A. V. Antishina, A. V. Dolmatov
(Saint Petersburg)
Formation of environmental competence and culture
IN THE PROCESS OF TRAINING AND EDUCATION OF STUDENTS
The article discusses the issues of developing environmental competence and culture in the process of teaching and educating students. The main tasks of forming 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 environmental protection and protection. The emergence of harbingers of an environmental crisis in various spheres of human activity at the end of the 20th century raised the issue of sustainable development, primarily for industrialized countries. One of the significant reasons for the increase in environmental problems is the low level of environmental culture of the population, insufficient environmental competence of heads 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 being introduced into the educational programs of schools; issues of environmental protection are reflected in the programs of such academic subjects as “Geography”, “Chemistry”, “Fundamentals of Life Safety”. At the same time, environmental problems have not yet been properly reflected in the educational programs of universities that train bachelors in the areas of “Management” and “Economics”.
To ensure environmental safety, it is necessary to develop environmental competence, culture, and an ecological worldview in 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, but 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 teaching environmental management using an interdisciplinary approach into the process of professional training of 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 path of development of environmental practices. The solution to environmental problems depends on government policy, its values and priorities.
In the field of environmental education, domestic and foreign scientists have been studying the problems of the formation of environmental culture quite actively for several decades (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 real conditions and their dynamics. It is necessary to both improve traditional methods and introduce new pedagogical technologies aimed at developing environmental competence and, as a consequence, the environmental culture of future managers.
is that most curricula do not include a course in environmental management. In addition, the environmental 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 a study conducted among students of the Faculty of Management of the Russian State Pedagogical University. A.I. Herzen survey (120 respondents were interviewed regarding the need to include an environmental management course in the educational programs of the Faculty of Management].
Environmental training of students at a university should be organically included in the general system of professional training of any direction and profile. In addition, it is important that it is carried out taking into account the regional components of educational standards and is personally significant for students.
The formation of students' environmental culture is currently one of the important tasks of professional pedagogy and environmental management. Currently, 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 environmental consciousness, behavior and education in harmony with nature. In different regions of the country, environmental education of students acquires its own specificity under the influence of national traditions, 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 environmental culture is influenced by environmental knowledge, beliefs, and competence.
Currently, there are a number of approaches to defining environmental culture. According to A. N. Zakhlebny, this is the establishment in human consciousness and activity of the principles of environmental management, the possession of skills and abilities to solve socio-economic problems without harming the environment and human health. L. P. Pechko
believes that environmental culture is multifaceted and includes:
The culture of human cognitive activity to master the experience of mankind in relation to nature;
Work culture, formed in the process of work, taking into account environmental, aesthetic and social criteria when performing specific tasks in various areas of environmental management;
A culture of spiritual communication with nature, the development of aesthetic emotions, the ability to evaluate the aesthetic merits of both the natural and transformed natural spheres.
The ecological culture of a manager is a condition and method for realizing values in the “man - nature - society” system (regulations, norms, traditions, operating principles arising from the concept of sustainable development), expressed in the manifestation of a general civilizational culture, a culture of social existence, a culture of activity ( intellectual and subject] when making management decisions in the sphere of interaction between nature and society.
The development of students' environmental culture includes: the formation of environmental knowledge and ideas; development and activation of environmental motivation, environmental consciousness; formation of beliefs and needs in the need for environmental activities; changes in consumer attitudes towards nature in human consciousness; formation of appropriate (nature-conforming] needs, motives and attitudes in the education and upbringing of the individual.
Ecological culture as a personality quality should be formed in a system of continuous environmental education and training. Environmental education should be carried out in a continuous cycle, starting from an early age and throughout a person’s life. The attitude towards nature is closely interconnected with family, social, industrial, interpersonal relationships of a person 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 relationship to action.
Figure 1. Results of students' assessment of the need for further study of the environmental management course.
reality, 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 individual’s environmental culture.
The level of environmental culture of the future manager should reflect the degree of mastery of activity regulations (rules, regulations, norms, values and ideals) aimed at implementing the concept of sustainable development, and manifest itself in the form of the need for environmental verification of all management decisions made in the field of interaction between nature and society.
Understanding of environmental problems by future managers is necessary so that they not only understand the tasks using humanitarian, mostly descriptive methods of analyzing the interrelations of processes occurring in nature and society, but can analyze these interrelations using modern natural scientific methods: systems analysis, optimization , nonlinear dynamics, simulation modeling. The modern educational system has not been meeting the needs of social life for decades, transmitting the values of the industrial-consumer society into the future, not paying attention to the approaching global anthropo-ecological catastrophe. This is confirmed by the analysis of the content of education: the state educational standard of the specialty did not contain environmental management as a separate discipline in the federal component.
Currently, the formation of an environmental culture is integral
a component of not only training, but also 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. To successfully implement 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. Greening education involves the widespread introduction of an environmental approach into the education system at all levels, 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 experimental testing, which can be carried out in various forms:
Observing the independent work of students;
Questionnaire;
Individual, group problem-thematic conversations;
Using Case study methods, “Plus, minus, interesting”;
A written survey with elements of reflection.
Statistical processing of the obtained data, which is carried out using the method of quantitative and qualitative analysis, upon completion of the preparatory stage makes it possible 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 towards nature, personal culture, culture of social existence, culture of activity.
The authors identified a fairly significant additional effect from carrying out this propaedeutic stage - interest in mastering 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 (with the same composition of respondents].
If the main goal of the ascertaining stage was to determine the initial level of students’ environmental culture, then at the formative educational stage of the experiment, environmental competence is formed on the basis of the data obtained. A means of achieving this goal can be a 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.
The purpose of this stage is to form in students a system of knowledge about environmental management, including both a theoretical component and practical applications of an integrated and systematic approach to environmental issues, characteristic of international and Russian organizations and conditions. Studying the discipline involves considering the basic 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, environmental routes in combination with extracurricular work in order to form and develop students’ professional skills. It is advisable to use active teaching methods with elements of research work: work in small groups to solve specific problems (relating not so much to
human relationship with nature, how many relationships there are between people regarding nature management and environmental protection], group discussions, role-playing games, brainstorming.
As a result of completing the course, the following components of environmental competence should be formed.
1. The ability to bear responsibility for the results of one’s professional activities in the context of the environmental situation.
2. Preparedness to ensure the protection of the environment, life and health of people.
3. Ability to use modern management methods to solve environmental problems;
4. The ability to use basic methods of protection against the possible consequences of environmental accidents and disasters.
5. Ability to carry out environmental audits.
6. The ability to make decisions and evaluate their consequences from the point of view of their 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 testing the implementation of an environmental management course in the educational process of the Faculty of Management, students were actively involved in scientific and educational activities, with their help it was possible to assess, in particular, the degree of significance of environmental management tasks. The results of the survey are shown in Fig. 2.
During the training process, students mastered the requirements of the ^0 series 14000 standards and identified the most significant goals for the implementation of these standards and the degree of their influence on the environmental efficiency of the organization; the survey results are presented in Fig. 3.
The results of the survey indicate the unconditional usefulness of introducing a research component into an environmental management course.
It is important to note that the level of environmental culture presupposes not only the presence of a system of environmental knowledge, but also a positive experience of an emotional and value-based attitude towards nature, an appropriate style of thinking and activity.
Currently, education in ecology and environmental management is becoming increasingly
stimulating environmental initiatives creating low-waste technologies and updating products
minimal damage to the environment
ensuring environmental compatibility of all production
0% 10% 20% 30% 40% 50% 60% 70% 80%
Figure 2. Results of students' assessment of the degree of importance of environmental management tasks during the course.
Increase competitiveness
Improve international trade conditions
Define national environmental policy
Improve environmental performance
Figure 3. Results of students' assessment of the significance of the goals of implementing environmental standards in integrated management systems.
more relevant and should be closely interconnected with basic education, the formation of new values and moral attitudes, a revision of the structure of needs, goals, priorities and ways of acting. 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 connections and create integrative educational modules. Real integration of education is important
creative, scientific and innovative activities.
Training should be practice-oriented. It is necessary to include workshops, experimental and project activities in the courses. Laboratory workshops and field studies should be conducted in the logic of a systematic approach and interdisciplinary connections. It is important for students to participate in real environmental projects.
The formation of environmental competence, ecological worldview, and ecological culture should include a creative component.
Integration of the environmental component into the education system and students’ mastery of relevant competencies will improve the quality of education and bring it into line with the requirements of world educational standards. Integration
The environmental component introduces “added value” into the basic education system, making 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. Environmental 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. - P. 93-98.
3. Dolmatov A.V., Dolmatova L.A. Competence-based model of teacher project culture // Letters to Emission.Offline (The Emissia.Offline Letters]: electronic scientific journal. -2011. - No. 7. - P. 1620.
4. Ecology: textbook. for universities / V. I. Korobkin, L. V. Peredel-sky. - Ed. 16th, additional and processed - Rostov n/a. : Phoenix, 2010.
5. Trifonova T. A., Selivanova N. V., Ilyina M. E. Environmental management: textbook. allowance. - Vladimir: Vladim. state univ., 2003. - 291 p.
Turning to the title, we mean, of course, not the ecological education that arose along with man and means the observance of certain rules in relation to nature, rules transmitted through certain cultural norms. We are talking about special environmental education, the need for which was widely recognized back in the early 70s and is associated with obvious signs of a rapidly approaching environmental crisis.
In our country, the undoubted impetus for the development of environmental education on a national scale was the first intergovernmental conference held back in 1977 in Tbilisi on the topic of education in the field of environmental protection, after which the matter was put on an official footing.
As is usual with us, over time, much in this structure has been lost sight of. Considering environmental education as an integral element of modern education and enlightenment, it is necessary to cover all age categories and strata of students, spreading “ecological literacy”. Today it is extremely important to provide relevant knowledge about the interaction of nature and society, to educate students to take responsibility for their actions in the biosphere, and finally, to instill knowledge, skills and abilities for possible practical solutions to environmental problems in situations of various kinds of complexity.
It has long been known that even the introduction of a compulsory subject both within secondary and higher education cannot serve as a guarantee of achieving the desired results. What difficulties can we expect?
In my opinion, these difficulties have two distinct levels. At the first, obvious level, training of teachers themselves on environmental issues. Let's take the teaching staff of a school as an example. Only biologists and geographers have, to one degree or another, an understanding of these problems, which cannot be said about all the other teachers in most of our schools. But we must take into account that the most important property of environmental education is the comprehensive integrity of the consideration of environmental problems, the continuity of education itself, its interdisciplinarity. As a result, the level of environmental education is extremely low. And not only at school.
It is useful to understand that the main difficulty is not only a truly acute shortage of teaching staff, but the absence of powerful incentives for obtaining environmental education at different levels. Currently, there are no developed principles for writing teaching aids and textbooks, or principles for their content.
