The work includes a description of the work experience on the problem of the formation of environmental culture junior schoolchildren. In the appendix to the work you will find all excursions, tasks and activities aimed at the formation of environmental culture and selected specifically for work on this issue.

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Municipal budgetary educational institution

Gymnasium №45

Formation of ecological culture of students in the learning process

creative report

Teacher of the first qualification category:

Cherkashina Maria Alexandrovna

Ekaterinburg,

2010-2012

INTRODUCTION………………………………………………………………………………...

Chapter 1. Theoretical foundations for the formation of ecological culture

children of primary school age………………………………………………….

1. The essential characteristic of the concept of "ecological culture"………….
2. Features of the formation of ecological culture

at primary school age…………………………………………………………..

1.3 Effective forms and methods of formation of ecological

culture of primary school students………………………………………

Chapter 2 Experimental and search work on the formation

environmental culture of students………………………………………………….

2.1 The ascertaining stage of the study……………………………………….

2.2 Formative stage of research…………………………………………..

2.3 Control phase of the study……………………………………………

CONCLUSION………………………………………………………………………….

Bibliography……………………………………………………………………..

APPLICATION…………………………………………………………………………..

INTRODUCTION

The relevance of research.The environmental situation that has developed in Russia and around the world, the global nature of environmental problems and their peculiar manifestation in each region of the planet urgently require an early restructuring of the thinking of mankind, individual peoples and each individual person. One of the reasons for this situation is the ecological illiteracy of the majority of the population and the inability to foresee the consequences of human intervention in nature. In this regard, environmental education as a continuous process is becoming a new priority area of ​​pedagogical theory and practice.

An analysis of the experience of environmental education in Russia allows us to state that the formation of environmental culture, as an integral part of it, is more declared in the educational process than effectively included in the practice of the school. At present, the theoretical base of environmental education is quite well developed, but there is no consistency, no sequence in the formation of its individual components, in particular, the ecological culture of schoolchildren.

In the developing system of continuous environmental education, the elementary school began to play an increasingly important role. The foundations for the formation of ecological culture must be laid from an early age. This is due, first of all, to the fact that at the initial stage of schooling, the foundation of the personality and its multifaceted relationships with nature and society is laid. This is also facilitated by natural prerequisites: a cognitive focus on the study of the surrounding world, primarily natural, as well as the active assimilation of universal human values ​​and standards of behavior. Schoolchildren of this age begin to show interest in the world of human relations and find their place in the system of these relations, their activities acquire a personal nature and begin to be evaluated from the standpoint of the laws adopted in society. The formation of the ecological culture of the younger schoolchild is of particular relevance, since this stage is characterized by a special intensity of development of the emotional and value attitude to the environment, the intensity of accumulation personal experience interaction with the outside world.

Nature itself determines the social purpose of childhood - the child's adaptation to nature and society, capable of taking responsibility for his actions to people, plants and animals.

Therefore, primary school age is the most favorable period for the formation of ecological culture, since during this period of development of the child, the properties and qualities of the personality are intensively formed, which determine its essence in the future.

The relevance of the study, as well as the analysis of the necessary literature, made it possible to identify inconsistencies, on the basis of which the following were identified contradictions:

Between the society's need for an ecologically cultured, educated person who is able to get involved in the process of protection and research environment, in solving social and environmental problems, and a rather low level of environmental culture of students in secondary schools;

Between the level of ecological knowledge and the level of formation of ecological culture;

Between the variety of forms and methods of formation of ecological culture and the selection of those that contribute to its most complete formation.

These contradictions made it possible to designateresearch problem, the essence of which is as follows: what forms and methods contribute to the most effective formation of ecological culture in children of primary school age.

Purpose of the study- to determine, theoretically substantiate the content of forms and methods of formation of ecological culture of junior schoolchildren, as well as experimentally test their effectiveness.

Object of study– the process of formation of ecological culture of younger schoolchildren.

Subject of study- forms and methods of formation of ecological culture of children of primary school age.

Research hypothesis:the formation of an ecological culture of younger students in the learning process will be effective if:

In the educational process, use such forms as travel lessons, excursions, environmental actions;

Organically combine various methods of environmental education - ethical conversations, project method, didactic games.

In accordance with the goal and the hypothesis put forward, I put the followingresearch objectives:

1. Analyze the necessary literature on this topic.

2. Define and reveal the essential characteristics and structure of the concept of "ecological culture".

3. Reveal the features of the formation of ecological culture in primary school age.

4. Determine and disclose the content of the most effective forms and methods of formation of ecological culture of younger students.

5. Experimentally verify the effectiveness of these methods and forms.

6. Based on the analysis of the formation of ecological culture, draw a conclusion about the effectiveness of the identified forms and methods.

Chapter 1. Theoretical foundations for the formation of ecological culture of children of primary school age

1.1. The essential characteristic of the concept of "ecological culture"

To date, there is no unambiguous interpretation of the concept of ecological culture. Traditionally, in narrow sense, it is understood by teachers as mastering knowledge, skills and abilities. Within the framework of this view, the activities of an educational institution should be aimed exclusively at the formation of knowledge about nature, which is necessary for competent nature management. Of course, scientific knowledge is the basis of environmentally sound activities. However, the formal acquisition of environmental knowledge in the absence of a responsible attitude is unlikely to become a guide to action. You can have knowledge, but not use it in everyday life or production activities. This act is always associated with an effort of will over oneself, limiting one's actions to certain limits, developing the need to act not as one wants, but as necessary. And the practice of environmental education, built in this vein, has convincingly proved this. Studies by teachers and scientists in different regions of the country show that the level of environmental knowledge of students in educational institutions is growing, while the level of their environmentally sound activities continues to be low.

In a broader sense, ecological culture is interpreted as a new core of the universal culture of the third millennium. It manifests itself in the system of value orientations, has a high spiritual orientation and consists of many components: ecological outlook, ecological thinking, humanistic values ​​and humanistic relations, responsibility.

Different scholars also interpret the term "ecological culture" differently. Ecological culture is considered by some scientists as a culture of unity between man and nature, a harmonious fusion of social needs and needs of people with the normal existence and development of the environment. Moreover, ecological culture becomes the leading component of the general culture.

The interpretation of the essence of the concept of "ecological culture" as the goal of environmental education, presented by ID Zverev, has the following qualitative characteristics: enrichment of positive scientific and practical experience of human interaction with the social environment; formation of a responsible attitude of the individual and society to nature, material, social and spiritual values, awareness and approval of the priority of all forms of life as a condition for human existence; ensuring the comprehensive development of a person, his inclinations of creative abilities; the well-being of his health in terms of optimizing the "nature - man" system. According to I. D. Zverev, a person who has mastered an ecological culture subordinates all types of his activity to the requirements of rational environmental management, takes care of improving the environment, and does not allow its destruction and pollution. Therefore, he needs to master scientific knowledge, learn moral value orientations in relation to nature, and also develop practical skills to preserve favorable conditions of the natural environment.

Thus, summarizing all of the above, we can say that the ecological culture of a person includes the following components: a person has certain knowledge and beliefs, readiness for activity, as well as his practical actions consistent with the requirement of respect for nature. This can be represented in the form of diagrams:

Scheme 1. Components of ecological culture

In my opinion, it was I. D. Zverev who revealed the essence of the concept of “ecological culture” most fully and meaningfully. He notes that this concept "concerns all spheres of the material and spiritual life of our society, each person and is expressed in such types of scientific and practical activities which ensure the preservation and enrichment of the environment, create favorable conditions for human life, its comprehensive development and improvement.

Therefore, it can be concluded thatecological culture- this is such interaction of a person with the environment, which contributes to a healthy lifestyle, sustainable socio-economic development and environmental security of the state and the individual. And, most importantly, the ecological culture of a person is determined by a real contribution to overcoming negative influences on nature, the suppression of actions that damage nature.

1.2 Features of the formation of ecological culture in primary school age

In modern conditions, there are contradictions between the negative experience of interacting with the outside world, which the child acquires in the lower grades “spontaneously” and the meanings offered to him in a purposeful pedagogical process. In addition, the aggravation of this contradiction is a feature of our time, concrete historical, environmental situation that has developed both in the country and on a global scale. Younger schoolchildren observe garbage dumps, cruelty to animals, plants (trees), irresponsibility towards water bodies, surrounding forests, meadows, while in the classroom they learn about the detrimental impact of such human activities on nature, the harm done to their own health and well-being, feel a sense of pity for plants and animals in trouble. The contradiction is compounded when the child sees how adults harm the world around them. Among them are not only parents and people close to him, and sometimes, the teachers themselves - first of all, those who are an authority for a younger student. But it is at this age, as in no other, that the child takes an example from an adult, imitates him.

