Formation of the foundations of environmental literacy of younger schoolchildren. Project activity as a means of environmental literacy formation
We live in a rapidly developing world and present stage issues of traditional interaction between nature and man have grown into a global environmental problem. Today, the economy is penetrating into nature, ecology, and the ecosystem, and the pace of this intervention is becoming critical.
Environmental problems cannot be compared with any other problems in terms of the depth of the negative impact on humanity and the catastrophic consequences for all living things. According to numerous data, 2/3 of forests have already been destroyed, 11 million hectares disappear from the face of the Earth every year rainforest- this is 10 times higher than the scale of reforestation; 2/3 of agricultural soils have been lost, the stock of lands suitable for agricultural use, which is 2.5 billion hectares, is declining at a rate of 6-7 million hectares / year; the biological resources of the world ocean, seas and rivers are extremely depleted: since 2000, the acidity of the world ocean has increased 10 times, and over the past 40 years, the number fresh water for every person in the world decreased by 60%; The biodiversity of the planet is declining, every year a person destroys about 1% of animals. global pollution environment led to global warming. Over the past 15 years mean annual temperature increased by 0.8 °C, this leads to a decrease in immunity and deterioration of people's health, for example, in Europe, 225 thousand people die annually from diseases associated with exhaust gases, while more than 100 million Russians live in ecologically adverse conditions.
Conferences on climate change are regularly held around the world, in which a large number of different countries. One of the largest international events in 2015 is the United Nations climate conference COP21, held in France in Paris with the participation of 138 countries. The significance of the Conference lies in the signing of an international climate agreement, which contains a requirement to limit temperature rise by 2°C by 2100, as scientists have proven that climate warming by more than 2°C by the end of the century is fraught with serious consequences for the population. The purpose of this agreement is to stop climate change, which poses a threat to the economy of every country in the world, this, in turn, should lead to a reduction in greenhouse gas emissions and adaptation of companies to climate change, and the agreement is designed to find a balance between the needs and opportunities of each country to solve world environmental problems.
Environmental illiteracy is considered one of the main causes of environmental disaster and destruction of the natural environment. Environmental education is currently one of the important factors in overcoming environmental problems.
From the data of the state report “On the state and protection of the environment Russian Federation in 2013" it follows that every year the volume of environmental protection costs increases and, at the same time, it annually amounts to 0.7-0.8% in relation to GDP. These costs include, among others, the costs of education in the field of environmental protection, as well as the costs of research and development of an environmental nature. Thus, the state is interested in solving environmental issues, including the development of environmental education and the formation of an environmentally literate population.
Currently, environmental literacy is being formed at all levels of the state educational system, that is, in all social institutions whose goal is human education, since the formation of environmental literacy is a continuous process that begins in childhood and lasts throughout life.
In the Russian Federation, education is divided into general education: preschool education, primary general education, basic general education, secondary general education; vocational education: secondary vocational education and higher vocational education, including bachelor's degree, specialist's degree, master's degree and training of highly qualified personnel; as well as further education. Table 1, according to the Center for Sociological Research, shows the number of young people studying at state educational institutions Russian Federation.
Table 1 - The number of students in daytime state (municipal) educational institutions of the Russian Federation as of 2013
According to the forecast of the Center for Sociological Research total strength students of daytime educational institutions of the Russian Federation will grow steadily and by 2025 will reach 20561 thousand people. . And this is approximately 15% of the total population of the Russian Federation, which is now more than 146 million people. Thus, there is a significant segment of the population that needs to form and develop their environmental literacy.
In Art. 74 of the Law of the Russian Federation "On the Protection of the Environment" states that mastering the minimum of environmental knowledge necessary for the formation of an ecological culture of citizens in all preschool, secondary and higher educational institutions, regardless of the profile, is provided by compulsory teaching of environmental knowledge. In the learning process, the formation of an environmentally literate person should take place.
Currently, there is no single concept of environmental literacy. After analyzing various definitions of environmental literacy, it was concluded that environmental literacy is understood as a store of environmental knowledge and the ability to apply this knowledge and skills in everyday life in order to change one's lifestyle to be more environmentally friendly for oneself and the environment in order to further develop humanity. With a high level of environmental literacy, the life expectancy of the population increases, the number of diseases and pathologies decreases; with the help of rational environmental management, there is an economy and increase natural resources, That's why environmental education is currently of particular importance in the development of any city, region, country and world.
At each level of education, the principles of the formation of environmental literacy have their own characteristics, which are discussed in Table 2.
Table 2 - Formation of environmental literacy of students by levels of the educational system
|
The level of education |
Requirements of state educational standards in the field of environmental knowledge |
Features of the formation of environmental literacy |
| Preschool education | introducing children to socio-cultural norms, traditions of the family, society and the state, formation of cognitive interests and actions of the child in various activities. |
Formed love for nature, interest in learning native land, management skills healthy lifestyle life. |
| General education: initial general basic general average general |
formation of a system of knowledge and ideas about nature. the formation of an understanding of the meaning professional activity for a person in the interests of sustainable development of society and nature. formation of ecological thinking, understanding of the influence of socio-economic processes on the state of the natural and social environment; gaining experience in environmentally oriented activities . |
There is an upbringing of a responsible and careful attitude to nature, the development of skills for maintaining a healthy and environmentally friendly lifestyle, the ability to practice practical activities to improve the environment, as well as self-education skills on the interaction between nature and society. |
| Professional education: | In this case, there is no single state educational standard; there are standards separately for each area of study, but they all include the study of general humanitarian and socio-economic disciplines, which have significant environmental and educational potential. | There is a deepening of previously acquired knowledge in the field of ecology, familiarization with research work, the possibility of finding creative solutions to problems in the field of environmental protection. |
Despite the amount of government spending on environmental protection, environmental education, including the study of environmental disciplines at all levels of the educational system and the implementation of various activities to form an environmentally literate society, the level of environmental culture in Russia remains low. First of all, this is due to various problems of the federal legislation of the Russian Federation in the field of environmental protection. IN last years the legislative framework in this area has weakened and become less transparent: the current basic law “On Environmental Protection” of 2002 has few direct action rules, while the previous law had many more. The implementation of many environmental standards is complicated by the fact that the fundamental laws do not fully take into account the provisions of the current legislation in the field of environmental protection. The imperfection of the legislative framework, in turn, creates serious difficulties for industrial enterprises. Legislative acts may contain terms and concepts, the definition of which is not disclosed in the current legislation, therefore, there is a problem of their ambiguous interpretation by various regulatory authorities, which leads to a high corruption capacity for processing documentation related to environmental impact. For example, in the Federal Law "On Fisheries and Conservation of Water biological resources” the terms are used: “processing of fish and other products from aquatic biological resources”, “processed aquatic biological resources”, but there is no definition (explanation) of these terms.