Which of the huge number of accumulated facts should be offered to people at various levels of education, and most importantly, why? It turns out that the question of the very content of environmental education and upbringing, starting from its basic concepts and definitions to general patterns and its significance for humans, is the least developed.
I am sure that I am not the only one who feels some kind of bewilderment at the contradictions between the environmental problems of today that concern each person personally and the formal add-on to economic or educational activities into which the so-called nature conservation has been turned in our country. The knowledge a person receives is one thing, his beliefs are quite another, and the lifestyle he leads is something else. In our reality, all this can be very far from each other. And in this respect, in a sense, we are only on the threshold of the true development of environmental education and upbringing in the country.
Perhaps the most important thing to remember is that environmental education is not some private, narrowly limited subject, but an evolving process in which students are encouraged to study, evaluate and participate in managing the environment, eliminating its negative phenomena and finding ways to improve it. That is, environmental education should create a more active life position. This is its meaning. And the problem is how to achieve this practically.
There is no doubt what environmental education entails. Such methods and forms of teaching that expand the currently existing forms of public education. The fact is that no single discipline, be it geography, biology, philosophy, chemistry or geology, can cover all aspects of the environment. Therefore, the initial level of environmental education is characterized by the coordination of various disciplines around environmental issues, which is the central topic of education.
The practical nature of environmental education poses fundamentally new challenges both for the content of the sciences taught and for teaching methods. Foreign experts in environmental education have repeatedly emphasized that interdisciplinarity involves, in particular, the use of a group teaching method, in which several teachers in various academic disciplines participate, promotes learning in which teachers are not opposed, but united with students.
This leads both to a holistic approach to the problem under consideration and develops certain ethical skills in solving current environmental problems through cooperation, mutual search and discussion.
Hence, the need to develop new modern teaching methods, appropriate programs and manuals becomes obvious. The development of environmental education poses challenges for educational reform in general. This, of course, concerns both the revision of the content of individual disciplines regarding the contribution they make to the general problem of the environment, and the development of qualitatively new teaching methods, including achieving the necessary synthesis of the natural and human sciences.
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Problems of environmental education and citizen education
Relevance of the study - today the most important task of a modern, educated person should be to take care of the ecological state of the environment. Rapid industrial development in the twentieth century led to the fact that human impact on nature increased significantly. Often it is extremely negative. That is why today the issue of environmental education and enlightenment of people from school is urgent.
Research methods - theoretical, comparative, analysis of psychological-pedagogical, scientific-methodological, special literature and research on the problem, survey methods - conversation.
Education plays a vital role in solving environmental problems. From a very early age, every person living on Earth should know what a careless attitude towards the environment leads to; he must know about diseases caused by environmental pollution; about genetic disorders; about the death of animals and plants; about a decrease in soil fertility; about the depletion of drinking water supplies and other negative changes in the environment. And not only know, but also feel personally responsible for her condition. However, today's school graduates are poorly oriented in global, including environmental, problems of preserving human health and the biosphere. Consumer views on nature prevail, the level of perception of environmental problems as personally significant is low, and the need to actually participate in environmental protection work is insufficiently developed. Many people equate environmental protection and rational use of natural resources with the protection of individual natural complexes and rare species of plants and animals.
The goal of environmental education and upbringing is the formation of a system of scientific knowledge, views and beliefs that ensure the formation of a responsible attitude of schoolchildren towards the environment in all types of activities, the formation of an environmental culture.
Thus, school education and upbringing in the field of environmental protection should fulfill two “strategic” tasks:
- Convince students about the need to protect the environment.
- Arm them with at least the necessary minimum knowledge in this area.
Based on these tasks, work methods are selected:
- Educational activities - abstracts, oral journals - contribute to the development of the theory and practice of interaction between society and nature, mastery of the techniques of causal thinking.
- Active forms: debates, discussions on environmental issues, meetings with specialists, business games - form the experience of making environmentally sound decisions.
- Socially useful activities, conducting experiments under the guidance of a teacher at a school educational and experimental site to study the effect of mineral fertilizers on crop yields, performing soil and groundwater tests - serves to gain experience in making environmental decisions, allows you to make a real contribution to the study and protection of local ecosystems, propaganda of environmental ideas.
- Excursions to enterprises - theoretical material becomes clear, obvious, visible.
Environmental education is understood as a continuous process of training, education and development aimed at creating a common environmental culture, environmental responsibility for the fate of one’s country and loved ones, the planet and the entire Universe.
Considering the goals of environmental education for schoolchildren, it is possible to determine its various levels: environmental education, the formation of environmental consciousness, the development of environmental culture.
The first level – environmental education – provides schoolchildren with orientation to the problem and appropriate rules of behavior. It is achieved by including environmental information as fragments of educational material in lessons or extracurricular activities (environmental warm-up, environmental express information, reports and abstracts on individual environmental topics, etc.).
The second level—ecological consciousness—provides for the formation of a categorical apparatus of students’ thinking. The formation of environmental consciousness involves mastering the system of environmental knowledge and the conceptual apparatus of ecology as an academic subject (elective, special course, academic subject).
The third level – the development of ecological culture – brings students awareness of the “nature-human” interaction as a value. The transition of environmental problems to the category of global problems of our time determines the need to focus on achieving this level. Ecological culture in school education can only be formed on the basis of an integrative approach. The integration mechanism provides for the study of environmental problems in the “nature-science-production-society-human” system, covering all levels of “nature-human” interaction.
There are environmental education and greening of the education system. Although they are interrelated, they characterize in some respects different phenomena. Environmental education is the direct acquisition of environmental knowledge of various types and levels.
There are two main directions of environmental education: education in the spirit of general ideas of environmental protection and human health and the acquisition of special professional knowledge about the general laws of the existence of natural and anthropogenic systems. Both of these directions are interconnected, because they are based on knowledge of the principles, approaches, and laws of ecology.
Greening the education system is a characteristic of the trend of penetration of environmental ideas, concepts, principles, approaches into other disciplines, as well as the training of environmentally literate specialists of various profiles.
Until recently, environmental education focused mainly on natural science (mainly biological ecology and geography) and partly on technical sciences related to environmental technology (with an emphasis on wastewater treatment plants and technologies). The social part of ecology, except for individual fragments of environmental-economic and environmental-legal knowledge, was not taught.
It is now obvious that a significant share of environmental education should be allocated to social ecology, which is directly involved in the search for patterns of sustainable development of the “society-nature” system.
The implementation of the ideas of environmental education involves both a new reading of traditional subjects and the introduction of new disciplines that help to reveal a holistic understanding of the relationships between nature and man.
The scientific and theoretical basis of environmental education in general should be biological and geological ecology, the ecology of man and society (social ecology). Additional sources may include environmental engineering, agroecology and some other disciplines.
The subject of human ecology research is the preservation and improvement of human health, taking into account human connections with the natural and social environment.
Social ecology studies the “nature-society” system, prospects for its development and harmonization at various levels - local, regional, global.
Environmental education includes not only
scientific knowledge and ideas, it is also complemented
images of art and literature. Integration of scientific knowledge and
corresponding artistic images allows you to overcome
The gap between the logical and figurative forms of knowledge of reality serves to humanize education.
Scientific – ensures the development of a cognitive attitude towards the environment. It includes natural scientific, sociological and technological patterns, theories and concepts that characterize nature, man, society and production in their interaction.
Value-based – forms a moral and aesthetic attitude towards the natural environment, overcomes excessive rationalism and consumerism, encourages the younger generation not only to be able to see the beauty of the world around them and admire it, but also to make an appropriate contribution to the protection and restoration of the environment, and to lead a healthy lifestyle.
Normative – focused on a system of norms and rules, regulations and prohibitions of an environmental nature, intransigence to any manifestations of violence.
Activity-based – forms cognitive, practical and creative skills of an environmental nature, develops the volitional qualities of students; teaches to be active in solving environmental problems. Familiarity with the greening of technology and technology allows us to deepen our understanding of the formation of fundamentally new areas of scientific and technological progress.
The results of the study are that today there is a need for a unified national concept of environmental education, taking into account not only the relevant international guidelines and programs, but also the specifics of educational institutions in Russia. The main pedagogical problem in this case is determining the content and volume of the teaching load for each educational structure, depending on its level. The development of environmental education technology and the justification of criteria for assessing learning outcomes are also becoming increasingly important. It should be noted that the need to prepare teachers for environmental education of students is also justified by the entire history of the development of domestic teacher education.
Issues of environmental education are enshrined in the Law of the Russian Federation “On Environmental Protection” (adopted on December 19, 1991). There is an entire section dedicated to environmental education, upbringing and scientific research.
Literature
1. Akimova T.A., Kuzmin A.P., Khaskin V.V. Ecology. Naturemantechnology. M: UNITIDANA 2001, 343 p.
2. Dzhugaryan. O.A. Fundamentals of ecology and environmental management. Smolensk 2000.151 pp.
3. Moiseev N.N. The “Teacher” system and the modern environmental situation. Development of continuous environmental education. Materials of the 1st Moscow scientific and practical conference on continuous environmental education. M. 1995. P. 415.
4. Pokrovskaya O.V. Library and environmental education of youth. Development of continuous environmental education. Materials of the 1st Moscow scientific and practical conference on continuous environmental education. M. 1995. p. 140.
Currently, ecology has split into a number of scientific branches and disciplines, divided according to:
- size of objects of study: out(o)ecology (organism and its environment), population or demecology (population and its environment), synecology (ecosystem and its environment), landscape ecology (large geosystems with the participation of living things and their environment), global ecology , or megaecology (the study of the Earth's biosphere;
- relation to the subjects of study: ecology of microorganisms, ecology of fungi, plant ecology, animal ecology, human ecology, agricultural ecology, industrial ecology, general ecology;
- environments and components: land ecology, freshwater ecology, marine ecology, ecology of the Far North, highland ecology, chemical ecology;
- approach to the subject: analytical ecology, dynamic ecology;
- time factor: historical, evolutionary.
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Environmental education
Currently, the spontaneous development of relationships with nature poses a danger to the existence of not only individual objects, territories, countries, etc., but also to all humanity.
This is explained by the fact that man is closely connected with living nature by origin, material and spiritual needs, but, unlike other organisms, these connections have taken such a scale and form that this can lead (and is already leading!) to the almost complete involvement of living cover planet (biosphere) into the life support of modern society, putting humanity on the brink of environmental disaster.
Man, thanks to the intelligence given to him by nature, strives to provide himself with “comfortable” environmental conditions, to be independent of its physical factors, for example, from climate, from lack of food, to get rid of animals and plants that are harmful to him (but not at all “harmful” to the rest living world!), etc. Therefore, man, first of all, differs from other species in that he interacts with nature through the culture he creates, i.e. humanity as a whole, as it develops, creates a cultural environment on Earth through the transmission of its labor and spiritual experience from generation to generation. But, as K. Marx noted, “culture, if it develops spontaneously and is not consciously directed... leaves behind a desert.”
