Before the arrival of people in New Zealand, these islands were an untouched corner of botanical and geological antiquities, filled with the sound of waterfalls and wind. is an isolated archipelago in the South Pacific Ocean. The nearest landmass is 1,600 kilometers away. Thanks to its isolation, a unique ecosystem has developed here, dating back to the times of Gondwana. New Zealand's pristine world is well preserved. In New Zealand you can still find species of fauna that have disappeared in other parts of the world.

On the islands, full of natural antiquities and not in contact with the outside world, birds ruled the roost. For birds, this island was a paradise, where there were no natural enemies such as snakes or carnivorous mammals.

Flightless bird takahe declared extinct in 1930, but several individuals were later discovered. Takahe lived in places where they had no natural enemies, and food was not difficult to approach. The birds no longer needed to fly - their wings degenerated and turned into rudiments. For the same reason, many other birds in New Zealand cannot fly.

The turning point for the bird world was the arrival of man. The Maori arrived here about a thousand years ago. These Polynesian explorers crossed the Pacific Ocean in search of new land to settle.

The first victims of the arriving people were large and unable to fly moa. People needed food, and large birds were running around. The meat of a large moa could feed about 50 people. In terms of volume, one moa egg was equal to 40 chicken eggs. On one leg of this bird there was as much meat as can be removed from a whole horse. The moas reached three meters in height, but these birds are no longer left. Moas lived in New Zealand for 80 million years, but due to human intervention they disappeared from the face of the earth within a few centuries.

After the arrival of Europeans, the situation only worsened. White settlers began to hunt, bringing with them dogs, rats, martens and other predators previously unknown to the local inhabitants. Many birds disappeared because their habitat was destroyed as settlers cut down and burned forests to make way for farms.

Mountain kea parrots, living in these parts are the only carnivorous parrots. They were once widespread, but were hunted down by sheep owners because they harmed livestock. Now these birds are endangered. These days, instead of harming sheep, kea play with tourists.

Before the arrival of people, New Zealand developed according to the laws of nature: animals sought a better habitat, multiplied and adapted to life in New Zealand. Each creature found a niche for itself in the vast ecosystem of the islands. Unfortunately, human greed has prevailed over the laws of nature. With the growth of settlements, a crisis arose in the isolated ecosystem and dramatic changes began.

Tuatara- an animal that has existed since the time of dinosaurs, the world's oldest reptile. Sometimes it is called a living fossil. Throughout its existence, the tuatara has remained almost unchanged. In all other places, tuatara disappeared, becoming food for mammals. However, in New Zealand, where there were no mammalian predators for a long time, these animals survived. Adults reach 24 centimeters in length. Tuatara live more than a hundred years. The female lays an egg once every 4 years, this is due to the low reproduction rate.

Seals. Once these sea animals lived here in hundreds of thousands, but settlers appeared and brought them almost to complete extinction. Many of them still die when they get caught in fishing nets. But now, fortunately, they are under the protection of the country’s government and, according to the latest census, their number has reached 50 thousand and continues to increase. New Zealand seals can dive deeper than any other species. A diving depth record of 240 meters was recorded. They feed mainly at night, when their favorite dish, squid, floats to the surface. And during the day they rest on the rocky shores in entire colonies.

Acne. Unfortunately, their habitat area, and therefore their number, is constantly declining. Male eels can live up to 24 years, and females on average up to 35. But females that spawn sometimes live up to 75 years, which is quite common. After the eggs are laid, they swim away from here and swim far across the ocean to the Fiji archipelago, because they can only lay eggs in warm waters. For this they swim up to 3 thousand kilometers. Over the past 30 years, the number of eels has declined catastrophically, mainly due to humans taking over their traditional habitats and blocking rivers with dams. They are also caught quite a lot because they are considered exotic food. The Maori love them very much when smoked, and the Japanese pay a lot of money for them.

