Continuity of environmental education. Continuous environmental education of students in a rural school. The main stages of the implementation of this program

Introduction

The aggravating situation with the situation of the botanical gardens in Russia made me turn to this topic every day. And here many people may ask about continuous environmental education (CEE). This is the whole problem of both education itself and the botanical gardens themselves. And together with them, field bases of educational practice of universities, field biological stations, polygons, forestry experiments, etc. and so on. The problem is that its cornerstone part, an inseparable element of the entire methodology of teaching natural knowledge - practice, experiment, research - has fallen out of the NEE system. And this topic can now have very significant negative consequences due to the nationwide call to all municipal, regional local authorities for the urgent development of NEO Concepts that have the level of local legislative acts. With appropriate funding and appropriate organizational and administrative actions.

The Shine and Poverty of Continuous Environmental Education in Russia

All authors, without exception, emphasize the presence of outdated technologies and worn-out equipment of many industries, the low level of environmental culture and literacy of workers, the professional unpreparedness of specialists and workers for servicing the processes of environmental control, monitoring, cleaning and processing (utilization) of production waste, which are also a factor deterioration environmental situation. The majority of people recall ecology between other things, paying attention to some egregious fact (pollution of a reservoir and soil with oil and oil products due to an accident at an oil pipeline, discharge of untreated sewage into a reservoir, etc.), which is an expression of a superficial attitude towards problem not only for individuals, but for society as a whole. The reason for this is the low standard of living of the majority of the population, the increase of which puts forward intensive exploitation as a priority. natural resources without taking into account the damage caused and the practical non-compliance with environmental standards by industrial enterprises. The main contradiction is revealed: on the one hand, the intensive exploitation of natural resources leads to an increase in the national income of the country, on the other hand, the deterioration of the quality of the environment leads to a decrease in the quality of life of the population, an increase in occupational diseases and a deterioration in the health of the population. Even at first professional glance, the main misconception is visible: in the foreground, a purely material problem. So important in sociology is completely excluded large systems aspect, which are non-material resources of the environment, non-material aspects of ecology and, accordingly, environmental education and enlightenment. But with such a one-sided approach, it is impossible to achieve the main goals of the NEO: rational environmental management and harmonious development human society and the environment. There is a blatant disregard for the basic principles of sustainable development, which provide for the interaction of all elements of the triad "man-society-nature".

A lot of work has appeared in the field of environmental education over the past 10-15 years. In connection with the problem under study, the works performed in the following areas are of particular interest: regional systems of environmental education (L.V. Moiseeva, M.A. Yakunchev, R.A. Mahabadarova, R.V. Oparin, N.G. Troitskaya, N.V. Rusakova, O.V. Popova, I.Yu. Kiseleva and others); theoretical and methodological problems of environmental education (E.A. Kogai, L.P. Viktorova, N.Z. Smirnova, I.T. Gaisin, etc.); ecologization of disciplines and integrated learning (V.A. Ignatova, V.I. Nikolina, Yu.V. Zheleznyakova, I.F. Tokareva, E.G. Maysh, N.F. Vinokurova, etc.); environmental education (I.F. Vinogradova, T.P. Yuzhakova, L.I. Burova, I.V. Tsvetkova, I.A. Ryzhova, G.G. Parfilova, etc.); environmental education and upbringing at school (T.A. Babakova, V.S. Shilova, G.S. Kamerilova, O.N. Ponomareva, N.V. Skalon, O.Yu. Timofeeva, etc.); formation of ecological culture (E.V. Nikonorova, S.N. Glazachev, V.V. Bakharev, E.I. Efimova, O.G. Tovstukha, etc.); ecological training of teachers and instructors (A.V. Mironov, M.A. Ligai, A.G. Busygin, S.V. Alekseev, T.M. Nosova, V.Yu. Osipova, I.P. Ryabinina, L. V. Panfilova and others); environmental education (L.A. Kokhanova); environmental professional training (N.M. Aleksandrova). In the field of continuous environmental education at the regional and federal levels, there are publications of the following authors: S.V. Alekseeva, I.D. Zvereva, Y.M. Chernova, E.L. Kriksunova, I.T. Gaisina, L.B. Streltsova, L. Burkova, N.G. Kalegina, I.T. Suravegina, L.L. Pleshakova, L.V. Mironova, O.G. Kozmina, N.S. Pavlova, B.M. Mirkina, L.G. Naumova, V.M. Nazarenko, S.N. Glazachev, M.L. Yakuncheva, Ya.D. Vishnyakova, V.S. Belova, N.M. Alexandrova and others. The basis of their concepts are the biological aspects of ecology (the interaction of flora and fauna with the environment and their mutual influence, the impact of harmful substances on flora and fauna). animal world), continuity of environmental education. Despite such a vast intellectual reserve, all authors recognize the inaccessibility for students of general educational institutions and universities in the system of environmental education, industrial and regional aspects of ecology, including the study of the causes, conditions and sources of harmful emissions, their physicochemical and toxic properties, the consequences of influencing environment, possible methods of their capture with subsequent disposal, neutralization or liquidation.

With all the apparent variety of forms of school environmental education, their effectiveness, unfortunately, is low. The reasons for this state of affairs are the insignificant interest, professional unpreparedness of managers and teaching staff education system to the development of environmental culture of students.

In the system of additional education, for example, Samara region, more than 80% of students are employed, but only 5% of this number are enrolled in environmental and biological programs. The positive results of the development of additional environmental education for children in the region are confirmed by the results of interregional, all-Russian and international competitions, olympiads, festivals, conferences, where students demonstrate high level achievements, protect the honor of the region and the country, receive diplomas and diplomas of the highest rank.

But, unfortunately, as the direct participants in this process note, there are more problems in additional environmental education than success.