Only knowledge of how to manage them will help stop the spontaneous development of events, and in the case of ecology, this knowledge must “master the masses,” at least the majority of society, which is possible only through universal environmental education of people, from school to university.
Environmental knowledge is necessary for every person in order for the dream of many generations of thinkers to come true about creating an environment worthy of humans, for which it is necessary to build beautiful cities, develop such advanced productive forces that could ensure the harmony of man and nature. But this harmony is impossible if people are hostile to each other, and even more so if there are wars, which, unfortunately, is the case. As the American ecologist B. Commoner rightly noted in the early 70s, “the search for the origins of any problem related to the environment leads to the indisputable truth that the root cause of the crisis lies not in how people interact with nature, but in , how they interact with each other... and that, finally, peace between people and nature must be preceded by peace between people."
Thus, environmental knowledge makes it possible to understand the harmfulness of war and strife between people, because behind this lies not just the death of people and even civilizations: it will lead to a general environmental catastrophe, to the death of all humanity. This means that the most important ecological condition for the survival of humans and all living things is peaceful life on Earth. This is exactly what an environmentally educated person should and will strive for.
But it would be unfair to build the entire ecology “around” only humans. And ecology itself, as we have already shown above, arose to solve the problems of studying the interaction of all living things with inanimate nature and organisms with each other. A person is the same organism, and his isolation from animals and plants of the wild significantly affects his health. Pets and plants cannot completely replace wildlife. Change, and especially destruction of the natural environment entails detrimental consequences for human life. Ecological knowledge allows him to be convinced of this and make the right decision in order to protect nature, including at the everyday level. They allow him to understand that man and nature are a single whole and ideas about the possibility of domination over nature are rather illusory and primitive.
An environmentally educated person will not allow a “spontaneous” attitude towards the life around him. He will fight against environmental barbarism, and if in our country such people become the majority, then they will ensure a normal life for their descendants, resolutely standing up for the protection of wild nature from the greedy advance of “wild” civilization, transforming and improving civilization itself, finding the best, “ecologically” pure" options for the relationship between nature and society.
It follows that at present it is possible to stop the violation of environmental laws only by raising the ecological culture of each member of society to the proper height, and this can be done primarily through education, through the study of the fundamentals of ecology. What is especially important for specialists in the field of technical sciences, primarily for civil engineers, engineers in the field of chemistry, petrochemistry, metallurgy, mechanical engineering, food and mining industries, etc. This textbook is intended for a wide range of students studying in mainly in technical areas and specialties of universities. According to the authors, it should give basic ideas on the main directions of theoretical and applied ecology and lay the foundations of the ecological culture of the future specialist, based on a deep understanding of the highest value - the harmonious development of man and nature.
Environmental education today is the most important factor in ensuring the environmental safety of Russia. Universities are an important link in the system of continuous environmental education. University graduates should be conductors of advanced ideas, specialists with a high level of knowledge and thinking, proficient in environmentally friendly technologies.
Environmental education provides for the acquisition of systematic knowledge and skills in the field of general ecology, its main directions, which are rightly considered bioecology.
Environmental education is aimed at: professional environmental training, methodology and acquisition of fundamental environmental knowledge, environmental education, greening of special disciplines.
Environmental education is a training system aimed at mastering the theory and practice of general ecology as one of the fundamental principles of environmental management. Includes elements of geographical, biological-medical, socio-economic and partly technological branches of knowledge.
Environmental education also covers the scope of knowledge, skills and abilities necessary for environmental protection and is part of the general education system. Environmental education and upbringing is one of the current areas of development of the education system as a whole. Therefore, the role of libraries of various types of subordination in the holistic system of environmental education and training in the Crimean region is of great importance.
Environmental education and upbringing is an important social problem, without the solution of which it is difficult to imagine the possibility of real development of harmonious relationships between society and nature.
Environmental education and upbringing is based on an interdisciplinary approach (psychology, philosophy, chemistry) - hence they include ideological and moral aspects of future specialists. In our opinion, the focus of all ecology should be on numerous aspects of chemistry, which largely determine the ecological interactions between objects of the living and inanimate world. Among the factors that disturb the natural balance, chemical substances of various origins are of paramount importance, since they are the most insidious enemies invisible to the naked eye.
Nowadays, environmental education is becoming a mandatory component in the general framework of educational training. The development of environmental knowledge occurs rapidly, so previously acquired ideas quickly become outdated. Regular training in this area is required. Special responsibility is assigned to managers of all ranks, on whom the environmental well-being of the population depends.
Legal environmental education in the aspect of development of environmental law // State and Law.
Environmental education of personnel at all levels is necessary to overcome the consequences of upbringing, bad traditions, imperfect technology and technology, and lack of specific knowledge.
Environmental education of personnel at all levels is necessary to overcome the consequences of instilling bad traditions, imperfect engineering and technology, and a lack of specific knowledge.
Environmental education of a student at a pedagogical university as a component organically inherent in his general culture.
Environmental education is considered as part of the system of continuous education in the USSR. Ways to improve it have been outlined. The experience of including youth in the environmental movement in the country is widely covered.
Our Russian environmental education has a long tradition of developing knowledge about the relationship between man and nature. Initially, it was formed on the basis of natural science, which was established as a subject in Russian schools at the end of the 18th century.
The peculiarity of environmental education in the training and retraining of technical personnel lies in its mandatory nature, in its continuous nature throughout life, enriched with the achievements of scientific and technological progress, with the study of the specifics of international development, in the harmony of its intellectual, moral and practical components.
The goal of environmental education should be to instill in people a sense of responsibility for the results of their practical activities in order to preserve the environment and their health. In the university education system, it is necessary to expand the list of environmental issues studied.
The success of environmental education and especially upbringing will depend on how much the mentality of Russians is affected, because It is the reliance on mentality that ensures the involvement of emotions and will.
Development of environmental education in the context of Russian culture // Regional problems of education: Mater, scientific.
The goal of environmental education and upbringing is to form a system of scientific views and beliefs that ensure the formation of a responsible attitude of schoolchildren towards the environment in all types of their activities.
In environmental education and upbringing of youth and school students, it is impossible to overestimate the importance of the experience of folk environmental culture. Folk culture is essentially syncretic, an alloy of a wide variety of origins and traditions. She is like a living organism, she herself includes within her framework what she needs.
Environmental education has received a new meaning since the early 90s.
However, environmental education of future teachers is intended to serve not only as preparation for instilling in children a culture of relationships with their natural environment. Today, the point of view according to which environmental culture is considered as a necessary component of a teacher’s professional culture is becoming increasingly recognized. Indeed, without teachers, educators, and representatives of other pedagogical specialties being aware of the influence exerted by various natural and social factors on a developing personality and largely determining the nature and direction of its development, without the ability to build their activities based on taking these factors into account, today it is hardly possible to achieve the much-anticipated increase in the effectiveness of teaching work by society.
A notable feature of environmental education in Germany, starting from school, is the consistent linking of environmental protection with political activity. In this regard, we note that if in Germany the politicization of environmental activities provides the latter with an additional impetus, then in modern crisis Russia, unfortunately, political passions cause only damage to the environment and environmental activities.
A holistic system of environmental education and upbringing should cover a person’s entire life.
The main problem of environmental education and upbringing in the context of information and library support for environmental problems in the region is that today a comprehensive system of information and library support for environmental information in the region has not been formed. There is no Program for information and library support for the environmental sphere of the Crimean region.
In the formation of environmental education, mastering the principles of nature conservation and rational environmental management is of paramount importance. To do this, it is necessary to overcome several stereotypes of thinking and behavior that were widespread in the past. This is the conviction that our country has countless natural resources and they relieve us of worrying about their environmentally friendly use. This idea also left its mark on the foreign economic activity of the state, and above all served to justify the raw material orientation of exports: oil, gas, timber, furs.
The ideological basis of environmental education consists of two interrelated approaches: biocentric and anthropocentric, which allow us to form ideas about the unity of nature and man, about ways to harmonize their interaction, about the co-evolution of nature and society as the only possible path for the development of modern civilization, as well as about the personality structure that meets the requirements environmental ethics.
The need for a system of environmental education for specialists graduating from the Faculty of Architecture and Civil Engineering is dictated by the tightening of requirements for environmental protection measures in the production of building materials, the construction of various facilities, water treatment and wastewater treatment of industrial enterprises.
School environmental education specialists also pay attention to the planned sequence of teaching educational material. Thematically and methodologically, this is formed approximately and in general in this way: clarifying the student’s specific experience of communication with nature; familiarization with the history of the emergence and development of environmental problems; formation of the problem in the modern understanding; clear identification of difficulties in solving it; instilling legal and ethical standards of communication between man and nature and specific environmental practices corresponding to this. At the final stage of learning, independence and a creative attitude to the subject and, finally, as already emphasized earlier, responsibility to nature become crucial.
Moving on to university environmental education, we must state that appropriate school education and upbringing, their progressiveness and modernity depend primarily on the organization of training for the future school teacher within the walls of a pedagogical university.
The role and place of environmental education in the structure of teaching at a medical university / Mater, rep.
The means is the process of environmental education.
Working in the field of environmental education and awareness is very difficult. There is a search for ways, both in the field of education and enlightenment.
In order to improve the environmental education of the population, the Program provides for the inclusion in the programs of secondary schools, technical schools and universities of sections on the study of fire safety rules in forests, the organization of television programs on forest protection topics during fire hazardous periods and regular informing of the country's population about the fire situation in forests and measures taken to extinguish fires .
The approach to environmental education is changing. Synthetic forms are increasingly being used. In many libraries, environmental education is combined with aesthetic education: acquaintance with the works of composers, landscape painters, writers and poets is provided, who reflected nature in their work, thereby enhancing the educational impact. More than 100 drawings were collected and submitted to the competition.
Correct identification of the causes of environmental disasters is also of no small importance in environmental education. These include environmental illiteracy and illiteracy of many of our people, low efficiency and incompetence of propaganda, both oral and printed. Humans are not placed at the center of attention for environmental activities.
In this regard, environmental education should aim to form a non-consumer worldview based on the idea of the unity of man and the biosphere. This approach involves the full development of interdisciplinary connections, overcoming the disunity of the humanities, natural sciences and technical fields of knowledge.
Taking these features into account, environmental education in our country is unfolding (albeit slowly) at two levels.
In order to identify the level of environmental education and upbringing at school, we conducted a survey of 35 directors and about two hundred teachers in the city. Sterlitamak, Salavat, Ishimbaya of the Republic of Bashkortostan. Research has shown that in only 10 schools, students, under the guidance of teachers, regularly communicate with nature - go hiking, participate in various tourism and orienteering competitions. Only 8 schools have wildlife corners; 5 schools are forestry student brigades and only 2 schools are local history centers. Not a single school has an ecological trail.