Also today, a serious problem is the lack of modern improved water treatment technologies and waste-free production technologies at many enterprises, which often leads to various tricks on their part. In particular, some enterprises may provide untrue information on emissions and discharges in order to reduce fees for the harmful effects of their activities. Thus, budgets lose a significant part of their income, and the population suffers from environmental pollution.
At the household level, there are some difficulties with compliance with environmental norms and rules. For example, the irresponsibility and environmental illiteracy of many people leads to forest dumps and fires that occur as a result of leaving various garbage in the forests and bonfires that are not extinguished after themselves. Until each of us learns to take care of nature and the environment, forests, parks, yards will be filled with garbage, and, ultimately, environmental problems and disasters will exist and grow.
So, environmental education is necessary for everyone and everyone, the population must be environmentally literate.
Formation of environmental literacy at the level general education, different authors devoted their works: Dragunov E.A., Zakhlebny A.N., Topor A.V., Valueva N.N. and many others. Also, a significant part of the research belongs to the problem of the formation of the ecological culture of the population as a whole, regardless of the level of education. And works devoted to the development of environmental literacy at the level vocational education, much less. Therefore, this article will consider the issue of the formation of environmental literacy at the level of higher education.
It should be taken into account that people who already have a certain level of environmental knowledge and skills, with their own environmental thinking, come to study vocational education, so the goal of developing environmental literacy among students is to increase and further develop environmental culture, deepen existing environmental training.
Thus, it is very important to determine the real level of environmental literacy of students studying at the level of higher professional education. To do this, a study was conducted in which undergraduate and graduate full-time students, as well as university teachers, took part. A test was compiled for the students, which included 5 blocks that dealt with various environmental issues. As a result, the following data were obtained: 39% of undergraduate students and 26% of master's students know environmental concepts and terms; 53.5% of undergraduate students and 68% of master students understand the main environmental issues; bachelor's and master's students are able to classify natural resources into categories in approximately the same way - about 68% of correct answers were received; 61% of undergraduate students and 68% of master students correctly answer questions related to the environmental and economic aspects of nature management; 58% of undergraduate students and the same percentage of graduate students understand such an environmental problem as overpopulation. As a result, we see that students average level environmental literacy: 56% of bachelor's students and 58% of master's students answered correctly the questions posed in the test. But it is also important to understand the need of students for environmental education. To solve this problem, students were offered a questionnaire, with the help of which we found out that more than 50% of the students surveyed would like to deepen their environmental knowledge; meetings with specialists and lectures to improve environmental culture are needed by 27% of undergraduate students and 58% of master students; 32% of undergraduate students and 53% of master's students would like to attend environmental events; almost all students in everyday life think about environmental problems, and more than half believe that environmental literacy is important for future professional activities.
This study allows us to conclude that students are interested in deepening their environmental knowledge and improving their environmental culture. And in order to increase the level of their environmental literacy in the process of obtaining higher education, it is necessary to solve the following tasks:
To equip the future specialist with a system of scientific knowledge, skills and abilities of an ecological nature,
To form the student's need for environmental knowledge: to show the possibility of using this knowledge in future professional activities to make environmentally sound decisions,
Give an idea of the value of natural resources, environmental safe ways nature management in order to show the need for a humane attitude towards the natural environment, as well as the importance of saving natural resources and their rational use,
Provide the student with up-to-date information about the environmental problems existing in the country and the world, explain the need for the student's personal participation in the environmental life of society; the student must be aware of the danger of a global environmental catastrophe,
It is necessary to interest the student in the implementation of various scientific research on environmental issues.
The effective solution of the tasks set will deepen the knowledge of students in the field of ecology, form the desire for a rational and environmentally friendly safe use natural resources, to acquire students' knowledge about competent nature management, as well as existing environmental problems and, thus, increase their level of environmental literacy.
For the successful implementation of these tasks, it is necessary to follow certain principles for the formation of environmental literacy of students:
The focus of environmental education on solving practical problems of preserving and restoring the natural environment,
Focus on developing students' respect for the environment, cultivating a humanistic attitude to nature,
The setting of environmental education and upbringing should be clearly organized for a more effective process of environmental literacy formation.
Unfortunately, at present, only some of the tasks set are being fulfilled and not all the principles of the formation of environmental literacy of students are observed. First of all, this is due to the fact that in the curricula that are implemented for the areas of training of specialists not directly related to ecology, there are very few disciplines of environmental and indirectly related to environmental problems. So, after a survey of teachers, it was concluded that only 40% of them deal with environmental problems within their disciplines, but this rarely happens. And also, only 29% of teachers said that they can influence the formation of students' ecological thinking in the learning process, but at the same time, 86% of teachers believe that an ecological culture is necessary for a modern student.
Based on the data obtained, it follows that in order to increase the level of environmental literacy of university students, it is necessary:
Introduce various environmental disciplines into the curricula, which can be both basic and in the form of extracurricular activities for students who are really interested in deepening their environmental knowledge and who want to study scientific research, solve cases and problematic tasks of an ecological nature;
Organize additional advanced training courses and master classes for teachers, during which the issue of the importance of environmental education and the possibility of each teacher to contribute to the environmental education of the student will be considered;
Carry out various environmental events within the university: invite specialists from this field; show video tours of contaminated and untouched areas, industrial plants that have a negative impact on the environment and at the same time apply modern technologies to reduce negative consequences, in order to teach the student respect for the environment; hold competitions among scientific works and reports on environmental issues;
To motivate the student to participate in various regional, all-Russian forums dedicated to environmental problems with the help of rewards in the form of diplomas and the opportunity to win grants;
Combine the efforts of the state and various existing environmental organizations aimed at protecting the environment by creating eco-clubs and / or environmental groups in each university that will be engaged in environmental activities, promote a healthy and environmentally friendly lifestyle, share experience in conducting various environmental events, to rally students around the principles of environmental protection and to form the image of their university as an "environmentally conscious" educational institution.