It is quite clear that the development of the concept and implementation of continuous environmental education, taking into account industrial and regional aspects of ecology, can be carried out solely on the basis of a system analysis that allows us to consider the structure and content of continuous environmental education as a holistic object, from active knowledge of the natural environment in preschool institutions and continuity of acquired knowledge, skills and abilities in high school, in higher education, in the fields of education to open environmental education with mandatory study separately or in an integrated form of industrial and regional aspects of ecology in the structure of the system, with the active connection of all layers and social groups society. In this case, the structure is understood as a set of stable connections of the system that ensure its integrity and identity, i.e. preservation of basic properties during various external and internal changes. Only within the framework of a system analysis and approach is it possible to logically organize continuous environmental education, taking into account the biological, industrial and regional aspects of ecology. Combining these areas into a single continuous environmental educational technology- the basis for the formation and development of ecological culture of the population of the region. What is actually declared by the Concept of sustainable development in the "Agenda XXI century". But we are faced with an absolutely Russian approach, departmental. Problematics, system analysis these problems In the bulk, two separate, often fragmented communities are involved: the pedagogical community and researchers of problems and issues of sustainable development. It is well known that the concept of sustainable development is advisory in nature, and in relation to each specific country, local community, it must and has its own characteristics, its own local priorities. The mechanistic transfer of the successful experience that already exists, for example, in Brazil or Costa Rica, is absolutely impossible to transfer to Russia without deep analysis and deliberate, well-founded adaptation. Any attempts at such a transfer are doomed not only to failure and discrediting the very foundations of the Concept of Sustainable Development, but entail very serious socio-political problems. Which can also be demonstrated in concrete examples Russian "environmental social movements"when their actions come into specific conflict with local development needs, including the development of civil society. It cannot be ruled out that such experience, introduced from outside, excluding the needs of the local community, provokes and creates a negative attitude of the country's large public to participation in various " environmental initiatives". Which is primarily reflected in the education of the country's population, which is already experiencing certain difficulties, feelings of either open passivity or expressed protest against the authorities, who are trying, by whatever means, to sober up the adherents of the mechanistic transfer of the "Western type of sustainable development". A formal, one-sided perception of environmental knowledge, without taking into account its participation in geopolitical issues, is by and large characteristic of modern Russian education, which for a number of years has been experiencing the problem of a gap between natural science and humanitarian knowledge. And the results of this gap are most directly In a certain way, they influence the formation of not only VEO, but also the formation of the environmental policy of the country as a whole.

An important aspect of the NET problem is reflected in the works of G.V. Mukhametzyanova, A. M. Novikova, N.N. Nechaeva, N.M. Talanchuk, N.Sh. Valeeva and others, in which the concept of continuous professional education of a person is defined as a condition for its socialization and professionalization. However, this very essential for modern Russian education and modern Russian society The question is also presented in a very one-sided way. Without taking into account the transition of the world and, accordingly, the country actively involved in the processes of globalization, to a post-industrial society. That in itself requires a transition to a conceptually different level of specialist training. Today's and tomorrow's level is a system for training couples - and transprofessionals who have the skills and methodologies for solving both standard and unique tasks, respectively. And in the process of such training, the issues of the formation of ecological thinking occupy almost the most important place. However, here, too, opinions, studies, methodological developments are fragmented and are used not as they need to be implemented, but by the fact of proximity to the system. Therefore, a situation in which in one region or even a city, there may be scientific and practical conferences on the topics of VEE, education for sustainable development and education reform in the country/region takes on the character of not an anecdote, but a very real event. At the same time, accordingly, decisions and resolutions can be diametrically opposed. If we add to this background numerous similar events of a purely humanitarian direction on the issues of building a civil society (in which environmental issues occupy one of the defining places), youth policy, territorial development of the country, conferences and congresses of public organizations and movements, then that diverse environment becomes clear. , in which it becomes almost impossible to create anything real and constructive. As a result, legal acts and federal laws are prepared and implemented, which not only often contradict each other, but also contradict the main goals and objectives for which they were actually developed. In the field of VEO, this applies, for example, to the Laws "On environment", "About protected areas", "About education", Budget Code Russian Federation, not counting by-laws, departmental acts, and laws of local governments. To date, botanical gardens, biological stations and other structures designed to study the fundamentals of environmental knowledge in directly natural environment. Initially intended to carry out educational work among the broadest masses of the population. Designed to carry out the very comprehensive analytical work on the study of the relationship and interaction of man-society-nature. Is it possible to talk about the effectiveness of any academic work if an experiment is excluded in its process? Study? Indeed, it has been proven that the effectiveness Soviet system education in separate blocks of knowledge, fully depended on the availability and capabilities of an educational institution to provide full-fledged practical work. This concerned the knowledge of the physical block, the chemical block, where the implementation practical work could and was achieved through the introduction of specialized classrooms, provided to varying degrees with equipment, reagents, the necessary infrastructure (supply of gas, water to the desks). Contemporary western education is inconceivable without extremely extensive networks of biological stations and botanical gardens. Suffice it to say that the network of biological stations of US universities exceeds 400 territories. There are about 400 botanical gardens in Europe. And this is not counting national parks and other similar, strictly protected areas. In Russia also find similar examples. Some of the universities recognized today Moscow State University, Kazan State University have a similar, once powerful, infrastructure. Doesn't this explain, among other things, the recognized level of training of graduates of these universities?

Based on the foregoing, it is no longer so "innocent" to substantiate the theoretical prerequisites for the formation of the "pedagogical vertical of the NEO in the form of: preschool institutions- school - college (technical school) - university - postgraduate education. It seems that the central link in this chain is the university, especially the classical university. "At the same time, the main resources that supposedly should ensure the effective implementation of the NEW are exclusively "educational and scientific laboratories, museums, computer classes of universities." But where is the place field practice of schoolchildren, students? natural phenomena and objects for preschoolers or the older generation, up to pensioners and people with physical problems health? Where is the educational work with large masses of the population? In museums, with stuffed animals closed in a limited space and exhibits under glass? Or maybe we are talking about the recently growing "virtualization of natural science education", replacing a trip to a botanical garden or a zoological park, to a specially protected area of ​​regional significance, acquaintance with real biologists working in the real field of biodiversity conservation of this particular region with a virtual behind a monitor screen in a stuffy classroom/audience? So a slightly modified classic phrase pops up: "Well, how much should you hate your students, so that, teaching and instilling the basics of environmental knowledge, deprive them of direct acquaintance with nature?"

Another important aspect of this problem is that in recent years many amateurs have "rushed" into the solution of environmental issues (G.L. Rytov, 2007), who even proclaimed the slogan of "debiologization" of ecology! This is absolutely unacceptable, because it is impossible to equate only one ecological science ("social ecology") with more general concept"ecology", which, unfortunately, are trying to do, including within the same region, many public organizations environmental orientation due to either financial, or political, or ambitious, or other reasons. What most directly affected the leveling of the role and functions and the perception by the population of botanical gardens and zoological parks exclusively as places for picnics? Moreover, the issues of "efficiency of use" of these territories began to be widely discussed. It seems that the same technocratic principle that has now prevailed in the industrial enterprises of the country, in which the requirements of environmental protection conflict with the need to save money, began to be applied to environmental and educational institutions.