When forming an ecological culture among younger schoolchildren, the psychological characteristics of the child should be taken into account. At primary school age, visual-figurative and visual-effective forms of thinking predominate, which can provide understanding of the assimilation of only specially selected and age-adapted information about nature. At this age, in the minds of younger schoolchildren, a visual-figurative picture of the world and the moral and ecological position of the individual are being formed, which predetermines the student's attitude to the natural and social environment.

I. V. Tsvetkova, considering primary school age as a valuable stage in the development of the ecological culture of the individual, when there is a qualitative leap in the child's worldview from "I am nature" to "I and nature" and the formation of a value attitude to the world around us, one's own life experience on interaction with him, identifies the following main criteria for growth and indicators of the manifestation of the moral and environmental position of the individual:

Assimilation of the norms and rules of environmentally sound interaction with the outside world, the transformation of a significant part of them into habits;

The need to acquire environmental knowledge, focus on their practical application;

The need to communicate with representatives of the plant and animal world, empathy with them, the manifestation of positive feelings;

The ability to see and understand the beautiful, the need for self-expression in creative activity;

Demonstration of initiative in solving the environmental problems of their immediate environment.

It is very important in the formation of ecological culture to take into account the emotional component of relations. Together with the knowledge of the beauty of nature, younger students develop a sense of respect for it. Education of love for nature is effective only when children communicate with nature every day and this communication is directed by adults.

Thus, the process of forming an ecological culture largely depends on the age characteristics and capabilities of students. Primary school is the first stage of education. During this period of study, the problem of the formation of an ecological culture of the individual becomes especially important, since in the lower grades, the first essential foundations for the attitude to learning, to the world around and to oneself are laid. The child is open to perceive and appropriate ecological rules, to turn them into his habits, into part of his nature. The age of a junior schoolchild is favorable and sensitive for the purposeful formation of psychological neoplasms, and the changes taking place are really decisive in the process of formation of all spheres of the personality. At the same time, the foundations of the culture of the individual (including ecological) are formed. The child easily perceives the rules of the game and directly fixes them in the unconscious sphere. He is able to master ecological culture as an experience of normal interaction with the environment.

But love for nature and an attentive, caring attitude towards it are laid in the child's soul only if the student sees examples of an appropriate attitude to nature on the part of adults, parents and, above all, teachers. And the teacher, in turn, in order not to work “blindly” with the child, must necessarily take into account all the above listed features of primary school age.

1.3 Effective forms and methods of formation of ecological culture of primary school students

Currently, the issues of environmental education are considered by many teachers. For a more successful formation of ecological culture among junior schoolchildren, I have identified and theoretically substantiated the following forms and methods that, in my opinion, contribute to the most complete formation of the ecological culture of students.

Conversation - this is a dialogue between a teacher and students, which is based on the sensory experience of children and is used to enhance cognitive activity.

Conversation enlivens learning, activates the thinking of children, develops their speech. During the conversation, the teacher consistently raises questions for discussion, clarifies the students' statements and supplements them with his own explanations. The conversation is based either on the text of the article, or on the children's observation of nature and during experiments, or on the teacher's story.

In the formation of ecological culture, the conversation also plays important role. It teaches relationships with the natural environment, the culture of behavior in it. It is in the process of conversation that the complex formation of environmental, moral, knowledge of younger students takes place, such components of the basic culture of the individual as worldview, moral, environmental, aesthetic, etc., are formed in unity.

And an important role in this process can be played by ethical conversations that teach children environmentally literate behavior in nature.

It is important for children to understand the need to comply with prohibitions and regulations in the natural and social environment, therefore, when considering specific environmental situations, it is important to show the significance of human behavior and activities in changing the environment. This will allow motivated and reasonable to bring children to the conclusion about the need to protect and protect natural objects, our common earthly home.

Another way to form an ecological culture among junior schoolchildren is to usegame teaching methods. This approach is natural for this age. Despite the fact that the leading activity in primary school age is educational, the game does not cease to occupy an important place at this age stage. In this regard, game methods of teaching when working with children of primary school age can be highly effective if these games are sufficiently associated with traditional game activities for a given age.

An important condition for the activation of the cognitive activity of younger students, the development of their independence, thinking is a didactic game. Such games can be played not only in the classroom, but also on the street (games with a tree, with leaves, with snow). They contribute to the deepening, consolidation of educational material, allow you to establish relationships in nature. The activation of students is achieved by interesting plots of the game, the participation of children in the game, their oral messages and experiences.

Occurred in last years changes in the practice of domestic education did not leave any aspect of the school business unchanged. The new principles of personality-oriented education, individual approach, and subjectivity in teaching, which are breaking their way, demanded, first of all, new teaching methods. The renewing school needed such of them that:

Form an active, independent and proactive position of students in learning;

First of all, we would develop general educational skills and abilities: research, reflective, self-assessment;

They would form not just skills, but competencies, i.e. skills directly related to the experience of their application in practical activities;

Would be prioritized to develop the cognitive interest of students;

Implement the principle of linking learning with life.

One such method is the project method.

Project method - a set of educational and cognitive techniques that allow solving a particular problem as a result of independent actions of students with the obligatory presentation of these results.

A learning project from a student's point of view is an opportunity to do something interesting on their own, in a group or on their own, making the most of their abilities; this is an activity that allows you to prove yourself, try your hand, apply your knowledge, benefit and show the publicly achieved result; this is an activity aimed at solving an interesting problem formulated by the students themselves in the form of a goal and a task, when the result of this activity - the found way to solve the problem - is practical, has an important applied value and, which is very important, is interesting and significant for the discoverers themselves.

The educational project from the point of view of the teacher is a didactic tool that allows you to teach design, i.e. purposeful activity to find a way to solve a problem by solving problems arising from this problem when considering it in a certain situation.

So, this is a task for students, formulated in the form of a problem, and their purposeful activity, and a form of organizing the interaction of students with a teacher and students among themselves, and the result of the activity as a way they found to solve the problem of the project.

As for the forms of organization of training, I suppose that the following will be the most effective.

Lesson - this is a segment of the educational process that is completed in a semantic, temporal and organizational sense. It is advisable to combine different types of lessons, for example, travel lessons, KVN lessons. When using this form, interdisciplinary connections can also come to the rescue, which will allowthe formation of students' understanding of natural phenomena and the relationship between them and will help to make knowledge more meaningful and applicable in practice.

Forms that are directly related to the practical activities of the children play a special role. These areecological actions and excursions.

One of the main areas of environmental education is the formation of environmentally appropriate skills that contribute to a deeper understanding of the environmental situation and identify possible ways to improve it. A decisive role in this process belongs to environmental actions.

During the action, students are involved in active cognitive and practical work, providing: instilling skills in environmental activities, the possibility of self-realization of each of the participants in the action, the formation of a sense of individual and group responsibility for the work performed, participation in solving environmental problems in their region.

But today, perhaps, the most effective form of organizing educational activities is an excursion into nature, so experienced teachers attach paramount importance to their conduct.

Systematic excursions are a necessary condition for the formation of natural science knowledge.

Excursion - this is such a form of organization of the educational process that allows you to make observations, directly study various objects, phenomena and processes in natural or artificially created conditions, thereby developing the cognitive activity of a younger student, that is, “nature is studied in nature”.

An important place in the teacher's work plan is occupied by excursions into nature, where students can see the relationship of natural objects and their connection with the environment. Getting into the natural environment with all its variety of objects and phenomena, students learn to understand this diversity, to establish connections between organisms with each other and with inanimate nature, they are convinced that the life of every plant and animal world depends on many environmental factors, including number and from changes in it under the influence of human activity.

On excursions, as well as in practical classes, students develop the skills of independent work. They get acquainted with the collection of materials and the preservation of fees, as well as the processing of excursion material (in the classroom after the excursion). The systematic conduct of excursions develops in students the skills of studying their region.The educational value of excursions is also great. It is on excursions that students develop interest and love for nature, aesthetic feelings. They learn to see its beauty, to understand the need for respect for nature. This is the so-called emotional side of excursions. The knowledge gained under these conditions is very strong and fits into children's memory for a long time. Excursions contribute to the formation of ecological consciousness of students. In addition, excursions strengthen the conscious discipline of students, develop their independence and the habit of working..

Thus, we can conclude that all of the above methods and forms of organization, with their organic combination, are the best way to contribute to the formation of ecological culture among younger schoolchildren. All of them are aimed at the formation of practical knowledge, behavior and activities that ensure the responsible attitude of children to the environment and natural space.

Chapter 2

2.1 The ascertaining stage of the study

To identify the initial level of formation of ecological culture, I conducted a stating experiment, the purpose of which was to determine and verify the initial level of formation of ecological culture among students.