Thus, the formation and improvement of the level of environmental literacy of students is impossible without the greening of vocational education. The need to increase the level of environmental literacy is associated with the need to provide a favorable environment for human life and society. In the process of studying in various educational institutions of vocational education, a student can deepen his knowledge in the field of ecology, develop a humane attitude towards the environment, but for this it is necessary to create appropriate conditions in universities.
Sections: Elementary School , Ecology
“Nature is not a temple, but a workshop, and man is a worker in it,” said Turgenev's hero. For a long time, man built his relationship with nature according to this principle. However, what has been brought up for centuries - the consumer approach to nature - is very difficult to change. This is where environmental education is of particular importance.
special role in primary school assigned to the subject « The world» , which is an integrated course and aimed at the formation of the social experience of students, their awareness of elementary interaction in the system "man, nature, society". Education of a moral and environmentally sound attitude to the environment and the rules of behavior in nature.
I have been working on the teaching staff "School of Russia" for the second year.
The main topics of the sections:
- Where we live
- Nature
- City and country life
- Health and safety
- Communication
- Journey
Topics for projects are given at the end of each section, but project presentations are held at the end of the first and second half of the year. In the first grade, the children cooked small messages on these sections, with the help of parents, they made presentations on whatman paper. In the second grade, children do this work in a group. They share the information that they have preserved from the first year, combine it, supplement it with new found material. The defense is carried out by selected students of each group.
There are topics that are of great interest to children, but they are not in the projects. The children take up these topics with enthusiasm and then share their findings. So it happened with the work on the topic “ starry sky", in the nature section. We studied the constellations extracurricular activity"My Astrakhan" got acquainted with the Astrakhan Planetarium and its employees, who informed us about the creative competition and the guys, united in a group, decided to participate.
During seasonal excursions, children observe changes in nature, collect natural material, create crafts, help wintering birds, build feeders and wait for guests. Talk about their pets and care for them. IN winter time they set up a vegetable garden on their windows and grow legumes.
Elements of environmental education can be included in any lesson: Russian (vocabulary, dictations, presentations), mathematics (when solving and compiling problems), literary reading (when discussing poems, prose).
At the lessons of the Russian language, at the stage of speech development, children can be offered tasks of ecological content, explain the meaning of proverbs and sayings about nature.
Children compose stories from pictures on a given topic, for example, "What the starling told me in the spring."
I select texts for dictations, presentations, and check cheating in such a way that they help the child understand and feel the interconnection and interdependence of all life in this world, awakening a sense of beauty.
The foundations of environmental education and upbringing are also formed in mathematics lessons. Children like tasks in which they can get acquainted with the life of nature. In the 2nd grade, children begin to compose problems themselves, using the knowledge gained in other lessons. At the same time, students learn to solve problems, receive new information about nature and develop speech, memory, and thinking.
Great opportunities for environmental education lie in the lessons of literary reading. I pay attention to the development of motivation to protect nature through figurative knowledge of the world. An important place in the formation of aesthetic motives for nature protection is occupied by a literary analysis of lyrical poems by Russian poets. Children learn to feel the "mood of nature", to express their vision of the world around them, to find the unusual in ordinary objects.
Environmental work is also carried out with parents: at parent-teacher meetings, in individual conversations and consultations.
A variety of painstaking work gives good results. Based on the diagnosis, we can conclude: children ask more questions, questions become deeper in meaning. The children have a desire to look for answers to questions on their own. Children do not just contemplate nature, but also experience, worry, rejoice, empathize, master the skills of caring for animals and plants.
Work on environmental education is also carried out outside the school. Excursions are of great educational value. They provide direct communication of children with nature in different seasons.
I try to teach children to see not only the beauty of nature, but also the thoughtless extermination of it by people.
Ecological education of the younger generation is one of the main tasks for this moment. This is a very difficult but interesting job.
One of the principles of environmental education is continuity. We need to remember this and reflect this principle in our work with children.
A fairly new direction in improving environmental education in elementary school is the problem of managing independent activities. junior schoolchildren to study the environment with the help of tasks that put the child in the position of a researcher, a discoverer of natural secrets and mysteries.
In the course of work, you can use the following activities:
- plot- role-playing games;
- Practical activities;
- children's creativity;
- communication with nature;
- experimentation;
- speech activity: exchange of information, impressions;
- observation;
- reading books, visiting exhibitions, museums, cinema halls.
Various activities naturally connects ecological education with the whole process of personality development of a junior schoolchild.
The tasks of environmental education in elementary school require purposeful systematic work. Environmental education is impossible without the integration of all academic subjects and extracurricular activities. Children need to be introduced to the peculiarities of the nature of their native land. The study is carried out according to the principle: from close to far - from the native city, region - to the whole country, and then to other countries and continents.
The goal of environmental upbringing and education of younger schoolchildren is to achieve positive educational and educational results at this particular stage of school education. The children form the beginnings of an ecological culture, which will later, in accordance with the concept of general secondary environmental education, successfully assimilate the practical and spiritual experience of human interaction with nature, which will ensure its survival and development.
Sections: Elementary School , Ecology
The period of elementary school in a child's life can be considered as the first stage of enrichment with knowledge about the natural and social environment, acquaintance with a common holistic picture of the world, education of a moral and aesthetic attitude towards it. The system of environmental education and upbringing in elementary school is of particular importance, since the issues of preserving the environment come to the fore - without this, Human life is impossible. At the same time, it became obvious that today's critical state of the natural environment is due to the erroneous ecological behavior of people. It is possible to implement an educational approach in the system of entertaining educational activities.