A huge blame for this lies with the regional media, where issues of the ecological state of the environment find very definite coverage, but it should be noted that they are often characterized by low professional level coverage of environmental and environmental issues. Due to the small involvement of environmental specialists, publications in newspapers and television reports become more sensational, momentary than scientifically substantiated. This often generates unhealthy excitement among the local population, which is traditionally accustomed to "believing" journalists. What is actually observed in the attitude of the media to the problems of the same botanical gardens. Even in cases where the situation with a particular botanical garden or dendrological park already goes beyond the legal field, when the question of the existence of the most unique territory arises, the media are by no means in a hurry with their analysis of the situation and reporting true, truthful information to the population . Often they perform the functions of informing from the standpoint of that side of the "interested individuals or groups" that created the initial acute problem, based on their quite utilitarian motives. An example is the recent events around the Utrish Dolphinarium or the Botanical Garden of the Southern Federal University.

Surely the reader will have the age-old Russian question "What to do?" Do what our neighbors do. Again, with a caveat about adaptation to local conditions. How to combine the pious impulses of different ministries: education and science, natural resources, social development and etc.? It is possible to implement in the form that is accepted and works, for example, in Kyrgyzstan, where under the Ministry of Ecology and emergencies, the Department of Ecology and Environmental Monitoring has a Department of Information and Analytical Support and Environmental Education. One of the functions of which is participation in the organization of the system of environmental education. Given the importance of environmental education for the population as a whole, the Department coordinates work and maintains close relations with public and scientific organizations, general educational institutions, in the implementation, in terms of environmental education, of a number of state and government programs, such as the Comprehensive Foundations for Development, Development ecological tourism in Kyrgyzstan, dedicated to the Year of Tourism and International Year mountains, etc. One of the important components of the environmental policy of the Department is the training of specialists capable of solving environmental problems of various scales.

The word "ecology" has now become the most common not only among specialists in various fields, but mainly among teachers of schools and universities. educational institutions and extensive colloquial speech. Ecological education forms personal socio-psychological attitudes of active citizenship in relation to the environment and to the whole society. And as a result, environmental education in the most various forms is an important condition for the democratic development of our state. Botanical gardens, biological stations, zoological parks in the structure of environmental education, environmental education, the formation of environmental consciousness are nothing more than the main, basic, defining components of the entire process, ultimately determining its effectiveness. And, consequently, the effectiveness of the development of society as a whole.

14 Higher education in Russia No. 7, 2005

V. POPOV, Professor, Vice-Rector V. TOMAKOV, Associate Professor Kursk State Technical University

Environmental training at the university should be continuous. The requirement of continuity is due to the complexity of modern environmental problems. Therefore, it is necessary to conduct both a general environmental training of students and a specially oriented one. Only then it is possible to instill in students - future specialists - the ability to make appropriate technical, managerial, economic decisions not from case to case, but constantly.

System general training, defined by the State Educational Standard, implies, along with strengthening the disciplines of the humanitarian socio-economic cycle in the programs, the study of methodological, philosophical and economic aspects of environmental protection and rational nature management. However, observing the principle of continuity of environmental education, one cannot limit oneself to one theory, i.e. discipline "Ecology" in the form in which it is proposed by the SES of engineering specialties.

It is necessary to connect this discipline with technical, professional subjects, i.e. a specially oriented environmental discipline should be introduced.

To achieve this goal it is necessary:

■ to give students a solid and solid understanding of the environment, but not about the world as a whole, but about that part of it that is associated with the chosen specialty;

■ teach students how to design, create and apply technologies that are gentle on nature (environment).

Ideas and thoughts have been put forward and continue to be put forward - to distribute part of the problems of specially oriented environmental training among professional

continuous

ecological

education

disciplines. However, if the material is evenly distributed over one or another curricula specialties, the impression of the secondary importance of the problem may be created, and the sections themselves will disappear from consideration. The continuity objective will not be achieved.

But the main thing is that the current vision of the discipline "Ecology" on the part of the conservative teaching staff of the graduating departments has created the impression that the environmental training of engineers is provided. This is a dangerous illusion, complicated by the confusion of ecological and environmental concepts and ideas: "Ecology" and "Environmental Protection" (or "Industrial Ecology") are by no means synonymous. "Ecology" - classical natural Science on a biological basis, and "Environmental Protection" is an engineering discipline that determines the solution of environmental problems through the introduction of engineering methods and means of environmental protection into production.

The bottom line is that teaching environmental disciplines should not be limited to one theory. Their content should be linked to real production, life situations.

Based on this formulation, the role of the higher technical school in matters of environmental protection will depend on how effectively - taking into account the interests of the population of the region - the internal environmental problems arising from global problems and the specifics of their manifestation in specific conditions are solved. The strategy of greening technical education in regional technical universities should be based on scientific and educational programs ah local

We discuss the problem

level with the practical implementation of the results.

Kursk State Technical University conducts both general environmental training of students and a specially oriented one.

From 1995 to 2002, within the framework of engineering specialties, a model of the educational program was introduced, built on the principles of continuity and orientation. The goal of the program is to train a specialist who is able to implement safety priorities and orient himself in his production activities towards making the right technical and organizational decisions.

Continuity in this model was ensured by the fact that basic knowledge on general issues was laid down in the courses "Ecology" and "Life Safety", and developed and deepened in the courses "Industrial Ecology", "Protection in Emergencies", focused on each specific group of engineering specialties (construction, engineering, transport, etc.). They were introduced in semesters 8 and 9 in parallel with the main majors, i.e. when the student has formed an idea about technology and technology.

We proposed to build the teaching of ecology based on a system-oriented approach. This made it possible to get away from the descriptive nature of the presentation of the foundations of ecology and set the task of forming a consistent worldview regarding both global and regional problems, as well as the processes of forming the conditions for human life as one of the participants in the life of the biosphere. At the same time, biological aspects have been preserved and are widely used in the educational process, taking into account the specifics of the specialty.