Date of birth: 428 or 427 BC e. Place of birth: Athens Date of death: 348 or 347 BC Place of death: Athens Nationality: Athens Main interests: Metaphysics, epistemology, ethics, aesthetics, politics, education philosophy of mathematics Influences: Socrates, Archytas, Democritus, Parmenides, Pythagoras, Heraclitus Influenced by: Aristotle, almost all European and Middle Eastern philosopher Plato

Aristotle Aristotle (384 BC, Stagira 322 BC, Chalkida, Euboea island) ancient Greek philosopher, student of Plato. From 343 BC e. teacher of Alexander the Great. In 335/4 BC. e. founded the Lyceum (Ancient Greek: Λύκειο Lyceum, or Peripatetic school).

Ya.A. Comenius Famous works: “Great Didactics” (Didactica Magna) (), the first ever manual for family education “Mother’s School” (1632). Comenius was intensely involved in developing the ideas of pansophia (teaching everything to everyone), which aroused great interest among European scientists.

Ya.A. Komensky Basic pedagogical ideas: universal education, ideas of discipline, the concept of the school year, didactic principles, class-lesson system. Komensky believed that education should be carried out at school with the help of: a school-wide plan, class-lesson organization, studies from the age of 6, knowledge testing, a ban on skipping lessons, textbooks for each grade. Didactic principles: conformity to nature, clarity, consistency, consciousness, feasibility, strength, systematicity. Comenius considered issues of education and training in inextricable unity.

Pestalozzi Johann Heinrich Pestalozzi (January 12, 1746, Zurich, February 17, 1827, Brugg) Swiss educator. Works: “Confession”, “Leisures of a Hermit” (1780), “Lingard and Gertrude” (), “How Gertrude Teaches Her Children” (1801)

Friedrich Froebel Friedrich Wilhelm August Froebel (April 21, June 1852) German teacher, theorist of preschool education, creator of the concept of “kindergarten.”

Pedagogy and methods of education in kindergarten F. Frebel considered the goal of education to be the development of the natural characteristics of the child, his self-discovery. A kindergarten must carry out the comprehensive development of children, which begins with their physical development. Already at an early age, Froebel associated caring for a child’s body, following Pestalozzi, with the development of his psyche. Froebel considered play to be the core of kindergarten pedagogy. Revealing its essence, he argued that play for a child is an attraction, an instinct, his main activity, the element in which he lives, it is his own life. In the game, the child expresses his inner world through the image of the outer world.

Friedrich Froebel Contribution to the development of world pedagogy. Kindergartens have taken a leading position in the preschool education system in many countries. F. Froebel, for the first time in the history of preschool pedagogy, gave a holistic, methodologically detailed system of public preschool education, equipped with practical aids. Contributed to the separation of preschool pedagogy into an independent field of knowledge.

Maria Montessori Maria Montessori (August 31, 1952) Italian doctor, teacher, scientist, philosopher, humanist, Catholic.

Maria Montessori Maria Montessori gained worldwide fame in connection with the pedagogical system she developed. She opened the first “Montessori school” on January 6, 1907 in Rome. Methods based on the experience of work at this school were subsequently successfully developed and, despite criticism in subsequent years, remain popular in many countries around the world. Montessori began by working with mentally retarded children; later she switched from special pedagogy to general education, working with children who did not have mental retardation.

The main pedagogical ideas of Ushinsky The basis of his pedagogical system is the requirement of democratization of public education and the idea of ​​​​national education. Ushinsky’s pedagogical ideas are reflected in books for primary classroom reading “Children’s World” (1861) and “Native Word” (1864), and the fundamental work “Man as a Subject of Education. Experience of pedagogical anthropology" (2 volumes) and other pedagogical works.

