activities in the context of the environmental situation.

2. Readiness to ensure the protection of the environment, life and health of people.

3. Ability to use modern methods management for solving environmental problems;

4. Ability to use the basic methods of protection against the possible consequences of environmental accidents and disasters.

5. Ability to carry out environmental audit.

6. The ability to make decisions and evaluate their consequences in terms of impact on the environmental situation.

An important condition for the effectiveness of training is the integration of research and educational activities. In the process of approbation of the introduction of the environmental management course into the educational process of the Faculty of Management, the students were actively involved in scientific and educational activities, with their help it was possible to assess, in particular, the degree of importance of environmental management tasks. The results of the survey are shown in fig. 2.

In the process of learning, students mastered the requirements of the 14000 series ^0 standards and identified the most significant goals for the implementation of these standards and the degree of their impact on the organization's environmental performance, the results of the survey are shown in Fig. 3.

The given results of the survey testify to the absolute usefulness of introducing a research component into the course of environmental management.

It is important to note that the level of ecological culture presupposes not only the presence of a system of ecological knowledge, but also a positive experience of an emotional and value attitude towards nature, an appropriate style of thinking and activity.

Currently, the teaching of ecology and environmental management is becoming increasingly

stimulation of environmental initiatives creation of low-waste technologiesproduct renewal

minimal damage to the environment

ensuring environmental compatibility of all industries

0% 10% 20% 30% 40% 50% 60% 70% 80%

Figure 2. The results of students' assessment of the degree of importance of environmental management tasks in the course of studying the course.

Increase competitiveness

Improve the terms of international trade

Define national environmental policy

Improve environmental impact performance

Figure 3. The results of students' assessment of the importance of the goals of introducing environmental standards in integrated management systems.

more relevant and should be closely interconnected with basic education, the formation of new values and moral attitudes, the revision of the structure of needs, goals, priorities and methods of activity. In conclusion, it is necessary to highlight a number of its most significant features.

The methodological system of teaching environmental management, of course, should be based on the formation of a natural science fundamental core. It is necessary to develop interdisciplinary links, create integrative educational modules. What is important is the real integration of educational

vatnoy, scientific and innovative activities.

Training should be practice-oriented. It is necessary to include in the courses workshops, experimental and project activities. Laboratory workshops and field studies should be carried out in the logic of a systematic approach and interdisciplinary connections. The participation of students in real environmental projects is important.

The formation of environmental competence, environmental outlook, environmental culture should include a creative component.

The integration of the environmental component into the education system, the mastery of relevant competencies by students will improve the quality of education and bring it in line with the requirements of world educational standards. Integration

The environmental component in the system of basic education is introduced into it "additional value", which makes it possible to expand the scope of activities and make effective decisions, taking into account environmental factors.

Literature

1. Pakhomova N. V., Enders A., Richter K. Ecological management: textbook. for universities. - St. Petersburg: Peter, 2003. - 544 p.

2. Dolmatov A. V., Dolmatova L. A. Training of education managers: new tasks and technologies // Nizhny Novgorod education. - 2012. - No. 2. - S. 93-98.

3. Dolmatov A. V., Dolmatova L. A. Competence model of the project culture of the teacher // Letters to the Emission.Offline (The Emission.Offline Letters]: electronic scientific journal. -2011. - No. 7. - P. 1620.

4. Ecology: textbook. for universities / V. I. Korobkin, L. V. Peredelsky. - Ed. 16th, add. and reworked. - Rostov n/a. : Phoenix, 2010.

5. Trifonova T. A., Selivanova N. V., Ilyina M. E. Ecological management: textbook. allowance. - Vladimir: Vladimir. state un-t, 2003. - 291 p.

Introduction

Chapter I. The concept of ecological culture

1 Phenomenology of ecological culture in modern scientific literature

Chapter II Theory of Ecological Education

1 The essence of environmental education

2 The purpose and objectives of the education of environmental culture

Chapter III Research activity as a condition

1 Conditions for the formation of ecological culture in the context of the educational process

2 Research activities as a condition for the formation of the ecological culture of schoolchildren

Conclusion

Literature

INTRODUCTION

Today, more than ever, humanity faces the question of the need to change its attitude to nature and ensure appropriate upbringing and education of the new generation. The basis of both national and world development of society should be the harmony of man and nature. Each person must understand that only in harmony with nature, his existence on planet Earth is possible.

Mankind has come to the threshold beyond which a new morality, and new knowledge, a new mentality, a new system of values are needed. Of course, they need to be created and educated from childhood. From childhood, one must learn to live in harmony with nature, its laws and principles. Environmental education should cover all ages, it should become a priority, ahead of all other areas of economic activity.

A task secondary school is not only to form a certain amount of knowledge on ecology, but also contributes to the acquisition of skills scientific analysis phenomena of nature, awareness of the significance of their practical assistance to nature.

One of the effective forms of work on the study of ecology is research activity, during which there is direct communication between students and nature, the skills of a scientific experiment are acquired, observation develops, and interest in the study of specific environmental issues is awakened. The focus of schools on educating children in ecology in a natural environment allows students to actively participate in research work on the study of natural environments and ecosystems of their native land, participate in environmental competitions, olympiads, summer camps, environmental expeditions, exchange research results through modern telecommunications.

Ecological knowledge and skills need real consolidation by ecological practice. It is time to include it in the educational process of the school.

Successful environmental education of schoolchildren can only be ensured under the conditions that it is carried out purposefully and systematically, and that the family and the school simultaneously participate in this process, i.e. The impact on the part of the school is supported by the active activity of parents in the same direction.

The purpose of this work was to find out the role and tasks of environmental education in the system of school education and its practical application in school practice. To achieve the goal, the following tasks were set:

using literary sources to find out the role and tasks of environmental education;

theoretically substantiate and prove the possibility of widespread use of environmental information in extracurricular activities in close cooperation with the family to form a new responsible attitude towards the environment in children already at the initial stage of education.

create conditions for self-diagnosis and self-knowledge of one's own individual abilities;

The object of the research is the process of organizing extra-curricular work on environmental education together with the families of students.

Subject of study: the possibility of organizing environmental education in the implementation of extracurricular activities with the involvement of students' families for active participation in this process.

In this work, I use the following methods of scientific and pedagogical research:

Study, analysis and generalization of literary sources on this topic.

The study and generalization of the essence of ecological culture, its goals and objectives

Studying the conditions for the formation of ecological culture in the context of the educational process

The work consists of three chapters. The first chapter deals with the problem of the components of human creativity, and based on the analysis of different points of view on this problem, an attempt is made to determine the universal creative abilities of a person.

The second chapter is devoted to the study of the goals and objectives of environmental education, the theory of environmental education and its essence.

The third chapter is devoted to the problems of effective development creativity. It examines the conditions necessary for the successful development of creative abilities, defines the main directions and pedagogical tasks for the development of the child's creative potential.

Chapter I. The concept of ecological culture

1.1 Phenomenology of ecological culture in modern

scientific literature

In philosophy, culture is defined as a specific way of organizing and developing human life, represented in the products of material and spiritual labor, in the system of social norms and institutions, in spiritual values, in the totality of relations between people and nature, between themselves and to themselves.

As E. V. Girusov notes, it is customary to define culture by contrasting it with natural phenomena, since one of the most important manifestations of culture is the imprint of the conscious activity of the subject, in contrast to the natural existence of natural bodies. However, in reality, in the process of evolution of society, their growing interpenetration and interdependence arise. Culture is a manifestation of conscious activity; it characterizes the degree of freedom of the subject in relation to natural and social necessity.

Culture as a social phenomenon can be defined in the most general form as a "way of life" of a person and society. And in this status, culture is the most important component and indicator of the level of development of human civilization.

At present, modern society is faced with a choice: either to preserve the existing way of interacting with nature, which can inevitably lead to an ecological catastrophe, or to preserve the biosphere suitable for life, but for this it is necessary to change the existing type of activity. The latter is possible under the condition of a radical restructuring of people's worldview, a breakdown of values in the field of both material and spiritual culture, and the formation of a new one - ecological culture.

It follows from this: ecological culture is an organic, integral part of culture, which covers those aspects of human thinking and activity that are related to the natural environment. A person acquired cultural skills not only and not so much because he transformed nature and created his own “artificial environment”. Throughout the history of civilization, he, always being in one environment or another, learned from it. With the greatest justification, this statement also applies to modern times, when the time has come for the synthesis of social and natural principles in culture based on a deep understanding of nature, its inherent value, the urgent need to form a respectful attitude towards nature in a person as an indispensable condition for his survival.

Therefore, the most important indicator of the level of culture of a society should be considered not only the degree of its spiritual development, but also how morally the population is, how ecological principles are implemented in people's activities to preserve and reproduce natural resources.

From the standpoint of cultural studies, ecological culture is a component of the culture of society as a whole and includes the evaluation of the means by which a person directly influences the natural environment, as well as the means of spiritual and practical development of nature (relevant knowledge, cultural traditions, values, etc. ).

The essence of ecological culture, according to B.T. Likhachev, can be considered as an organic unity of ecologically developed consciousness, emotional and mental states and scientifically substantiated volitional utilitarian-practical activity. Ecological culture is organically connected with the essence of the personality as a whole, with its various aspects and qualities. So, for example, philosophical culture enables a person to comprehend and understand the purpose of a person as a product of nature and society; political - allows you to ensure an ecological balance between the economic activities of people and the state of nature; legal - keeps a person within the framework of interactions with nature permitted by laws; aesthetic - creates conditions for the emotional perception of beauty and harmony in nature; physical - orients a person to the effective development of his natural essential forces; moral - spiritualizes the relationship of the individual to nature, etc. The interaction of all these cultures generates ecological culture. The concept of "ecological culture" covers such a culture that contributes to the preservation and development of the "society-nature" system.

The ecological approach has led to the isolation within social ecology of such a concept as "ecology of culture", within which the ways of preserving and restoring various elements of the cultural environment created by mankind throughout its history are comprehended.

Today, a sign of high culture in general and ecological culture in particular is not the degree of difference between the social and the natural, but the degree of their unity. Such unity achieves the stability of both nature and society, which form a socio-natural system in which nature becomes the “human essence of man”, and the preservation of nature becomes a means of preserving society and man as a species.

We define ecological culture as a moral and spiritual sphere of human life, which characterizes the uniqueness of its interaction with nature and includes a system of interrelated elements: ecological consciousness, ecological attitude and ecological activity. As a special element, environmental institutions are designed to support and develop environmental culture at the level of public consciousness in general and a particular person in particular.

In the conditions of the worsening ecological crisis, the survival of mankind depends entirely on itself: it can eliminate this threat if it manages to transform the style of its thinking and its activities, to give them an ecological orientation. Only overcoming anthropocentrism in the social plan and egocentrism in the personal plan can make it possible to avoid an ecological catastrophe. We do not have much time left for this: according to such a specialist as the chairman of the committee on environmental protection, V.I. At the same time, we must not forget: culture is conservative and we already now need a revolutionary transition to a new type of ecological culture. Obviously, such a transition can take place only on the condition that the laws of conservation and reproduction of natural resources are realized by man and become the laws of his practical activity. Unfortunately, material production and ecological culture still contradict each other, and we need to sharply perceive the most serious difficulties on the way to overcoming - both in consciousness and in practice - this disastrous contradiction. Let's say how much more tempting we are to accept a technically perfect production innovation for implementation, without taking into account the environmental risk it contains.

For my centuries of history humanity is too accustomed to live, in essence, without developed ecological thinking, without ecological ethics and without conscious environmentally oriented activity.

Turning to the problem of the formation of modern ecological culture, which is the initial topic of the final section of this textbook, one cannot but briefly touch on its historical roots. The general outline of the relationship between man and nature is well known. Here we will consider this issue in another, less traditional aspect - the aspect of culture.

A large, if not the most significant contribution to this issue was made by our domestic philosophers due to the fact that they are inherent in a significant degree, which has become traditional interest in the relationship of man with both his social and natural environment. Thus, the great Russian philosopher N.A. Berdyaev especially noted: all social changes in the fate of mankind are necessarily connected with the attitude of man to nature, hence, among other things, it follows the need to investigate the genesis of ecological culture at the universal human level.

V. S. Solovyov interpreted the cultural and ethical question of interest in a more detailed way. He wrote that a threefold relation of man to external nature is possible: passive submission to it in the form in which it exists, then a long struggle with it, subjugation of it and using it as an indifferent tool, and, finally, affirmation of its ideal state - that which it must become through man. Undoubtedly, normal and final, further emphasizes V.S. Solovyov, only a third, positive attitude should be recognized, in which a person uses his superiority over nature not only for his own, but also for her - nature - exaltation.