In the course of experimental and search work, I identified the following criteria for the formation of ecological culture, corresponding to its main components:cognitive, emotional-evaluative, behavioral-activity.For each of these criteria, I have outlined the main indicators that are included in the content characteristics of the levels of formation of ecological culture among junior schoolchildren. They are shown in Table 1.

Table 1

No. p / p	Criterion
	cognitive	a pronounced interest in objects and natural phenomena reflects the awareness of the individual in the field of natural science knowledge. Its indicator is the amount of knowledge of younger students about nature, about the unity of nature and man, about the protection of nature.
	Emotionally evaluative	the manifestation of positive emotions when performing actions aimed at preserving natural objects.
	Behavioral-activity	activity, readiness for environmental protection, skills and abilities of reasonable nature management, students' actions, the ability to use knowledge in practice.

Determination of the initial level of formation of the ecological culture of students was carried out according to the principle presented in Appendix 1.

As a result of the study, I identified three levels of formation of ecological culture among younger schoolchildren (H - low, C - medium, B - high).

• Low level - is characterized by the lack of ecological ideas and knowledge in children. Such children have limited skills in dealing with natural objects, do not seek contacts with them, do not feel the need for new knowledge about the natural world. Orders related to environmental activities are not carried out willingly by them, and they do not participate in such activities on their own initiative. Individuals with a low level of behavior, characterized by a pragmatic attitude towards it: nature is seen as a means to achieve their goals, and animals and plants as objects.
• Average level - is characterized by the presence of sufficient environmental knowledge and skills in younger students. Children carefully carry out assignments related to environmental activities, but rarely take the initiative; they are also interested in obtaining certain knowledge about nature, willingly mastering the skills of practical interaction with natural objects.
• High level - characterized by a conscious attitude towards the environment; the subjects have a solid and profound knowledge of nature. Such children strive to provide concrete assistance to the environment, participate in environmental activities, apply their knowledge in new situations, but after a preliminary explanation by the teacher; they are characterized by a careful attitude to nature, awareness, consciousness, the need to obtain information about nature, about animals, about plants from various sources.

The data on the initial level are shown in the diagram in Figure 1. The analysis of the answers at the initial stage of the experiment made it possible to establish the following ratio of the levels of formation of environmental culture: students with a high level - 3 people, with an average level - 5 people, with a low level - 19 people. Therefore, we can conclude that students in this class demonstrate a very low level of ecological culture formation.

Fig.1. Dynamics of indicators of the initial level of formation of ecological culture (27 students):the numbers along the horizontal axis correspond to the number of students by level; the numbers along the vertical axis are the number of students as a percentage.

Thus, the analysis of the study of children of primary school age made it possible to draw the following conclusions:

1) about 98% of children love to be in nature, while more than half of them like to swim, 29% - pick berries, 24% - play, 22% - relax, 6% - run, 11% - fish, 6% - look after for animals, 1% - do not litter in nature, 3% - feed animals.

2) 50% of children consider the main rule of behavior in nature not to litter, not to break trees - 35%, not to kill animals - 13%, to put out a fire - 8%, not to shout loudly - 4%.

As for the level of participation of children in environmental activities, as a result of the study, I received the following data, reflected in Table 2.

table 2

Total number of students	Participate regularly	Participate periodically	Almost no participation	Not participating at all
	Number of students		Number of students		Number of students		Number of students

From this table it can be seen that most of the children do not participate in nature protection activities, 15% of students periodically participate and only 7% regularly participate in nature protection activities. The results of the study are clearly presented in the diagram in Figure 2.

Rice. 2. Dynamics of indicators of participation of younger schoolchildren in environmental activities.

The conducted studies allow us to conclude that the formation of the ecological culture of younger schoolchildren is currently incomplete, and environmental protection is a rare phenomenon in the activities of students.

In order to increase the level of ecological culture of students, I conducted a formative experiment based on the use of the above described forms and methods.

2.2 Formative research phase

The formation of an ecological culture in children is a complex and lengthy process. The end result of this should be not only the acquisition of certain knowledge and skills, but the development of emotional responsiveness, the ability and desire to actively protect, improve and ennoble the natural environment.

I built my work on this problem according to the principle: we listen, we observe, we act. The activities that I carried out were reflected in the plan of educational work. (Annex 2)

During the entire period of work, environmental discussions were held on the following topics:

- "What is waste paper?"

- "Our feathered friends"

- "Become a friend of nature"

- "The Red Book - what is it?"

- "Our little brothers"

- "Feeder"

- "Boy with lilies of the valley"

- "Frog"

- "Anthill"

- Tree Life

Material for interviews is presented in Appendix 3.

Great opportunities for using this method are provided by art and technology lessons, where children can immediately create any work of a creative nature as a result of the conversation. So, in the 1st grade, during a conversation on the topic “The Life of Trees”, students were asked to listen to the ecological fairy tale “How I spied on birch dreams”, imagine a picture, then think about what else a birch tree could dream of and try to draw that one on a piece of paper. the birch itself and the dream that she had, and then describe this dream in a few sentences with a common beginning for everyone: “And the birch dreamed about how ...”. In a similar way, the work called “Lonely Tree” was organized, where students had to imagine that somewhere far, far away, a tree grows, completely lonely and helpless. This technique is quite difficult for the guys, because it requires them to be able to put themselves in someone's place, in this case, in the place of a lonely tree, to be able to imagine what it experiences, being away from all living things, the ability to empathize and sympathize. Next, the students were given the task - to draw a lonely tree and think about what I could please my friend, what I could give so that he would not be bored and lonely anymore. Several works on these assignments are presented in Appendix 3.

In addition to the lessons of fine arts and technology, a large role, of course, is given to the lessons of the surrounding world, especially since the topics of the lessons in grade 1 provide great opportunities for using various activities based on the life experience of children. So, when studying the topics “Autumn: nature is preparing for winter”, “Plants and animals of the Ural region”, “Pets and indoor plants”, “Our helpers are plants and animals”, students prepared speeches on the topic: “How animals prepare for winter?”, “Medicinal plants”, “My pets” (Appendix 4), during which the skills were formed independently or with the help of adults to search and analyze information and be able to convey it to others. But most importantly, the children came to the realization that all this needs to be protected and loved.

During the lessons of the world around me, I used such effective method as a didactic game. The students took part in them with pleasure. These were games in the lessons (“What would happen if they disappeared from the forest ...”, “Take care of nature”, “Droplets walk in a circle”, “Find and feed wintering birds”, “Care for plants”, “School of tigers and leopards” ), as well as outdoor games (with leaves, trees). Didactic games presented in Annex 5.

I paid much attention to such a form of work as an excursion into nature, especially since the school grounds and the nearby forest park of Lake Shartash provide ample opportunities for this. During the training, the following excursions were held: "Golden Autumn in the Urals", "Nature Dozes", "Awakening of Nature", "The First Messengers of Spring". (Annex 6)

I would like to note that during the excursions, the students not only observed the seasonal changes occurring in nature, but recorded these changes in the calendar of nature. Here we were helped by duty, which is one of the most important components of educating a competent environmentally cultured personality. Students with great interest selected various pictures illustrating the seasons, poems by various poets, proverbs about the seasons, riddles. (Appendix 6) In addition, during seasonal excursions into nature, students conducted independent observations, which subsequently resulted in individual mini-projects of the children themselves called "My Tree". The work on the project was carried out according to the following plan:

1. The choice of the object of observation. Getting to know the tree (September)
2. Observations of autumn changes in the life of trees: the study of the crown, leaves, fruits, seeds.Sketch of autumn trees. An entry in observation diaries about the state of trees, crowns, leaves of one's object of observation. (October November)
3. Observation of changes in the life of trees in winter.Sketch of winter trees. (December)
4. Observations of spring changes in the life of trees, research: are all trees the same, an entry in observation diaries. Sketching spring trees (March-April).
5. Registration and protection of works.

It is known that with age, the proportion of children's independence in the study of issues should also increase. Therefore, in the 2nd grade, I focused on such forms and methods of work as an environmental action and the method of projects.