L.N. Tolstoy Lev Nikolaevich Tolstoy (August 28 (September 9) 1828, Yasnaya Polyana, Tula province, Russian Empire November 7 (20), 1910, Astapovo station, Ryazan province, Russian Empire), count one of the most widely known Russian writers and thinkers, revered by many as one of the greatest writers in the world. September 9, 1828 Yasnaya Polyana Tula province Russian Empire November 7 (20), 1910 Astapovo Ryazan province count of Russian writers and thinkers

The pedagogical activity of L.N. Tolstoy The Yasnaya Polyana school belonged to the number of original pedagogical attempts: in the era of admiration for the German pedagogical school, Tolstoy resolutely rebelled against any regulation and discipline in the school. According to him, everything in teaching should be individual, both the teacher and the student, and their mutual relationships. At the Yasnaya Polyana school, the children sat where they wanted, as much as they wanted, and as they wanted. There was no specific teaching program. The teacher's only job was to get the class interested. The classes went well. They were led by Tolstoy himself.

V.A. Sukhomlinsky Vasily Aleksandrovich Sukhomlinsky (September 28, 1918, the village of Vasilyevka, Alexandria district, Kherson province; September 2, 1970, the village of Pavlysh, Onufrievsky district, Kirovograd region, Ukrainian SSR) Soviet teacher. Corresponding Member of the Academy of Pedagogical Sciences of the USSR (1968), Candidate of Pedagogical Sciences (1955), Honored School Teacher of the Ukrainian SSR (1958), Hero of Socialist Labor (1968).

Pedagogical activity of V.A. Sukhomlinsky Sukhomlinsky created an original pedagogical system based on the principles of humanism, on the recognition of the child’s personality as the highest value, towards which the processes of upbringing and education should be oriented. Sukhomlinsky built the learning process as joyful work; he paid great attention to shaping the worldview of students; An important role in learning was assigned to the teacher’s words, artistic style of presentation, and the creation of fairy tales and works of art with children. Sukhomlinsky developed a comprehensive aesthetic program of “education with beauty.” Sukhomlinsky is the author of about 30 books and over 500 articles devoted to the education and training of youth. The book of his life “I Give My Heart to Children” (1974).

A.S. Makarenko Makarenko’s main work of art “Pedagogical Poem” (). In the last years of his life, Makarenko continued to work both on works of art “Flags on the Towers” ​​(1938), and on autobiographical materials: the story “Honor” (), the novel “Ways of a Generation” (not completed). Pedagogical poem 1938 In 1936, he was published the first major scientific and pedagogical work “Methodology for organizing the educational process.” In the summer-autumn of 1937, the first part of the “Book for Parents” was published. Makarenko’s works express his teaching experience and pedagogical views. In 1936–1937, Makarenko opposed the use of elements of the prison regime for children in favor of strengthening the production bias and general educational methods. In relations with students, he adhered to the principle: “As many demands on a person as possible and as much respect for him as possible.”

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Presentation on the topic: Konstantin Dmitrievich Ushinsky

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Introduction..Ushinsky belongs not only to the past: he continues to live in our modern times. The ideas of the creator of "Children's World", "Native Word", "Pedagogical Anthropology" retain their creative power to this day. V. P. POTEMKIN

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Childhood and adolescence Parents K. D. Ushinsky's father, Dmitry Grigorievich Ushinsky, came from impoverished nobles. He served in the Russian army for many years, a veteran of the Patriotic War of 1812. He was a teacher in the military corps. K. D. Ushinsky’s mother Lyubov Stepanovna Ushinskaya (Kapnist) herself supervised her son’s initial education, awakening in him curiosity and interest in reading. She died when Ushinsky was 11 years old. He retained touchingly tender memories of her throughout his life.

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K.D. Ushinsky studied at the Novgorod-Severskaya gymnasium, where he was an exemplary student, read a lot, often initiated debates on various topics, and could not tolerate sycophancy among students or the injustice of some teachers. “The education that we received... in the poor district gymnasium of the small town of Novgorod-Seversky in Little Russia was, in educational terms, not only not lower, but even higher than that received at that time in many other gymnasiums. This was greatly facilitated by the passionate love for science and even a somewhat pedantic respect for it in the late director of the N-skaya gymnasium... Ilya Fedorovich Timkovsky.” K. D. USHINSKY