GOAL OF THE WORK
show need:
- environmental legal education of younger students;
- formation of a new attitude to nature, based on the inextricable connection between man and nature;
- formation of an active life position on the issues of nature protection.
RIGHT TO A FAVORABLE ENVIRONMENT
11 article 42 of the Constitution of the Russian Federation
This right is based on state policy, which consists in the care of the state about the environment, measures to ensure environmentally clean production, prevention of air, water, soil pollution: setting standards for maximum permissible harmful effects on the environment: liquidation of the consequences of accidents and environmental disasters; creation of state environmental and other funds that accumulate funds for nature protection. 
IMPLEMENTATION OF THE STATE POLICY IN THE FIELD OF ENVIRONMENT ON THE TERRITORY OF THE MARKSOV DISTRICT
Extract from the district development program for 2016-2018.
Collection of Marxovsky municipal district Saratov region
Ecology
Growth in production volumes, large anthropogenic pressures on the environment, the presence of enterprises with low level technical equipment, a growing number of vehicles, a constant increase in areas for waste disposal are the causes of a negative impact on the environment, excess pollution as a result of economic and other activities of atmospheric air, water bodies, soils adversely affects the health of the residents of the area.
WORK OF OU ON ENVIRONMENTAL EDUCATION AND EDUCATION OF SCHOOLCHILDREN
The Federal State Educational Standards (FSES) provide, among the personal, meta-subject and subject results of the development of educational programs, the formation of the foundations of an ecological culture in students, corresponding to the modern level of ecological thinking. The subject results of mastering the main educational program of primary general education in the field of social science and natural science (the world around us) should reflect: awareness of the integrity of the world around us, mastering the basics of environmental literacy, elementary rules of moral behavior in the world of nature and people, norms of health-saving behavior in the natural and social environment.
FORMATION OF ENVIRONMENTAL LEGAL LITERACY OF STUDENTS IN CLASSES AND IN EXTRA-COURSE ACTIVITIES
Successful implementation of the possibilities of environmental education of students can be achieved in the implementation of all forms of education: classroom and extracurricular work, research work of students in various subjects, including elements of ecology. These forms of work activate the cognitive activity of students, bring up a careful attitude to nature.
students primary school MOU - secondary school of the village of Podlesnoye were in the Saratov branch of the All-Russian society "Nature Protection". For a number of years, they took part in the all-Russian competitions-games “Chip”, “Gelianthus”, Olympiads of various levels in natural science.
Environmental education in our school is carried out in the following areas:
CONCLUSIONS
It has become obvious that today's critical state of the natural environment is due to the erroneous ecological behavior of people. Systematic work on environmental legal education of younger students is an integral part of the work of an educational institution. The combination of knowledge of the fundamentals of environmental problems with practical activities makes it possible to educate an environmentally cultured citizen.
The school is an ideal center for the education and formation of environmental culture.
2015-2016 academic year year. According to the results of diagnostics of the development of ecological culture of students in grades 2-4, 60% showed high level, 27% average, 13% low.
Environmental education is a continuous process of education, upbringing and development of the individual, aimed at the formation of value orientations and moral, ethical and aesthetic relations that ensure the environmental responsibility of the individual for the state and improvement of the environment.
Used Books.
1. Alekseev S. V., Simonova L. V. The idea of integrity in the system of environmental education of junior schoolchildren.// NSh. - 1999. - No. 1.
2. Klimtsova T. A. Ecology in elementary school. // NSh. - 2000. No. 6.
3. Barysheva Yu. A. From the experience of organizing environmental work. // NSh. - 1998. No. 6.
4. I.V. Tsvetkov "Ecology for elementary school".
5. S. K. Zaitseva “Ecology for younger schoolchildren”, journal “Primary School. Plus before and after” № 4, 2005
6. V. A. Ivanov, T. Yu. Pastukhova “Scientific Society of Students” “The Way to Nature”, 2005
7. Federal State Educational Standard of Primary General Education.// Moscow“Prosveshchenie” 2005.
8. The Constitution of the Russian Federation // Moscow EKSMO. 2014.
9 .https://yandex.ru/images/search
The creation of a new relationship between man and nature is not only a socio-economic and technical task, but also a moral one. It stems from the need to cultivate an ecological culture, to form a new attitude towards nature, based on the inseparable connection between man and nature.
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Prepared by Khramtsova Elena Anatolyevna, a primary school teacher of the I qualification category of MBOU secondary school No. 60 of the Soviet district of Rostov-on-Don
Environmental literacy of younger students
Introduction
1. The essence of environmental education. 2. Environmental education as a socio-pedagogical problem.
Conclusion
Application. Fairy tale as a method of ecological education.
Introduction
“.. There is one planet - a garden
In this cold space
Only here the forests are noisy,
Calling birds of passage,
Only on it one bloom
Lilies of the valley in green grass
And dragonflies are only here
They look into the river in surprise ...
Take care of your planet
After all, there is no other like it.
Ya.Akim
The priority goal of modern primary education is the development of the personality of the child. This goal is achieved through the humanization of the learning process, through the creation of sustainable development of the child. Ecological education is also a part of this potential.
At the present stage of development of society, global problem ecological upbringing and education. Man is the only ecological species on Earth that, in the process of development, violates the laws of ecology. Mankind, in the age of rapidly developing progress, when the mind of people has reached the highest technologies in science, technology, medicine, space, accumulates more and more gaps in environmental knowledge. Most of the people of our civilization are completely devoid of any ecological knowledge and skills. In this regard, ancient people were more prepared, with their behavior and activities they “cooperated” better with the environment. Destroying their own habitat, people thereby force themselves to think about simple questions about food, clothing, warmth, and at the same time over complex questions - how to save nature? To answer these questions, environmental literacy of the entire population is needed. Environmental scientists and small groups of people who deal with environmental problems will not solve the global environmental problem of the entire society, because all the people of the Earth are constantly in contact with nature, with natural habitats, and the environment cannot be saved from disturbing contacts.
The relevance of the interaction between society and the natural environment put forward the task of forming a responsible attitude towards nature in children. Teachers and parents are aware of the importance of teaching schoolchildren the rules of behavior in nature. And the earlier the work on environmental education of students begins, the greater will be its pedagogical effectiveness. At the same time, all forms and types of educational and extracurricular activities of children should be in close interconnection.