At the Department of Labor and Environmental Protection, various options for teaching ecology have been developed and implemented, for example, in the engineering aspect, differentiated by engineering specializations.

news. Another example: future managers are primarily interested in the managerial aspect in relation to solving environmental problems. Therefore, an ecology course has been developed that gives the future manager an idea of ​​the competitiveness of the products of an enterprise that implements environmental activities. This approach is fully consistent with the product certification system, which is currently being developed by a number of pan-European programs and organizations, for example, within the framework of the Council of Europe.

We are currently implementing the second model. How did it appear and what is its essential difference?

As a result of our sociological research, it was revealed that the state of the environment in living conditions is the best example and means of forming students' understanding of the essence of environmental problems and a positive attitude towards the environment.

Therefore, the discipline "Ecology of the Kursk Territory" was introduced by the decision of the Academic Council. The tasks are to consider the state of the environment, the sources of negative impact on it, and then, on this practical, vital basis, determine the existing environmental measures and those that can be used in certain sectors of the economy. For example, the basics of "Industrial Ecology" are taught through the presentation of a real picture of the ecological state of the living environment in our region.

This approach became possible due to the fact that we have accumulated experience in teaching ecology as a pragmatic science that allows us to instill certain skills and abilities in future specialists, which requires educational process highlighting those typical professional tasks that a specialist should solve in his future activities.

As a result of mastering the material of the course "Ecology of the Kursk Territory", students

16 Higher education in Russia No. 7, 2005

ny specialties should acquire such professional skills in the future:

■ conduct expert assessment the life of the ecosystem and assess the ecological potential of the object of study - both in retrospect and in the future, to establish the moments of change in development trends and the consequences of these changes;

■ build an optimal model of the object of study of a technogenic ecosystem with the allocation of significant relationships, properties and features;

■ assess the options for the life of the ecosystem depending on various factors negative impact;

■ develop an environmental passport for a technical system (including a technological process), a firm (enterprise), a region;

■ select eco-bioprotective technologies, prescribe methods and means of protection by types of impacts.

We have developed and tested the work programs of the discipline for all specialties of the university, focused on regional and local features of the industrial and social infrastructure, features of the natural environment.

However, this does not exhaust the principle of orientation. In graduation projects of technical and technological specialties, an independent section is being developed - “Environmental friendliness and safety of the production process”. Essentially, the entire project is subjected to expertise, starting with the justification for the choice of one or another type of technology, equipment, site for the construction of the facility, the vulnerability of the environment and the population, etc., and ending with the analysis of process safety. After that, eco-bioprotective solutions are developed, focused on regional and local features of industrial and social infrastructure, features of the natural environment.

For example, since 2004, the Department of Industrial and Civil Engineering has

significantly increased the volume of requirements in graduation design to the issues of environmental protection. So, starting from the first section "Architectural and construction part", the student needs to justify the choice of the construction site of an object from the standpoint of protecting the environment and the functioning of the object in the future. In the same section, measures should be taken to prevent man-made emergencies that could have Negative influence on people, buildings, structures and the environment. In addition, in graduation projects of this specialty, the graduating department offers graduates to develop issues of environmental protection for the period of construction work. For this purpose, an independent section of the project is allocated.

It is quite obvious that the greening of education will not solve the existing environmental problems. We need specialists with basic engineering and technical education in the field of environmental protection.

Since 1995, Kursk State Technical University has been training environmental engineers in the specialty "Engineering Environmental Protection". The first release took place in 1999. Up to twenty professionals graduate annually, the demand for which has increased at the enterprises of the region. They develop, design, adjust, operate and improve eco-bioprotective equipment and technology, organize and manage the environmental activities of enterprises, carry out an examination of projects, technologies, industries, and certify products in order to achieve maximum environmental safety in the region.

High-quality training of specialists in environmental protection necessarily provides for the participation of students in scientific research university. Based on their results, in 2002, they prepared and

We discuss the problem

Such works of a practical nature as “The project of recycling water supply of the galvanic shop of JSC “Schetmash”” (Gromova O.V.), “Geoinformation system for the analysis of emissions into the atmosphere from single sources” (Nekrasova I.S.) were protected. Two student projects participated in the competition for environmental works held by State Academy oil and gas (Moscow). Of the works of 2003, the project of A.V. Teplyakova can be noted. “Rational environmental management at a tannery on the example of creating a wastewater recycling system after washing raw hides” and the work of Uraev S.E. “Development of the draft MPE standards for OJSC “Kursk Bearing Company”. In 2004 graduate work Katelnikova V.A. “Implementation of the environmental management system at OAO Elektroagregat is recommended for implementation.

The teachers of the department prepared and published teaching aids: “Be-

safe interaction of a person with technical systems”, “Radiation safety in human life”, “Reliability of technical systems and technogenic risk”, “Basics of environmental knowledge of an engineer”, “Reliability of technical systems and risk management”, “Environmental problems of sustainable development of society”, “ Ecology”, “Life safety”, “Low-waste water disposal systems in mechanical engineering”, etc. A number of teaching aids recommended by the Ministry of Education of the Russian Federation for technical universities.

Thus, an educational program based on the principles of continuity is being successfully implemented at KurskSTU, the task of which is to prepare a specialist who is able to implement the priorities of environmental safety and focus on making the right technical and organizational decisions in his production activities.

Yu. trofimenko, Professor of Ecological

N. EVSTIGNEEVA, Associate Professor

Moscow Automotive Co.

Road Institute (GTU) of education

An essential element in the training of specialists is environmental education. In the country's leading technical universities, students of all specialties are taught a course in general ecology. However, this is not enough for the professional activity of engineers. IN curricula it is necessary to provide classes where skills would be developed and practical skills would be consolidated in assessing the negative impact of a particular production on the environment.

Some work in this direction is being carried out at the Moscow Automobile and Road Institute (state technical university). Ecological education of students is provided by the obligatory study of the disciplines "Ecology" and "Life Safety", compiled taking into account the characteristics of the impact of the motor transport complex (ATC) on the environment and the fulfillment of the requirements of the law of the Russian Federation "On Environmental Protection"

Based on the numerous regulatory legal acts that make up a certain subsystem of Russian administrative legislation (according to a number of experts, it is an independent "educational" branch of Russian legislation), environmental education is understood as a continuous process of training, education and development of the individual, aimed at forming a system of scientific and practical knowledge. , value orientations, behavior and activities that ensure a responsible attitude towards the natural environment. The certainty and categoricalness required by law presupposes the gradation of this process and the classification of its individual stages and parts, linking them with environmental protection actions regulated by law.