Environmental education is a process of environmental education and propaganda that shapes a person’s ecological worldview and equips him with knowledge about the place of humanity in nature and the significance of natural factors and systems in his socio-economic development.
Thus, the goal of environmental education is to form a personality with an eccentric type of environmental consciousness. Such a personality can be called an ecological personality.
This is the prospect for the development of environmental education in the coming century.
The All-Russian school-seminar laid the foundations for environmental education of library personnel and is an important component of modern library educational policy implemented by the Libraries Department of the Ministry of Culture of the Russian Federation.
The necessary attention is not paid to environmental education and upbringing of people, improving the environmental culture of all segments of the population as one of the most important conditions for improving the cause of nature conservation.
Recommendations are also given for organizing environmental education in higher education.
Scientists have developed specific principles of environmental education: the principle of the unity of cognition-experience-action; principle of continuity; the principle of interrelation between global, national and local history approaches to the analysis of environmental problems and ways to solve them; the principle of interdisciplinarity, etc., which, along with those widely used in didactics, formed the basis of environmental education.
The system provides all students with continuous environmental education: at the first stage - general, formative worldview; at the second stage - general engineering, developing an understanding of environmental problems in various industries; at the third stage - a special one, which develops in students the abilities and skills to make rational engineering decisions and analyze the consequences of these decisions for the state of the environment. When performing qualifying work, students solve problems to substantiate and ensure environmental safety and effectiveness of the research being carried out and the projects being developed.
A good impetus for work on environmental education of readers was given at the International Conference Crimea - 2000, in which the director of the Central Library of Bishkek K. took part.
To solve problems related to environmental education, it is also necessary to have an editorial and publishing group.
In our country, in the republic, environmental education and upbringing are declared rather than implemented. In the developed countries of the world, these issues are given incomparably more attention and success is evident. However, the real attitude towards the ideas of the concept of sustainable development, demonstrated in them, indicates the low efficiency of the methods used.
Formation of ecological culture
The man of the future is a comprehensively developed personality, living in harmony with the world around him and himself, acting within the framework of environmental necessity. The formation of an ecological culture is a person’s awareness of his belonging to the world around him, unity with it, awareness of the need to take responsibility for the feeling of self-sustaining development of civilization and conscious inclusion in this process.
Ecological culture, part of general culture, is a process that is associated with the development and expansion of knowledge, experience, technologies and their transfer from the older generation to the younger in the form of moral imperatives. At the same time, ecological culture is the result of education, which is expressed in the individual’s ability to achieve harmonious relationships with the outside world and himself. In childhood, this skill is formed in the process of assimilation of special knowledge, development of the emotional sphere and practical skills of environmentally appropriate interaction with nature and society.
An essential point in educating the culture of schoolchildren is a change in their consciousness of the idea of the priority of man over nature and the formation of a new worldview that promotes the perception of nature and man in the mutual intrinsic value of nature as such, and not from the point of view of its usefulness or harm to people; it is impossible to change the situation of humanity as a semblance of a foreign, or even hostile, force to nature. To overcome spiritual alienation from the life of earthly nature, a person needs to learn to perceive and appreciate the beauty in nature, people, and the creations of human hands.
Primary school age is the most favorable period for the formation of the foundations of ecological culture, since during this period of child development, characterized by the predominance of the emotional and sensory way of mastering the surrounding world, the properties and qualities of the individual are intensively formed, which determine its essence in the future. At this age, a visual-figurative picture of the world and the moral and ecological position of the individual are formed in the minds of students, which determines the child’s attitude to the natural and social environment and to himself. The brightness and purity of emotional reactions determine the depth and stability of the impressions received by the child. Hence the predominantly speculative interpretation of the world, without substantive fragmentation, considered in its integrity. A child of primary school age also begins to show interest in the world of human relations and find his place in the system of these relations; his activities acquire a personal nature and begin to be assessed from the standpoint of laws adopted in society.
A feature of continuous environmental education is that it is mandatory in the first stages of education: in the family, kindergarten, and elementary school. It is these steps that turn out to be decisive for the formation of the ecological culture of the future person. It is not enough to understand the essence of the problem, it is necessary to propose specific technologies. These are ways of teaching ecology at the earliest stages of education, programs and manuals for teachers and primary school students. There is no centuries-long development here; this base needs to be built. After all, environmental knowledge is necessary for a completely civilized person, seemingly completely divorced from nature. He still remains one of the zoological species of the planet, and, moreover, very active, with his work, like no other, transforming the environment. People communicate with many other living organisms; they are participants in food chains, information exchange, and other interactions that affect the integrity and stability of biocenoses. Therefore, the most important information that children should receive is environmental.
What is ecology? Ecology is (Greek “yokos” - house, dwelling, homeland, “logos” - concept, doctrine) the science of the interaction of living organisms and the environment in which they live. A living organism can be understood as a microbe, an elephant, or a human. Under the habitat - the soil in which this or that organism lives, and the forest, which interacts with its inhabitants, and the air, without which animals and plants cannot exist, that is, everything that surrounds the organism and with which it interacts. The concept of “ecology” was introduced in 1866 by Ernest Haeckel, an outstanding German naturalist. He considered the subject of ecology research to be the connection between living beings and their environment.
Education in the broad sense of the word is the process and result of personality development, under the influence of targeted training and education.
Education is the process of interaction between a teacher and students, during which a person’s education is carried out.
Education and upbringing of schoolchildren in the field of the environment is currently one of the priority areas of work with youth. The earlier the formation of environmental culture in children begins, the more expedient it is to organize this process, the higher the effectiveness of education. The scientific organization of the process of environmental education requires a clear definition of all its links, identifying connections and dependencies.
The term “ecological education” appeared in pedagogical science relatively recently, but the problem of interaction between man and the environment, nature, from various points of view, has been considered throughout the history of pedagogical thought.
Environmental education is understood as the formation of an ecological culture among broad sections of the population of all types of human activity, one way or another related to knowledge and development. Environmental education is the influence on the consciousness of people in the process of personality formation and subsequently with the aim of developing socio-pedagogical attitudes and an active civic position careful attitude towards the totality of natural and social benefits (for example, natural resources, human environmental conditions, cultural monuments, ecosystems). It is achieved through a complex of environmental and environmental education, including education in the narrow sense of the word, as the socialization of the individual, school education and environmental and environmental propaganda. In cultivating a caring attitude towards living things, games are often used in practice that touch children’s emotions and cause joyful experiences. Children master environmental concepts more easily. Competent management of play activities allows children to broaden their horizons, involve a large number of children in environmental work, and helps to cultivate a sense of responsibility for the state of their native nature. What is important here is not individual events, but a well-thought-out continuous process of activities to study, preserve and improve the natural environment.
There are a number of principles specific to environmental education and upbringing:
The process of forming a responsible attitude towards nature is an integral part of the general education system, its current direction.
The process of forming an environmental culture is based on the interrelation of global, regional and local history approaches to the disclosure of modern environmental problems.
The formation of a caring attitude towards nature is based on the unity of intellectual, emotional perception of the environment and practical activities to improve it.
The process of forming an environmental culture among schoolchildren is based on the principles of systematicity, continuity and interdisciplinarity in the content and organization of environmental education.
Culture is a set of material and spiritual values created by humanity.
At the same time, ecological culture is understood as a personality quality that includes the following components:
environmental knowledge;
understanding that nature is the source of life and beauty;
a wealth of moral and aesthetic feelings and experiences generated by communication with nature;
responsibility for its preservation;
the ability to balance any type of activity with the preservation of the environment and human health;
deep interest in environmental protection activities and its competent implementation.
The environmental education system consists of the following links:
environmental education in the family.
environmental education in preschool institutions.
environmental education at school (in academic and extracurricular activities).
environmental education in children's out-of-school institutions.
In environmental education, aesthetic education plays no less a role than moral education. , to which natural scientific subjects make a significant contribution. In these lessons, students are enriched with new aesthetic impressions. This is facilitated by a variety of teaching aids (paintings, films...), forming images of territories, various natural objects, developing in children emotional sensitivity to beauty in general, beauty in nature and aesthetic perception of the environment. Sukhomlinsky believed that “it is necessary for a child to live in the world of beauty, to feel, create and preserve beauty in nature and in human relationships, because spiritual life in the world of beauty gives rise to the need to be beautiful.”
Forms, methods and means of organizing environmental education are distinguished:
traditional;
innovative.
The form of education is the organization of educational and cognitive activity of students, corresponding to various conditions for its implementation (in the classroom, in nature), used by the teacher in the process of educational teaching.
In connection with the peculiarities of the content of the course of the surrounding world, the tasks solved in the educational process, the following organizational forms of studying the surrounding world by junior schoolchildren are distinguished: mass, group, individual.
Mass forms include the work of students in landscaping and landscaping school premises and grounds, mass environmental campaigns and holidays, conferences, environmental festivals, role-playing games, and work on the school site.
Group classes include club and sectional classes for young friends of nature, electives on nature conservation and basic ecology, film lectures, excursions, hiking trips, and environmental workshops.
The individual form involves student activities in preparing reports, conversations, lectures, observing animals and plants, making crafts, drawing, and modeling.
The main criterion for the effectiveness of work on developing an environmental culture among schoolchildren is the unity of their consciousness and behavior. Therefore, it is very important to strengthen in the minds of every schoolchild the understanding that man belongs to nature and his duty and responsibility is to take care of it.
Leading teaching methods: observation, experiment, modeling.
The named methods determine the forms of educational organization student activities specific to a given academic subject:
excursions;
lessons with handouts;
practical and laboratory work in the classroom, in a corner of wildlife, in nature;
independent observations of children.
An important aspect in the education of environmental culture is the development of a humane attitude towards nature, the ability to perceive and feel its beauty, the ability to treat all natural phenomena with care.
Thus, the success of environmental education and training at school depends on the use of various forms and methods of work, and their reasonable combination. Efficiency is determined by the continuity of students’ activities in the school environment and in the environment. The content of the school course in natural sciences contributes to the environmental education of schoolchildren and has enormous opportunities for this.
Literature:
1. Bukovskaya G.V. Games, classes on the formation of ecological culture of junior schoolchildren - M., “Vlados”, 2002 - 192 pp..
2. Latyshina. D. I. History of pedagogy and education: textbook - M. Gardariki, 2007. - 527 p., p. 474]
Ecological culture- part of universal human culture, a system of social relations, public and individual moral and ethical norms, views, attitudes and values concerning the relationship between man and nature; harmonious coexistence of human society and the natural environment.
Formation ecological culture of personality– a complex and lengthy process that literally means “absorbing with mother’s milk” an ecological worldview, rational environmental management, conscious compliance with environmental rules and requirements, and personal responsibility to society for preserving the environment.