To the children of the younger school age a unique unity of knowledge and experiences is characteristic, which allow us to talk about the possibility of forming in them a reliable foundation for a responsible attitude to nature. All primary school subjects are designed to contribute to the formation of children's environmental responsibility.
A great legacy in the field of raising children by the environment was left to us by the outstanding teacher V. A. Sukhomlinsky. He attached particular importance to the influence of nature on the moral development of the child. In his opinion, nature underlies children's thinking, feelings, and creativity. He repeatedly noted that nature itself does not educate, but actively influences only interaction with it. In order for a child to learn to understand nature, to feel its beauty, you need to instill this quality in him with early childhood. However, a survey conducted in a number of schools showed that it is necessary to significantly raise the level of environmental education not only among students and their parents, but also among teachers. It can be concluded that the strengthening of environmental education remains the number one problem in the pedagogical reality of the school.
1. ESSENCE OF ECOLOGICAL EDUCATION.
Environmental education is an integral part moral education. Therefore, ecological education is understood as the unity of ecological consciousness and behavior in harmony with nature. The formation of ecological consciousness is influenced by ecological knowledge and beliefs. Ecological ideas are formed among younger schoolchildren primarily in the lessons of natural history. Ecological behavior is made up of individual actions and a person’s attitude to actions, which are influenced by the goals and motives of the individual. In the essence of environmental education, there are two sides: the first is environmental consciousness, the second is environmental behavior, in this work only the formation of ecological consciousness is considered. And ecological behavior is formed over the years and not so much in the classroom as in extracurricular and extracurricular activities .. Therefore, the formation of ecological consciousness and behavior in unity must begin from primary school age. Extracurricular educational work has significant potential for the formation of an ecological culture of schoolchildren. Ecological culture - it is a socially necessary moral quality of a person.
Therefore, on the basis of the relationship of these components, schoolchildren form new value orientations, aspirations, and civic position. This program consists of blocks that reflect different areas of schoolchildren's activities in the study and conservation of the natural environment. These are organizational and educational activities, practical and educational work, charity events, educational and entertainment events.
The goal of environmental education is the formation of a responsible attitude to the environment, which is built on the basis of environmental consciousness. This implies the observance of the moral and legal principles of nature management and the promotion of ideas for its optimization, active work to study and protect the nature of one's own area. Responsible attitude to nature is a complex characteristic of a person. It means understanding the laws of nature that determine human life, manifested in the observance of the moral and legal principles of nature management. The content of environmental education includes a system of norms (prohibitions and prescriptions) that follow from value orientations. From the traditional point of view, the world exists for man, who acts as the measure of all things, while the measure of nature is its usefulness. Hence the consumer attitude to nature.
Ecological literacy of schoolchildren is impossible without profound knowledge nature of the native land. Therefore, teachers make the most of the local history approach in teaching. However, this is only possible if the teacher himself is well versed in the nature of his native land.
Primary school is the most important stage in the intensive accumulation of knowledge about the world around us, the development of the multifaceted relationship of the primary school student to the natural and social environment, which contributes to the formation of the personality, the formation of ecological culture.
Environmental and local history education is possible only if the content of the subjects contributes to the development of environmentally valuable orientations, i.e., allows you to realize the need to preserve the entire diversity of life; reveals the essence of ongoing environmental cataclysms; helps to understand contemporary issues ecology, realize their relevance and cause a desire for personal participation in overcoming the ecological crisis, in solving environmental problems.
The task of the school is to provide the necessary basic training, to be a launching pad for further professionally oriented environmental education.
In solving the problems of environmental and local history education of elementary school students, an important place is occupied by the local history approach, which involves a comprehensive study of the nature of the native land. Elucidation of the role of school local history work in common system education, in the practice of educational educational work educational institution allows us to consider school local history as a system representing a complex of elements that are in certain organizational and methodological relationships and relationships. School local history work activates the entire educational process at school, and the very nature of local history activity disciplines students, unites them into a friendly team and allows them to satisfy the individual needs and interests of each student, and also helps teachers to implement a systematic personality-oriented approach in education.
The result of the local history approach in the local history education of junior schoolchildren is the children's awareness of the diversity of relationships between living and inanimate nature, between living organisms living in their region, the multifaceted significance of nature, the need to communicate with their native nature, and respect for the living.
The complex nature of the interaction of man with nature in the conditions of his native land and the environmental problems that arise in this case are determined by the objects of environmental and local history work with schoolchildren. These include: nature, economy, population, history, art of the region, considered from the point of view of the interaction of society and nature. Here it is important to show their diversity, and this, in turn, will enliven environmental and local history work with elementary school students, will provide A complex approach in business.
Inclusion of students in different kinds activity in the process of environmental and local history work corresponds to activity - personal approach in education and upbringing.
Awareness of the specifics of each type of activity and their relationship allows the teacher to more effectively carry out environmental and local history work with students.
Ecological and local history education of schoolchildren can be highly effective only when various aspects of its content are revealed in the interaction of all school disciplines - both natural sciences and the humanities. Within the framework of each academic subject, the environmental issues that arise from the content of this subject and its specifics are considered.
2. Environmental education as a socio-pedagogical problem.
The global problems of our time, which threaten life and human civilization, have necessitated environmental education, designed to implement the ideas of the emerging environmental information society. The search for ways of harmonious interaction between society and nature leads to an intensive process of greening the common culture of mankind, and as a result, to the formation of the theory and practice of environmental education.
Further study of this problem, carried out by philosophers and educators, made it possible to single out a new aspect of education - ecological.
Ecology is the science of the relationship between plant and animal organisms and the communities they form between themselves and the environment. Environmental education is defined as the process of acquiring knowledge about environmental problems, their causes, the necessity and possibilities of their practical solution.