This academic year, we held an action called "Help the Birds", which took place in several stages. (Annex 7)

No. p / p	Promotion stage		Interaction with family	The result of the work
	Knowledge update	Conversation "Our feathered friends." Actualization of knowledge of students about migratory and wintering birds, the reasons for the departure of birds to warmer climes, about ways to help birds in the cold season.		Applications "Bullfinch", "Titmouse", "Sparrow"
	Ecological alarm "To the birds nothing to eat"	Conversation "Dining room for birds."		Application "Birds in the feeder"
	Let's help the birds	Acquaintance with various types of feeders, requirements for their manufacture, rules for placing and caring for them.	Making feeders from various materials under the guidance of parents	Bird feeders
	Organization of canteens for birds	Laying out feed and hanging feeders
	Involving others in the problem	Compilation and execution of memos	Control over the organization of work	Distribution of a memo among people on the street and neighbors in the house

The result of this action was not only the attraction of others to the problem, but also participation in the city action called "Give a home to the birds!". Through the joint efforts of parents and children, a birdhouse was made in original form. At the moment, the work is directed to the competition, and we are waiting for the results.

A special role is acquired by the practical activities of students in assessing the state of the environment in their area, solving local environmental problems, mastering the norms and rules of a responsible attitude to nature.

Under my guidance, the student Yasonova Zhenya developed research project"Garbage issue" (Appendix 8), in order to define this environmental problem as an expression of a real contradiction in the interaction of society and nature. In the course of her work, Zhenya got acquainted with various types of waste and their impact on the environment, with ways to dispose of these wastes, and also tried to prove by experience that all waste can be disposed of without harm to the environment. The student not only conducted a study, but also introduced her classmates to this problem.

Recently, we began to cooperate with the Children's Ecological Center of Yekaterinburg (Appendix 9), where we attended several lectures on the animals of the Middle Urals and our country. We had a chance to talk directly with the famous ornithologist of the Middle Urals and the author of the bird identification book, ask questions and get acquainted with his photo report, as well as take care of the inhabitants of the ecological center and watch them.

Thus, these methods and forms, with their skillful combination in the educational process, should have a significant impact on the level of ecological culture of younger students. The control stage of my research helped me to check the effectiveness of the forms and methods I selected.

1. Control phase of the study

The purpose of the control stage of experimental and search work was to test the effectiveness of the forms and methods used by me in order to form an ecological culture. At this stage, a control cut of the level of formation of the ecological culture of students was carried out.

In general, the diagnostic procedure of the control experiment involved assessing the results of the dynamics of the ecological culture of junior schoolchildren in two main areas:

1) the dynamics of the formation of the ecological culture of younger schoolchildren;

2) the dynamics of the participation of younger schoolchildren in environmental activities.

The results of the second direction are presented in Table 3.

Table 3

Participation of junior schoolchildren in environmental activities

at the control stage of the study

Total number of students	Participate regularly	Participate periodically	Almost no participation	Not participating at all
	Number of students		Number of students		Number of students		Number of students

The results of a repeated study to test the participation of younger students in environmental activities are clearly presented in the diagram in Figure 3.

Rice. 3. Dynamics of indicators of participation of younger schoolchildren in environmental activities.

As can be seen from the data in the table and diagram, improvements in environmental protection activities are noticeable. This positive trend is clearly reflected in Table 4.

Table 4

Dynamics of participation of younger schoolchildren in environmental activities

(V %)

Total number of students	Participate regularly	Participate periodically	Almost no participation	Not participating at all
	Start	end	Start	end	Start	end	Start	end

The results of the repeated diagnostics (See Appendix 1) after the formative stage of the work made it possible to identify some changes that have occurred in the level of formation of environmental culture among students. This is evidenced by the data in Table 5.

Table 5

Data on the level of formation of ecological culture of students

at the final stage of the study (in points)

No. p / p	Last name, first name student	Ascertaining stage (grade 1)	Control stage (grade 2)
		score	Level	score	Level
	Bagaeva Nastya		average		average
	Bulavin Dima		short	15,5	average
	Vetoshkin Sasha		short	18,5	average
	Gerasimova Lera	15,5	average		high
	Gerashchenko Nikita		short	17,5	average
	Gorina Julia		high	24,5	high
	Hoffman Igor		short		average
	Zavyalov Artem		short	14,5	average
	Zubarev Gleb		average		high
	Zueva Sveta		high	23,5	high
	Kazarina Nastya		short		average
	Kornilov Maxim	14,5	average	22,5	high
	Krivonogova Polina		short	15,5	average
	Kryazheva Natasha		short		average
	Polina Lanskikh		short	18,5	average
	Lahtina Masha		short	20,5	high
	Malukhin Alyosha		short		average
	Minkina Masha		short	17,5	average
	Mikheeva Masha		short		average
	Molchanov Ilya		short	16,5	average
	Musikhin Vlad		short		average
	Mukhina Angelina		high	24,5	high
	Niyozov Denis		short	16,5	average
	Semyannikova Olesya		average		average
	Sirotin Dima		short	16,7	average
	Terebenin Vova		short		average
	Yasonova Zhenya	17,5	average	24,5	high

This table shows that children who have good results at the ascertaining stage and, accordingly, the average level of formation of environmental culture, improved their performance by the end of the study. Students who had a low level at the beginning of the experimental-search work, at the control stage demonstrated average level indicators. 8 students out of 27 showed a high level of formation of ecological culture.

The dynamics of the levels of formation of ecological culture at the ascertaining and control stages is presented in the Diagram in Figure 4.

This suggests that children have experienced positive changes in relation to all components.

I would like to note that children have improved their knowledge of the world around them, and most importantly, their attitude towards the natural environment has changed. The diagrams below show this.

So, in the 1st grade, when analyzing the evaluation sheets at the beginning and end of the year in the direction “has an idea of ​​the links between human activities and the state of nature”, the following improvements were noted, presented in diagrams 5-6.

Diagram 5

Diagram 6

Throughout their studies in grades 1 and 2, students showed good results in subject Olympiads around the world. So, in the 2nd grade, Yasonova Zhenya took the 1st place.

Students in my class are participants in the online competition "EMU-Erudite", where they show quite good results. The tasks of this competition include those aimed at identifying an environmental problem and ways to eliminate it, as well as assessing the situation and predicting further actions.

Growth dynamics of Gerasimova Valeria's indicators

Quick Round

(logic and erudition)

smart round

(solution to the problem)

Bold Round

(work with information)

Growth dynamics of Yasonova Zhenya's indicators

on the main competencies of the competition

Dynamics of the number of correct answers

2010-2011 academic year 2011-2012 academic year

Quick Round

(logic and erudition)

Bold Round

(work with information)

From these indicators, it can be seen that the results of the students only improved.

All this gives grounds to speak about the effectiveness of the forms and methods of formation of the ecological culture of students that I have identified.

Thus, the conducted experimental and search work proved the correctness of the hypothesis put forward.

CONCLUSION

The problem of the formation of an ecologically cultural personality is currently becoming one of the central issues in the discussion of a whole range of issues related to the study of the interaction of the individual in the system "man - society - nature", since ecological culture is an important part of the general culture of mankind. An important aspect in the formation of ecological culture is the development of a humane attitude towards nature, the ability to perceive and feel its beauty, the ability to take care of all natural components.

In the course of experimental and search work, I became convinced that the optimal combination of forms and methods for the formation of ecological culture should become an integral and integral part of the educational process.

In the course of the study, it turned out that the forms and methods I have identified contribute to the formation of an ecological culture of younger schoolchildren. This is confirmed by reliable data obtained as a result of the study.

The man of the future is a comprehensively developed personality, living in harmony with the surrounding world and himself, acting within the framework of ecological necessity. The formation of an ecological culture is a person's awareness of his belonging to the world around him, unity with it, the awareness of the need to take responsibility for the implementation of the self-sustaining development of civilization and conscious inclusion in this process.

Bibliography

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2. Bazulina, I.V. Development of ecological culture of younger schoolchildren in open-air classes [Text] / I.V. Bazulina //Elementary school. - 2005. - No. 12. – pp. 34-35

3. Girusov, E.V. Natural foundations of ecological culture [Text] / E.V. Girusov. – M.: 1989. – 202 p.

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5. Zakhlebny, A.N. School and problems of nature conservation [Text]: the content of environmental education / A.N. Zakhlebny. - M .: Pedagogy, 1981. - 184 p.

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10. Lazareva, O.N. Methods of teaching natural science in elementary school [Text]: textbook. allowance: at 2 pm / O.N. Lazareva; Ural. state ped. un-t. – Yekaterinburg, [b. i.], 2003.

Part 1: Theoretical foundations of the methodology of teaching natural science in elementary

School. - 2003. - 392 p.

11. Likhachev, B.T. Ecology of personality [Text] / B.T. Likhachev //Pedagogy. - 1993. - No. 2. - WITH.

12. Moiseeva, L.V. Diagnosis of the level of environmental knowledge and the formation of environmental relations among schoolchildren [Text] / L.V. Moiseeva, I.R. Koltunov. – Yekaterinburg, [b. and.], 1993. - 38 p.