Practice shows that in order to form an eco-culture, the state requires economic regulatory mechanisms, a well-prepared regulatory framework (especially for people with our mentality), the introduction of the fundamentals of environmental education in the education system, as well as environmental education.
Of course, the family plays a big role in the formation of an environmental culture. After all, it is the ideological and moral values instilled from childhood that are the most stable in later life. The position of many parents who shift the responsibility for the formation of environmental beliefs to the public education system is very wrong: after all, knowledge and skills that are not reinforced outside educational institutions will simply fade away.
Ecological culture as a personality quality should be formed in a system of continuous environmental education, the main links of which, which have a significant impact on a child at school age, are: family; children's preschool institutions; school; out-of-school educational institutions; mass media; self-education.
Integrated nature of the course “The World around us”
In the Federal State Educational Standard for Primary General Education, the subject “The World around us,” on the one hand, is considered as the foundation for studying a significant part of the basic school disciplines: physics, chemistry, biology, geography, social studies, history; on the other hand, as the first, only and last subject in school, depicting a wide panorama of natural and social phenomena as components of a single world.
The integrated course meets the psychophysiological characteristics of children of primary school age, which is characterized by syncretism (unity, indivisibility) of the perception of the world and a low level of analysis. Consequently, this course is aimed at fulfilling the order of the new information era, as well as the implementation of the fundamental postulate of the system of general development of schoolchildren (presentation of a broad, holistic picture of the world), preventing overload caused by the multitude of subjects studied. The syncretism of the child's thinking, which could become an obstacle to learning, will become the initial productive quality.
The integrated course is also supported by the fact that in our modern thinking, which was brought up with the knowledge of separate, unrelated aspects of reality, the natural scientific knowledge of the Earth and the social development of mankind are separated. The result of such a gap is the looming threat of environmental disaster on Earth, when the rate of production growth exceeds the Earth’s ability to deal with their negative consequences. However, humanity still ignores this threat.
Thus, one of the tasks of schooling should be the development of a person’s ability to establish not only intra-subject connections and connections between related sciences, but also to see the interdependencies between distant (as we previously thought) natural and humanities knowledge.
General didactic principles for selecting material in primary science.
Currently, natural science primary education is represented by several options. The specific content of each option is laid down in a specific program and implemented in the corresponding textbooks. however, whatever the content, its selection should take into account some general principles, although each option may have its own specific principles.
1. Science education in primary school is most appropriate build according toprinciple of integration information from various sciences. This principle was laid down in . F. Zuev, then supported and justified by A. Ya . Gerdom
2. The content and structure of primary natural science must meet scientific principle , i.e., the current level of development of the natural sciences. Even the most minimal content of educational material should be necessary and sufficient for it to reflect the holistic content and structure of any theory. but also be aimed at correcting, clarifying, and correcting existing knowledge.
3. Accounting required didactic principles, which should be guiding in the transformation of scientific knowledge into an educational subject.
4. An important principle for selecting and constructing the content of natural science is principlepractical orientation. observation, feature recognition, experiment and modeling. It is also necessary to take into account the possibility of applying and testing the acquired knowledge in practice. The significance of this principle also lies in the fact that its use creates a stock of specific ideas and initial concepts necessary for organizing the activity of comprehension.
5. A necessary condition for selecting content is principle of knowledge generalization . Its implementation requires solving the problem of continuity between the initial and subsequent stages of natural science education.
Specific principles of teaching science. The content of a modern natural history course is subject to the principles systematic And sequences in revealing the essence of concepts. Natural history material in the program is located in a specific system. Children first study the elements of inanimate nature, accumulate a base of relevant knowledge for studying living nature and understanding its relationship with environmental conditions. The program clearly shows the continuity in the formation and development of natural history concepts. For example, in grade 3, students develop knowledge about the flora and fauna of forests, meadows, fields, and gardens. In the 4th grade, when studying the main topic “Nature of our region”, this knowledge is expanded, supplemented and developed. All topics and sections of the initial course of natural history are interconnected and therefore, in the process of consistent study, natural history knowledge and skills are enriched with new content,
Education in the process of studying natural history. Natural history occupies an important place in the educational system. In the process of studying it, children acquire basic knowledge about the unity and diversity of the surrounding nature, its protection, get acquainted with pictures of the nature of our Motherland, gain a general understanding of the human body, on the basis of which they develop hygienic skills that are so necessary in the life of every person. The meaning of the subject is not limited to this. The main idea of the school subject of natural history is to reveal and establish connections between the components of inanimate and living nature, to explain the influence of all components of nature on people’s work, which is largely associated with the use of nature and, in accordance with this, the cultivation of a caring attitude towards it.
Environmental education in natural history lessons. Its essence, goals and objectives. Environmental education is an integral part of moral education. Under environmental education We understand the unity of environmental consciousness and behavior harmonious with nature. The formation of environmental consciousness is influenced by environmental knowledge and beliefs. Ecological ideas are formed in natural history lessons. Creating 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 inextricable connection between man and nature. One of the means of solving this problem is environmental education, where education in the broad sense of the word means education, development, and upbringing. The purpose of environmental education- formation of a responsible attitude towards the environment, which is built on the basis of environmental consciousness. This presupposes compliance with the moral and legal principles of environmental management and the promotion of ideas for its optimization, active work in studying and protecting the nature of their area. Each form of organizing the educational process stimulates different types of cognitive activity of students: independent work with various sources of information allows you to accumulate factual material and reveal the essence of the problem; the game develops the experience of making appropriate decisions, creativity, and allows you to make a real contribution to the study and conservation of local ecosystems, and the promotion of valuable ideas.
The content of environmental knowledge and skills in natural history lessons in primary school, its components. Primary school is the most important stage in the intensive accumulation of knowledge about the world around us, the development of multifaceted relationships of a primary school student to the natural and social environment, which contributes to the development of personality and the formation of an environmental culture. The main idea of the first grade is the relationship between the student and the entire world around him; the second class is devoted to the language of geographical maps, which introduce us to our big home - planet Earth; the third class shows the role of life and living organisms in maintaining order on our planet; fourth grade is dedicated to man and his place on Earth
The content of the course “The world around us” in elementary school and the sequence of its complication. Single-subject, interdisciplinary and integrated model of course construction. Essence single-subject The model is that environmental education is carried out within the framework of one subject - environmental studies or natural science. As practice has shown, this model turned out to be ineffective. In a multi-subject or interdisciplinary Models in each academic subject examine the relationship between man and the environment. Implementing this model in practice is a complex process, since each academic subject has its own content, different from the goals of environmental education.
At mixed In the model, all academic subjects retain their educational goals, and an integrated environmental course unites and coordinates all work on environmental education. Currently, natural science primary education is represented by several options. The specific content of each option is laid down in a specific program and implemented in the corresponding textbooks. However, whatever the content, its selection should take into account some general principles, although each option may have its own specific principles. The general principles for selecting content are determined taking into account the social order of society for the school, the level of development and social significance (function) of basic science, fundamental research carried out in the methodology of teaching natural science during its formation and development. The content of a modern natural history course is subject to the principles systematic And sequences in revealing the essence of concepts. Natural history material in the program is located in a specific system
Concept as a pedagogical category. The theory of concept formation, its methodological basis. Concept- a category that is considered by philosophy, logic, psychology, pedagogy, a form of thinking that reflects the essential properties, connections and relationships of objects and phenomena. The concept goes through three stages in its development. The first stage of concept development is characterized by the fact that their essential features are still based on sensory experience and are accessible to “living contemplation.” They are abstracted on the basis of direct perception of objects and phenomena or their images and still contain a fairly small number of elements of knowledge and a low degree of generality. Therefore, in pedagogy they are often called elementary. Most often, such concepts are introduced for the first time. Concepts introduced for the first time are also called initial. and the second stage of development of the concept is characterized by a higher degree of abstraction. Its essential features are hidden from “living contemplation” and are a generalization of the characteristics of elementary concepts. Such concepts can be concretized indirectly, through a number of simple concepts.
The third stage of concept development is characterized by the highest degree of generality and abstraction, when the concept acquires the status of a law, pattern or theory. The degree of his distance from sensory experience is so great that one gets the impression of his non-involvement in this experience and is often considered as the result of pure abstraction.
Classification of natural history concepts, ways of their formation and development. Natural history concepts contain biological concepts (plants, animals, human skeleton) and geographical ones (minerals, horizon). Geographical concepts are divided into single and general. Single geographical concepts are Minsk, Svisloch. General geographical concepts - city, river.
General concepts are expressed by terms, and individual concepts by names or proper names. Biological concepts are divided into species and generics. Generic - general, specific - specific. Species biological concepts: hare, spruce, cornflower. Generic biological concepts - animal, coniferous plant, flowering plant. All essential features of a generic (biological) or general (geographical) concept are also characteristic of each individual object, i.e., an individual or species concept. However, in addition to essential generic and general characteristics, each object also has its own individual characteristics, which make it a single (or specific) concept.
In the process of work, it is necessary to draw children's attention to the connection between a single geographical concept and a general one; species (biological) - with generic (bear - animal).
21.Characteristics of natural history concepts.Concept – a form of thinking that reflects the general, essential and necessary characteristics of objects and phenomena. In the initial course of natural science, mainly elementary concepts are formed, which for the first time introduce students to an understanding of the laws of the world around them. Depending on the number of objects and phenomena reflected in them, concepts are characterized by content and volume. Under content concept is understood as a set of essential properties of a class of objects and phenomena reflected in consciousness by a given concept. According to their content, concepts are divided into simple and complex. Simple Concepts include one element of knowledge about an object or phenomenon. For example, the simple concept of “horizon line” is defined as “the imaginary line where the sky seems to meet the surface of the earth.” Complex concept “horizon” is characterized not only as “the space visible around the observer”, but also includes knowledge about the sides of the horizon. In addition, according to the content of the objects of study, natural science concepts can be biological, geographical, geological, environmental, etc. Scope of concept characterizes the number of objects reflected by the concept in the human mind. By scope, concepts are divided into are common And single. General concepts cover homogeneous objects and phenomena. For example, the concept of “sea” is characterized as “the part of the ocean that extends into the land.” When characterizing general concepts, its essential and necessary features must be named. Single concepts – these are concepts about specific objects and phenomena. For example, "Baltic Sea". The content of individual concepts is revealed when they are characterized or described. General concepts cannot be comprehended without relying on individual ones. An intermediate position between these two groups of concepts, according to S. A. Pavlovich, is occupied by collective concepts. They include in their content a small number of objects, for example, “the seas of the Arctic Ocean.” Any concept is expressed in a word, a generalization. Within a special sphere, a word or phrase designed to accurately designate a concept and its relationship with other concepts is called term. For a strong and meaningful assimilation of concepts, it is necessary terminological work . The term not only names an object, but also reflects its general and essential features. Therefore, when working with concepts, you need to find out etymology (origin) and semantics (semantic meaning) of the term. For example, the word “thermometer” comes from the Greek words “thermo” - “heat” and “metron” - “measure”. The term “thermometer” means “a device for measuring temperature.”