Environmental education includes environmental education - the process of continuous, systematic and purposeful formation of a moral, humane and careful attitude to nature and moral and ethical standards of behavior in the environment. Apparently, as in many other cases, legal norms that provide proper environmental education are an element in the formation of environmental culture. Without leaving the mainland of education legislation, they become part of the super-branch of Russian law - a comprehensive environmental law that needs to be supported by requirements from other branches of law, not pulling them out of there, but using them to solve the problem of environmental protection on a global scale.

The system of universal and comprehensive environmental education includes preschool and general education; secondary vocational and higher vocational education; postgraduate professional education; professional retraining and advanced training of specialists, subjected to both a multilateral and widespread educational activities corresponding detailed legal regulation. The problem is whether the set of specific environmental aspects of this activity is necessary and sufficient to create independent legal requirements, norms and normative acts containing them; for all the importance of this topic, we do not see the necessary amount of material for them.

Of no small importance is family environmental education and upbringing, it can be assumed that, if it is properly formulated and implemented, it can play a decisive role in the formation of environmental culture. Law has little place in the regulation of family environmental education; its inclusion in common system environmental education largely depends on the moral climate and demographic situation in society, education and environmental education of parents, their interaction with the school, with environmental educational organizations.

The main emphasis of environmental education should be placed on the general education school - compulsory social institution, through which the entire population of Russia passes, and not only children, but also their parents, grandparents. In a number of regions, there is a legalized model of continuous environmental education from grades I to 11; in some educational institutions, ecology is taught optionally or additionally. In seven constituent entities of the Russian Federation, ecology has been introduced in schools as a compulsory regional subject. Schools in Moscow study "Ecology of Moscow and sustainable development", Tatarstan - "Earth Charter".

The absence of ecology in the mandatory standard makes it possible to ensure the variability of the subject, its adaptation to local natural conditions, the inclusion of the foundations of ecological culture in biology, geography, chemistry, and the basics of life safety. Ecological education in secondary school, without having its own basic subject, has mobility and flexibility, the ability to respond to changes in the natural environment, is interdisciplinary and complex nature, includes social and economic components.

In 11 constituent entities of the Russian Federation, laws on environmental education have been adopted, and there are numerous regional laws and regulatory legal acts of state executive bodies on targeted programs for the development of environmental education. The relevant laws of the Ulyanovsk region, the Republic of Sakha (Yakutia), the Republic of Bashkortostan introduce the concept of "environmental educational minimum" as a way to ensure state guarantees quality and content of education. In the Law of the Kamchatka region dated October 15, 2002 "On environmental education in the Kamchatka region" it is defined as a mandatory minimum content of basic educational programs in ecology, established as components of state educational standards, which includes the minimum knowledge necessary for society and man about the ecosystem organization of the environment and the use of its resources, the interaction of nature, man and society, environmental issues, the timeliness and sustainable development of the human community at the regional, national and global levels, the danger of loss of the quality of the environment suitable for human life, as well as environmental legislation.

What is important in these laws is not so much the rather debatable and not always complete definitions of concepts and terms that reflect the consolidation of the results of scientific disputes in acts, but the establishment of new legal relations, including the obligations of citizens to master the ecological minimum, the functions of educational institutions, state and municipal bodies for its teaching.

Teaching the basics of environmental knowledge is carried out in accordance with Part 1 of Art. 72 of the Federal Law on environmental protection, in preschool educational institutions, general educational institutions and educational institutions of additional education, regardless of their profile and organizational and legal forms. The universality and complexity of environmental education, the constant change in the environmental situation and the means of scientific and technological progress presuppose the continuity of the teaching of environmental knowledge.

This legislative provision is not supported, as required by the theory of law on the mandatory division of each norm into a hypothesis, disposition and sanction, by legal negative consequences in cases of its non-fulfillment or by incentive measures with the proper implementation of legislative prescriptions, does not provide for an appropriate mechanism for control and deprivation educational institution accreditation, licenses in the absence of teaching the basics of environmental knowledge.

When discussing this federal bill, we proposed to strengthen this norm with more categorical prescriptions, in which no agreement was reached due to the absence of such sanctions regarding a number of similar norms in the legislation on education of the Russian Federation. In the environmental law itself, which has been developing for half a century, is "soft" by definition, by designation.

(which is both its positive and negative side), the required parts of each rule of law are often not combined.

The legal framework for teaching the basics of environmental knowledge, along with the above documents, is the Fundamentals of Legislation Russian Federation on culture (approved by the Supreme Council of the Russian Federation of 09.10.1992 No. 3612-1), the Law "On the Mass Media", the Federal Law on Sanitary and Epidemiological Welfare, Decree of the President of the Russian Federation of 04.02.1994 No. 236 "On the State Strategy of the Russian Federation for Environmental Protection environment and sustainable development". The concept of the work of public nature reserves and national parks of the Russian Federation on environmental education of the population (approved by the State Committee for Ecology and Rosleskhoz in 1998), the Federal Target Program "Environmental Education and Enlightenment of the Population of Russia in 1997-2010".

The problems of modern teaching of the basics of environmental knowledge as an element of the formation of ecological culture manifest themselves in different ways in different social and age groups of people, which cannot but affect the different legal, albeit insufficient, regulation of this teaching. The selection of individual focus (target) groups of the population involves the use of various organizational, economic and legal mechanisms, due to psychophysical characteristics, living conditions, the amount of previous experience and knowledge. It is customary to see and define the specifics of teaching the basics of environmental knowledge for politicians and managers, the local population of protected areas, entrepreneurs and students, teachers and scientists.

The socio-economic contradiction between the local population and the protected areas lies in the tradition and desire of the first to live as before, in many respects archaic, and the desire of the administration, employees of the second to limit the usual nature management and to organize ecological tourism. Here the education of patriotism and responsibility, the implementation of employment programs and economic development, conservation of biodiversity and rare species of animals and plants, modernization of life.

Wealthy people underestimate the prospects of the environmental direction of their charity, and off-budget financing of the environment seems to be quite relevant, but not implemented. It is important here that authoritative artists, politicians, and cultural figures show their positive experience in this area and promote foreign examples of environmental altruism, purposeful environmental and artistic activity. Law can do little to help here, but it should as a regulator (the main, but not the only one - morality!) of social relations.