13. Tsvetkova, I.V. Ecology for elementary school: games and projects [Text]: popul. allowance for the birth and ped. /AND. V. Tsvetkova. - Yaroslavl: Academy of Development, 1997. - 192 p.

A. V. Antishina, A. V. Dolmatov

(Saint Petersburg)

Formation of environmental competence and culture

IN THE PROCESS OF EDUCATION AND EDUCATION OF STUDENTS

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

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

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

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

All this determines the need to introduce a system of training in environmental management using an interdisciplinary approach in the process 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 development of environmental practices. The solution of environmental problems depends on the state policy, its values ​​and priorities.

In the field of environmental education, domestic and foreign scientists have been actively studying the problems of the formation of ecological culture 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 the real conditions and their dynamics. It is necessary to both improve traditional methods and introduce new pedagogical technologies focused on the formation of environmental competence and, as a result, the environmental culture of future managers.

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

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

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

Currently, there are a number of approaches to the definition of ecological culture. According to A. N. Zakhlebny, this is the affirmation in the mind and activity of a person of the principles of nature management, the possession of skills and abilities to solve socio-economic problems without harming the environment and people's health. L. P. Pechko

believes that ecological culture is multifaceted and includes:

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

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

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

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

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

Ecological culture as a quality of a person should be formed in the system of continuous ecological upbringing and education. Environmental education should be carried out in a continuous cycle, starting from an early age and throughout a person's life. The attitude to nature is closely interconnected with family, social, industrial, interpersonal relations 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 attitude to action.

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

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

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

Understanding environmental problems by future managers is necessary so that they not only realize the tasks using humanitarian, mostly descriptive methods for analyzing the relationship of processes occurring in nature and society, but could analyze these relationships using modern natural science methods: system analysis, optimization , nonlinear dynamics, simulation modeling. The modern educational system has not provided for the needs of social life for more than a decade, broadcasting the values ​​of an industrial-consumer society into the future, ignoring 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 include environmental management as a separate discipline in the federal component.

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

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

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

Monitoring the independent work of trainees;

Questioning;

Individual, group problem-thematic conversations;

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

Written survey with elements of reflection.

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

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

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

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

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

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

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

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

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

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

3. Ability to use modern management methods to solve environmental problems;

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

5. Ability to carry out environmental audit.

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

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

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

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

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

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

stimulation of environmental initiatives creation of low-waste technologiesproduct renewal

minimal damage to the environment

ensuring environmental compatibility of all industries

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

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

Increase competitiveness

Improve the terms of international trade

Define national environmental policy

Improve environmental impact performance

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

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

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

vatnoy, scientific and innovative activities.

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

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

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

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

Literature

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

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

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

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

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

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

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

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

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

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

…………………………………………...…...………...17

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

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

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

References………………………………………………………..41

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

Introduction

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

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

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

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

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

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

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

An object. Ecological culture.

Item. Formation of ecological culture of schoolchildren.

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

From this follows the following tasks:

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

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

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

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

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

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

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

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

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

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

educational activities;

Scientific, practical and research activities;

Production activities;

Cultural-mass, propaganda activities.

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

Chapter 1. Ecological culture of schoolchildren as a pedagogical problem

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

In all geography lessons, attention must be paid to the formation value relations to the person, his health. How values ​​should be interpreted objects and phenomena of nature.

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

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

1. 3. Education of ecological culture through extracurricular activities

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

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

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

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

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

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

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

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

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

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

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

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

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

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

We have identified the following areas of work:

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

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

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

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

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

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

gaming activity;

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

systematic cognitive search by type of practical research;

discussion (dialogue, communicative) activity.

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

1 stage - course of elementary geography, grade 6 .

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

As a result of this work, students should:

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

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

usecartography and orientation skills.

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

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

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

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

As a result, students should:

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

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

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

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

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

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

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

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

Upon completion of this stage, students should:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Also in our environmental and educational activities we use the following elements: developmental education, integrated education, health-saving technologies, we introduce forms of differentiation and individualization. We activate the cognitive activity of students, using game techniques from the pedagogical workshop. In the lessons, for clarity, we involve multimedia equipment, use electronic manuals: "Ecology", "Secrets of the Oceans", "Natural Monuments", "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 learning, upbringing and personal development, aimed at forming a system scientific and practical knowledge and skills, as well as value orientations, behavior and activities, and therefore the number of hours allocated by the program for studying the course of geography, of course, is not enough to make it possible to realize these requirements to the maximum. Therefore, the introduction of extracurricular activities in the process of teaching and educating students makes it possible to increase the time for students to have the opportunity to directly participate in experimental activities: to set up an experiment, observe it, describe it (Figure 2), draw conclusions, draw up the results of activities in the form of diagrams, diagrams.

E

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

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

To organize the knowledge of nature and the phenomena occurring in it in our activities, we use a practice-oriented approach. We organize ecological excursions into nature while studying following topics: "The relationship of the organism and the environment", "Biosphere", "Biosphere and man", "Relationships in biogeocenoses", in which students master the system of knowledge about the ecological interactions of nature, comprehend the basics of the doctrine of ecological balance in a geographical shell.

H

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

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

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

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

At

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

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

organization of an ecological trail (Appendix 2);

expedition to the Golden Kitat river;

ecological camp;

protection of nature from destruction: reforestation in local forestry;

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

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

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

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

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

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

Environmental and moral education schoolchildren;

Environmental protection in the territory of the village of Svyatoslavka;

Education in the younger generation of respect for natural resources;

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

Coordination of activities in the system of continuous environmental education;

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

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

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

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

educational activities;

scientific-practical and research activities;

production activity;

cultural activities.

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

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

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

The level of motivation has a positive trend. Questioning 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, which improves the quality of their education.

A

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

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

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

WITH

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

Rice. 8. Young pines in the nursery

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

The environmental work of our forestry has been repeatedly evaluated by certificates of honor, diplomas, letters of thanks from the Department of

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

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

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

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

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

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

IN

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

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

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

Rice. 12. Hanging animal food

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

R

is. 13. Hanging birdhouses

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

Procurement of branch food for ungulates (Figure 12);

Cleaning of springs (Appendix 2);

Counting the number of anthills (Figure 2);

Hanging artificial nests (Figure 13).

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

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

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

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

Rice. 14. In Mountain Shoria

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

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

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

Conclusion.

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

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

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

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

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

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

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

We consider the following results of our work:

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

Participation of schoolchildren in environmental competitions:

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

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

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

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

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

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

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

Competition entries awarded with certificates of honor, diplomas, letters of thanks (Appendix 6).

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

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

Bibliography

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Ecology is the science of the future, and perhaps the very existence of man on the planet will depend on its progress. F.Dre

The word "ecology" and its derivatives have firmly entered our everyday vocabulary. Ecology as a science has long outgrown the framework of a purely natural science, the daughter of biology. Now ecology is developing dynamically: it has an impact on many sciences, penetrates the sphere of art, changes the worldview of people ... And of course, it is unthinkable without environmental education. Usually "environmental education" means the education of love for nature .

In shaping the worldview of the individual, the environment of the child, the social and cultural environment, his special view of everything from a very early age plays an important role. Undoubtedly environmental education is very closely related to social education, and it, in turn, with the education, enlightenment, training and self-education of the child .

At present, each a person, regardless of his specialty, must be environmentally educated and environmentally cultured. Only in this case, he will be able to realistically assess the consequences of his practical activities when interacting with nature. . If much has already been started in the field of environmental education and enlightenment, and most importantly, it is being done, then little has been done in relation to environmental culture.

So, ecological culture is a socially necessary moral quality of a person . We can say that "ecological culture" is a system of knowledge, skills, values ​​and a sense of responsibility for decisions made in relation to nature. The main components of the ecological culture of the individual are:

Human knowledge about nature, its interrelationships, interrelationships between society and nature, ways to preserve and assist the natural environment;

Interest in nature, in living and non-living components, in the problem of its protection;

Feelings moral and aesthetic;

Positive diverse activities aimed at preserving and increasing nature, decent behavior in human environment environment;

Motives that determine the actions of children in nature (cognitive, sanitary and hygienic, aesthetic, etc.)

An ecologically cultural person must have knowledge of the main sections of ecology and local history, must have ecological thinking, correctly analyze and establish cause-and-effect relationships of environmental problems and predict the consequences of human activity . The ecological behavior of a person in everyday life, in the process of production activities, on vacation, etc., should be justified and expedient, include: 1. observance of higher order parameters - emotionality, rationality in relation to nature; 2. generalization or selectivity; 3. conscious or unconscious attitude to phenomena in nature.