22. Methodology for the formation and development of concepts about nature. During the period of study in primary school, students must learn a fairly large number of different concepts in lessons about the world around them. The effectiveness of teaching in the discipline will depend on how well and correctly the work on the concept is done. The main, more significant stages of concept development in younger schoolchildren. Stage 1. Perception. Before the teacher forms a concept, the perception of the object, phenomenon or process being studied must be ensured. The higher the quality of perception, the easier the process of concept formation will be. The conditions for effective perception can be considered: 1) the object is presented in its natural form; 2) the student has access to the object and can perceive it with all senses. For example, when studying minerals (coal, granite, chalk, etc.), children can take these minerals in their hands, touch them, smell them, and examine them from all sides. Of course, for a number of reasons (compliance with safety rules, inaccessibility of the object), it is not always possible to organize perception in this way. In this case, visual and technical means are used. But, without a doubt, without perception, at least visually, the formation of a correct concept will be difficult. Stage 2. Formation of the presentation. A representation is a mental image of an object with which the student has become acquainted. For example, when studying the topic “Deserts and semi-deserts”, children get acquainted with the plants and animals of a given natural zone. One of the plants is saxaul. Children, as residents of a forest natural area, are not familiar with this concept. After the perception stage, seeing it on an illustration or slide, children received an idea about it - a general impression that helps to recreate the image of the object in memory. Stage 3. Concept formation. This stage will be implemented if the object under study is correlated by a number of characteristics with a class of objects, and its distinctive features will also be highlighted. For example, to say that “saxaul is a plant that grows in the desert” is not enough, since other concepts can also fit this definition. The concept will be formed if the children are also able to indicate its differences - “many short, gnarled branches fluttering near the ground, leaves in the form of scales. Its wood does not float, but it burns very well.”
23. Terminological work in the formation of concepts. Terminological work plays a significant role in the formation of concepts, that is, work on mastering the language of science. The process of students mastering terms has its own characteristics and difficulties. In the early stages of school, children accumulate terms, often without knowing exactly what they mean. Many terms include several concepts at once. For example, the term "leaf". It could be a sheet of paper, a leaf of a plant, a sheet of cardboard, etc. But the more a student learns about a particular subject, the more specific each term acquires content. Thus, when studying nature, a student learns that a leaf is a part of a plant that has a certain structure and performs a certain function.
Terminological work should be carried out according to a certain system, including the following techniques: pronouncing terms out loud, working on mastering the spelling of new terms, clarifying the etymology of the term and its semantics, writing the term on the board, training exercises in correlating the term with the concept, morphological and phonetic analysis of terms in various educational situations, etc.
24. The importance of the material base in the educational process in natural history. Material base is a system of material resources that support the educational process. In elementary school, concrete objects and phenomena of the surrounding world are studied mainly. Therefore, a course in primary natural science cannot do without a material base. This includes classroom, equipped with the necessary training tools, training and experimental site And geographical area for elementary school. At primary school age, children's thinking is quite concrete, so the role of the material base is especially great. “Teach a child some five words unknown to him, and he will suffer for a long time and in vain over them; but associate twenty of these words with pictures, and the child will learn them on the fly.”
Introduction………………………………………………………………..3
Chapter 1. Ecological culture of schoolchildren as pedagogical problem …………………………………………………………………6
1. 1. The place and role of ecological culture in the system of modern geographical education……………………………………………………………6
1. 2. Fostering an environmental culture through educational activities in geography lessons…………………………………………..………………12
1. 3. Fostering an environmental culture through extracurricular activities…………………………………………………..……………….……….15
…………………………………………...…...………...17
2. 1. 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.
Currently, the environmental problem of interaction between man and nature, as well as the impact of human society on the environment, has become very acute and has assumed enormous proportions. This means that the ecological and moral problem grows into the problem of preventing the spontaneous impact of people on nature, into a conscious, purposeful, systematically developing interaction with it. Such interaction is feasible if each person has a sufficient level of environmental and moral culture, environmental and moral consciousness, the formation of which begins in childhood and continues throughout life. The current environmental situation is such that it is no longer possible to do without radical and comprehensive transformations in almost all aspects of social life.
Modern problems of the relationship between man and the environment can be solved only if all people develop an ecological worldview, increase their environmental literacy 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 academic subject contributes to the development of environmental value orientations, i.e. helps to realize the enduring value of nature for satisfying 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, and cultivate an understanding of the need to preserve natural diversity as an important condition for the sustainable development of the biosphere, preserving the health of oneself and others.
Problem. How can you form an ecological culture among schoolchildren when studying geography?
Relevance. Introducing an environmental perspective into the teaching of geography is necessary to enhance the prestige of the course. Nowadays no one argues about the importance of environmental education. It is also obvious that the earlier a child comprehends the basics of this science, the more environmentally literate a person he will be, regardless of his future specialty.
An object. Ecological culture.
Item. Formation of ecological culture among schoolchildren.
Purpose This work is to develop methods for the formation of students’ ecological culture towards the environment and their own health in class and extracurricular activities based on the education of environmental consciousness and an environmentally literate attitude towards the nature of their native land.
This leads to the following tasks:
1. Analyze scientific, methodological, pedagogical literature in this direction.
Motivate students to constantly expand their knowledge about the environment in class activities.
To promote the development of creative thinking, the ability to foresee the possible consequences of human nature-forming activities.
Ensure the development of research skills, abilities, teach how to make environmentally sound decisions and independently acquire new knowledge in extracurricular activities.
Involve students in practical activities to solve local environmental problems.
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 will ecological culture influence knowledge, patterns of development of nature and society, and intensify cognitive interest through ecology in the subject as a whole.
This paper describes the environmental activities of students in geography lessons and in extracurricular activities.
Lesson activities include: principles and approaches to environmental education of students, the place and role of environmental education in the system of teaching geography. The work highlights pedagogical methods, techniques, forms and means of realizing the set goal and the tasks arising from it in the formation of students’ environmental culture.
Extracurricular activities examine the environmental activities of students in the Berezka school forestry in the following areas:
Educational activities;
Scientific, practical and research activities;
Production activities;
Mass cultural, propaganda activities.
The activity approach in this direction is generalized and systematized, and the success of students' learning 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 that humanity is experiencing, a need has arisen for continuous environmental education, the main goal of which is to form a new type of attitude towards nature based on nurturing an individual’s ecological culture.
The modern education system is based on concepts such as cognition and development. It is designed to contribute not only to equipping students with knowledge, but also to develop in them the need for a continuous independent and creative approach to mastering new knowledge, to create opportunities for practicing self-education skills.
Environmental education involves a continuous process of training, education and personal development, aimed at developing a system of scientific and practical knowledge and skills, as well as value orientations, behavior and activities.
The environmental education system contains the following principles: humanization, scientificity, predictability, integration, continuity, systematicity 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 general human skills to predict one’s own activities and the activities of other people; expands the possibilities of moral education in the learning process; allows us to reveal the social essence of education as a whole. It allows you to understand that man is a part of nature, his purpose, to know the laws by which nature lives and develops, and to be guided in his actions by these laws; understand modern environmental problems and realize their relevance for each individual; induce a desire to take personal part in solving environmental problems.
Along with the term “ecological education”, the term “ecological culture” is widely used in the literature. In some cases he will accept is used as a synonym for the first; in others, the formation of an ecological culture is seen as the ultimate goal, as an indicator of the level of environmental consciousness.
IN the concept of general environmental education indicates that environmental culture is based on spiritual and practical experience past and present 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 caring attitude towards nature, ensuring that students understand nature as a necessary and irreplaceable human environment.
The need to form an ecological culture has become urgent 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 and the formation of an individual’s ecological culture have recently been considered in pedagogical science. The stages of development of this issue can be traced from the introduction of basic environmental knowledge, which appeared in the 60s in the content of courses in natural sciences, to the strategy of continuous environmental education adopted in the 80s in our country, and to the active development of issues related to the formation of an individual’s environmental culture at all stages and in all types of education in the second half of the 90s.
Scientists have agreed that environmental problems and disasters are associated with the education of the population - its insufficiency or absence has given 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 humanity. It is necessary to form a new type of person, with 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. Caring for nature should be the norm of behavior for people of any age.
Even in childhood, the foundations of personality are laid, including a positive attitude towards nature and the world around us. It is necessary to instill in a child from an early age that loving nature means doing good, making him think about how “our home” - the house of nature - becomes even better. The future of children and their health depend on its condition, because... children are very sensitive to a poor environment.
The system of work on 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 has environmental prospects. 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 ecological worldview, which allows one to live in harmony with nature and excludes acute social conflicts. Environmental education and training should become a scientific and moral guarantor of environmental safety - the protection of the vital interests of the individual, society, and nature from real threats created by anthropogenic or natural impacts on the environment .
Ecological culture develops in the process of gradual expansion of the “ecological information horizon” of man and society. Joining it is useful for survival and contributes to the unity of the human community. We must always remember that culture is transmitted not through biological inheritance, but through communication between generations, i.e. with the help of a continuous cultural heritage through a continuous system of upbringing and education throughout a person’s life.
Geography is one of the academic subjects that has 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, and economy are comprehended; studying the subject develops each person’s personal attitude toward caring for the environment and 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 towards creating holistic imaginative ideas, and also promotes interdisciplinary coordination and integration of geographical knowledge with other subjects; The communicative function of geography is increasing, since knowledge of this subject is necessary for contacts between people all over the 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 carries all the components of its structure and has enormous educational potential. One of the means of influencing the content of geographical education on the formation of environmental 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 an environmental culture in geography lessons is possible through a method of promoting the formation of students’ emotional and value-based attitude towards 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 capabilities and strengths, in his own dream . The ability to experience joy from increasing goodness in the world around us, faith in humanity, humaneness and mercy - these are the values on which cooperation, complicity, and co-creation of a modern teacher with students in the formation of an ecological culture should be built.
The process of forming the ecological culture of schoolchildren includes the widest range of methodological and didactic techniques: local geographical and local history material plays an irreplaceable role, attracting facts from periodicals 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 contents with independent conclusions about the characteristics of the territories under consideration and explaining the reasons for these characteristics, drawing up and reading graphs, diagrams, working with statistical material, economic and geographical calculations . In the conscious acquisition of knowledge and its 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. Fostering environmental culture through educational activities in geography lessons
All school programs promote the development of environmentally value orientations. Thus, already in elementary school programs in natural science subjects, the formation of a caring attitude towards nature is indicated.
From grades 6 to 11, every school subject has opportunities, the implementation of which will contribute to the development of an environmental culture.
But most of all this applies to 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 is a system of psychological attitudes of the individual formed.