Youth, students have enthusiasm, determination, search for the application of their forces, and for environmental purposes, this is done by voluntary student teams for nature protection, for the fight against poaching, especially with regard to New Year trees, ecological expeditions, assistance to zoos, local history museums and botanical gardens, student and school forestries, environmental clubs. Young unspoiled people, brought up by the Russian school, not subjected to legal nihilism and lawlessness by social practices, tend to trust official institutions more, and therefore strive to comply with legal requirements in these areas.

The low social activity of teachers, scientists, employees can be overcome by teaching them methods of conducting classes, supplying intelligible, talented and understandable literature, improving environmental and pedagogical qualifications with additional vocational education at courses, seminars, in creative workshops, mutual visits for the exchange of experience. Socially unprotected children, students of correlation schools, disabled people, orphans, who understand that they can "like everyone else" and even better contribute to the conservation of nature, go their own way in the formation of an ecological culture.

Environmental education is associated with national, philosophical, religious traditions, reflected in mass publications. In the Republic of Mordovia, its own textbooks on ecology have been developed; in Khanty-Mansiysk, ecological months are held annually on the basis of educational institutions, industrial enterprises, in public gardens, residential areas, and squares; at the same time, local features are taken into account, flowing into the all-Russian environmental and legal culture.

Since the beginning of the transformation of the country, filling the void in educational work class teachers can be done through environmental education. List of cool and extracurricular activities may include a lot of various environmental practical and promotional activities, for which teachers and their wards will never be ashamed. Environmentally oriented teaching of such subjects as philosophy, cultural studies, ethics, sociology, pedagogy, ethnography directly affects the outlook of the younger generation.

The problems of environmental education and teaching the basics of environmental knowledge are environmental stereotypes about the endless inexhaustibility and constant self-recovery of natural resources (“enough for our lifetime”), indifference to the state of the natural environment and the fate of subsequent generations (“even a flood after us”), legal nihilism ( "everyone does it"), reassessment of a person's ability to influence the phenomena occurring in the environment ("man is the king of nature"), caused by a lack of understanding of the depth of one's own incompetence.

The difficulties of environmental education as a necessary element in the formation of environmental culture and the development of ways to overcome them go beyond the scope of directly environmental law, but require further reflection in order to find legal means of influencing the activation of these processes necessary for environmental protection.

  • On the way to sustainable development of Russia. 2007. No. 38; Yablokov A. Russia: health of nature and people. M.: Yabloko, 2007.
  • Gazette of the SND and the Armed Forces of the Russian Federation. 1992. No. 46. Art. 2615.
  • Sobr. acts of the President and the Government of the Russian Federation. 1994. No. 6. Art. 436.

S.A. Fomenko MOU DOD TsEVD, Strezhevoy
At each new stage in the development of mankind, there is a need to educate an environmentally literate citizen who knows the general patterns of development of nature and society, who understands that the history of society is continuously connected with the history of nature, who knows how to subordinate all types of his activity to the requirements of rational environmental management.
Environmental education should become a continuous process of education, upbringing and personal development, aimed at the formation of a system of scientific and practical knowledge, skills that ensure a responsible attitude to the natural environment and health.
A special role in the implementation of continuous environmental education belongs to institutions of additional education, since they have a flexible system that quickly responds to changes in the individual and educational needs of children. Here it is possible to create conditions for the manifestation and development of individual abilities of students, when the knowledge gained at school becomes personally significant: to assist in social self-determination, in the practical preparation of students for life and professional careers in conditions of social change.
The Center for Ecological Education of Children in Strezhevoy has created a model of continuous ecological education for the younger generation, the implementation of which gradually forms the ecological culture of the child, which includes: - preschool environmental education for kindergarten students;
environmental education of students in grades 1-4, the so-called "School of early development";
environmental education of students in grades 5-8 - "School of choice";
environmental education of students in grades 9-11 - "Creative laboratory".
The purpose of the system of continuous environmental education and upbringing is the formation of a responsible attitude of each person to the environment and training in the skills of competent decision-making in the process of nature management.
Pedagogical tasks of environmental education:
teaching knowledge about the relationship between the nature of society and man;
formation of practical skills in solving environmental problems;
education and development of value orientation, motives, needs and habits, vigorous activity for environmental protection;
development of the ability to analyze environmental situations and assess the state of the environment.
It is the systematic and purposeful research activities students expands their horizons, forms practical skills and develops creative skills, helps to better understand the practical significance of the acquired knowledge, arouses a steady interest in classes, and also significantly improves cognitive activity.
Preschool and primary school age is considered as a period of accumulation of knowledge about the
rubbing the world based on the emotional perception of nature.
For this purpose, such educational programs are being implemented as: "Nature is our home", "Nature through the eyes of the soul", "Young naturalists", "Young ecologists", "Valeology", KVD "Zyuminka".
In to school age and in primary school Excursions, games, creative tasks related to modeling, drawing, crafts, reading fairy tales, writing fairy tales and stories on an environmental theme contribute to the emotional development of children.
In the environmental education and upbringing of children of this age, the unity of study, play and work is carried out. This contributes to the development of students' skills to express their point of view, to defend it in the discussion. During the implementation of these programs great attention is given to the work of students with specialized literature under the guidance of teachers, mastering various research methods, gaining experience in speaking to an audience.
City environmental conference in progress research projects"First steps into the world of science" focused on primary and secondary school students of the city and pupils of the center. The subject matter is different great variety: "The influence of detergents and cleaning products on the cleanliness of dishes", "Peculiarities of atmospheric breathing of aquarium fish", "Birch tears", "The influence of soil composition on plant growth", "Container compositions in the interior of a school corridor", "The influence of different styles of music on animals " etc.
For middle-level students (grades 5-8), the following programs have been developed: "Floriculture - plant growing", "Floriculture", "Landscape architecture", "Phytointerior design", "Phenologists", "Cactus growers", "Ornithologists", "Microbiologists" , "Zoologists", "Aquarists", "Help Yourself", "Wonders of Nature", "Valeology", "Hour entertaining Biology"," Entertaining Zoology Hour ", the press club" Ecological Bulletin ", the theater of flowers "Fairy".
Students are engaged in various environmental associations of interest, deepening and expanding their knowledge in specific areas: floriculture, vegetable growing, arranging and phytodesign, microbiology, zoology, aquarism, local history, human health, etc.
The classes of the associations are held on the basis of the greenhouses of the department of plant growing, in which a collection of exotic plants is collected, on the experimental site there is an arboretum with acclimatized trees and shrubs of 39 species.
The zoological department has exhibition halls: "Aquarium fish farming" (more than 60 species of fish), "Terrarium" (34 species of animals), "Decorative poultry farming" (20 species of birds), as well as rich herbarium material and entomological collections.
The programs, as conceived by the authors, are designed not only to develop knowledge about the interaction between man and nature, but also to contribute to the development of the emotional and volitional spheres of the child. For this, tasks are used that are focused on the personality of the student and cause his empathy, admiration, anxious feelings associated with the state of the environment.
The formation of ecological culture among older schoolchildren (grades 9-11) is carried out on the basis that in the upper grades there is a generalization of environmental knowledge about the subjects of the historical, social science and natural science cycles. It is important to correlate the acquired knowledge about the environmental problems of the region with national and global problems, to identify their common features and characteristics, to compare universal values ​​with the value orientations of students.
At the third stage of environmental education, the program "School of Ecological Knowledge" and individual consultations with members of the scientific society of students are implemented.
The main task of these programs is to foster environmental responsibility among students. Man's connection with nature and his influence on the world is revealed with the help of such concepts as "value of nature", "anthropogenic factor", "monitoring", "environmental problem".
Preference is given to complex ecological expeditions, raids, hikes, because one of the conditions for the implementation of continuous environmental education is the relationship between theoretical and practical work on the study of the environment.
It should be noted that at all levels of environmental education, experimental and research work is an integral component as the main means of enhancing the cognitive activity of students and the formation of environmental thinking.
Students in grades 9-11, members of the "Scientific Society of Students", more and more often when writing scientific research work turn to the social problems of their city, developing the topics: "Problems of landscaping the city of Strezhevoy", "Environment and health of the residents of Strezhevoy", "Urban environment - as a human habitat", etc.
At the same time, practical projects are drawn up for work at the training and experimental site. So within 5 recent years the project "Cultivation of virginian lilac from seeds in the conditions of the Far North" was implemented. More than a thousand seedlings were handed over to residents of the city and organizations.
In August 2005, together with the city tourist station, we organized an outbound summer ecological camp at the mouth of the Sterlyadka River (a tributary of the Ob River, Aleksandrovsky District), and in July 2006 an outbound expedition to Goluboe Lake was organized. As a result of the expeditions, a qualitative and quantitative analysis of diseases of tree species, species composition, abundance and projective cover of herbaceous plants and lichens was carried out. Herbarium specimens of plants were collected, passports of water bodies were compiled, passportization of anthills was carried out, and the coastal territory was cleared of debris. The practical skills and knowledge gained by students in the process of preparing and conducting field ecological expeditions are the best fit for the goals of school and additional education.
The introduction of experimental research into the organization of the educational process required the teachers of the Center to revise the content of educational programs and focus on practical activities, as a result of this, from 30 to 50% of the study time is devoted to practical exercises, observations, and experimental work.