Detailing these ideological postulates permeated with an eco-cultural leitmotif by V. S. Solovyov, the first, passive, historical type of eco-culture of I.P. Safronov, in his work “The Formation of the Ecological Culture of the Teacher”, characterizes it as pre-civilizational. At that time, the personality was not yet a subject of ecological culture, since then it was inseparable from the tribe, merged with it. Already this type of ecological culture had its own ethical principles, although not conscious - they already manifested a certain wisdom of man in relation to nature. It is noteworthy in this regard that some scientists note the preservation of those long-standing ethical principles in a number of regions of the world up to the present. So, before killing a bear, the Iroquois utter a monologue, explaining that they are driven by hard necessity, but by no means greed or the desire to "dishonor him." That is, the feeling of unity with nature, as well as the imperative of humanizing nature, have passed the test of time; this imperative is not far from another, no less relevant - "Thou shalt not kill!"

The passive type of eco-culture was followed by a "civilizational", transformative type, which then led to domination over nature and even to a struggle with it. The individual with his inherent egocentrism becomes the central subject of ecological culture. This process was quite natural, objective, and it cannot be condemned from the positions of modern morality. The offensive attitude towards the natural environment through the transition from the appropriation of ready-made, natural resources to production with the help of tools, through the industrial and scientific and technological revolution in general, through the creation of a “second” artificial habitat, has led to a new type of ecological culture. This type of culture, which humanity still continues to adhere to, is initiated to a very noticeable extent by Western European philosophy, which at its core is largely egocentric. An understanding of nature is being formed as an object distant from man, moreover, opposing him.

The growing technical and intellectual power of the individual and humanity as a whole eventually led to the undermining of the stability of the biosphere and to the global ecological crisis that we now have. The emerging threat was initially pointed out by the most prominent, most far-sighted thinkers. Among them, N. F. Fedorov - he very definitely and harshly pointed out: the world is coming to an end, a civilization that exploits nature, not restoring it, can only lead to such a result. At the beginning of the second half of our century, collective research by scientists on the basis of disturbing objective data confirmed this warning. Thus, the participants of the famous Club of Rome in the report “Limits to Growth” (1972) stated that while maintaining the pace of the growing increase in the world population, in parallel with high production rates, environmental pollution and depletion of natural resources, by the middle of the 21st century. there will be a global catastrophe.

From the ideological point of view and from the standpoint of culture, these forecasts are sustained in the spirit of "environmental pessimism". Of course, such a cultural imperative is a dead end. Spiritual pessimism is generally characteristic of crisis, transitional situations, in the depths of which other trends inevitably arise, including in the sphere of culture.

In the area of interest to us - a person and the social and natural environment surrounding him - a progressive modern type of ecological culture is being formed, which many authoritative experts rightly assess as a "humanistic ("noospheric") type". This new type of ecological culture, although with great difficulty and to varying degrees, steadily and confidently covers all its main subsystems: environmental, social and industrial relations, environmental thinking, environmental activities, environmental public institutions, and, finally, especially important for us - ecological education and upbringing.

It is also very important to note and emphasize here: the formation of a humanistic type of ecological culture is impossible without a true democratization of society, without a transformation in this direction of social relations, without an all-encompassing humanization of relations between people, between countries and peoples, without humanization of the entire world community. There is no alternative to this process.

Turning to environmentally oriented social and production relations, it should be said that these concepts, however, like other categories and concepts of ecological culture, are not yet sufficiently “settled” and have different interpretations. However, a number of trends in this area are fairly obvious and generally recognized. If we take the material and production aspects of the ecological culture of the second half of our century, then one cannot help but see the emergence and then the active introduction of environmentally friendly methods of production, primarily in industry (chemical, oil production and processing, military, nuclear, etc.), the creation of various cleaning systems, increasing attention to non-waste production, its closed cycles, the use of biotechnology, the use of environmentally friendly energy sources, the start of production of equipment for environmental protection, the creation of special services for monitoring the quality of the environment. Under the conditions of the implementation of all these measures, the corresponding creative abilities and skills of a person, i.e., a modern ecological culture, are formed and developed.

Serious shifts are also evident in the socio-political spheres accompanying the formation of a new type of ecological culture. The highest legislative and executive state bodies are paying more and more attention to ecology, the legal basis of environmental relations is being strengthened; many national and international environmental organizations and institutions began to function, including those vested with authority; all kinds of environmental movements and parties have been widely developed, their representatives in a number of countries have taken key positions in state structures; it is quite acceptable to state the existence of a professional attitude to the problem of "man-society-nature" in the media. Many other evidences of the social reorientation of society that have taken place in this area over the past decades can be cited. As already mentioned, an indispensable feature of a high ecological culture is the presence of certain moral and legal norms. Here, an important role is played by the formation of responsibility as the ability for a person to consciously and independently accept certain obligations to nature, society, the team, himself and the willingness to account for their implementation, to be punished in the form of legal, administrative, moral sanctions from society, feelings of guilt. , reproaches of conscience on their part, since the lack of responsibility for the future is one of the sources of the ecological crisis. I. T. Suravegina believes that environmental responsibility includes all the essential features of both social and moral responsibility. And given that the category of responsibility is associated with the category of freedom, then a person always has a choice to act one way or another in relation to the natural environment, to another person, to himself. Responsibility as a personal quality develops gradually in ontogenesis as a result of the interaction of the individual with the social environment.

In the scientific literature, two sides are usually distinguished in the system of ecological culture: material (all forms of interaction between society and nature and the results of this interaction) and spiritual (ecological knowledge, skills, beliefs, skills). I.P. Safronov presents the ecological culture of society as a system of dialectically interconnected elements: ecological relations, ecological consciousness and ecological activity.

In the content of environmental relations, two structural elements are distinguished - socio-ecological relations that develop between people in their artificial habitat and indirectly affect the natural habitat of people and real-practical relations, which include, firstly, the relationship of a person directly to the natural environment. habitation, secondly, relations in the material and production spheres of human life associated with the process of human appropriation of natural forces, energy and matter, and thirdly, the relationship of a person to the natural conditions of his existence as a social being.

With regard to environmental consciousness, this issue was discussed in detail in the previous chapter.

Ecological activity is characterized as an integrative concept, covering various types of human activity, both in the material and in the ideal spheres, related to the knowledge, development, transformation and preservation of the natural environment. Let's consider this aspect in more detail.

The concept of environmental activity in the most generalized form covers various types of human activity considered in a certain aspect in the material, practical and theoretical spheres, to one degree or another related to the study, development, transformation and preservation of the natural environment.

Thus, on the one hand, this is the most extensive area of human activity, and on the other hand, the area that underlies the initial, primary life support of man. It is quite clear that man has been engaged in ecological activities since his very appearance on Earth. It has been consistently modified in accordance with the stages of development of ecological culture as a whole and, thus, at present, it must correspond to a new type of ecological culture and all its subsystems, and above all to the modern level of ecological thinking.

In practical terms, environmental activity is a human production activity with transformative and environmental goals, i.e. nature management. Ideally, cultural environmental management should follow the principles of new ecological thinking, the most modern scientific developments, strict environmental legal norms and, based on them, competently influence production activities, foreseeing its possible negative consequences.

Closely related to the protective norms of environmental performance are more general rules ecological behavior, which, according to the new type of ecological culture, must punctually comply with humanistic ethics.

The development of its theoretical foundations has recently become increasingly important in the field of environmental activity. In the scope of this theoretical ecological activity in modern conditions equally high demands are placed both on the general concept of nature management and on the system of knowledge in its applied disciplines, as well as their implementation in practice.

AT social relations the inestimable importance of the mass social activities aimed at protecting and reproducing natural resources.

Another important aspect included in the circle of the ecological culture of the individual is the problem of the content of the process of upbringing and education of the ecological culture of the individual. This content, according to B.T. Likhachev, is built on the following grounds.

One component is the actual ecological and related knowledge interacting with them, which act as the basis, the foundation of an adequate attitude of a person to environmental problems. Another fundamental content component of the ecological culture, which forms the moral and aesthetic attitude to reality, is the emotional and aesthetic culture. And finally, the ecological culture of the individual is unthinkable outside of its activity-practical attitude to reality. All of the above components form a single content of the process of formation of a new ecological thinking. At present, the level of environmental thinking in different countries and in different areas of activity, of course, is not the same. However, it can be asserted with a high degree of confidence that the ecological style of thinking has confidently entrenched in the mass consciousness and has already become its organic component today. The crisis state of the environment, frequent environmental disasters have taught people a lot. Now it is already difficult to meet a person who adheres to the principle of "conquering" nature, much more often one can hear the conviction: "Nature knows best."

The development of new ecological thinking as a central subsystem of ecological culture is associated with our awareness of the futility and, moreover, the disastrous orientation to the domination of the transformative type, the technocratic style of thinking based on an aggressive attitude towards nature, on the belief in the infinity of its resources, on a misunderstanding that the biosphere is depleted. its centuries-old exploitation, that it needs to be restored, and that a person is responsible for it in exactly the same way as for himself.

Ecological thinking requires the rejection of selfish consumer attitudes focused on narrow personal or narrow group interests, on the achievement of momentary goals and material benefits, when not only the quality of the natural environment and the well-being of future generations, but also the elementary security of the neighbor are not taken into account. On the contrary, modern ecological thinking should be "democratic", based on universal human values, oriented towards a historical perspective, and not today's selfish interests.

An important component of the new type of thinking is its appeal to a deep, serious understanding of the environmental situation in the world, the need to attract for environmental needs to achieve a scientific and technological revolution, including the highest technologies.

At the same time, it is probably impossible not to notice the fact that the mass consciousness still lacks a heightened perception of the crisis state of both the natural and social human environment. We still too often confine ourselves to local successes in environmental practice, being satisfied with nothing more than "tolerable" ecological well-being.

In our country it is not difficult to see how passive we are both in consciousness and in actions, and even indifferent in social terms. Meanwhile, it is obvious to everyone not only that political passions are pushing the ecological problem into the background, but also that the permanent social crisis of recent times is exacerbating this really vital problem.

Finally, speaking about ecological thinking, it is necessary to say about the worldview corresponding to it. The problem of "man-society-nature" by its very definition is so significant and voluminous that not only its competent solution, but even its initial formulation is impossible without a developed and mature worldview. More thinkers Ancient Greece well understood that it is impossible to understand a given system without referring to the laws of a more general system, its supersystem. Probably, we must agree that in this respect, ecological thinking is largely flawed. It seems that the worldview level of understanding of environmental problems, as it was in the time of V.S. Solovyova, N.F. Fedorova, V.I. Vernadsky, I. Teilhard de Chardin, E. Leroy, A. Schweitzer, is poorly visible today. Correcting this situation is a serious debt of scientists.

Without a high level of worldview, it is impossible to come to the emotional perception of the world around us, which is so important for ecology - a worldview, the core of which would be a sensual feeling of the unity of the Universe and the unity of man and nature emanating from here.

To maintain a new type of ecological culture, society needs special social institutions in the broad sense of this scientific term. First of all, these are scientific and administrative institutions and enterprises of an ecological profile. Further, these are social institutions whose activities are much more extensive than directly environmental tasks, but which nevertheless have a constant and strong influence on them. Among these are the mass media, on which the formation of mass environmental consciousness, the fulfillment of the educational function, which is the most important factor in the formation of ecological culture as a whole, largely depend. Therefore, it seems to us that the active participation in the educational work of the mass media of teachers of universities and schools, graduate students and students is their professional and moral duty. Social institutions, in one way or another engaged in the problem of interaction between society and nature, are the "mechanism" that supports and develops the ecological culture of society.

Among the social environmental institutions, the primary place, of course, is occupied by the system of education and upbringing - the school and higher educational institutions. It is they who are called upon to lay the foundations of an individual ecological culture, to give ecological knowledge, to cultivate a love for nature. Without exaggeration, it can be argued that future generations will cope with the environmental problem or not depends on their success or failure.

Chapter II. Theory of Ecological Education

.1 The essence of environmental education

Nature is an amazing phenomenon, the educational impact of which on the spiritual world of a person, and, above all, a child - a preschooler, can hardly be overestimated. The problem of environmental upbringing and education is one of the most urgent today. Already from preschool age, it is necessary to lay in children the idea that a person needs an environmentally friendly environment. That is why it is important to teach a child to preserve the beauty of nature, so that during this age period he understands how valuable health is and strives for a healthy lifestyle.