At the same time, it is important that the content of geographical education is revised taking into account the use of local material. When teaching these subjects, it is necessary to take into account specific principles:
the principle of indispensability - to show that natural objects cannot be completely replaced by artificial ones;
the principle of potential usefulness - students need to form the concept that there are no harmful or 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 and pesticides has caused a sharp reduction 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;
principle of integration - many interrelated topics in the lessons of biology, geography, chemistry, physics are combined, thereby forming in students an idea of the unity of living and inanimate nature, a natural-scientific worldview.
The greening of education is impossible without the development of students' geographical thinking, skills of independent development and critical analysis of new information, and without the ability to build scientific hypotheses. In this regard, it is necessary to plan more widely and implement different approaches to teaching.
Thus, in geography lessons, the formation of the ecological culture of adolescents forms the basis of the ecological culture of the younger generation.
In our work, we use the approaches outlined in the federal component of the state standard of general education:
Strengthening the practice-oriented and personality-oriented focus of the content by including information of an applied nature (rational environmental management, the consequences of human activity on the environment, preserving the species diversity of flora in a given area), increasing attention to methods of understanding nature and using the acquired knowledge 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 lead a healthy lifestyle and maintain one’s own health;
Implementation of an activity-based approach to teaching the subject, methods of educational activity, both intellectual and practical (comparing, recognizing, determining affiliation, making observations), highlighting general geographic knowledge and the ability to apply it to analyze and interpret minor particular 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, hygienic norms and rules, environmental literacy, ethics and ethics.
When studying geography, knowledge about the biosphere, basic environmental patterns, geographic envelope, and the modern scientific picture of the world develops. The content of the education of this subject must necessarily include environmental problems, as a special form of knowledge and a new reality.
In all geography lessons, it is necessary to pay attention to the formation of value attitudes towards a person and his health. Objects and natural phenomena should be interpreted as values.
More attention should be paid to practical environmental activities. This includes planting seedlings, making bird feeders, issuing booklets and posters on the topic “Environmental Protection”, monitoring water and air, monitoring soil pollution, observing objects of living and inanimate nature.
Thus, each academic subject individually and the use of interdisciplinary integration are called upon in the environmental education system to solve its specific function and make a certain contribution to the education of the environmental culture of schoolchildren.
1. 3. Fostering environmental culture through extracurricular activities
In the process of forming the ecological culture of schoolchildren, extracurricular activities play a huge role.
The local history focus of extracurricular work with environmental content allows you to establish a connection with life and creates conditions for direct contact of students with nature. Starting from the eighth grade, we recommend inviting students to work in the “Scientific Society of Students.” In the course of individual work with students, knowledge is deepened, research techniques, creative initiative, work with scientific literature and writing essays are developed.
Studying regional environmental problems and finding ways to solve them contribute to the development of an active life position. Considering the interest of students to involve them in work in an environmental direction, as a result, high school students can attract junior students to participate in theatrical performances: “Forest Tale”, “Ecological 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”, “Ecological Decade”. The topics of environmental days can be very diverse: “Problems of water resources and their protection”, “Problems of forests and their protection”. Systematically hold discussions club meetings on relevant topics: “Village, city - as ecosystems”, “The air we breathe”, “Ecological Olympiads”.
We are convinced that extracurricular environmental work carried out in a general education institution not only deepens school basic programs, but can offer every student an opportunity to immerse themselves in the world of environmental relationships. The student in a free environment has the opportunity to demonstrate his abilities, inclinations and creativity. In all provided forms of classes there are no strict lesson boundaries, strict discipline and homework. One thing is important - desire and interest. After all, it is through interest and motivation that students’ desire to understand the world around us appears.
Chapter 2. Formation of ecological culture of schoolchildren when studying geography
2. 1. Environmental 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 Rolled,” about how a man went into the distant past in a time machine... We begin our very first lessons in grades 6 and 11 with this phrase. aimed at environmental 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 humanity. We do this with the aim of creating a figurative picture of the interconnection of all living organisms in the geographical envelope.
In our teaching activities we use various methods, approaches and forms of teaching. One of the approaches is problem-based, which involves organizing students’ active learning of scientific information necessary to solve the problem, while the teacher’s role is reduced to managing children’s cognitive activity 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 raising problematic questions or creating problematic situations:
- “How can we 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?”
This way of asking questions contributes to the development of independent thinking and awakening students’ interest in the material being studied. Due to the fact that 1 hour and 1 hour from the regional component are allocated from the federal component of the educational standard for the geography course in 6th grade, 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 to either the problems of a small homeland, or a large one, and at the same time, we show their relationship: a small homeland is a part of a large homeland - Russia, and that, in turn, is part of the globe or the world community .
We are confident that for a child, a small homeland is still primary, since it allows him, in a familiar area, in everyday surroundings, 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 reason in the chain of cause-and-effect relationships. This is based on a problem-oriented approach to the study of the environment, which allows us 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 select such techniques and forms of student work that will provide each individual with an individual path to success has led us to develop the following methods, forms, techniques teaching geography.
We have identified the following areas of work:
mastering certain norms and rules of communication with objects of living and inanimate nature;
work on developing research skills, ensuring the enrichment of students’ knowledge of cause-and-effect relationships;
developing skills in generalizing and modeling the consequences of human intervention in nature, revealing laws, connections, causes and consequences;
studying the most striking examples of human change in the environment.
The main feature of our work is the varied activities of schoolchildren. Its main types:
assimilation of a clearly defined sample (“technologically” constructed reproduction);
play activities;
educational-search activity (search and development of new knowledge, mastery of new experience) in its main varieties;
systematic cognitive search according to the type of practical research;
discussion (dialogue, communicative) activities.
These types of activities are different at different stages of studying a geography course.
1 stage - elementary geography course, 6th grade .
At this stage, the main direction of work on developing a culture of environmental management is the assimilation of certain norms and rules of communication with objects of living nature. It is necessary to form among schoolchildren basic ideas about the Earth as the 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 in plan, globe and geographical maps in content, scale, methods of cartographic representation; results of outstanding geographical discoveries and travels;
be able toidentify, describe and explain the essential features of geographical objects and phenomena;
usecartography and orienteering skills.
At the first stage, preference is given to such a type of knowledge as the formation of geographical general geological knowledge. The main activity of students at this stage is the assimilation of a clearly defined sample (“technologically” constructed reproduction). However, upon completion of the work at this stage, a transition to the next type of activity is expected - educational and search.
Main forms of work: lesson, excursion, field workshop on drawing up a site plan, describing a natural complex.
2 stage – natural geography , continents and Russia grades 7-8.
At this stage, we consider it necessary to form a certain system of subject knowledge, develop skills in research activities that ensure the enrichment of students’ stock of knowledge of cause-and-effect relationships, developing the ability to actively use acquired knowledge in a familiar situation, compare and generalize, find a cause, predict consequences, and draw conclusions.
As a result, students should:
know and understand basic dependencies between the tectonic structure, relief and location of the main groups of minerals; dependencies between the regime, the nature of river flow, 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, forecast and design, identify cause-and-effect relationships, giveanalysis of the physical map and maps of natural components.
useskills in cartography and map reading, determining the geographical location of an object using various sources of knowledge.
The main forms of work at this stage are lessons, research work, and extracurricular work on the subject. At the second stage, we give preference to the formation of skills in dialogue communication, work in groups, research, and project activities.
3 stage – Geography of the population and economy of Russia and foreign countries – 9, 10, 11 grades.
It is assumed 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, as well as present them in the form of projects, presentations, and publications.
The main direction of work on developing a culture of environmental management is modeling the consequences of human intervention in nature. We study the most striking examples of 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 geo-ecological problems at the local, regional and global levels. We predict measures to preserve nature and protect people from natural and man-made disasters.
At the third stage, our main task is not only the formationgeographic knowledge systems for identifying geo-ecological 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 activities in the use and protection of natural resources and minerals. Main types of environmental management. Sources of environmental pollution, rules of human behavior in the environment, measures of protection against natural and man-made phenomena;
be able tosummarize 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. 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 full use of the knowledge of the course material in the natural sciences. Apply geographic knowledge to identify geo-ecological problems on the ground and on the map, find ways to preserve and improve the quality of the environment.
I would like to dwell in more detail on the choice forms and methods about teachings. The main form of constructing the educational process in geography for us is lesson. But we present it as a process of close interaction between teacher and student, within which the events taking place in modern society in general and in our region in particular are covered, and we define our purpose in the lesson as organizers of students’ cognitive activity, their assistants and consultants.
We begin preparing any lesson by defining its goals. Having determined the goals of the lesson, we determine the volume and content of new material that should be presented to students. We believe that every lesson should not only teach and develop, but also educate students. Moral education for us becomes a mandatory component of the lesson, like training and development. In this regard, when planning a lesson, we select tasks and texts that contain information about the actions, results of activities and relationships of people. When completing such tasks in class, students first complete the task itself, then analyze the moral situation indicated in the text or the conditions of the task.
The main forms of work are lessons in the form of “press conferences”, “meetings of the European Union”, “report of a scientific expedition to the zone of environmental disaster”, research work; extracurricular work on the subject. At the third stage, preference is given to developing skills in working with information, analysis, modeling, forecasting, interactive communication, work in groups, scientific-practical, project activities.
The main type of activity is discussion (dialogue, communicative) activity.
It should be noted that at each stage of studying geography, when forming the ecological culture of students, it is necessary to use local history material, as this helps to intensify 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 source for asking questions and tasks of a problematic nature, and creating problematic situations. Local history material must 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. Completing 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 students’ activities for long-term retention of basic geographical concepts and terms, thus forming a system of knowledge on the subject, which involves the formation of students’ methods of mental activity: analysis, synthesis, comparison, generalization, establishing cause-and-effect relationships, scientific forecasting, those. includes the logical operations necessary to select environmentally sound solutions.
During consolidation lessons, we introduce non-traditional forms of work with students, conducting them in the forms of: “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 connection with this, the level of students’ knowledge and their quality increases.
Rice. 1. An 8th grade student at a conference lesson dedicated to the ecological state of the rivers of the Izhmorsky region
In lessons on the application of knowledge and skills, we motivate learning activities through students’ awareness of the practical significance of the knowledge and skills used. During these lessons, the content of the introduced environmental aspects is comprehended and the sequence of application of practical actions when performing upcoming tasks. Such activities can be observed in 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 regularities of the theory, students’ hypotheses about environmental changes in the environment under different types of anthropogenic impact are traced.
In the lessons of generalization and systematization of knowledge, we highlight the most general and essential ecological concepts (biosphere, ecosystem, geographical envelope, biogeocenosis), laws and patterns (the circulation of substances in nature, relationships 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.
During knowledge systematization lessons we use knowledge testing. Pedagogical experience has shown that the use of test tasks is a very effective tool that stimulates students’ preparation for each lesson and for state (final) certification, and also increases motivation for the subject being studied.