And ecological education is understood as the formation among the general population of a high ecological culture of all types of human activity, one way or another connected with the knowledge, development, transformation of nature. The main goal of environmental education: to teach a child to develop his knowledge of the laws of wildlife, understanding the essence of the relationship of living organisms with the environment and the formation of skills to manage the physical and mental state. Gradually, educational and upbringing tasks:
- deepen and expand environmental knowledge;
- to instill initial environmental skills and abilities - behavioral, cognitive, transformative,
- to develop cognitive, creative, social activity of schoolchildren in the course of environmental activities,
- to form (nurture) a sense of respect for nature.
Modern trends in the development of environmental education in practice show that the best opportunities for the formation of ecological culture of younger students are a mixed model, in which all subjects retain their specific educational goals. Thus, the typology of models in line with ecologization has gone through a certain path of development: from single-subject to mixed. However, the search in this direction is still ongoing.
Environmental education, with its focus on fostering a responsible attitude towards the environment, should be the core and an obligatory component of the general educational preparation of students. One of the most important principles of environmental education is the principle of continuity.
A retrospective analysis of environmental education was combined with the study of modern pedagogical practice, with the experimental testing of various forms of environmental education, the data of a survey of experts, which made it possible not only to assess the state, but also to identify objective trends in the development of environmental education of schoolchildren:
- the activities of schools, organizations for the protection, rational use and study of the environment are purposefully coordinated;
- cool-lesson combined with extracurricular activities students in the natural environment;
- along with the development of traditional ones, new forms of environmental education and upbringing are used: film lectures on nature protection, role-playing and situational games, school-wide councils for nature protection, environmental workshops;
- in environmental education and education of students, the significance of means arises mass media(press, radio, television), this process becomes pedagogically balanced.
The trend in the development of environmental education is complemented by: maximum consideration of the age capabilities of students, the creation of a mandatory minimum core of content and reliance on the ideas of integrated ecological-biological, global and human ecology.
Based on the leading didactic principles and analysis of the interests and inclinations of schoolchildren, various forms environmental education. They can be classified into a) mass, b) group, c) individual.
to the mass forms include the work of students on the improvement and landscaping of the premises and territory of the school, mass environmental campaigns and holidays; conferences; ecological festivals, role-playing games, work on the school site.
To group - club, sectional classes for young friends of nature; electives on nature protection and the basics of ecology; film lectures; excursions; hiking trips to study nature; ecological workshop.
Individual the form involves the activities of students in the preparation of reports, conversations, lectures, observations of animals and plants; making crafts, photographing, drawing, modeling.
It is very important that the teacher is constantly looking for new, effective methods of teaching and education, purposefully replenishing his knowledge of nature.
Thus, the school as the central system of environmental education of schoolchildren should be an active organizer of communication with institutions to expand the scope of environmental activities of students of different ages and form their responsible attitude to nature.
3. Environmental education in the process of education of younger students.
The acuteness of modern environmental problems has put forward the task of educating younger generation in the spirit of a careful, responsible attitude to nature, capable of solving issues of rational nature management, protection and renewal of natural resources. In order for these requirements to become the norm of behavior for every person, it is necessary from childhood to purposefully cultivate a sense of responsibility for the state of the environment.
In the system of preparing the young generation for rational environmental management, a responsible attitude to natural resources, an important place belongs to elementary school, which can be considered as the initial stage of enriching a person with knowledge about the natural and social environment, familiarizing him with a holistic picture of the world and the formation of a science-based, moral and aesthetic relationship to the world.
Wildlife has long been recognized in pedagogy as one of the most important factors in the education and upbringing of younger schoolchildren. Communicating with it, studying its objects and phenomena, children of primary school age gradually comprehend the world in which they live: discover the amazing diversity of flora and fauna, realize the role of nature in human life, the value of its knowledge, experience moral and aesthetic feelings and experiences that encourage them to take care of the preservation and enhancement of natural resources.
The basis for the formation and development of a responsible attitude to nature, the formation of an ecological culture of younger students is the content of elementary school subjects, which carry some information about the life of nature, about the interaction of man (society) with nature, about its value properties. For example, the content of the subjects of the humanitarian and aesthetic cycle (language, literary reading, music, fine arts) allows enriching the stock of sensory-harmonic impressions of younger students, contributes to the development of their value judgments, full communication with nature, and competent behavior in it. It is well known that works of art, as well as real nature in its diverse manifestations of colors, shapes, sounds, aromas, is an important means of understanding the world around us, a source of knowledge about the natural environment and moral and aesthetic feelings.
Labor training lessons contribute to the expansion of students' knowledge of the practical significance natural materials in human life, its diversity labor activity, about the role of labor in the life of a person and society, contribute to the formation of skills and abilities of competent communication with objects of nature, the economical use of natural resources.
The target settings of primary school subjects necessitate their joint use to educate younger students in the spirit of love and respect for nature. On the basis of the content of all academic subjects, the leading ideas and concepts are formed, which form the core of environmental education and upbringing in elementary school. Based on the accumulation of factual knowledge obtained from various subjects, younger students are brought to the idea (idea) that nature is an environment and a necessary condition for human life: in nature, he rests, enjoys the beauty of natural objects and phenomena, goes in for sports, works; from it he receives air, water, raw materials for the manufacture of food, clothing, etc.
No less important is the idea revealed to elementary school students through concrete facts and conclusions that human labor is a condition for the use and protection of the natural resources of the native land.
The education of schoolchildren's diligence, a responsible attitude to the use and increase of natural resources can be expressed in the following matters of elementary school students: observing a culture of behavior in nature, studying and assessing the state of the natural environment, some elements of planning for the improvement of the immediate natural environment (landscaping), performing feasible labor operations plant care and protection.
The most important idea embedded in the content of environmental education and upbringing in elementary school is the idea of the integrity of nature. Knowledge about relationships in nature is important both for the formation of a correct worldview and for the education of a responsible attitude to the conservation of natural objects that are in complex relationships with each other. The disclosure of food ties in wildlife, the adaptability of living organisms to the environment, to seasonal changes in nature, human influence on the life of plants and animals permeates the content of all lessons in natural history and is an incentive for younger students to realize the need to take into account and preserve natural relationships in organization of any activity in nature.