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Teaching work at the Yaroslavl Legal Lyceum “Ushinsky’s passion is transmitted to the listeners, and they all, together with their lecturer, do not hear the bell, do not notice that the end of the lecture has already come, that another professor has been standing near the door for a long time, waiting for his turn - and only when the patience of this latter is completely exhausted and he turns to Ushinsky with a statement that it is time to finish, otherwise he, the professor, will leave - Ushinsky, immediately descending from the clouds of his fiery fantasy, becomes terribly embarrassed, asks for an apology and flies headlong from the audience, covered in thunder applause from students enchanted by his speech.”V. E. ERMILOV “People's Teacher” In 1846 he began teaching at the Yaroslavl Lyceum. According to the stories of former students, K. D. Ushinsky presented his lectures on state law in a fascinating manner.

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Service in the Ministry of Internal Affairs On December 15, 1849, K. D. Ushinsky was removed from work at the Yaroslavl Legal Lyceum for the democratic direction of his lectures. After this, Ushinsky was forced to serve as a minor official in the Ministry of Internal Affairs, but the bureaucratic service did not satisfy him. In his diaries, he spoke of the service with disgust. Some satisfaction was given to him by his literary work in the magazines Sovremennik and Library for Reading, where he published translations from English, abstracts of articles, and reviews of materials published in foreign magazines.

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K. D. Ushinsky - teacher and inspector of the Gatchina Orphan Institute In 1854, Ushinsky managed to receive an appointment first as a teacher and then as an inspector of the Gatchina Orphan Institute, where he significantly improved the organization of training and education.

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K. D. Ushinsky - inspector of classes at the Smolny Institute In 1859, Ushinsky was appointed inspector of classes at the Smolny Institute of Noble Maidens. In this institution, closely connected with the royal court, an atmosphere of servility and ingratiation to the queen’s inner circle, her favorites, flourished. The girls were brought up in the spirit of Christian morality and a false idea of ​​\u200b\u200bthe duties of a wife and mother; they were given very little real knowledge and were more concerned about instilling in them secular manners and admiration for tsarism. Ushinsky boldly carried out a reform of the institute, introduced a new curriculum, the main subjects of which were Russian language, the best works of Russian literature, natural sciences, widely used visual aids in teaching, and conducted experiments in biology and physics lessons. K. D. Ushinsky invited prominent teaching methodologists as teachers: in literature - V. I. Vodovozov, in geography - D. D. Semenov, in history - M. I. Semevsky and others.

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Stay abroad In 1862, Ushinsky was sent abroad for five years for treatment and studying school affairs. During this time, he visited Switzerland, Germany, France, Belgium and Italy, in which he visited and studied educational institutions - girls' schools, kindergartens, orphanages and schools, especially in Germany and Switzerland, which were considered the most advanced in terms of innovations in pedagogy. He combined his notes, observations and letters from this period in the article “Pedagogical trip to Switzerland.” A moment of sadness An involuntary wanderer among the warm fields, I feel sad for my cold homeland: For our deep snows, For our pine forests, The sea is beautiful here and the mountains are wonderful, And the heavenly light here is beautiful, Nature is so good! But the steppe soul groans and aches! Poem written by K. D. Ushinsky abroad. Vienna in Switzerland (on Lake Geneva), where Ushinsky lived and was treated

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Abroad in 1864, Ushinsky wrote and published an educational book “Native Word”, which was developed within the circle of his family, as it reflected the nature and customs of the Novgorod-Seversky district familiar to his children, as well as the book “Children’s World”. In fact, these were the first mass-produced and publicly available Russian textbooks for the primary education of children. Moreover, he wrote and published a special guide for parents and teachers to his “Native Word” - “A Guide to Teaching the “Native Word” for Teachers and Parents.” This leadership had a huge, widespread influence on the Russian public school. It has not lost its relevance as a manual on methods of teaching the native language to this day.