Also in our environmental and educational activities we use elements of: developmental education, integrated education, health-saving technologies, and introduce forms of differentiation and individualization. We activate the cognitive activity of students using game techniques from the pedagogical workshop. During lessons, for clarity, we use multimedia equipment and use electronic textbooks: “Ecology”, “Secrets of the Oceans”, “Natural Monuments”, “Geographical Shell”, “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 training, education and personal development, aimed at creating 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 geography course, of course, is not enough to ensure that these requirements can be fully realized. Therefore, the introduction of extracurricular activities into the process of teaching and educating students makes it possible to increase the time so that students have the opportunity to directly participate in experimental activities: carry out an experiment, observe it, describe it (Figure 2), draw conclusions, formalize the results of the activity in in the form of diagrams and diagrams.
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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 p. Svyatoslavka
To organize knowledge of nature and the phenomena occurring in it in our activities, we use a practice-oriented approach. We organize ecological excursions into nature while studying the following topics: “Relationships of the organism and the environment”, “Biosphere”, “Biosphere and man”, “Interrelations in biogeocenoses”, in which students master a system of knowledge about the ecological interactions of nature, comprehend the basics of the doctrine of ecological balance in a geographical envelope.
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and on excursions, children learn to observe and distinguish surrounding natural objects, which contributes to the formation of an ecological culture, love for their small homeland, and respect for nature.
Rice. 3. Participation of schoolchildren in the regional tourist rally
In spring and autumn we organize practical events in the open air: we participate in tourist rallies (Figure 3), hikes in our native land, and in other events with a geographic and environmental focus. Such types of 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 that help them adapt to the natural conditions of nature, promotes the development of creative abilities, as well as the ability to work according to a plan, observe natural objects, summarize facts and draw conclusions, and bear responsibility for the assigned work (Appendix 7) .
As a result of this, educational environmental problems are solved, which consist in preparing students for life and for further improving the level of general education. Such work is an effective means of vocational guidance. It gives students the opportunity to get acquainted, in direct connection, with natural objects, explain the processes of interaction of organisms with the environment, identify adaptations of organisms to their environment, and anthropogenic changes in ecosystems.
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Students are happy to take part in various environmental activities, for example, to involve them in practical activities, to solve local environmental problems:
Rice. 4. Participation of schoolchildren from Svyatoslav secondary school in the environmental conference “Live, Kuznetsk Land”
organization of an ecological trail (Appendix 2);
expedition to the Golden Kitat River;
environmental camp;
protecting nature from destruction: reforestation in local forestry;
promotion of environmental knowledge: lecture “Advice from Doctor Aibolit”, conversation “On the prevention of injuries”;
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 “Ecology Days” during the summer holidays (the work of the environmental department). The guys read and then discuss books; make photo albums, watch videos. Children compete at the tournament of experts “Nature is a sorceress full of mysteries”, in the competition “Let’s give the forest to our descendants”, solve colorful crossword puzzles “The most, the most”, “Journey across continents”, “The house in which we live”, “Colors of nature” . By asking each other more difficult problems, they willy-nilly expand their horizons. The children, together with their teachers, design exhibitions of drawings and crafts made from natural materials, and conduct classes dedicated to specially protected natural areas of our region. The children 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 school forestry “Beryozka” was created on the basis of our school. There was an opportunity to spend more time working in an environmental direction.
The purpose of the forestry work: the formation of the ecological culture of students through direct interaction with the environment. The objectives of our work were as follows:
Environmental and moral education of schoolchildren;
Environmental protection in the village of Svyatoslavka;
Instilling in the younger generation a careful attitude towards natural resources;
Conducting scientific and practical research that promotes innovations in the content of geographical education;
Coordination of activities in the system of continuous environmental education;
Increasing student motivation, responsible attitude towards the subject being studied and, as a result, increasing the level and quality of knowledge.
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The creation of the forestry was a good impetus for involving students in environmental educational activities. 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 district “Beryozka”
Our work is structured in four directions (Appendix 3):
educational activities;
scientific, practical and research activities;
production activities;
cultural activities.
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educational activity includes the study of the necessary scientific material and helps to master knowledge about living nature, general methods of studying it, educational skills, and forms, on the basis of this knowledge and skills, a scientific picture of the world, connections in ecological systems.
Rice. 6. Dynamics of the level of motivation to study the subject of geography in 9th grade over 3 years (in%)
Over recent years, interest in geography has grown (Figure 6).
The level of motivation has a positive trend. A survey on the choice of subjects for additional classes indicates an increase in the percentage of students in the class who are interested in studying geography, due to which the quality of their education improves.
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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%, absolute performance is 100% (Figure 7).
Rice. 7. Effectiveness of the level of training and quality of knowledge in the subject (in%)
Scientific, practical and research activities are a very important link in the development of students’ environmental culture. It allows students to penetrate deeper into the essence of a geographical experiment, activates cognitive processes, develops creative thinking, and promotes logical and imaginative thinking. Such activities provide an opportunity for each member of the forestry department to carry out their environmental work in accordance with the set goals and objectives, analyze the results obtained, draw their own conclusions, and exchange experiences at various seminars, environmental conferences, and environmental workshops.
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2005, together with students, in addition to production work, we are engaged in research activities. Over the course of 3 years, we conducted several environmental experiments on the following topics: “Production of pine forest crops in a nursery and their planting on the territory of the village. Svyatoslavka”, “Pine propagation 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 wealth 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 appreciated by certificates of honor, diplomas, and letters of gratitude from the Department of
Rice. 9. Weeding pine seedlings in the forestry nursery “Beryozka”
that of education in the Kemerovo region; Kemerovo State Agricultural Institute.
Since 2003, the guys and I have been actively participating in regional competitions of student production teams and winning prizes (Appendix 6).
ABOUT 
The main activity of our forestry is related to the cultivation of coniferous trees in the nursery (Figure 9), planting them throughout the territory of the village of Svyatoslavka, monitoring the growth and caring for planting material, carrying out various scientific and practical work. Forest planting material (larch, pine, spruce), (Figure 10).
Rice. 10. The ratio of tree species grown in the nursery p. Svyatoslavka (in%)
In 2004, in the regional competition “Young Forester”, one of the forestry participants took 2nd place; in the 2005 academic year, in the regional school forestry competition, one of the participants in our forestry took 3rd place in the “Zoologist” category (Appendix 6). In the same year, a participant in school forestry, Belenkov Kirill, was awarded a diploma for first place in the regional competition “Young Forester” 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 “Hope of Kuzbass” medal. In 2007, he graduated from school with a silver medal, entered the Faculty of Humanities and Pedagogy at the KGSAI and is currently successfully studying there on a budget basis.
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In the same year, our forestry district was awarded the title “Best school forestry district in Kuzbass” (Appendix 6).
Rice. 11. Participation of schoolchildren in the action “Every little bird has its own feeding trough.” Svyatoslavskaya Secondary School
Environmental work in school forestry is not limited to educational, production and research activities. Mass cultural, propaganda and educational work is also developing. The children take part in various environmental competitions with pleasure. Environmental ten-day events at school are held in an interesting way, environmental KVNs are held, and the campaigns “Every little bird has its own feeder” (Figure 11), “Help a bird in winter”, “Let’s take care of nature”. Students graduate
Rice. 12. Hanging out pet food
environmental newsletters, leaflets (Appendix 4), take an active part in regional events, draw up maps (Appendix 2), which show cleaned springs and fenced, protected anthills.
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is. 13. Hanging birdhouses
The guys from the forestry department and I, under the guidance of the forester, determined the route of the ecological trail. Every year we go on excursions along this trail and perform the necessary types of work:
Preparation of twig food for ungulates (Figure 12);
Cleaning springs (Appendix 2);
Counting the number of anthills (Figure 2);
Hanging artificial nests (Figure 13).
Thanks to this work, which takes place in a friendly atmosphere, there is communication with the younger generation about the protection of the forest, animals, birds, and about the proper recreation of people in the forest. It is this introduction of students to nature that attracts more and more people who want to participate in the environmental work of forestry.
The kids love hiking in their native land. A number of manuals, methodological publications, and CDs created by the famous local historian of our region, Professor Leonid Iosifovich Solovyov, open up wide opportunities to work in local history. It is these sources that make children tirelessly study the rich 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 Gornaya Shoria (Figure 14). We visited the Shor National Park, at the confluence of the Mrassu and Kabyrzy rivers, rafted along the rivers, and climbed the mountains. The guys have a lot of pleasant, unforgettable impressions in their memory.
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The majority of students are involved in the school's environmental work. When organizing such labor-intensive work, an important pedagogical
Rice. 14. In Gornaya Shoria
The task is the environmental education of students, instilling in them a caring attitude towards nature.
Forming an ecological culture among schoolchildren in teaching geography requires a systematic approach. Supplemented with local material and properly presented, environmental information develops a conviction in the need for immediate assistance to nature, a desire to at least partially compensate it for what we have taken from it for so long. If a child or teenager understands that his well-being, his future, the happiness of himself, his loved ones and friends depend on the purity of air and water, concrete help to the stream and the birch tree, he will join the ranks of defenders and friends of nature.
The activities of schoolchildren, presented in this work, promote a responsible, caring attitude towards the world around us.
Conclusion.
The formation of an individual ecological culture is a very complex process. It occurs under the influence of many factors and reflects objective and subjective difficulties in personality development.
Environmental education and training should be aimed at developing in each student a clear ecological worldview, based on knowledge of the laws of development of nature and its response to anthropogenic impact, on high spirituality and morality, on collective (social) consciousness.
It is necessary to continue to study complex ecological systems and use a wide variety of methods to help develop 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 problem-based approach to teaching and nurturing environmental awareness 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, proactive, creative personality based on the formation of environmental consciousness and an environmentally literate attitude towards the nature of their native land.
We contribute to satisfying the interests and needs of a developing personality in understanding the world around us, students mastering a system of geographical and environmental knowledge and skills, developing the ability to apply them in various situations and choose the right path in 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 an environmental culture in geography lessons and in extracurricular activities, in connection with which the level of knowledge increases.
We consider the following to be the 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 “Young Forester” competition of the regional gathering of student production teams;
2004 3rd place in the “Zoologist” category of the regional school forestry competition;
2004 – 2006, active participation in the work to preserve and restore 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 “Young Forester” competition 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 best participants, was awarded the “Hope of Kuzbass” medal for work in the environmental direction;
2006 3rd place in the regional monthly competition for the title “Best school forestry in Kuzbass”.
Competitive works were awarded certificates of honor, diplomas, and letters of gratitude (Appendix 6).
The main thing in our work is that the events carried out contribute to the moral and patriotic education of the younger generation and change 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 being set for the school, new opportunities are opening up, which necessitates the need to continue work in the chosen direction.
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