A person cognizes the world throughout his life. Education plays a huge role in creating the integrity of the individual, the culture of the surrounding world. feature environmental education is that it appeared due to the vital necessity of all people on the planet . The goal of environmental education is the formation of a responsible attitude to the environment, which is based on new thinking, and involves observance of moral and legal principles of nature management, promotion of optimization ideas, vigorous activity for the study and protection of one's own area, protection and renewal of natural resources .

I believe that in order for these aspects to become the norm of behavior for every person, it is necessary from childhood to purposefully instill a sense of responsibility for the preservation of nature, to develop an active life position on the perception of the problem of preserving the natural environment.

The child's attitude to the environment is determined by three factors:

1. direct knowledge of nature;

2. school environmental education;

3. media.

School environmental education has the possibility of targeted, coordinated and systematic transfer of knowledge, where primary school plays an important role, which is the initial stage in the formation of a responsible attitude of children to the environment and human health.

The main goal of ecological education of schoolchildren is the formation of ecological culture, worldview and consciousness principles :

1.humanization - development in children of justified moral and environmental norms of behavior, education of kindness, sympathy, justice, responsiveness, compassion , civil liability through active environmental actions, independent research work;

2.Children's interest - involves the development of the content and forms of organization of the educational process, stimulating the emergence of motivation for knowledge and self-esteem in the process of activity;

3. complexity - involves the use of the entire arsenal of pedagogical methods and techniques that allow you to fully reveal the content of the subject;

4. continuity and succession proceed from the need for a gradual increase in environmental knowledge and the transfer of information from older to younger;

5. visibility - is most clearly realized on the ecological path, since natural objects and complexes provide an opportunity to acquaint children with the most important natural processes, environmental ties, and the interaction of man and nature.

6. regionality - proceeds from the expediency of environmental education and education on the example of the place of residence of students. Contributes to the study of the history and culture of the native land, to the greatest extent affects the emotional perception of the material, contributes to the development inner feeling responsibility for the state of the environment.

Aesthetic education plays a huge role in the formation of environmental consciousness. . In order to learn to appreciate the beauty of plant forms, the gracefulness of animals, the contrasts of color and light, the symmetry of phenomena, the harmony of sounds, the properties of space and time, one must participate in their cognition, both sensual and abstract-logical. And this means that the teacher should involve children in observing the properties of landscapes, organize exercises that develop auditory and visual perception, the ability to analyze and summarize their own impressions and assessments. The task of the teacher is to aim students at a meeting with beauty and organize appropriate cognitive activities.. The aesthetic properties of the environment should be brought to the fore in order to awaken an attitude towards them. . At the same time, it is necessary to think more deeply about the possibilities of pedagogical influence on the perceptions, feelings and judgments of students through those types of activities that are most associated with cognition, identifying the consumer properties of the environment, collecting materials for school collections, expeditions to search for local building materials, caring for birds, water bodies, forests. etc. In order to reveal the aesthetic properties of natural phenomena in such an activity, it is necessary to make familiarization with them an integral part of each individual case.

Ecological education of schoolchildren through the subject Foreign language goes to class while studying the topics “We live on a wonderful planet” and “ Best friend in the world - it's you "in grade 8, where students get acquainted with vocabulary on topics:" Weather. Climate”, “Global catastrophes”, “Ecological problems”, “Man and nature ».
At the end of the study of the data, those children are invited to participate in the game, the purpose of which is to test the knowledge and skills of students on the topic "Ecology". During this lesson, the following tasks are solved: to consolidate the studied material, increase motivation for learning English, develop students' creative abilities through performing creative tasks, instill a sense of tact, learn to listen and respect each other when working in groups.

Possible projects:

1. "Think global - act local!" (Think globally - act locally!)
2. "I live here" (I live in the area).
3. " Ecological disasters» (Ecological Catastrophes).
The objectives of this course are:
1) Education in a teenager of the ability to perceive someone else's pain and desire to respond to it.
2) Development of the ability to think strategically, solving large-scale tasks of the country's revival.
3) Awareness of oneself as a member of the global community, where everything is interconnected.
4) Raising respect for oneself as a person capable of influencing the order of things and changing it for the better.

No. 21. Physical education at school. Formation of a healthy lifestyle among schoolchildren.

Raising a healthy, harmoniously developed child is the main task of the family and school . In solving this problem, the primary role is played by properly organized physical culture and sports at school, and after school hours, a rational combination of mental activity and physical exercises in the daily routine.

What does this concept of "physical education" include? First of all - strict observance of the daily routine, systematic hardening, daily exercises physical culture and regular exercise. A variety of movements are necessary for the growth and vital activity of the child's body.

We hear more and more talk physical inactivity , i.e. about reduced physical activity, insufficient physical activity. Physical inactivity is fraught with the danger of causing various kinds of undesirable deviations in the health of the child, leading to mental disorders and nervous breakdowns. And vice versa, schoolchildren who do physical exercises every day show slightly larger increases in height, the circumference and excursion of the chest increase significantly, the vital capacity of the lungs and muscle strength increase. Significant changes occur in the metabolism; nutrients are better absorbed, oxidative processes proceed more intensively. Physical culture and sports have a positive effect on the development and strengthening of the entire musculoskeletal system of the child, which creates conditions for the development of correct posture.

In physical education there is another important side - the psychological. Playing with their peers, competing with them on a treadmill and a sports ground, children enter into complex human relationships with each other, learn to defend their interests, protect and appreciate friends, train their will, cultivate courage, determination. . Under the influence of systematic physical education, strength, mobility and balance increase nervous processes. As a result nervous system acquires the ability to quickly adapt to a new environment, to new activities. Thus, regular physical exercises have a positive effect on the activity of the whole organism of the child.

Formation of a healthy lifestyle among schoolchildren:

The health of the child, his social and psychological adaptation, normal growth and development are largely determined by the environment in which he lives. For a child from 6 to 17 years old, this environment is the education system, because more than 70% of his waking time is associated with staying in educational institutions. At the same time, during this period, the most intensive growth and development takes place, the formation of health for the rest of life, the child's body is most sensitive to exogenous environmental factors. According to the Institute of Age Physiology of the Russian Academy of Education, the school educational environment generates risk factors for health disorders, with the action of which 20-40% of the negative influences that worsen the health of school-age children are associated . IVF RAO studies allow ranking school risk factors in descending order of significance and strength of influence on the health of students:

1. Stressful pedagogical tactics;

2. Inconsistency of teaching methods and technologies with the age and functional abilities of schoolchildren;

3. Failure to comply with elementary physiological and hygienic requirements for the organization of the educational process;

4. Insufficient literacy of parents in matters of maintaining the health of children;

5. Failures in the existing system of physical education;

6. Intensification of the educational process;

7. Functional illiteracy of the teacher in matters of health protection and promotion;

8. Partial destruction of school medical control services;

9. Lack of systematic work on the formation of the value of health and a healthy lifestyle.

Studies show that the most dangerous factor for a person's health is his lifestyle. Therefore, if a person is taught from school years to be responsible for his health, then in the future he has more chances to live without getting sick. Today it is very important to introduce health issues into the framework of educational subjects. This will not only deepen the knowledge gained and make interdisciplinary connections, but also show the student how the studied material correlates with everyday life teach him to constantly take care of his health. So, in English lessons, almost any topic studied can be used to highlight certain facts that contribute to the formation of the correct attitude of students to their health. This also includes the prevention of child injuries, accidents associated with the child's misbehavior in various everyday situations.

Formation of a healthy lifestyle among schoolchildren (valeological education)

Building a healthy lifestyle culture at school includes:

Assimilation by students of the essence of such concepts like "life", "health", their perception as universal values ;

Formation ability to distinguish between physical and moral ; upbringing taking care of your health and the health of those around you ;

Ability Shaping see the relationship and interdependence in such triads: life - health - environment ; life - health - safety ;

Awareness of the importance of physical and mental labor, physical education and sports, tourism, communication with nature.

Education as a healthy lifestyle is based on three main ideas :

- The teacher himself should be a champion of the idea of ​​a healthy lifestyle , he himself is in constant motion towards the ideals of harmony of the body, spirit and mind, he himself lives and creates his pedagogical activity according to the laws of truth, goodness and beauty. Let us begin to do this with firm confidence, optimism, a sense of pleasure and happiness, because this is what makes such a position of the teacher fascinating, attractive, and therefore able to captivate pupils, include them in the process of self-development and self-education.

- The ideas and methodology of a healthy lifestyle should permeate the entire system of educational work. class teacher(caregiver) with the class, individual students, fellow teachers, parents, and in general with all the people with whom he communicates.