Sections: Extracurricular work

In the world where we live and work, there is an invariable process of knowledge integration, covering all the sciences of nature and man. However, the knowledge acquired by students at school throughout all the years of study is presented in a fragmented form, not interconnected by general laws. Hence the inability of schoolchildren to combine the acquired knowledge in their minds and make sure that every moment of obtaining knowledge is simultaneously the formation of a holistic picture of ideas about nature. The issue of providing continuous environmental education for students contributes to the implementation of the ideas of an integrated approach to teaching subjects of the natural and mathematical cycle.

Issues related to the education of an environmentally literate personality can be successfully resolved not by the efforts of individual enthusiastic teachers, but only by the systematic work of the entire teaching staff on an interdisciplinary basis, organically included in all elements of the educational process at school. In this regard, since 1997, a creative group of teachers of the natural and mathematical cycle has been created at the school. The goals and objectives of the work of our creative group on the development of ecological culture among schoolchildren are based on the tasks of the school, in which the priority is the environmental and local history direction in education and training.

In the context of a rural school, the relevance of this experience is obvious. The small number of classes, a higher coefficient of cohesion of the team of rural schoolchildren compared to urban ones, great opportunities for practical field research, the convenience of conducting phenological observations create favorable conditions for organizing a targeted educational impact on the personality of the student in order to increase the level of his environmental culture.

The purpose of pedagogical activity: the formation of environmental literacy and culture of the individual, the development of a sense of responsibility among students for solving environmental problems through the unity of upbringing and educational activities.

In organizing work on the development of ecological culture, we adhere to the following definitions of this concept in the methodological literature.

Ecological culture manifests itself in a responsible attitude towards nature as a general condition and prerequisite for material production, the object and subject of labor, the natural environment of human life. Different scientists (L.D. Bobyleva, A.N. Zakhlebny, A.V. Mironov, L.P. Pechko) distinguish different components of this quality.

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

L.P. Pechko believes that ecological culture includes:

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

culture of work, formed in the process of labor activity. At the same time, environmental, aesthetic and social criteria are taken into account when performing specific cases in various areas of nature management; culture of spiritual communication with nature. Here it is important to develop aesthetic emotions, the ability to evaluate the aesthetic merits of both the natural and the transformed natural sphere.

Ecological culture, points out L.D. Bobylev, includes the following main components:

  • interest in nature;
  • knowledge about nature and its protection;
  • aesthetic and moral feelings for nature;
  • positive activity in nature;
  • motives that determine the actions of children in nature.

In their work, the creative team adheres to the idea that ecological culture as a quality of a person should be formed in the system continuous environmental education, the main links of which, which have a significant impact on a child at school age, are:

  • family;
  • preschool institutions;
  • school;
  • out-of-school educational institutions;
  • mass media;
  • self-education.

Main directions and types of activity.

Our children visit kindergarten"The Sun", one of the areas of educational work - is environmental.

  • Ecologization of subjects of the natural-mathematical cycle, at all levels of education
  • A significant part of the organization of continuous environmental education of students, the creative group allocates extracurricular and extracurricular work on environmental activities. The work is based on the author's program "Ecological education of students in extracurricular activities."

The main stages of the implementation of this program:

Classes in circles:

1. Connoisseurs of the native land - Gaitanova N.N.
In the classes of the association "Connoisseurs of the native land" the Geography of the Gus-Khrustalny region program is being implemented, the purpose of which is to develop students' interest in the history and geography and ecology of their region, city, village, to form their knowledge about the features of nature, economy, population, and anthropogenic impact man to nature.