The idea embedded in the program of reading lessons is extremely important for the implementation of the patriotic aspect of environmental education: to protect nature means to protect the Motherland. For each person, the concept of Motherland is associated with native nature. Lakes and blue rivers, golden grain fields and birch groves - all these are familiar pictures of the nature of a familiar land from childhood under the influence of literary works merge in a junior schoolchild into a single image of the Motherland. And the feeling of responsibility for one's country is identified with the feeling of responsibility for its nature: to protect nature, its wealth, beauty and uniqueness means to protect your home, your land, your homeland.
The leading ideas of the content of environmental education in elementary school create the basis for grouping and revealing both general and some particular concepts of the interaction between man and nature.
Among the most important concepts that are mandatory for the environmental education of schoolchildren is the concept of a person as biosocial being, vitally connected with the environment, although it managed to overcome its complete dependence on adverse natural conditions and phenomena. When studying in elementary school issues related to a person, his health, rest and work, students are led to the idea that favorable conditions are needed for his normal life. natural conditions to be stored and multiplied.
It is obvious that elementary school students are difficult to bring to the realization of this idea in its entirety, however, they receive some elements of knowledge about the relationship of man with the natural environment.
A large cognitive and educational role in the formation of a careful attitude of younger students to the natural environment is played by the disclosure of the term "nature protection" as an activity aimed at preserving and increasing natural resources. Much attention is paid to the issues of nature protection in the lessons of natural history and reading, in the formation of goals, in the content of sections. The essence of the concept of “nature protection”, unfortunately, is not specified in relation to the age capabilities of younger students, both in terms of understanding and organizing children to participate in practical activities, although it is outlined by the content of the topics studied.
A necessary element in the formation of a careful attitude to nature is a holistic aspect that reveals the diverse role of nature in human life, is the most important motive for nature protection. Thus, when teaching reading, the aesthetic side of the nature protection of the native land is emphasized, the ability of students to perceive the beauty of nature aesthetically is developed. The same problem is solved by teaching fine arts. At the same time, in the lessons of labor training and natural history, some of the issues of nature protection are considered only from the standpoint of "usefulness", which, with a unilateral impact on children, can lead to the formation of a utilitarian-consumer attitude towards nature. In this regard, there is an obvious need to use interdisciplinary connections in environmental education and upbringing of younger schoolchildren in order to show children the beauty of nature, its cognitive, health-improving and practical activities, to awaken in them the desire to cherish it as a source of beauty, joy, inspiration, as a condition for the existence of mankind.
The most important component of ecological education is the activity of younger schoolchildren. Its different types complement each other: educational contributes to the theory and practice of interaction between society and nature, mastering the techniques of causal thinking in the field of ecology; the game forms the experience of the concept of environmentally sound decisions, socially useful activity serves to acquire the experience of making environmental solutions, allows you to make a real contribution to the study and protection of local ecosystems, the promotion of environmental ideas.
The success of environmental education and education at school depends on the use of various forms of work, their reasonable combination. Efficiency is also determined by the continuity of students' activities in school conditions and environmental conditions.
In the natural history course, much attention is paid to the formation of students' knowledge about the rules of individual behavior in nature. Students are explained that compliance with the rules of conduct when communicating with nature is one of the most important measures for protecting nature. An important example of the formation of students' knowledge about the rules of behavior in nature are exercises in applying these rules in practice. At subject lessons, lessons-excursions, at the lessons of labor training, reading. In natural history, excursions are conducted to familiarize and study the surface and vegetation of the surrounding area, to identify their features. But all work will only then have an impact on the feelings and development of students if they have their own experience of communication with nature. Therefore, a large place in the system of work on the education of love for nature should take excursions, walks, hikes. They may be related to the study of program material, be of a local history nature, or simply be dedicated to getting to know nature. But it should be borne in mind that in the process of excursions into nature, we must also solve the problems of aesthetic education.
The most important task of environmental education is the theoretical development by schoolchildren of knowledge about nature, about its values, human activity in it, about environmental problems and ways to solve them at work, at home, during recreation (including environmental norms and rules of behavior), etc. This problem is solved mainly in the process of self-education, in the classes of a circle or a school club for the protection of nature. There are all the necessary conditions for effective pedagogical management of the process of theoretical assimilation of environmental knowledge.
Another goal of environmental education is for students to gain experience in holistic organizations and value judgments. This task is most successfully solved in the process of mastering practical skills by schoolchildren in studying the state of the natural environment, the goals and nature of human activity in it, identifying and evaluating its results. Here the interrelation of the activity of students in the nature and conditions of the school is extremely important.
The task of environmental education is to equip students with labor skills to protect, care for and improve the environment. This activity is based on the theoretical knowledge gained by schoolchildren in the classroom, in the process of self-education.
So, the success of environmental education is largely determined by the interested participation of all or most of the teaching staff of the school in the organization of environmentally oriented activities of students.
4. Ecological education of younger schoolchildren in the lessons "The world around"
An environmentally competent, careful attitude of a person to nature develops gradually, under the influence of the surrounding reality, in particular education. The younger school age is most favorable for the purposeful formation of an ecological attitude to nature. And the task of elementary school is to lay in the children's souls from the first steps of their communication with the outside world the foundations of environmental knowledge, which with age will develop into firm convictions. Here, children first enter the world of knowledge about nature. Unfortunately, many of the children come to school with very limited, consumerist ideas about nature. There is a long and difficult path to children's hearts to open before them the amazing, diverse and unique world of nature.