The formation of a healthy lifestyle at school begins with the observance of the regime of study, work and rest. At school and at home, it is necessary to create normal conditions for classes, change the location of students, accustom them to the daily routine. Hygienic conditions include wearing comfortable clothes and shoes, clean air, drinking water, illumination of the home, rational and nutritious nutrition. Great efforts are required to work on the prevention of bad habits in children. . Elimination of negative phenomena and creation normal conditions directly in the educational process will serve as a health-improving factor in the physical and moral-psychological state of students. The main ways to improve the educational process can be:

Creation of flexible curricula and programs that allow to differentiate the education of schoolchildren depending on their learning ability and individual features;

Organization of compensatory education in the form of additional classes, consultations and other assistance to needy students;

Improving the class-lesson system that provides for group forms training sessions while creating temporary student groups;

The practice of modular (block) study of academic subjects, which makes it possible to individualize the progress of students in the assimilation of program material;

- activation of cognitive activity of students by increasing creative works, eliminating the pattern, monotony and monotony in teaching, creating an atmosphere of independent search for solutions to didactic problems;

Strengthening the practical and social orientation of the content of educational material;

Creation of a normal psychological climate in the relationship between teachers and students and students among themselves, organization of mutual assistance and mutual consultation of those who need help ;

It is unlikely that anyone will argue with the fact that the formation of a healthy lifestyle among schoolchildren is the task of their parents. From an early age, children learn everything from them: not to walk or talk, but to the way of life in general. School, circles and sections can only be assistants in education.

The more healthy lifestyle the family leads the life, the healthier the children who grow up in it. It is impossible to convince a child to eat porridge for breakfast if he sees his father or mother eating sandwiches or sweets in the morning. Therefore, if a child develops unhealthy habits, look for reasons in the structure of your family.

No. 22. Labor education and professional orientation of schoolchildren.
Labor education of a child begins with the formation in the family and school of elementary ideas about labor duties. Labor has been and remains a necessary and important means of developing the psyche and moral ideas of the individual. Labor activity should become a natural physical and intellectual need for schoolchildren. Labor beginning of education - an important, time-tested principle formation of a comprehensively and harmoniously developed personality .

In the conditions of a comprehensive school, the following tasks of labor education of students:
formation in students positive attitude to work as the highest value in life, high social motives of labor activity ;
development of cognitive interest in knowledge, need for creative work, the desire to apply knowledge in practice ;
education of high moral qualities, diligence, duty and responsibility, purposefulness and enterprise, efficiency and honesty ;
equipping students with a variety of labor skills and abilities, formation of the foundations of a culture of mental and physical labor .

Labor education covers those aspects of the educational process where labor actions are formed, industrial relations are formed, tools of labor and methods of their use are studied. Work in the process of education acts as leading factor in personality development, And How way of creative exploration of the world, gaining experience of feasible labor activity in various fields of work, both as an integral component of general education, and as equally an integral part of physical and aesthetic education. Labor is the basis for the well-being of society and each of its members..

One of the greatest results of labor education is formation in students professional orientation . This is a fairly conscious and emotionally expressed orientation of the individual to a certain kind and type of professional activity. In the current conditions of social change, the problem of human self-determination in life is of particular importance.

Types of labor at school and their educational sign.

Following the principle of linking upbringing with labor, the school, family, and society must organize a variety of work activities for students and involve them in labor.

Participation in collective work ensures the accumulation of experience in social behavior and the formation of socially valuable personal and business qualities. However, it must be remembered that educates not labor itself, but its social and intellectual content, inclusion in the system of socially significant relations, organization and moral orientation .

In order to manage labor education and development, one must have a clear idea of ​​the specific composition of labor in which children take part.

Household labor. From it begins the working life, and consequently, the habit of working. The child receives the first lessons of domestic work in the family. It is from the family, from this working atmosphere that it depends what kind of children they will grow up, how they will look at work, whether they will love it and experience satisfaction from work, or will be weary of it and strive to avoid it.

Accustoming children to work, the formation of their labor skills and abilities in the family begins with elementary self-service operations. Together with their parents, under their guidance and supervision, children work at home, in the garden, in the garden, in the yard. The older the children, the more they participate in common work (cleaning the apartment, washing dishes, caring for pets, repairing household appliances, etc.).

Educational work. Even K. D. Ushinsky noted that teaching is perhaps the most difficult work for a child, because it is full of thought, lengthy, painstaking, and requires great mental effort. The complexity of educational work lies in the fact that its results are more difficult to detect, far from always immediately visible to schoolchildren..

The tasks of labor education and training are solved at labor lessons. IN primary school children are engaged in paper cutting, modeling from clay and plasticine, caring for plants, working with wood, plastics and wire, and working on the school site. Work on the school experimental plot and in workshops in the middle classes, workshops on industrial and agricultural labor in the senior classes equip students with general labor skills and abilities, expand the polytechnical horizons, and contribute to the formation of professional intentions and life plans.

Socially useful work. This type of work has long been a good stimulus for the educational process, a true school of public service. Not being a source of material values, socially useful labor from the first days of a child's stay at school includes students in the sphere of public relations, introduces them to public affairs..

The range of socially useful activities performed by students is quite wide - from patronage of kindergartens and families of labor and war veterans to planting greenery in villages and cities, creating forest belts and park areas, protecting nature and historical monuments.

Participation in affairs for the benefit of the district, city, charity events - the best school of education.

An important place in the labor preparation of students is occupied by school self-service . Its subject is taking care of the cleanliness and beauty of the classroom, laboratories, workshops, school grounds, sports grounds and school grounds, repair of library books and visual aids. The simplest form of self-service is school duty.

During student self-care collectivism, thrift, accuracy are brought up, solid foundations of sanitary and hygienic skills are laid . They act as masters of the class, school, organizers of their joint work, life and recreation.

Manufacturing labor. This is the area of ​​pedagogical reality where the principle of combining education with productive work is most fully and consistently implemented.

The forms of organization of productive labor and the methods of its implementation are different at different age stages. For younger schoolchildren, productive work is associated with play. It uses tools and equipment specially made for children. Adolescents and older students work together with adults, use the same tools, the same equipment, work under the same conditions, receive the work task themselves, plan the order of work, control its implementation and evaluate the results.

Labor will never be desirable and attractive for a child if it does not bring the experience of success and inner satisfaction. . That is why it is pedagogically expedient to organize labor tasks in such a way that their implementation gives a tangible result, cultivates dexterity, and enriches emotionally..

No. 23. Methods, forms, means and technologies of education.
When professional educators or parents carry out their educational functions, solve the next specific pedagogical problems, tasks, in other words, are engaged with children, conduct educational work, they often have to ask themselves questions: how to act, how to make him, her, make them inquisitive, diligent, responsible, hardworking etc. In a word, then they, pedagogics, think about methods. They turn into reality our best hopes, plans, dreams, addressed to the most precious thing - to children.

The method of education is not invented, it is not created arbitrarily, it is not even a product of the creativity of a teacher or parent. In choosing a method, a teacher or parent is completely dependent on how he foresees the result.

Education methods modern science calls ways of interrelated activities of educators and pupils aimed at solving the problems of education . This corresponds to the humanistic understanding of the process of education as a joint activity of teachers and students and the basic law of education: to educate - organizing the activities of pupils. Therefore, the method of education is determined by AndHow method of pedagogical influence on the child.

The teacher influences the pupils, and, moreover, mainly by organizing various types of developmental activities, communication, interesting meaningful life of children and adults working with them. At the same time, in a variety of educational work with children, the teacher can strictly demand obedience to accepted norms of behavior, and passionately convince, argue, prove his case, and lead by his own example, and condemn the wrong behavior, the act of the student. We called here almost all the most famous methods of education , more precisely, extracurricular educational work with children in educational institutions: involvement in activity (exercise), persuasion, example, demand, punishment .

In science, in addition to the methods of education, there are a number of concepts that characterize the organizational and procedural part of education, namely: upbringing reception, means, forms of education, and education technology And technique, More precisely, pedagogical technique. All these concepts are not very well distinguished in pedagogical science, nevertheless, we must represent the boundaries between them.

parenting reception usually described as an integral part of the method, subordinate to it, included in its structure and used in a particular situation. In the pedagogical literature, various particular variants of the method are often indicated in this case. For example, the method of encouragement is implemented in techniques : praise, thanks to the class, rewarding at the general meeting. Reception, on the one hand, merges with the method, and on the other hand, with the technology of education and pedagogical technique. Pedagogical technology (in educational work) is a system of consistent and specific actions and operations of the teacher, leading to the planned results in the organization of educational work with children. Sometimes pedagogical technology as a scientifically developed system of actions is unreasonably brought closer to pedagogical technique, in essence, technology is replaced by technique.