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The last years of his life In the mid-1860s, K. D. Ushinsky and his family returned to Russia. In the summer of 1870, he was treated with kumis in Alma near Bakhchisarai. Returning from Crimea, I was going to visit N.A. Korfu in the village of Vremevka, Aleksandrovsky district in the Yekaterinoslav region, but due to illness and the great distance of the village from the Blagodatnaya railway station, I could not. Arriving at the Bogdanka farm, I learned about the tragic death of Pavlusha’s eldest son. Having found the strength to overcome the grief that befell him, he moved his family to Kyiv, buying a house on the street. Tarasovskaya, and he and his sons Konstantin and Vladimir went to Crimea for treatment. But on the way he caught a cold, fell ill and stopped in Odessa, where he died on January 3, 1871. Family portrait. K. D. Ushinsky, N. S. Doroshenko (Ushinskaya), children (from left to right); Pavel (1852), Vladimir (1861), Konstantin (1859), Vera (1855), Nadezhda (1856)

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Followers of K.D. Ushinsky Works and ideas of K.D. Ushinsky became the subject of creative development, rethinking and competitive imitation for a whole galaxy of teacher-thinkers: I. Ya. Yakovleva, N.A. Korfa, V.P. Vakhterov, Kh. D. Alchevskaya, T. G. Lubenets and others.

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Honoring the memory of K. D. Ushinsky In the history of Russian education, Ushinsky has an honorable place. One of the most gifted, educated and progressive people of his time, the founder of the science of education, a courageous school reformer, he devoted his entire life to sacrificial service to the cause of public education. The great Russian teacher was a hero and devotee of his high calling. For this, he is now being given a nationwide tribute of gratitude and veneration... Silver medal of K. D. Ushinsky for awarding especially distinguished teachers and figures in the field of pedagogical sciences Articles in the Soviet press dedicated to K. D. Ushinsky

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The significance of K. D. Ushinsky in the development of pedagogy and school Ushinsky is a great Russian teacher, the founder of the public school in Russia, the creator of a deep, harmonious pedagogical system, the author of wonderful educational books, which have been used by tens of millions of people in Russia for more than half a century. He - the “teacher of Russian teachers” - developed a system for training folk teachers in a teacher’s seminary; the best folk teachers in their pedagogical work were guided by the works of Ushinsky. Just as the poetic genius of Pushkin brought to life a whole group of poets of the Pushkin school, so the pedagogical genius of Ushinsky contributed to the emergence of a galaxy of wonderful teachers of the 60-70s, followers of Ushinsky - N. F. Bunakov, N. A. Korfa, V. I. Vodovozov, D. D. Semenov, L. N. Modzalevsky and others. Ushinsky had a great influence on the leading teachers of other peoples of Russia (Georgia, Armenia, Kazakhstan), on the pedagogy of Bulgaria, the Czech Republic and other Slavic peoples.

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Pedagogical activities and views of K.D. Ushinsky (1824 – 1870)

“Ushinsky is truly our people’s teacher, just like Lomonosov is our people’s scientist, Suvorov is our people’s commander, Pushkin is our people’s poet, Glinka is our people’s composer.” L.N. Modzalevsky

“Ushinsky is great, and we are his debtors.” P.P. Blonsky

Main stages of activity 1844 – graduated from the Faculty of Law of Moscow University 1844-1849. – work as a professor of cameral sciences at the Yaroslavl Legal Lyceum 1854-1859. – work at the Gatchina Orphan Institute 1859-1862. - work as an inspector of classes at the Smolny Institute of Noble Maidens 1860-1861. – editor of the “Journal of the Ministry of Public Education”

Main works “On the benefits of pedagogical literature” “Labor in its mental and educational meaning” “Three elements of school” “On the need to make Russian schools Russian” “Letters on the education of the heir to the Russian throne” “Native word” “Children’s world” “Man as a subject” education. Experience of educational anthropology"

Pedagogical ideas Idea of ​​nationality Idea of ​​psychological substantiation of the pedagogical process Idea of ​​methodological support of the pedagogical process Idea of ​​teacher training

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