The initial link in the system of continuous environmental education is preschool childhood. And the main goal of environmental education and education in a school institution is to educate environmentalists, give environmental knowledge, teach children to be merciful, love and protect nature, and carefully manage its wealth. It is very important that small children, entering into a huge incomprehensible world, learn to subtly feel, see and understand that this mysterious world is very diverse, multifaceted, multicolored, and we are a part of this world.

In my opinion, consideration of the theory of environmental education should begin with a definition of its essence. I believe that 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. Schoolchildren's ecological ideas are formed in the course of their acquaintance with the outside world. The ideas formed over the course of a series of classes gradually turn into a conviction about the need to live in harmony with nature. Knowledge translated into beliefs form ecological consciousness.

Ecological behavior is made up of individual actions (a set of states, specific actions, skills) and a person's attitude to actions that are influenced by the goals and motives of the individual.

2.2 The purpose and objectives of the education of environmental culture

The creation of a new relationship between man and nature is not only a socio-economic and technical task, but also a moral one. 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.

The goal of environmental education is the formation of 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 relations of a person, 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 sound 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 to be active in environmental protection.

At preschool age, the main tasks of environmental education are:

Formation in children of a system of elementary knowledge about objects and natural phenomena. The solution of this problem involves the study of the objects and phenomena themselves in nature, the connections and relationships that exist between them.

Formation of a system of knowledge about the world around, ensuring the correct orientation of the child in the world.

The development of cognitive activity of the child in the process of familiarization with the outside world.

The criterion for the effectiveness of environmental upbringing and education can serve as a system of knowledge at the global, regional, local levels, as well as a real improvement in the environment of their area, achieved through the efforts of children.

Chapter III Research activity as a condition.

.1 Conditions for the formation of environmental culture in the context

educational process

The formation of the ecological culture of the younger generation is carried out in various sociocultural institutions - preschool educational institutions, schools, colleges, universities and others. An important role in the formation of ecological culture can be played by a training and production plant, which is an institution of primary vocational education, within the framework of which labor training of schoolchildren is carried out. Firstly, the polytechnical nature of the basic component of education in the conditions of a training and production complex (CPC) is aimed at familiarizing schoolchildren with the basics of modern production, using the latest achievements of science and technology and is aimed at mastering by students labor techniques and operations, the formation of skills and experience of independent and collective creative work associated with the creation of material values. Secondly, the specifics of the organization and content of the educational process in the CPC allows the formation of an environmental culture on an interdisciplinary basis by integrating into various academic disciplines, each of which reveals the corresponding aspect of environmentally. The problem of the formation of the ecological culture of schoolchildren occupies an important place in pedagogy and requires comprehensive consideration and in-depth study not only at the theoretical level, but also at the level of organization of practical work with children. The phenomenon of ecological culture is considered by N.N. Veresov, L.I. Grekhova, N.S. Dezhnikova, A.P. Sidelkovsky, I.T Suravegina and other researchers. ME AND. Gabaev, A.N. akhlebny, I.D. Zverev, B.G. Ioganzen, E.E. Written, I.T. Suravegina and others developed the principles of environmental education in secondary schools. N.N. Veresov S.A. Deryabo, V.A. Yasvin in their studies consider the psychological aspects of the formation of ecological culture. In psychological and pedagogical research L.I. Bozhovich, L.S. Vygotsky, V.V. Davydova, A.N. Leontiev, S.L. Rubinshtein, it is shown that only a person who has realized himself as a part of the Universe is psychologically ready for ecologically expedient anthropogenic activity. However, despite the active attention of science to the problem of the formation of the ecological culture of schoolchildren, it should be noted that in relation to the conditions of the educational and production complex, it is not considered enough, and the potential of such an educational institution is practically not taken into account in this work. An analysis of the scientific and pedagogical literature on the problem of the formation of the ecological culture of schoolchildren, as well as a study of the real state of environmental education in the conditions of an educational and production plant, makes it possible to identify a number of contradictions that need to be resolved:

between the social need for the formation of ecological culture and the insufficient development of the conditions and technologies for its formation;

between the objective presence of educational potential in the educational and production plant, which contributes to a positive solution to the problem of the formation of ecological culture of schoolchildren and the lack of scientifically developed technologies for realizing this potential;

between the need to change approaches and technologies for the formation of ecological culture in the context of the Criminal Procedure Code and the readiness of teachers to use them in their work.

A special place in the formation of the personality of a modern student is occupied by a system of environmental values, the importance of which increases significantly in the current situation, when pressure on nature continues to grow, natural resources are depleted and the environment is degraded, and in the future, global destruction of ecosystems. The population of the Earth uses an increasing part of the planet's territory, its mineral and energy resources, accelerating the geochemical transformations of the biosphere. In such a situation, ecological culture is the starting point for revising many of the values of modern civilization. At the same time, the basic condition for preserving the natural habitat of a person is the formation of ecological consciousness, the most important element of which is the personal responsibility of each person for the results of their activities. The environmental problems of our time, generated by industrial expansion, are a reflection of the crisis of modern culture, overcoming which involves adjusting the value-normative basis of being, overcoming the alienation of man from nature on the basis of a new ecological worldview. It is no coincidence that in social and humanitarian knowledge, ecological culture is considered as the most important component of the general human culture, capable of synthesizing values, knowledge, and the corresponding norms and ways of life. In the context of education, ecological culture should be understood as a measure of civilization, a synthesis of experience and traditions of environmentally friendly and socially preserving behavior. As an integrative factor in the formation of ecological culture, one should consider the value-environmental imperatives of modern civilization, subordinating all forms and types of educational activities to the preservation of social and natural ecology. In this regard, the environmental education of the individual is presented as a socio-pedagogical task based on knowledge and awareness of environmental problems of the global, regional and local level, involving the formation of an ecological worldview and attitude, the development of a moral and aesthetic approach to the biosphere - the environment of its existence and life activity . The goal of environmental education and upbringing is the formation of a person as a bearer of ecological culture with a holistic view of life, the world around, guided in its activities by nature-like principles. The most important institution for the formation of culture is the education system, which lays down the basic principles and knowledge that each of us is guided by in our relationship with nature. In today's situation, the problem of creating a system of continuous environmental education, upbringing and enlightenment is of particular relevance. A new approach is required to the environmental education of schoolchildren, the awareness of its priority role in the formation of a general and environmental culture. An analysis of methodological materials and experience in educational activities shows that public associations of a sociocultural orientation are becoming one of the components of the variable education system today, maintaining continuity with basic education on the basis of deepening and expanding its functions through non-traditional forms and methods of working with schoolchildren. In an amateur association, a transition from traditional and standardized learning activities to the initiative and developing model of ecological education. The educational potential of an amateur community is determined, firstly, by young people's perception of leisure as a voluntary and free space for self-expression and recognition; secondly, leisure activities by their nature are able to compensate for the missing conditions for personal development and create additional space for self-realization and recognition. The leisure association becomes a pedagogically controlled subcultural environment, which allows implementing various approaches and models of ecological education of the individual. It is in a public association that a holistic pedagogical methodology is possible, synthesizing individual, personal, activity, axiological, cultural and humanistic principles of organization joint activities. The key task of public associations in the context of environmental education of the student's personality is the creation of emotionally significant and vital program content for the student; building upbringing as a process of formation of environmentally oriented needs, motives and habits of behavior aimed at maintaining a healthy lifestyle, careful use and protection of the environment. The activity-creative approach to organizing the training, upbringing and development of a teenager makes it possible to orient the entire process of collective activity towards the development of historically established elements of human culture, to adequately reproduce in itself the meaning of the activity that is accumulated in objects, phenomena and texts. The effectiveness of environmental education is determined by: the balance of cognitive and objective activities; personality-oriented approach to the organization of joint activities, the club nature of communication; the orientation of pedagogical technologies towards self-determination and personal development through the development of various facets and levels of ecological culture, which should be perceived as a universal value and the result of a person's conscious activity. The following functions can be singled out as the leading ones: informational (satisfaction of interests and needs for knowledge of an ecological and biological nature); educational (expanding the possibilities of the educational process and the cognitive activity of the student due to the non-traditional organization of the learning process); developing (development of personal qualities and emotional and value attitude to the world); socializing (mastering various social roles); relaxation (removal of various kinds of psychological barriers); the function of ensuring environmental safety (expansion of environmental and legal literacy, responsibility for the nature of the native land, crime prevention, health). All functions are subordinated to the task of forming an ecological culture, educating him as an integral personality

.2 Research activity as a condition

formation of ecological culture of schoolchildren

Research work makes it possible to develop cognitive activity, creativity in students, helps to form interest in scientific knowledge, develops thinking. Students can engage in research work outside of school hours.

So, for example, in order to implement forms of environmental education in school practice, it is possible to hold an extra-curricular event with schoolchildren of the 6th grade in order to clarify their aesthetic attitude to nature. The form of the event is a game corresponding to the age of 6th grade students.

Before playing the game, set the following tasks:

To study psychological, pedagogical, methodological literature and reference manuals on ecology and biology in order to select material for organizing extracurricular activities.

To identify the level of environmental and environmental knowledge of students in the form of a conversation.

To identify opportunities for expanding the range of environmental knowledge in the implementation of extracurricular activities in close cooperation with the families of schoolchildren.

Game - tournament: Journey along the forest path

Purpose: formation of ecological knowledge of adolescents; education of love for nature, the Motherland, oneself, the development of observation, attention.

Equipment: Posters with images of mushrooms, herbs, shrubs, trees, flowers (rose, lily, calla, forget-me-not, poppy, tulip, chrysanthemum), animals, herbarium material of nettle, dandelion, chamomile, plantain, lily of the valley, potato

Preparatory work:

Form 2 teams of 6 students.

Prepare a name, emblem, motto

Prepare a message "Do you know what ..." (unusual, interesting about animals)

Preparation of the exhibition "Let there always be sunshine", drawings of flowers.

From the team 3 riddles about nature.

Recall songs with the names of plants. Post posters on classroom walls.

"Don't slow down. Do not tear flowers and then the flowers will follow you all the way” R. Tagore.

“Happiness is to be with nature, to see it, to speak with it” L.N. Tolstoy.

“To live, you need the sun, freedom and a small flower” H.K. Andersen.

“We are the masters of our nature, and for us it is the pantry of the Sun with the great treasures of life. And to protect nature means to protect the Motherland” M. Prishvin.

Game progress:

Guys, today we are going on a correspondence, interesting, educational journey along our dear, dear paths. You will need knowledge, ingenuity, friendship, resourcefulness, speed and accuracy in completing the task. Help each other, act together, have fun and you will be lucky. The teams are on their way.

Who is at the start with us?tour

The word of welcome is given to the team "Forest Robinsons"

We know our rivals, Youth is a golden time!

We wish them good luck. Let's create and be friends!

But we firmly assure the jury:

We will not let ourselves be offended! We will fight as equals.

It's time to cross our swords.

Request to our rivals - We see glorious fans

Give better answers! Jury, judge, so judge!

And if there is an inaccuracy, we will console

Let me tell for you. We are waiting, can not wait for the battle

And the points are an alarming score.

The purpose of our "fight" is simple - Do not be afraid of defeat, friends,

To temper friendship in battle. The captain will lead us into battle.

The word of welcome is given to the Berendei team

We are not simple guys, We will all answer questions,

Witty, funny. Answer in order.

If we only want

We'll reach the moon.

The jury is our dear!

We ask you very much:

But today we decided

Don't judge too harshly

Do not reach the moon, Have pity on us at least.

And we came to the holiday

To show strength. We now announce to you

And not in jest, but seriously:

We love ingenuity very much, If only we lose -

They are ready to give their lives to her, streams of tears will flow.tour

And now the word to the team members (captains)

“Do you know what…?”

They will tell us something unusual about animals.tour ecological culture education

Look around! How many familiar and unknown plants around. I invite you to take part in an unusual competition - the auction "Baba Katya's Pharmacy". We collect medicinal herbs, guessing their names in verse. Who can collect more.

Let's start the auction

Oh, don't touch me, I'll burn you without fire. (nettle)

.The ball grew white, the wind blew - the ball flew away. (dandelion)

There is a curl in the field - a white shirt, a golden heart, what is it? (chamomile)

.And what is this plant? On the path, along the path - wonderful grass is everywhere, tied a leaf to an abscess, a day or two will pass - and marvel, you are healthy without doctors, here is a simple leaf. (plantain)

.Even at night, the ant will not miss its house: let the lanterns illuminate the path until dawn, white lamps hang on large stems in a row. (lily of the valley)

.The flower is in vain, the fruit is dangerous, and the field is all sown. (potato)

.On Ignashka's shoulders are forty-three shirts, all made of bleached fabric, and on top is a green jacket. (cabbage).