2. Young ecologist - Krylova T.V.
In the classes of the association "Young Ecologist" a program of young ecologists of the native land is being implemented with the aim of educating children in the need to study and protect the nature of their land; formation of an ecological concept of integrity natural complexes native land, their dynamics and ways of rational use.

3. My friend, computer - Rusakova S.L.
In the classes of the "My friend, computer" association, the use of ICT is introduced in the system of continuous environmental education, which contributes to the rapid adaptation of students to work in the conditions of the modern information society.

4. BIG (biology + computer science + geography).
In the classes of the association, the knowledge of students obtained in the lessons of geography, computer science and physics is integrated.
Leaders: Gaitanova N.N., Rusakova S.L., Krylova T.V.

Some forms of extracurricular activities

1. Organization of excursions for elementary school students.

For example. Excursion to get acquainted with the nature and life of forests, meadows, river floodplains, insects, animals and birds inhabiting them; environmental protection propaganda;

First stop. The hand of friendship is nature.
Second stop. Children are watchers of nature.
Third stop. Let's protect the feathered tribe.
Fourth stop. The Forest Raised a Christmas Tree.
Fifth stop. golden meadow.

2. Organization of excursions and classes in the school room of military glory and local history corner.

3. Events are held under the general name "Hour open doors in the classroom of physics and chemistry. These are activities run by teachers or high school students for middle school students. Their content is made up of entertaining stories, experiments, quizzes, tricks, poems, sketches related to physics, chemistry, biology, ecology (Winter's Tale, In Defense of Nature, Journey through the seasons).

4. Traditional annual ecological marathon. This project is a comprehensive program - a cycle of creative environmentally-oriented activities of students. The project solves such problems as:

  • awakening in young people an interest in the world around them;
  • informing schoolchildren about the environmental situation in the area;
  • dissemination of ecological links;
  • uniting schoolchildren to solve environmental problems.

The final stage of the marathon is the meeting of the KOAPP. ( Annex 1 )

5. Organization of a school ecological trail. The purpose of the creation is the organization of educational and educational work on environmental protection, the creation of conditions for the education of a competent culture of human behavior in the environment. Stops:
Grom-Platina River, a swamp, a birch grove, springs and sources of clean drinking water, a forest plantation, the Church of the Transfiguration of the Savior.

6. Work on the creation of school forestry.
Observations in nature are an important step in the development of ecological culture. In the process of observation, the child turns on all analyzers: visual - the child sees the size, color of the object under study; auditory - the child hears the sound of the wind, the splash of water in the river, the sound of raindrops, the rustle of leaves, the murmur of the stream - all this is pleasant for the child's hearing. The taste allows you to subtly distinguish between the sweet taste of honey and the salty taste of sea water, the taste of spring water and meadow strawberries. The sense of touch is the child's second eye. Feeling objects of nature, the child feels all the roughness of the bark of a tree, the smoothness of pebbles, grains of river sand and flakes of cones. And the smells! A sea of ​​scents that excites the child's imagination. The smell of poplar buds after the rain, the smell of spring, the smell of warm earth warmed by the sun. No wonder K.D. Ushinsky wrote that the child "thinks in forms, colors, sounds."
When organizing observations in nature, we use a generalized scheme for examining an object.

An approximate scheme for observing an animal

1) Features appearance the animal as a whole and its individual parts. To highlight the distinctive and similar features of the appearance of the observed object in comparison with another animal of the same type well known to them.
2) Features in the behavior of the animal: habits, movements, voice and other vital manifestations (lifestyle and nutrition in the wild and in captivity). According to these features, compare with the already known same-type animal, distinguishing both similarities and differences.
3) Features and role of this animal in human life.
4) Interpret what is perceived in the light of what is available personal experience and knowledge.

7. An important role in environmental education and upbringing of schoolchildren of any age is played by practical, research work in natural conditions. The theoretical knowledge gained by the student in the classroom should become the basis for an independent assessment of the processes and phenomena occurring in nature, for conducting their own research, observations, the ability to generalize the results of their observations, to promote environmentally competent, safe for nature and their own health behavior.

Topics of research work performed by students.

  • The study of the weather according to folk signs.
  • Flora and fauna of NP "Meshchera"
  • Presentation of the project “Red Book Birds of the Meshchera National Park”
  • The kingfisher is the bird of the year.
  • The flag, coat of arms and anthem are the pride of the Russian people.
  • Be glorified by your sons.
  • There are women in Russian villages.
  • History of the Church of the Transfiguration.
  • NP "Meshchera".
  • Study of species of medicinal plants in the vicinity of the village of Aksenovo.
  • Resistance of plants on biohumus and humistar to chemical preparations.
  • Study of anthills in the vicinity of the villages of Maslikha, Red October, Tsikul.
  • Anthropogenic influence on the number of anthills.

8. The study of flora and fauna, soils, water bodies, landscapes of the native land is combined with practical matters of planting trees and shrubs, protecting unique and rare flowers, gardening the classroom and breeding indoor plants, caring for them, cleaning the school grounds, digging lawns, sowing seeds flower and tree-shrub species, caring for plants in the school area (watering, weeding, collecting pests), cleaning springs, protecting anthills, feeding birds.

Participation in labor promotions:

  • Garbage is a second life.
  • Green Arrow.
  • Help the birds.
  • Let's keep our land blue and green.

Apparently, now no one doubts that among the global, vital problems facing humanity, environmental problems have acquired paramount importance in our days. Chemical, physical and technical pollution of nature threatens the very existence of man. Nevertheless, people can no longer abandon power plants, railways, airplanes, cars ... So the task now is to minimize harmful man-made impacts on the environment and educate society about the specific danger that threatens a person in the air, water, soil, housing. The contradictions between society and nature have now reached not only great severity, but have also moved into a qualitatively new phase: a further increase in anthropogenic pressures can undermine the natural basis of life on the planet, lead to the death of man as a biological species. Only the early formation of a correct, scientifically conscious relationship between man and nature can prevent the growth of harmful factors in the environment and help neutralize them. It is obvious that the role of the school in the formation of ecological consciousness is great, which can and should instill in children a sense of belonging to nature, a sense of its beauty, which does not allow them to treat it in a consumerist, barbaric way, to show soulless carelessness or hardness of heart.

Annex 2 . Report on the "March of Parks-2008"

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