Pedagogical technique- this is a complex of teacher's skills to control himself, his emotional internal state and external behavior and influence students by these professional and personal means. The psychotechnical skills of the teacher include technique and culture of speech, communication, facial expressions and pantomime, the ability of psychophysical regulation . We can say that we are talking about the personality of the teacher, the professional individual style of the teacher, his professional behavior, skill. The personality of the teacher in all its complexity and originality, as well as his professional technique, often play a decisive role in the choice and implementation of the method of education. What works for one may not work for another.

The means of education include relatively independent sources of personality formation: types of educational and developmental activities (learning, work, play, sports), objects, things, devices (toys, technical means, computers), processes, works and phenomena of spiritual and material culture (art , public life), nature. The means also include specific activities and forms of educational work (evenings, meetings, holidays). Some experts believe that means is a broader concept that includes methods, forms, and the means themselves.

A holiday, a hike, a literary performance, an intellectual game, a conversation on ethical and other topics, a conference of students, etc. forms of educational work . However, it can be seen that *** they are named among the methods and means: conversation, discussion, conference are classified as methods of persuasion aimed at shaping the knowledge and views of pupils. We have to put up with the fact that in science the named concepts are rather vaguely separated. .

Modern methods and models in teaching foreign languages ​​275

Designated approaches to the organization of adult learning

necessitate the content of educational material, the development of educational and methodological support, the creation of specific

learning situations and tasks simulating real contexts of communication that are meaningful to students.

CURRENT ISSUES OF EDUCATION

ECOLOGICAL CULTURE OF SCHOOLCHILDREN

IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE

© Yashina M.E.

Institute of Philology and Intercultural Communication of Kazan (Privolzhsky) federal university, Kazan The article reveals topical issues of the formation of ecological culture of schoolchildren in the process of teaching a foreign language with the integration of subject knowledge of an ecological orientation into a language laboratory.

Key words: ecological education, ecological culture, foreign language.

The problem of harmonious interaction between society and nature covers all the main spheres of life in our society. The global ecological crisis that has been taking place on our planet in recent decades is a consequence of the insufficient formation of the ecological culture of the individual.

Considering training and education in close relationship and guided by the fact that education, although it has a great similarity with education, cannot be its synonym, the modern school is called upon to educate the personality of students through an educational process that involves: actualization of human values ​​in the complex of teaching and educational means; creation of a humane developing learning environment; enrichment of academic disciplines with the basics of culture, art, ethics and aesthetics; the use of the principles of goodness, humanism, morality and morality; improvement of humanistic and environmental morality of the educational process; engaging the basic principles of collaborative pedagogy; promotion of the values ​​of animate and inanimate nature; active participation of schoolchildren in practical activities for environmental protection.

Associate Professor of the Department of Contrastive Linguistics and Linguodidactics, Candidate of Pedagogical Sciences, Associate Professor.

Ecological education and upbringing of schoolchildren is an important task modern school, being the main form of environmental education, which includes a system of scientific knowledge and beliefs that contribute to the formation of responsibility for the state of the environment, nature conservation and rational nature management.

Ecology is an integral field of knowledge about nature, revealing a huge and diverse range of problems, knowledge, ideas and applied tasks.

This entails the need to develop knowledge of ecology through the efforts of all academic disciplines. A foreign language, like any other subject, can be considered as one of the ways to work in this direction.

It is important to note that among many general education disciplines, the subject "foreign language" occupies a special place in the education of schoolchildren. Zimnyaya I.A. points out that “A foreign language in the process of mastering involves a large proportion of the formation of speech skills and abilities than for the exact sciences, the amount of language knowledge in the form of rules, patterns, programs for solving various communicative tasks.

However, these rules are not intrinsically valuable as in other scientific disciplines, they relate to the construction, implementation of language activity. We are convinced that a foreign language should become an essential, personality-forming factor necessary for the versatile development of a student, and the full realization of his abilities and opportunities in adult independent life.

Teaching foreign languages ​​in a secondary school pursues a comprehensive implementation of practical, educational, educational and developmental goals, while educational, educational and developmental goals are achieved in the process of practical mastery of a foreign language.

The practical goal of teaching a foreign language is to form speech skills and skills of oral and written speech in a foreign language, providing the basic cognitive and communicative needs of schoolchildren at each stage of education and the possibility of introducing them to the cultural values ​​of the peoples - native speakers of the languages ​​being studied.

The educational goal of teaching a foreign language is to form an active personality by means of a foreign language, which is characterized by conviction, feelings of patriotism, a culture of interethnic communication, independence, diligence and respect for people.

The educational goal of teaching a foreign language is expressed in introducing students to the culture of the country of the language being studied, in expanding the linguistic competence of students, their erudition and horizons.

A foreign language should become an effective means of learning and implementing interdisciplinary connections, introducing high school students to various areas of human activity, history, art, literature, traditions of the country of the language being studied. Introduction to the language is an introduction to the culture of the people who created it and who use it. Language is considered in its two main functions: communicative, since it is used to communicate and cumulative, since it is the custodian of the culture of the people - its bearer.

The developmental goal of teaching a foreign language provides for the development of language abilities, culture speech communication, sustainable interest in learning a foreign language and educational activities in general.

There are a number of psychological techniques that are the psychological effects of arousing interest in educational and cognitive activities:

1. the effect of the novelty of the content of the lesson, its close relationship with life, with new achievements in science and technology;

2. the effect of entertaining, captivating content, forms and methods of presentation of the topic;

3. the effect of the cognition of the dispute during the assimilation of educational material, the clash of opinions;

4. surprise effect…. The alarming tendency that has emerged in society (especially among young people) to underestimate the importance of observing the cultural and ethical norms of communication, the lack of culture in general and the culture of communication in particular, forces us to look for reserves of educational influence on young people. It seems that one of these reserves can be a greater orientation towards the culture of the country of the language being studied, “taking into account cultural and regional peculiarities in general in communication in a foreign language.

Our time makes new demands on the process of teaching foreign languages. One of these requirements is a communicative approach, the main task of which is to form communicative competence trainees. It is important to note that teaching English at the senior level is associated with a number of difficulties. One of the problems is preparing students for the Unified State Examination in a Foreign Language. After analyzing foreign educational and methodological complexes, we came to the conclusion that their advantage is authentic texts for reading and listening, live colloquial, relevant topics that correspond to the interests and age of the student. In our opinion, the use of teaching aids, video materials, audio recordings of foreign publishers contributes to a more successful environmental education of the individual, as well as the language and communicative competence of students. Thanks to these modern teaching aids manages to get as close as possible to the requirements of the European methodological standard when teaching a foreign language.

PSYCHOLOGY AND PEDAGOGY: METHODOLOGY AND PROBLEMS

In recent years, in the experience of foreign language teachers, one can note the search for approaches to environmental education that are different in content and forms. This is manifested in the selection of appropriate educational and environmental material from modern authentic sources, technical means training, including videos and information resources the Internet, the creation of a series of posters on environmental topics and the use of new pedagogical technologies in teaching foreign languages, namely, the project method. Existing programs are characterized by information-conceptual level of presentation of ecological material. In the upper grades, the learning objectives include a more targeted development of students' interest in environmental issues, while clearly defining educational goal: the formation of a sense of responsibility for the fate of the native land and nature.

Most researchers consider learning technologies as one of the ways to implement a personal-activity approach to learning in foreign language classes (I.L. Bim, I.A. Zimnyaya, E.S. Polat and others). We believe that the most important characteristics of the technology of communicative and intellectual activity are: effectiveness (a high level of achievement of the set educational goal by each student), ergonomics (learning takes place in an atmosphere of cooperation and a positive emotional microclimate), high motivation in studying the subject "Foreign language" (improvement personal qualities student and the disclosure of his reserve capabilities). In the context of our study, we rely on the technology of collaborative learning proposed by American educators E. Arnoson, R. Slavin, D. Johnson, and the project method, which is part of bilingual education and is organized on the basis of a specific subject area of ​​knowledge. Significant experience of teaching on a bilingual basis has been accumulated, first of all, in regions with a natural bilingual environment (Canada, Belgium, etc.). Education on a bilingual basis in the formation of ecological and linguistic competence of high school students in the process of learning a foreign language provides for the mastery of subject knowledge in the field of environmental protection by students based on the interconnected use of native and foreign languages ​​and the mastery of two languages ​​as a means of intellectual activity in line with environmental issues.

In the course of this study and its results, the most significant issues that require further consideration have been identified. Among them, a more complete and in-depth development of the problem of joint activities of the school in environmental education, the use of the potential of foreign fiction and television in environmental education, the development of software and methodological support for this process on the basis of a multi-level comprehensive program aimed at the formation of environmental education of high school students in the process of learning a foreign language.

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