What medicinal plants do you know? Tour

People go to the forest for berries, mushrooms, nuts, and we go to the forest for riddles. (Teams ask each other riddles)

.Which plant produces the best footprint? (Linden)

.Where is it more convenient for a hare to run down a mountain or up a mountain? (uphill, because his front legs are shorter than his hind legs)

.What animals fly? (bats, squirrels - flying squirrels)

.What does a hedgehog do in winter? (asleep)

.What flower is called the flower of lovers? (chamomile)

.Which of the inhabitants of the swamp was known as the wife of the prince? (frog)

.What did the ugly duckling turn into? (into a swan)

.What are the most nutritionally valuable mushrooms? (white)

.Why can you see Christmas trees under the pine trees in the forest, but you can’t see a pine tree under the fir trees? (spruces are shade-loving, and pines are light-loving)

What terrible beast is greedy for raspberries? (bear)

.Does the tree grow in winter? (no)tour

Read the Russian proverb by the first letters of the words.

The speed and correctness of the compilation of the proverb is taken into account, and the explanation of the semantic meaning

Robinsons - snake, pineapple, kangaroo, sheep, carrot, watermelon, fish, cloud, fly agaric, narcissus, raccoon, chameleon, dandelion, dolphin, needle, elephant, cloud, octopus, palm tree, cucumber, mountain ash, donkey, walrus. (do not follow the mosquito with an ax)

Berendei - rooster, snail, pea, watermelon, rhinoceros, s, th, zebra, shark, hawk, chicken, turkey, sunflower, spruce, forget-me-not, b, cow, pineapple, squirrel, cucumber, needle, tiger, ostrich, apple. (scared hare and hemp are afraid) tour (for fans)

Can you enter the forest as a friend?

Let's hold a quiz: "Do you know how to communicate with nature?"

.List the commandments of behavior in the forest? (do not tear, do not break, do not play, do not make noise, do not hack, do not litter, do not destroy nests, do not pollute water, do not kill insects and birds)

.Why can't you touch the eggs in the nest? (an alien smell scares away the bird and it leaves the nest)

.How to pick mushrooms, berries, flowers? (without damaging the branches, mushrooms do not knock down, collect bouquets from flowers grown by man)

.Why is it impossible to cut trees and shrubs in the forest? (bush grows 5 - 8 years, tree 15 - 18 years)

.The reason for what can be a jar or bottle broken in the forest? (the fragments collect sunlight, a fire may occur)

.What should be done when leaving the place of rest in the forest? (fill the fire with water, lay it with turf, burn garbage, bury cans) tour

What is a halt without a song?

Each team in 3 minutes must remember as many songs with plant names as possible. The songs are sung in turn, the last team to sing the song correctly wins, the repetition of songs is prohibited.tour

Try to make useful things for the forest from empty plastic water bottles in 10 minutes.

Guys! Let us always remember that the land on which we walk, on which we grow, live, rejoice and work is our land. We need to keep, love and protect it together.

Children, despite the fact that it was still an entertaining game, took this event very seriously, carefully thought out their answers and actions. Unlike the usual lesson, they behaved very actively, as if each of them was already ready to rush into battle in order to save and preserve at least a small piece of their planet.

After the event, the students of the class can be asked to answer a number of questions of the questionnaire, which should find out the attitude of students to nature and environmental problems.

Table number 1. questionnaire questions.

1. What is nature for you? the most important thing, without which not one person could do without b. source of minerals and progress c. area of interest d. did not think about it e. other2. Do you discuss environmental issues in your family? a. often b. sometimes in. never d. other3. Do you know about the existence of environmental organizations and movements in your city and about their activities? Yes, I am aware of such organizations and their activities. b. I know about the existence of such organizations, I would like to take part in them c. no, I don't know anything about it d. other4. Are you personally involved in protecting the environment?a. no b. I want but don't know how. yes (if so, how) d. other5. How do you feel about the regular subbotniks and raids? they are needed b. it's pointless at. other

Summarize after the survey.

Conclusion

The theoretical basis of environmental education is based on solving problems in their unity: training and education, development. The criterion for the formation of a responsible attitude to the environment is the moral concern for future generations. As you know, upbringing is closely related to learning, therefore, upbringing based on the disclosure of specific environmental ties will help children learn the rules and norms of behavior in nature. The latter, in turn, will not be unfounded statements, but will be the conscious and meaningful beliefs of each child.

Many teachers of our time deal with issues of environmental education and upbringing of preschoolers. They do it differently. This is due to the fact that the issue of environmental education is complex and ambiguous in interpretation. The formation of ecological consciousness is the most important task of pedagogy. And this must be done in a lucid and unobtrusive way. And lessons of a non-traditional form help in this: for example, games. In such lessons, you can achieve what is impossible to achieve in a traditional lesson: the active participation of children in the preparation of the lesson, the interest that the lesson goes well. Non-traditional lessons, as a rule, are remembered by children for a long time, and of course, the material that was studied on them. Therefore, non-traditional forms of the lesson are especially important for the formation of environmental awareness among preschoolers.

If a person is brought up ecologically, then the norms and rules of ecological behavior will have a solid foundation and become the beliefs of this person. These ideas are developed in children of senior preschool age in the course of familiarization with the outside world. Getting acquainted with a seemingly familiar environment from childhood, children learn to identify the relationship between living beings, the natural environment, to notice the impact that their weak children's hand can have on the animal and plant world. Understanding the rules and norms of behavior in nature, a careful, moral attitude towards the environment will help preserve our planet for posterity.

Literature

1. Biological encyclopedic Dictionary/ Ed. Gilyarova V.N. M.: Soviet Encyclopedia, 1986. - 378 p.

Bogdanova O.S., Petrova V.I. Methods of educational work in primary school. - M.: Enlightenment, 1980. - 284 p.

Borovskaya L.A. Ecological orientation of a naturalistic excursion in the conditions of the city//Primary school. - 1991, N8, pp. 46-48.

Bukin. A.P. In friendship with people and nature. - M.: Enlightenment, 1991-135s.

The upbringing and development of children in the process of teaching natural history: From work experience. Manual for the teacher / Compiled by Melchakov L.F. - M.: Enlightenment, 1981. - 215 p.

Vasilkova Yu.V., Vasilkova T.A. Social Pedagogy. - M.: Higher school, 1999. - 308s.

Volkov G.N. Ethnopedagogy. - M.: Higher school, 1999. - 167p.

Derim-Oglu E.N., Tomilina N.G. Materials for an excursion to a mixed forest // Primary school. -1990.- N5. - S. 28-34.

Deryabo S.D., Yasvin V.P. Ecological pedagogy and psychology. - Rostov-on-Don .: Phoenix, 1996. - С36-38.

Zakhlebny A.N., Suravegina I.T. Ecological education of schoolchildren in extracurricular activities. - M.: Enlightenment, 1984.

Izmailov I.V., Mikhlin V.E., Shubkina L.S. biological excursions. - M.: Enlightenment, 1983. - 163p.

Klepinina Z.A., Melchakov L.F. Natural history. Textbook for 2 and 3 grades. - M.: Enlightenment, 1987. - 169 p.

Comenius Ya.A., Locke D., Rousseau J.J., Pestalozzi I.G. pedagogical legacy. - M.: Pedagogy, 1989. - 347 p.

Pakulova V.M., Kuznetsova V.I. Methods of teaching natural history. - M.: Enlightenment, 1990. - 256s.

Popular ecological dictionary. Under. ed. A.M. Gilyarova.- M.: Sustainable world, 1999.-186 p.

Starostin V.I. Nature in the system of aesthetic education. - M.. Enlightenment, 1990. - 56s.

Ecological education and upbringing. Method. recommendations. - Ulan - Ude, 1990. - 29s.

aesthetic culture and aesthetic education. Book. for the teacher / N.I. Knyashchenko, N.L. Leizerov, M.S. Kagan and others - M .: Education, 1983. - 303 p.

Dezhnikova, N.S. Education of ecological culture in children and adolescents / N.S. Dezhnikov. - M., 2001.

Ivanova, T.S. Ecological education and upbringing in elementary school /T.S. Ivanova. - M., 2003.

Girusov E. V. Natural foundations of ecological culture // Ecology, culture, education. - M., 1989. - S. 11-19.

Likhachev B.T. Philosophy of education. - M., 1995.

Safronov I.P. Formation of teacher's ecological culture.

Tutoring

Need help learning a topic?

Our experts will advise or provide tutoring services on topics of interest to you.
Submit an application indicating the topic right now to find out about the possibility of obtaining a consultation.

Introduction………………………………………………………………..3

Chapter 1. Ecological culture of schoolchildren as a pedagogical problem …………………………………………………………………6

1. 1. The place and role of ecological culture in the system of modern geographical education…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

1. 2. Education of ecological culture through educational activities in geography lessons…………………………………………..…………………12

1. 3. Education of ecological culture through extracurricular activities…………………………………………………..……………….……….15

…………………………………………...…...………...17

2. 1. The environmental aspect in lesson activities, as a means of increasing the level and quality of students' knowledge………………………...….…17

2. 2. Formation of ecological culture of students in extracurricular activities……………………………………………………………………...27

Conclusion…………………………………………..............................38

References………………………………………………………..41

Applications……………………………………………………………..44

Introduction

One of the contradictions of the modern era, affecting the very foundations of the existence of civilization, is the ever-deepening contradiction between society and nature.

At present, the ecological problem of the interaction between man and nature, as well as the impact of human society on the environment, has become very acute and has taken on a huge scale. This means that the environmental and moral problem is growing into the problem of preventing people's spontaneous impact on nature, into a consciously, purposefully, systematically developing interaction with it. Such interaction is feasible if each person has a sufficient level of ecological and moral culture, ecological and moral consciousness, the formation of which begins in childhood and continues throughout life. The current ecological situation is such that it is no longer possible to do without radical and comprehensive changes in almost all aspects of public life.

Modern problems of the relationship between man and the environment can only be solved if all people form an ecological worldview, improve their environmental awareness and culture, and understand the need to implement the principles of sustainable development.

Environmental education and upbringing is possible only if the content of the subject contributes to the development of environmentally valuable orientations, i.e. helps to realize the enduring value of nature to meet the material, cognitive, aesthetic and spiritual needs of man.

School education should improve the geographical and environmental literacy and culture of the younger generation, instill the ability to communicate with nature, cultivate an understanding of the need to preserve natural diversity as an important condition for the sustainable development of the biosphere, the preservation of one's health and others.

Problem. How can you form an ecological culture of schoolchildren when studying geography?

Relevance. An introduction to the teaching of geography of the ecological aspect is necessary to enhance the prestige of this course. No one argues about the importance of environmental education now. It is also obvious that the earlier a child learns the basics of this science, the more environmentally literate person he will be, regardless of his future specialty.

An object. Ecological culture.

Subject. Formation of ecological culture of schoolchildren.

aim of this work is the development of methods for the formation of ecological culture of students for the environment and their own health in class and extracurricular activities based on the education of environmental consciousness and an environmentally competent attitude to the nature of their native land.

From this follows the following tasks:

1. Analyze the scientific and methodological, pedagogical literature in this direction.

To motivate students to constantly replenish knowledge about the environment in the classroom.

To promote the development of creative thinking, the ability to foresee possible consequences natural human activity.

To ensure the development of research skills, abilities, to teach to make environmentally sound decisions and independently acquire new knowledge in extracurricular activities.

Involve students in practical activities to solve environmental problems of local importance.

Increase interest in the subject and, as a result, improve the quality of knowledge and the level of preparation for the final certification.

Hypothesis. How ecological culture will influence knowledge, patterns of development of nature and society, and activate cognitive interest through ecology to the subject as a whole.

This paper describes the environmental activities of students in geography lessons and in extracurricular activities.

Lesson activities include: the principles and approaches of environmental education of students, the place and role of environmental education in the system of teaching geography. The paper highlights the pedagogical methods, techniques, forms and means of achieving the goal and the tasks arising from it in the formation of the ecological culture of students.

Extracurricular activities consider the environmental activities of students in the school forestry "Beryozka" in the following areas:

educational activities;

Scientific, practical and research activities;

Production activities;

Cultural-mass, propaganda activities.

The activity approach in this direction is generalized and systematized, the effectiveness of the success of teaching students in geography lessons and in extracurricular activities is given.

Chapter 1. Ecological culture of schoolchildren as a pedagogical problem

1.1. The place and role of ecological culture in the system of modern geographical education

In the context of the global environmental crisis experienced by mankind, there is a need for continuous environmental education, the main goal of which is to form a new type of attitude towards nature based on the education of the ecological culture of the individual.

Modern system Education is based on such concepts as knowledge and development. It is designed to contribute not only to the arming of students with knowledge, but also to the formation of their need for a continuous independent and creative approach to mastering new knowledge, to create opportunities for developing the skills and abilities of self-education.

Environmental education involves a continuous process of learning, upbringing and development of the individual, aimed at the formation of a system of scientific and practical knowledge and skills, as well as value orientations, behavior and activities.

The following principles are laid down in the system of environmental education: humanization, scientific character, predictability, integration, continuity, systematic and interconnectedness of the disclosure of global and regional aspects of ecology.

Environmental education plays an integrative role in the entire system of general secondary education. It performs the following pedagogical functions: contributes to the formation and development of a unified picture of the world in the minds of students; is an essential component of the humanization of all school education; forms general educational and universal skills to predict their own activities and the activities of other people; expands the possibilities of moral education in the learning process; allows to reveal the social essence of education as a whole. It allows you to understand that a person is a part of nature, his purpose, to know the laws by which nature lives and develops, and to be guided by these laws in his actions; understand modern environmental problems and realize their relevance for each person individually; cause a desire to take personal part in solving environmental problems.

Along with the term "environmental education", the term "ecological culture" is widely used in the literature. In some cases, he denies as a synonym for the first, in others - the formation of ecological culture is seen as the ultimate goal, as an indicator of the level of environmental consciousness.

AT concept of general environmental education, it is indicated that ecological culture is based on spiritual and practical experience past and current generations, and also takes into account the forecasts of experts on changes in the ecological quality of the environment in the coming third millennium.

Ecological culture is the formation and development of a careful attitude to nature, ensuring that pupils realize nature as a necessary and irreplaceable human habitat.

The need to form an ecological culture has been actualized in recent decades, when the means of human influence on the natural environment have become so powerful that the actions of even one person can cause significant, and in some cases irreparable damage to it.

The problems of environmental education, the formation of an individual's ecological culture have been recently considered in pedagogical science. The stages of development of this issue can be traced from the introduction of elementary environmental knowledge, which appeared in the 60s in the content of courses in the natural sciences, to the strategy of continuous environmental education adopted in the 80s in our country, and to the active development of questions of the formation of the ecological culture of the individual. at all stages and in all types of education in the second half of the 90s.

Scientists agreed that environmental problems and disasters are associated with the education of the population - its insufficiency or lack and gave rise to a consumer attitude towards nature. The acquisition of ecological culture, ecological consciousness and thinking is the only way out of this situation for mankind. It is necessary to form a new type of man, with a new ecological thinking, capable of realizing the consequences of his actions in relation to the environment and able to live in relative harmony with nature. Respect for nature should be the norm of behavior for people of all ages.

Even in childhood, the foundations of personality are laid, including positive attitude to nature and the environment. From an early age, a child needs to be taught that loving nature means doing good, making them think about how “our home” - the home of nature, will become even better. The future of children and their health depends on his condition. children are very sensitive to bad environments.

The system of work on the environmental education of students should go simultaneously with the work of adults to increase the level of their own environmental literacy and improve personal growth, because only such a person is ecologically promising. In this regard, the functional purpose of the system of continuous environmental education and upbringing in the concept of sustainable development is the formation of a new personality with an environmental outlook that allows you to live in harmony with nature and eliminates acute social conflicts. Environmental upbringing and education should become a scientific and moral guarantor of environmental safety - the protection of the vital interests of the individual, society, nature from real threats created by anthropogenic or natural impact on the environment .

Ecological culture develops in the process of gradual expansion of the "ecological information horizon" of a person and society. Initiation to it is useful for survival and contributes to the rallying of the human community. We must always remember that culture is not transmitted by biological inheritance, but by means of communication between generations, i.e. with the help of successive cultural heritage through a continuous system of upbringing and education throughout a person's life.

Geography is one of the subjects that have extremely great opportunities for the comprehensive education and formation of the ecological culture of adolescents. First of all, the study of geography lays the foundations of spatial thinking, with the help of which the spatial aspects of the development of nature, population, economy are comprehended; the study of the subject develops the personal attitude of each person to respect the environment, forms an ecological culture; geography contributes to the formation of the social position of students: "I am a resident", "I am a worker", "I am a researcher"; geography contributes to the development of a complex style of thinking, forms a person’s special view of the world, an internal attitude to create holistic figurative representations, and also contributes to interdisciplinary coordination and integration of geographical knowledge with other subjects; the communicative function of geography increases, since knowledge of this subject is necessary for contacts between people of the whole planet, for understanding the media, developing tourism, and establishing contacts between residents of different parts of the Earth.

In the works of I.V. Dushina points out that an important element of the general education system is the content of school geographical education, which contains all the components of its structure and has enormous educational opportunities. One of the means of influencing the content of geographical education on the formation of ecological culture is its educational potential, reflected in such priorities as the universal value of nature, man as the highest value, Motherland, native land.

In this regard, the formation of ecological culture in geography lessons is possible through the method of promoting the formation of students' emotional and value attitude to nature and the relationship between teachers and students, which should develop in such a way that the child does not lose faith in his own abilities and strengths, in his own dream. . The ability to experience the joy of increasing goodness in the world around, faith in humanity, humanity and mercy - these are the values on which cooperation, complicity, co-creation of a modern teacher with students in the formation of ecological culture should be built.

The process of forming the ecological culture of schoolchildren includes the widest range of methodological and didactic techniques: an indispensable role is played by local geographic and local history material, attracting facts from the periodical press about events in the economic and political life of our country, as well as foreign countries. All these ways and means are necessary for organizing the conscious assimilation of knowledge and affect the emotional sphere of students' consciousness.

The most important role is played by methods that are similar in nature to the methods of scientific geographical research. Observations in nature, description and explanation of observed phenomena, experiments, reading geographical maps, overlaying maps of different content with independent conclusions about the features of the territories under consideration and explaining the reasons for these features, compiling and reading graphs, diagrams, working with statistical material, economic and geographical calculations . In the conscious acquisition of knowledge and their generalization, interdisciplinary connections between geography and other subjects taught in an educational institution play an extremely important role.

In our work, we will dwell in more detail on the formation of the ecological culture of schoolchildren in geography lessons and in extracurricular activities.

1. 2. Education of ecological culture through educational activities in geography lessons

All school programs contribute to the development of environmentally valuable orientations. So, already in the programs of elementary school in the subjects of natural science, the formation of a careful attitude to nature is indicated.

From grades 6 to 11, in every school subject there are opportunities, the implementation of which will contribute to the education of environmental culture.

But most of all this applies to the subjects of the natural cycle (biology, geography, chemistry, physics).

From the point of view of psychologists, the attitude towards the environment is formed in the process of interaction between the emotional, intellectual and volitional spheres of the human psyche. Only in this case a system of psychological attitudes of the individual is formed.

At the same time, it is important that the content of geographical education be revised taking into account the use of local material. In teaching these subjects, it is necessary to take into account the specific principles:

the principle of indispensability - to show that natural objects cannot be completely replaced by artificial ones;

the principle of potential utility - students need to form the concept that there are no harmful and useless organisms in nature;

the principle of interconnection - the disappearance or destruction of one species can lead to unpredictable consequences;

the principle of balance - the use of chemicals, pesticides has caused a sharp decrease in the number of predatory animals, which leads to disturbances in biogeocenoses;

the principle of genetic diversity of life forms leads to a simplification of the biosphere;

the principle of integration - to unite many interrelated topics in the lessons of biology, geography, chemistry, physics, thereby forming in students an idea of the unity of animate and inanimate nature, a natural-science worldview.

Ecologization of education is impossible without the development of geographical thinking in students, the skills of independent development and critical analysis of new information, without the ability to build scientific hypotheses. In this regard, it is necessary to plan and implement different approaches to training more widely.

Thus, in the lessons of geography, the formation of the ecological culture of adolescents is the basis of the ecological culture of the younger generation.

In our work, we use the approaches indicated in the federal component of the state standard of general education:

Strengthening the practice-oriented and personality-oriented orientation of the content by including applied information (rational nature management, the consequences of the impact of human activities on the environment, the preservation of the species diversity of the flora in a given area), increasing attention to the methods of understanding nature and using the knowledge gained to solve practical problems, disclosure of knowledge related to a person’s knowledge of “himself”, significant for the student himself and in demand in Everyday life, which form the basis for understanding the need to maintain a healthy lifestyle, maintaining one's own health;

Implementation of the activity approach in teaching the subject, methods of educational activity, both intellectual and practical (comparison, recognition, determination of belonging, conducting observations), highlighting general geographical knowledge and the ability to apply them to analyze and interpret secondary private facts;

Formation of information culture (competence), skills to work with various sources of information, including reference books, geographical dictionaries, maps, electronic educational publications;

Increasing the educational potential of geographical education, selecting content, taking into account its role in the formation of a general culture, a component of the scientific picture of the world, a healthy lifestyle, hygiene standards and rules, environmental awareness, morality and morality.

When studying geography, knowledge about the biosphere, the main ecological patterns, the geographical envelope, and the modern scientific picture of the world are developed. The content of the education of this subject must necessarily include environmental problems, as a special form of knowledge and a new reality.

At all geography lessons, it is necessary to pay attention to the formation of value relations to a person, his health. How values should be interpreted objects and phenomena of nature.

More attention should be paid to the practical activities of an environmental nature. These are planting seedlings, making bird feeders, publishing booklets and posters on the topic “Environmental Protection”, monitoring water and air, monitoring soil pollution, observing objects of wildlife and inanimate nature.

Thus, each subject separately and the use of interdisciplinary integration are called upon in the system of environmental education to solve its specific function and make a certain contribution to the upbringing of the ecological culture of schoolchildren.

1. 3. Education of ecological culture through extracurricular activities

Extracurricular activities are of great importance in the process of forming the ecological culture of schoolchildren.

The local history orientation of extracurricular work of ecological content allows you to establish a connection with life, creates conditions for direct contact of students with nature. Starting from the eighth grade, we recommend attracting students to work in the “Scientific Society of Students”. In the course of individual work with students, knowledge deepens, research methods of work, creative initiative, work with scientific literature and writing essays develop.

The study of regional environmental problems, finding ways to solve them contribute to the formation of an active life position. Given the interest of students, to involve them in work in the environmental direction, as a result, high school students can involve younger students to participate in theatrical performances: "Forest Fairy Tale", "Environmental Fairy Tale", "Inhabitants of our forest", "Farewell to the 20th century" (Appendix 5 ), as well as in organizing and holding exhibitions "Our Little Brothers", photo exhibitions about nature.

It is necessary to make it a school tradition to hold "Environment Day", "Health Day", "Beauty Day", "Environmental Decade". The topics of Environment Days can be very diverse: "Problems of water resources and their protection", "Problems of forests and their protection". Systematically hold meetings of the discussion club on the relevant topics: "Village, city - as ecosystems", "The air we breathe", "Environmental Olympiads".

We are convinced that extracurricular environmental work carried out in a general education institution not only deepens the basic school programs, but can offer every student to plunge into the world of environmental relationships. A student in a free environment has the opportunity to show their abilities, inclinations and creativity. In all the forms of classes provided, there are no strict lesson frameworks, strict discipline and homework. One thing is important - desire and interest. After all, it is through interest and motivation that the desire of students to learn about the world around us appears.

Chapter 2. Formation of ecological culture of schoolchildren in the study of geography

2. 1. Ecological aspect in lesson activities as a means of increasing the level and quality of students' knowledge

The famous science fiction writer Ray Bradbury has one amazing story “And Thunder Crashed”, about how a person went to the distant past in a time machine ... With this phrase, we begin the very first lessons in the 6th, 11th grades, aimed at the ecological education of students, where we point out how sometimes the unexpected past resonates in the present, what the killing of a tiny butterfly turned out to be for mankind. We do this in order to create a figurative picture of the relationship of all living organisms in a geographical envelope.

In his pedagogical activity we use different methods, approaches and forms of education. One of the approaches is problematic, involving the organization of active knowledge by students of the scientific information necessary to solve the problem, while the role of the teacher is reduced to managing the cognitive activity of children related to environmental issues. The basis of the method is the creation of a problem situation in the lesson, i.e. a situation of intellectual difficulty, in which students do not have the necessary knowledge or methods of activity to explain facts and phenomena. In our activities, we use the following examples of posing problem questions or creating problem situations:

- "How can you explain the fact that food chains are not very long?";

- “Why did the geographer and traveler Alexander Humboldt believe that forests precede man and deserts accompany him?”

Such a formulation of questions contributes to the development of independent thinking, awakening students' interest in the material being studied. Due to the fact that 1 hour is allocated from the federal component of the educational standard for the course of geography in the 6th grade and 1 hour from the regional component, we believe that it is advisable to devote this time to the process of forming the ecological culture of students. We have corrected the thematicplanning geography lessons, taking into account a more detailed study of environmental topics. As a result, it turned out that in almost every lesson the attention of schoolchildren is drawn either to the problems of a small motherland, or to a large one, while we show their relationship: a small motherland is a part of a large motherland - Russia, and that, in turn, is part of the globe or the world community .

We are sure that for a child, a small homeland is still primary, since it allows him in a familiar area, in everyday situations, to observe geographical reality in the relationships and connections of its individual components. At the same time, when choosing a material, we focus on the one that reveals a specific cause in the chain of cause-and-effect relationships. This is based on a problem-oriented approach to the study of the environment, which allows you to most fully consider the problem of the relationship between the environment, society and man.

The radically changed goals and content of geographical education require corresponding changes in the organization of the educational process. The professional need to choose such methods and forms of student work that will provide each individual path to success has led us to develop the following methods, forms, techniques geography teaching.

We have identified the following areas of work:

assimilation of certain norms and rules of communication with objects of animate and inanimate nature;

work on the development of research skills, ensuring the enrichment of the stock of knowledge of cause-and-effect relationships of students;

formation of skills of generalization and modeling of the consequences of human intervention in nature, revealing the laws, connections, causes and effects;

study of the most striking examples of human change in the environment.

The main feature of our work is the diverse activities of schoolchildren. Its main types:

assimilation of a clearly defined pattern ("technologically" constructed reproduction);

gaming activity;

educational and search activity (search and development of new knowledge, development of new experience) in its main varieties;

systematic cognitive search by type of practical research;

discussion (dialogue, communicative) activity.

These activities are different at different stages of studying the course of geography.

1 stage - course of elementary geography, grade 6 .

At this stage, the main direction of work on the formation of a culture of nature management is the assimilation of certain norms and rules of communication with objects of wildlife. It is necessary to form in schoolchildren the basic ideas about the Earth as a unity of the whole "Earth - the planet of people", consisting of separate parts - shells (lithosphere, hydrosphere, atmosphere, biosphere). At the same stage, we develop cognitive interest, intellectual and creative abilities in the process of observing the state of the environment, solving geographical problems, and independently acquiring new knowledge.

As a result of this work, students should:

know and understand basic geographical concepts and terms; differences between the plan, globe and geographical maps in terms of content, scale, methods of cartographic representation; results of outstanding geographical discoveries and travel;

be able toidentify, describe and explain the essential features of geographical objects and phenomena;

usecartography and orientation skills.

At the first stage, preference is given to such a type of knowledge as the formation of general geographic knowledge. The main activity of students at this stage is the assimilation of a clearly defined model ("technologically" constructed reproduction). However, upon completion of work at this stage, a transition to the next type of activity is expected - educational and search.

The main forms of work: a lesson, an excursion, a field workshop on drawing up a plan of the area, describing the natural complex.

2 stage – natural geography , continents and Russia 7-8 grades.

At this stage, we consider it necessary to form a certain system of subject knowledge, develop the skills of research activities that ensure the enrichment of the stock of knowledge of cause-and-effect relationships of students, develop the ability to actively use the acquired knowledge in a familiar situation, compare and generalize, find the cause, predict the consequences, draw conclusions.

As a result, students should:

know and understand main dependencies between the tectonic structure, relief and distribution of the main groups of minerals; dependencies between the regime, the nature of the flow of rivers, relief and climate; ways of human adaptation to various climatic conditions,natural phenomena in the lithosphere, hydrosphere, atmosphere; their characteristics and rules for ensuring the safety of people. Preservation of environmental quality.

be able tocompare objects, processes and phenomena, model, predict and design, identify cause-and-effect relationships, giveanalysis of the physical map and maps of the components of nature.

usecartography and map reading skills, determining the geographical location of an object using various sources of knowledge.

The main forms of work at this stage are the lesson, research work, extracurricular work on the subject. At the second stage, we give preference to the formation of the skills of dialogue communication, work in groups, research, project activities.

3 stage – geography of the population and economy of Russia and foreign countries – 9th, 10th, 11th grades.

It is expected that at this stage high school students are able to independently integrate new knowledge into the system of their own knowledge, the ability to design new solutions, and also present them in the form of projects, presentations, publications.

The main direction of work on the formation of a culture of nature management is modeling the consequences of human intervention in nature. We study the most bright examples human changes in the environment, features of nature, population, main sectors of the economy, natural economic zones and regions. We consider natural and anthropogenic causes of geoecological problems at the local, regional and global levels. We predict measures to preserve nature and protect people from natural and man-made phenomena.

In the third stage, our main task is not only the formationgeographic knowledge systems for identifying geoecological problems on the ground and on the map, but also equipping students with ways to apply the acquired knowledge in everyday life to preserve and improve the quality of the environment.

Upon completion of this stage, students should:

know and understand the impact of human economic activity on the lithosphere, hydrosphere, atmosphere, biosphere; measures for their protection. Human activity in the use and protection of natural resources, minerals. The main types of nature management. Sources of environmental pollution, rules of human behavior in the environment, measures of protection against natural and man-made phenomena;

be able togeneralize cartographic, statistical, geoinformation materials, analyze maps of the administrative-territorial and political-administrative division of countries, determine the influence of natural features on the life and economic activities of people. To assess the environmental situation in different regions of Russia and the world;

usemodern methods of geographical research and sources of geographical information, bring them to the level of practical application; make every possible use of the knowledge of the course material of the sciences of the natural cycle. Apply geographic knowledge to identify geoecological problems on the ground and on the map, find ways to preserve and improve the quality of the environment.

In more detail, I would like to dwell on the choice forms and methods of teachings. The main form of building the educational process in geography for us is lesson. But we present it as a process of close interaction between the teacher and the student, within which the events taking place in modern society in general and in my region in particular, and we define our purpose in the lesson as the organizers of the cognitive activity of students, their assistants and consultants.

The preparation of any lesson begins with the definition of its objectives. Having determined the objectives of the lesson, we determine the volume and content of the new material that should be presented to students. We believe that each lesson should not only teach and develop, but also educate students. Moral education for us becomes an obligatory part of the lesson, like training and development. In this regard, when planning a lesson, we choose such tasks and texts that contain information about the actions, results of activities and relationships of people. Performing such tasks in the classroom, students first of all perform the task itself, then analyze the moral situation indicated in the text or the condition of the task.

The main forms of work are lessons in the form of "press conferences", "EU meetings", "report scientific expedition into the zone of ecological catastrophe”, research work; extracurricular work on the subject. At the third stage, we give preference to the formation of skills in working with information, analysis, modeling, forecasting, interactive communication, work in groups, scientific and practical, project activities.

The main activity is discussion (dialogue, communicative) activity.

It should be noted that at each stage of the study of geography, in the formation of the ecological culture of students, it is necessary to use local history material, as this contributes to the activation of the mental activity of schoolchildren. They learn to compare the characteristics of the components of the nature of their region with the components of the nature of other territories, to use local history material as a starting point for posing questions and tasks of a problematic nature, creating problem situations. Local history material should also be used as a source for performing practical and independent work, demonstrating natural local objects, models, samples of rocks and minerals, collections of soils and plants. Performing written independent work on the characteristics of objects, phenomena, processes (reports, messages, albums, abstracts, reports on excursions, observations) is important for studying the subject in order to determine the relationship between man and nature.

At different types of lessons, we motivate the activities of students for the long-term preservation of the main geographical concepts and terms, thus forming a system of knowledge on the subject, which involves the formation of mental activity in students: analysis, synthesis, comparison, generalization, establishing cause-and-effect relationships, scientific forecasting, i.e. includes the logical operations needed to select environmentally sound solutions.

At the lessons of consolidation, we introduce non-traditional forms of work with students, we conduct them in the forms: "ecological erudition", "ecological games", "travel lessons", "role-playing games" (Appendix 1). Such forms of lessons are very interesting for students, and also help to consolidate knowledge of geography and ecology, motivate students to the subject being taught, and in this regard, the level of students' knowledge and their quality increase.

Rice. 1. A student of the 8th grade at a lesson-conference dedicated to the ecological state of the rivers of the Izhmorsky district

In the lessons of applying knowledge and skills, we motivate learning activities through students' awareness of the practical significance of the applied knowledge and skills. In these lessons, there is an understanding of the content of the introduced environmental aspects and the sequence of application of practical actions in the performance of upcoming tasks. Such activities can be traced in the lessons - "seminars", "workshops", lessons - "business games" (Figure 1), lessons that provide ways to solve emerging environmental problems at different levels (local, regional), including the possibility of personal participation. Where the basic concepts, laws and patterns of the theory are traced, students' hypotheses about environmental changes in the environment under different variants of anthropogenic impact.

In the lessons of generalization and systematization of knowledge, we highlight the most common and essential environmental concepts(biosphere, ecosystem, geographic shell, biogeocenosis), laws and regularities (circulation of substances in nature, interconnection in food chains, homeostasis, ecological balance), basic theories and leading ideas. Together with students, we establish cause-and-effect relationships and relationships between the most important environmental phenomena, processes, and events in the world around us.

In the lessons of systematization of knowledge, we use a test test of knowledge. Pedagogical experience has shown that the use of test tasks is a very effective tool that stimulates the preparation of students for each lesson and for the state (final) certification, and also increases motivation for the subject being studied.

Also in our environmental and educational activities we use the following elements: developmental education, integrated education, health-saving technologies, we introduce forms of differentiation and individualization. We activate the cognitive activity of students, using game techniques from the pedagogical workshop. In the lessons, for clarity, we involve multimedia equipment, use electronic manuals: "Ecology", "Secrets of the Oceans", "Natural Monuments", " Geographic envelope”, “Great geographical discoveries”.

2. 2. Formation of ecological culture of students in extracurricular activities

Due to the fact that environmental education involves a continuous systematic process of learning, upbringing and personal development, aimed at forming a system scientific and practical knowledge and skills, as well as value orientations, behavior and activities, and therefore the number of hours allocated by the program for studying the course of geography, of course, is not enough to make it possible to realize these requirements to the maximum. Therefore, the introduction of extracurricular activities in the process of teaching and educating students makes it possible to increase the time for students to have the opportunity to directly participate in experimental activities: to set up an experiment, observe it, describe it (Figure 2), draw conclusions, draw up the results of activities in the form of diagrams, diagrams.

E

environmental education and upbringing in extracurricular activities includes the following areas: pedagogically organized communication of students with nature, research activities, environmental education, preventive work, project activities.

Rice. 2. Counting anthills on the territory of the nursery with. Svyatoslavka

To organize the knowledge of nature and the phenomena occurring in it in our activities, we use a practice-oriented approach. We organize ecological excursions into nature when studying the following topics: “Relationships between the organism and the environment”, “Biosphere”, “Biosphere and man”, “Relationships in biogeocenoses”, where students master the system of knowledge about the ecological interactions of nature, comprehend the basics of the doctrine of ecological balance in a geographic context.

H

During excursions, children learn to observe and distinguish the surrounding objects of nature, which contributes to the formation of ecological culture, love for their small homeland, respect for nature.

Rice. 3. Participation of schoolchildren in the district tourist rally

In spring and autumn, we organize practical outdoor events: we participate in tourist gatherings (Figure 3), hikes in our native land, and in other geographic and environmental events. Such activities are very interesting for students and are an integral part and an important link in the formation of environmental culture. Participation in such activities gives students the necessary knowledge and skills to help them adapt to the natural conditions of nature, contributes to the development of creative abilities, as well as the ability to work according to a plan, observe natural objects, summarize facts and draw conclusions, be responsible for the task assigned (Appendix 7) .

As a result, educational environmental tasks are solved, which consist in preparing students for life, for further raising the level of general education. Such work is an effective tool in vocational guidance. It enables students to get acquainted, in direct relationship, with natural objects, explain the processes of interaction of organisms with the environment, identify adaptations of organisms to the environment, anthropogenic changes in ecosystems.

At

students are happy to take part in various environmental activities, for example, to involve them in practical activities, to solve environmental problems of local importance:

Rice. 4. Participation of schoolchildren of the Svyatoslav secondary school in the environmental conference "Live, Kuznetsk land"

organization of an ecological trail (Appendix 2);

expedition to the Golden Kitat river;

ecological camp;

protection of nature from destruction: reforestation in local forestry;

promotion of environmental knowledge: lecture "Doctor Aibolit's advice", conversation "On injury prevention";

holidays: "Farewell, 20th century" (Appendix 5), "Beauty of the native land";

environmental conferences "Live, Kuznetsk land" (Figure 4).

It has become a good tradition to hold "Days of Ecology" during the summer holidays (the work of the ecological link). The guys read and then discuss books; make photo albums, watch videos. Children compete in the tournament of experts "The sorceress is nature full of mysteries", in the contest "Give the forest to descendants", solve colorful crossword puzzles "The most, the most", "Journey through the continents", "The house in which we live", "Colors of nature" . Asking each other more difficult tasks, they willy-nilly broaden their horizons. Children, together with teachers, arrange exhibitions of drawings and crafts made from natural materials, conduct classes on specially protected natural areas of our region. The guys get acquainted with the "Red Book" of the region, talk about the reasons for the disappearance of plants and animals.

Since 2003, at the request of the KSAR and in agreement with the Ministry of Agriculture of the Kemerovo Region, the Beryozka school forestry was established on the basis of our school. There was an opportunity to work more time in the environmental direction.

The purpose of the work of the forestry: the formation of the ecological culture of students through direct interaction with the environment. The objectives of our work were as follows:

Ecological and moral education of schoolchildren;

Environmental protection in the territory of the village of Svyatoslavka;

Education in the younger generation of respect for natural resources;

Conducting scientific and practical research that contributes to innovations in the content of geographical education;

Coordination of activities in the system of continuous environmental education;

Increasing the motivation of students, a responsible attitude to the subject being studied and, as a result, an increase in the level and quality of knowledge.

FROM
The building of the forestry served as a good impetus for the involvement of students in environmental education. This included students from different age groups from grades 6 to 11 (Appendix 2), (Figure 5).

Rice. 5. Percentage of members of the school forestry "Beryozka"

Our work is built in four directions (Appendix 3):

educational activities;

scientific-practical and research activities;

production activity;

cultural activities.

O
educational activity includes the study of the necessary scientific material and helps to acquire knowledge about wildlife, general methods of its study, educational skills, forms on the basis of this knowledge and skills scientific picture world, communication in ecological systems.

Rice. 6. Dynamics of the level of motivation to study the subject of geography in the 9th grade for 3 years (in%)

Over the past years, interest in geography has grown (Figure 6).

The level of motivation has a positive trend. Questionnaire for the choice of subjects for extra classes indicates an increase in the percentage of students in the class who are interested in studying geography, thereby improving the quality of their education.

BUT

An analysis of the qualitative assessment of knowledge in geography allows us to conclude that over the past five years, the qualitative performance of students has increased from 60 to 70%, the absolute performance is 100% (Figure 7).

Rice. 7. The effectiveness of the level of training and the quality of knowledge in the subject (in%)

Scientific, practical and research activities are a very important link in the development of the ecological culture of students. It allows students to penetrate deeper into the essence of the geographical experiment, activates cognitive processes, develops creative thinking, promotes logical and imaginative thinking. Such activities enable each member of the forestry to conduct their own environmental work in accordance with the goals and objectives set, analyze the results obtained, draw their conclusions, exchange experiences at various seminars, environmental conferences, environmental workshops.

FROM

2005, together with students, in addition to production work, we are engaged in research activities. For 3 years, several environmental experiments were carried out, on the following topics: “Production of pine forest crops in the nursery and their planting on the territory of the village. Svyatoslavka", "Reproduction of pine by seeds in a nursery", "Pine as a test object in general environmental studies" (Figure 8).

Rice. 8. Young pines in the nursery

In 2005, a report on the environmental work of our school forestry "Beryozka" was submitted to the All-Kuzbass competition "For the conservation of nature and careful attitude to the forest resources of Russia" ("Podrost") and was awarded a diploma from the Department of Education and Science (Appendix 6).

The environmental work of our forestry has been repeatedly evaluated by certificates of honor, diplomas, thank you letters Department-

Rice. 9. Weeding pine seedlings in the forestry nursery "Beryozka"

that education of the Kemerovo region; Kemerovo State Agricultural Institute.

Since 2003, the guys and I have been actively participating in regional gatherings-competitions of student production teams and winning prizes (Appendix 6).

O
The main activity of our forestry is associated with the cultivation of coniferous trees in the nursery (Figure 9), planting them on the territory of the village of Svyatoslavka, monitoring growth and caring for planting material, conducting various scientific and practical work. Forest planting material (larch, pine, spruce), (Figure 10).

Rice. 10. The ratio of cultivated tree species in the nursery with. Svyatoslavka (in%)

In 2004, in the regional rally-competition "Young Arborist" one of the participants in the forestry took 2nd place; in the 2005 academic year, in the regional rally of the competition of school forestries, one of the participants in our forestry took 3rd place in the nomination "Zoologist" (Appendix 6). In the same year, a participant in the school forestry - Belenkov Kirill was awarded a diploma for first place in the regional competition "Young Arborist" and received the right to represent Kuzbass at the All-Russian rally-competition in Novosibirsk, where he entered the top ten. Belenkov Kirill was awarded the medal "Hope of Kuzbass". In 2007, he graduated from high school with a silver medal, entered the Faculty of Humanities and Education at the KSCA, and is currently successfully studying there on a budgetary basis.

AT

In the same year, our forestry was awarded the title of "The Best School Forestry of Kuzbass" (Appendix 6).

Rice. 11. Participation of schoolchildren in the action "Each stove - its own feeder." Svyatoslavskaya secondary school

Ecological work in school forestry is not limited to educational, industrial and research activities. Finds its development and cultural-mass, propaganda, educational work. Children are happy to take part in various environmental competitions. It is interesting to pass ecological decades at the school, ecological KVNs are held, the actions “Each birdie has its own feeder” (Figure 11), “Help the bird in winter”, “Let's take care of nature”. Students release

Rice. 12. Hanging animal food

environmental messengers, leaflets (Appendix 4), take an active part in regional actions, draw up maps - diagrams (Appendix 2), which show cleared springs and fenced, protected anthills.

R

is. 13. Hanging birdhouses

Together with the guys from the forestry, under the guidance of a forester, we determined the route of the ecological trail. Every year we go on excursions along this trail and perform the necessary types of work:

Procurement of branch food for ungulates (Figure 12);

Cleaning of springs (Appendix 2);

Counting the number of anthills (Figure 2);

Hanging artificial nests (Figure 13).

Thanks to such work, which takes place in a friendly atmosphere, there is communication with the younger generation about the protection of forests, animals, birds, about the proper rest of people in the forest. It is this familiarization of students with nature that attracts more and more people who want to participate in the ecological work of the forestry.

The guys love hiking in their native land. A wide range of manuals, methodological publications, CD-discs created by the famous local historian of our region, Professor Leonid Iosifovich Solovyov, opens up a wide range of opportunities to work in the field of local history. It is these sources that make the children tirelessly study the richest flora and fauna of our region, learn about the history of the origin of various geographical objects.

In the summer of 2007, the guys and I traveled around Mountain Shoria (Figure 14). We visited the Shor National Park, at the confluence of the Mrassu and Kabyrza rivers, rafted down the rivers, climbed the mountains. The guys have a lot of pleasant, unforgettable impressions in their memory.

B
Most of the students are involved in the environmental work of the school. When organizing such laborious work, an important pedagogical problem is solved.

Rice. 14. In Mountain Shoria

the task is the ecological education of students, the education of their respect for nature.

The formation of the ecological culture of schoolchildren in the teaching of geography requires a systematic approach. Supplemented with local material and properly presented, ecological information develops a conviction in the need for urgent assistance to nature, the desire to at least partially compensate for what we have taken from it for so long. If a child, a teenager understands that his well-being, his tomorrow, the happiness of himself, his relatives and friends depend on the purity of air and water, concrete help to a stream and a birch, he will join the ranks of defenders and friends of nature.

The activity of schoolchildren presented in this work contributes to a responsible, careful attitude to the world around us.

Conclusion.

The formation of an individual ecological culture is a very complex process. It proceeds under the influence of many factors, reflects the objective and subjective difficulties of personality development.

Ecological upbringing and education should be aimed at the formation of a clear ecological worldview in each student, based on knowledge of the laws of nature development and its response to anthropogenic impact, on high spirituality and morality, on collective (social) consciousness.

It is necessary to continue the study of complex ecological systems and use a variety of methods that help to form an ecological worldview.

Summarizing the experience of our work on this topic and, based on the goal and the tasks arising from it, we came to the conclusion that our practice is dominated by methods that implement a problematic approach in teaching and educating environmental education and culture in education.

The main forms of work that we use in class and extracurricular activities help to realize the main goal of our work: to educate an active, enterprising, creative person based on the formation of environmental consciousness and an environmentally competent attitude to the nature of the native land.

We contribute to the satisfaction of the interests and needs of a developing personality in the knowledge of the world around us, the mastery of the system of geographic and environmental knowledge and skills by students, we form the ability to apply them in various situations and choose the right way of life.

Summarizing the above, we believe that the result of the work is the interest of students in studying the subject through the formation of ecological culture in geography lessons and in extracurricular activities, in connection with which the level of knowledge increases.

We consider the following results of our work:

Improving the quality of schoolchildren's education (from 60% to 70%);

Participation of schoolchildren in environmental competitions:

2004 2nd place in the competition "Young Arborist" of the regional rally of student production teams;

2004 3rd place in the nomination "Zoologist" of the regional rally-competition of school forestries;

2004 - 2006, active participation in the work on the conservation and restoration of the forest resources of Kuzbass;

2005, active participation in the All-Kuzbass competition "For the conservation of nature and careful attitude to the forest resources of Russia";

2005 year, 1 place in the competition "Young Arborist" of the regional gathering of student production teams;

2006, participation in the All-Russian rally-competition in Novosibirsk, the participant of the competition entered the top ten participants, was awarded the medal "Hope of Kuzbass" for work in the environmental direction;

2006 3rd place in the regional competition - a month for the title "The best school forestry of Kuzbass".

Competitive works were marked with certificates of honor, diplomas, letters of thanks (Appendix 6).

We believe that the main thing in our work is that the ongoing activities contribute to the moral and patriotic education of the younger generation and change the students' materialistic worldview, friendship, kindness towards each other, towards objects of living and inanimate nature.

The problems of updating the content of education currently remain relevant. New tasks are set before the school, new opportunities are opening up, which makes it necessary to continue working in the chosen direction.

Bibliography

Akimova, L. V. Methodology for the formation of ecologically-oriented prognostic skills in schoolchildren [Text] / L. V. Akimova // Geography at school. - 2006. - No. 1. - p. 36-37.

Aksenova, N. A. Phenological observations in school forestries [Text]: for school teachers, leaders of youth circles, schoolchildren / N. A. Aksenova, G. A. Remizov, A. T. Romashova - M .: Agropromizdat, 1995. - With. 6.

Andryushova, Yu. S. Formation of ecological culture in geography lessons [Text] / Yu. S. Andryushova // Geography at school. - 2006. - No. 7. - p. 42-44.

Demidova, N. N. Productive cognitive independent activity students in the study of environmental problems in Russia [Text] / N. N. Demidova // Geography at school. - 2009. - No. 6. - p. 34-35.

Dushina, I. V. Ecological aspect in geography [Text] / I. V. Dushina // Geography at school. - 2006. - No. 4. - p. 42-43.

Zverev, A. T. Sustainable development and environmental education [Text] / A. T. Zverev // Geography at school. - 2009. - No. 6. - p. 11-13

Kulnevich, S. V. Modern lesson. Part 1 [Text]: a scientific and practical guide for teachers, methodologists, heads of educational institutions, students of pedagogical educational institutions, students of the IPK / S. V. Kulnevich, T. P. Lakotsenina. - Rostov n\D: publishing house "Teacher", 2006. 288 p.

Lakotsenina, T. P. Modern lesson. Part 4. Alternative lessons [Text]: a scientific and practical guide for teachers, methodologists, heads of educational institutions, students of pedagogical educational institutions, students of the IPK / T. P. Lakotsenina, E.E. Alimova, L. M. Oganezova. - Rostov n / a: publishing house "Teacher", 2007. - 240 p.

Lakotsenina, T. P. Modern lesson. Part 6. Integrated lessons [Text]: a scientific and practical guide for teachers, methodologists, heads of educational institutions, students of pedagogical educational institutions, students of the IPK / S. V. Kulnevich, T. P. Lakotsenina. - Rostov n / a: publishing house "Teacher", 2008.- 256 p.

Litvinova, L. S. Moral and environmental education of schoolchildren [Text] / L. S. Litvinova - M .: “5 for knowledge”, 2005. - 125 p.

Updating the content of education: Collection of information and methodological letters [Text] / Ed. board: V. N. Butov, L. M. Apukhtina, N. M. Golyanskaya and others. - Kemerovo: Publishing House of ObliUU, 1999. - 110 p.

Fundamentals of ecology - for younger students [Text]: Practical guide/ Comp. L. D. Cheremisina. – M.: ARKTI, 2006. – 88 p.

Assessment of the quality of training of graduates of the basic school in geography [Text] / Comp. N. N. Petrova. - 2nd ed., stereotype. - M.: Bustard, 2006. - 96 p.

Podlasy, I.P. 100 questions - 100 answers [Text]: Proc. Allowance for students. higher textbook establishments. - M.: Publishing house VLADOS - PRESS, 2003. - 368 p.

Ponomareva, O. N. Folk traditions in environmental education [Text]: educational and methodological manual / O. N. Ponomareva - M .: Scriptorium Publishing House LLC, 2004. - 62 p.

Solovyov, L. I. Geography of the Kemerovo region. Nature [Text]: textbook / L. I. Solovyov. - Kemerovo: OAO IPP Kuzbass; LLC "SKIF", 2008. - 384 p.

Solovyov, L. I. Live, Kuznetsk Land! The main directions in the work on local history of the participants in the movement "Fatherland" [Text] / L. I. Solovyov. - Kemerovo: Kemerovo printing plant, 1997. - 252 p.

Solovyov, L. I. Local history games [Text]: study guide - L. I. Solovyov. - Kemerovo: Kuzbassvuzizdat, 1998. - 408 p.

Solovyov, M.S. The main types of observations and practical work of students during geoecological excursions and hikes [Text] / M.S. Solovyov // Geography at school. - 2008. - No. 5. - p. 46 - 47.

Teplov, D. L. Ecological workshop [Text]: For students of grades 5.6 / D. L. Teplov. - M.: Sustainable world, 1999. - 32 p.

Ecology grades 10 - 11 [Electronic resource]. Official site E

One of the requirements for the conditions for the implementation of the main undergraduate educational programs (specialist training) based on GEF 3 is the widespread use in the educational process of active and interactive forms of conducting classes in combination with extracurricular work in order to form and develop the professional skills of students. The development of cognitive, research, communication skills of students allows new educational technologies that involve learning through experience and cooperation, both of the teacher and students; application of search, research and gaming methods. The article defines the role interactive technologies learning as a means of increasing the cognitive activity of students. The practical application of interactive learning technologies in the course "Fundamentals of Ecological Culture", based on the principles of interaction, activity of students, reliance on group experience, mandatory feedback, is proposed. As a result of the use of interactive learning technologies, several tasks are solved simultaneously, the main of which are the development of communication skills, ensuring high motivation, creativity, an active life position, freedom of expression, and the value of individuality.

interactive learning technologies

competence approach

interaction

Creative skills

activity

self-realization

self-development

personality

1. Vinokurova N.F., Demidova N.N., Zulkharnaeva A.V. Development of educational and methodological materials for the implementation of the program for the formation of the cultural and environmental educational environment of the region // Bulletin of the Minin University. - 2013. - No. 2. - [Electronic resource]. – Access mode: http://www.mininuniver.ru/scientific/scientific_activities/vestnik/archive/no2 (date of access: 05/22/2015).

2. Demidova N.N., Kamerilova G.S., Matveeva A.V. The system for the formation of environmental competence based on the study of the living nature of the urbanized environment of a metropolis: theoretical and methodological foundations and a methodological model // Bulletin of the Minin University. - 2014. - No. 2. - [Electronic resource]. – Access mode: http://www.mininuniver.ru/scientific/scientific_activities/vestnik/archive/no6 (accessed 10.06.1015).

3. Dvulichanskaya N. N. Interactive teaching methods as a means of forming key competencies // Science and education: electronic scientific and technical edition, 2011 http://technomag.edu.ru/doc/172651.

4. Kosolapova M.A. Regulations on the methods of interactive teaching of students according to GEF 3 in technical university: for teachers of TUSUR / V.I. Efanov, V.A. Kormilin, L.A. Bokov. - Tomsk: TUSUR, 2012. - 86 p.

5. Maksheeva A.I. Ecological education of university students: Monograph. - Nizhny Novgorod: Publishing house of the National State Pedagogical University, 2012. - 166 p.

6. Romanova K.A. Vitagenic model of vocational environmental education: (concept, experience): Monograph / K.A. Romanova. - Nizhny Novgorod: VGIPA Publishing House, 2005. - 360 p.

7. Rafikova R.S. Interactive learning technologies as a means of developing students' creative abilities: dis. … cand. ped. Sciences. - Kazan, 2007. - 206 p.

For a modern specialist to successfully implement his future activities in our time, it is not enough to be competent in a particular area, since the rapidly changing political, socio-economic conditions of social life dictate the presence of certain personal qualities that will contribute to self-realization in difficult socio-cultural conditions. Therefore, higher education should focus on developing students' ability for creativity, self-awareness, self-development as qualities necessary for personal growth.

In this regard, a modern teacher needs to transform the educational process, introduce new forms, methods and technologies of teaching. At the present stage of the implementation of the new generation of the Federal State Educational Standard, it is envisaged to widely use active and interactive forms of conducting classes in the educational process, the share of which should be at least 20 percent of the classroom.

Experts define interactive learning as a process of immersion in the sphere of communication, which contributes to changing the forms and methods of conducting a lesson. Its implementation allows simultaneously solving three main tasks in the organization of educational activities: cognitive, communicative and developmental, socially oriented.

The purpose of interactive learning is to make the learning process productive, which will enable each student to reveal their inclinations, develop creative abilities and fulfill themselves as a person.

These trends in pedagogy were reflected in the ideas of a humanistic approach in education, which involves moving away from “subject-object” to “subject-subject” relations, recognition of the integrity and uniqueness of the human personality, and the formation of a creative style of thinking.

When designing the course "Fundamentals of Ecological Culture", we implemented a system of interactive learning technologies based on the principles of interaction, activity of students, reliance on group experience, and mandatory feedback. With such an organization of training, an environment of educational communication is created, which is characterized by openness, interaction of participants, equality of their arguments, accumulation of joint knowledge, the possibility of mutual evaluation and control.

The course "Fundamentals of Ecological Culture" is aimed at developing a general ecological culture of the individual among students, at improving the professional culture of future specialists through familiarization with the basics of the organization and functioning of socio-natural systems, the principles of interaction between man, society and nature, the patterns of functioning and development of man in the living environment, conceptual approaches to human ecology of domestic and foreign scientists.

In structural view educational material The course "Fundamentals of Ecological Culture" uses a system of modules, which allows us to consider all components of the content of the discipline in the relationship of theory, practice and communicative forms of activity, which allow us to analyze existing problems and identify ways to solve them.

Since interactive learning is based on creating a special type of motivation - problematic, the content of the course is a chain of learning-problem situations that form a special style of mental activity, research activity and independence of students when choosing a solution. In this regard, the selected and structured content of the course allows you to actively use various types of interactive lectures, presentations using various aids, brainstorming, business games, round tables, etc.

On the basis of the above, we have designed a map of the technological process of teaching the course "Fundamentals of Ecological Culture" using interactive teaching methods.

Map of the technological process of teaching the course "Fundamentals of Ecological Culture"

Module name	Purpose of the module	Interactive teaching methods	Result
Module 1. The history of the relationship between man, society and nature in the history of civilization	To form an ecological worldview among students on the basis of ethical relationships between man and nature	Lecture-conversation Creative task	Departure from "subject-object" to "subject-subject" relations
Module 2. Global social and environmental problems. Ways to solve them	The ability to assess the ecological state of the environment in Russia and in the region (city) and trends in its change, the state of natural resources	Brainstorming "Providing the population with good-quality drinking water", Case study (educational and environmental tasks)	Activation of creative activity: transfer of acquired knowledge into a learning situation
Module 3. Fundamentals of ecological culture	Awareness of the foundations of ecological culture for the harmonious development of man and nature	Round table "Why every member of society needs environmental education and environmental culture"	Statement own eco- position: the formation of a creative style of thinking
Module 4. Ecology living environment	Awareness of the relationship between the state of the natural environment and human health	business game: "The role of the biosphere in the life of every person and society" Test tasks	Dialogue as a means of co-development of teacher and student
Module 5. The idea of the noosphere. The concept of sustainable development	Understand the role of man in achieving harmony between society and nature	Creative task "What if..."	The manifestation of research and logical abilities of students in the realization of the integrity of the world and man

The mechanism of professional and environmental development of students includes a three-level interaction between the teacher and the study group:

student teacher. This level involves personalized interaction based on the vital experience of professional problems, the interests of each student;
student-creative group. At this level, there is an increase in the degree of independent manifestation of the individuality of the student;
student study group. This level contributes to the professional development of students and is provided by the rules for organizing creative groups: according to personal sympathy and professional interest. Creative groups can be mobile, each student can act as a leader or a functionary, depending on his interest, vital experience, individual capabilities.

As you can see, unlike traditional didactic systems, with interactive learning, all students are participants in the process of cognition, are in a dialogue, interaction mode, which ensures the development of intellectual and creative abilities, they have the opportunity to understand, express their position and reflect, that is, aim at activities that stimulate "invention" and "discovery".

We also proposed an algorithm for constructing an interactive lesson, consisting of three stages:

Stage 1 - problem-target:

Students are invited to join creative groups;

The main problems of the studied content and their transformation into the goal-setting of the learning process are highlighted;

The means are chosen to realize the goal;

Key concepts (semantic informational pillars of acquiring new knowledge) are defined.

Stage 2 - design and search:

Correction of the motion vectors of individual targets and the general target zone;

Determining the ways of joint activities (who will do what, in what sequence);

Implementation of the program of general activities - obtaining an accurate predictable result;

Development of personal, group positions.

Stage 3 - reflective:

Identification by students of their difficulties and errors in solving the problem;

Establishing the causes of errors: by content, by the method of interaction;

Designing means and methods for correcting errors;

Definition of an individual, group position, a new vector of cognitive interest.

The evaluation criteria were the following indicators:

The completeness of the presented solution;

The correct logical sequence of decision making;

Depth of knowledge;

The originality of the proposed solution.

With the help of additional indicators, the creative search for a way to solve the educational and environmental situation, the promotion of several ways to solve it, were also evaluated; possession of creative methods of activity.

Test tasks are designed to assess the degree of assimilation of the material by students. They are in the form of test questions, they cover all the material, taking into account the basic requirements for the main modules. Tasks have different degrees of difficulty: Level I is test tasks closed type (without a written justification for the answer); II and III levels- assignments with a creative aspect, focused on the formation of an active position of the student (with justification for choosing an answer).

At the end of the training, students evaluated the effectiveness of the course "Fundamentals of Ecological Culture". High marks were given to such interactive teaching methods as a round table, "brainstorming" and a creative task "What will happen if ...". This is explained by the fact that students were fascinated by the process of independent search for ways and options for solving the educational task.

Based on this, we can draw the following conclusions that the implementation of interactive learning technologies contributes to:

Activation of creative possibilities of students,

Independent, purposeful assimilation of the content of training

Development of cooperation in collective activities and public speaking skills;

Organization of search, cognitive activities by setting cognitive and practical tasks by the teacher that require an independent creative solution.

So, one of the most important areas for improving the training of students in a modern university is the introduction of interactive learning technologies. Most teachers confirm the effectiveness of using interactive technologies in teaching, as they contribute to the active involvement of students in the learning process. Based on this, the main methodological innovations today are associated with the use of interactive teaching methods.

Thus, the use of interactive learning technologies is one of the most important areas for improving the training of future specialists and a prerequisite for the effective implementation of a competency-based approach.

Reviewers:

Kamerilova G.S., Doctor of Pediatric Sciences, Professor, Professor of the Department of Environmental Education and Rational Nature Management, Federal State Budgetary Educational Institution of Higher Professional Education "Nizhny Novgorod State Pedagogical University them. K. Minin» of the Ministry of Education and Science Russian Federation, Nizhny Novgorod;

Demidova N.N., Doctor of Pediatric Sciences, Associate Professor, Head of the Department of Environmental Education and Rational Nature Management, Nizhny Novgorod State Pedagogical University. K. Minin» of the Ministry of Education and Science of the Russian Federation, Nizhny Novgorod.

Bibliographic link

Maksheeva A.I., Guzikova M.S. INTERACTIVE LEARNING TECHNOLOGIES IN THE IMPLEMENTATION OF THE COURSE "FOUNDATIONS OF ENVIRONMENTAL CULTURE" // Modern problems of science and education. - 2015. - No. 3.;
URL: http://science-education.ru/ru/article/view?id=20284 (date of access: 01/04/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"