Starting to work on the environmental education of my students, I set myself the main goal of environmental education: the formation of the foundations of ecological culture in my students, the correct attitude to nature, to themselves and to other people as part of nature, to things and materials of natural origin. Further attitude will largely depend on whether they realize the value of nature in human life, the diverse connections of man with the natural environment, how deeply aesthetic and moral attitudes to natural objects desire to work for the benefit of nature. A child's love for nature cannot be abstract, it is concrete and arises only through direct observation of nature, only as a result of this ecological ideas are formed. Nature itself does not educate, but educates active interaction with it. Where can such interaction be found? Of course, on excursions. For many years of work at school, I was convinced that communication with nature provides the richest opportunities for environmental education and upbringing. The most favorable time for an autumn excursion is the end of September, when the leaves of trees and shrubs acquire a characteristic species color and the process of leaf fall is pronounced. Such excursions provide great educational value, as children see everything that is happening around. At the same time, they awaken interest, observation and the desire to understand and explain the essence of phenomena. Equally important is the development of the aesthetic feelings of students, for which their attention should be drawn to beauties. native nature, to the richness of colors, sounds, beauty of forms and abundance of aromas. On excursions, I especially draw the attention of children to how pleasant it smells of rotting leaves, the air is fresh and transparent, fallen leaves rustle softly. Together with the guys we consider leaves, branches, tree trunks, grass. Children enjoy touching and stroking tree trunks. In some trees, the trunk is smooth, shiny (in young birches), in others it is rough, matte (poplar, aspen, willow). If you damage the trunk, for example, hammer in a nail, cut it with a knife or break a branch, the tree will hurt, it may even dry out. I ask the guys to take a closer look - which leaves of which trees are the most among the fallen ones? It turns out that birch leaves are the first to lose, and later - aspen. (Children move from tree to tree, collect and examine fallen leaves.)
I draw children's attention to details that often go unnoticed. I explain to students that compliance with the rules of conduct when dealing with nature is one of the most important measures for protecting nature. To consolidate the rules of behavior in nature, I create problem situations. Children should talk about what to do if you find a bird's nest; when you meet a beautiful flowering plant, etc.
Such tasks bring up a responsible attitude towards nature, teach environmentally competent attitude to it. This work not only develops children's observation skills, but also encourages them to draw conclusions about various phenomena occurring in living and inanimate nature, developing the child's logical thinking and colloquial speech. After the excursion, a lesson should be held that will allow the children to keep the emotional mood received during the excursion, to create for them a single picture of autumn, which includes not only knowledge about seasonal changes in nature, but also the sounds, colors and smells of autumn.
Ecological education of younger schoolchildren cannot be imagined without a game. This is primarily because it corresponds to the level psychological development child, satisfies children's interests, is a form of knowledge of the world and a way of interacting with it. Under the ecological education of children, I mean, first of all, the education of humanity, i.e. kindness, responsible attitude both to nature and to people who live nearby; to the descendants who need to leave the Earth suitable for a full life. It is necessary to make educational work inconspicuous and attractive to children. But how to do that? Since play is the most natural and joyful activity that forms the character of my students, I have selected from the already famous games those in which, if possible, an active ecologically correct or developing game activity in accordance with the set educational tasks would be present. Games give my lessons an emotional coloring, fill them with bright colors, make them alive, and therefore more interesting for children. Games and game elements make it possible to develop a wide variety of positive qualities in younger students and facilitate the perception of the problems and knowledge presented.
Usage entertaining material in the lessons of the surrounding world, it helps to activate the learning process, develops cognitive activity, children's observation, attention, memory, thinking, maintains interest in what is being studied, relieves children's fatigue.
The form of entertaining exercises can be different: rebus, crossword puzzle, quiz, games. You can use this material at different stages of the lesson. Attracting works fiction enriches the learning process. Skillfully included in the lesson excerpts from stories, fairy tales, epics enliven the teacher's story, awaken and maintain the interest of students. If the passage contains a description natural phenomenon, then it is advisable to use it to illustrate the material being studied. Or you can, after reading a fragment of a work of art, offer students a number of tasks.
Very interesting and useful game tasks, which are associated with playing the roles of various objects of wildlife. For example: “A hare and a squirrel met in the forest and talked ...”; “The animals gathered in the clearing and began to tell how everyone is preparing for the winter.” In order for a child to understand nature, it is not enough to give specific tasks for it, it is necessary to teach him to rejoice, empathize with her, teach him to see beauty when it snows or the sun shines, the wind rustles or drops ring. It would be a mistake to expect an immediate impact on the child of environmentally sound play activities.
In observations of plants and animals, the beauty of native nature, its uniqueness, is revealed. At the same time, children notice the unreasonable, pernicious influence of man on nature. To teach a child to see these contrasts around him, to empathize and reflect, I use ecological fairy tales. The question may arise: will not a fairy tale make it difficult to understand the true laws of nature? No, on the contrary, it will make it easier. Thanks to the fairy tale, the child learns the world not only with the mind, but also with the heart. And not only cognizes, but also responds to the events and phenomena of the surrounding world, expresses his attitude to good and evil. And if some biological knowledge and concepts about the relationship of living organisms with each other and with their environment are introduced into a fairy tale, then the fairy tale will serve as a source for the formation of elementary environmental concepts, i.e. the fairy tale will become ecological. One of the indicators of the level of understanding of environmental problems and empathy are fairy tales composed by the children themselves. If a child came up with a fairy tale, connected several objects of the world around him in his imagination, then he learned to think. Moving in fairy tales the focus of children's attention from man to wildlife, which creates and maintains the environment for people, allows you to form respect for nature, responsibility for it.
Considerable attention should be paid to the practical participation of younger students in a particular environmental activity. Primary school students have access to such practical activities: hanging bird houses, feeders; regular collection of food for birds and their feeding, planting and caring for plants.
Ecology for a child is everything that surrounds him. And the tree, and the park, and the birds flying to the feeder, and, finally, the man himself. Indicators of a well-bred personality are: environmental knowledge, skills, practical results, which are expressed in the performance of socially useful work by students to protect nature.
CONCLUSION.
The current ecological situation in the world poses an important task for man - the preservation of the ecological conditions of life in the biosphere. In this regard, the issue of environmental awareness and environmental culture of the current and future generations is acute. For the current generation, these figures are at an extremely low level. The situation can be improved through the environmental education of the younger generation, which should be carried out by highly qualified, environmentally literate teachers, armed, in addition to special knowledge, with a number of effective methods that allow, by influencing the child's personality in a complex way, to develop all components of environmental culture as personality traits in terms of the general human culture.
ENVIRONMENTAL EVENT
Fairy tale
Goals:
arouse interest and love for the natural environment, teach children to communicate with it;
to form a sense of belonging to nature, personal responsibility for it.
Equipment : poster with L. Leonov's statement; tree layout; magnetic board, leaflets with the rules of behavior in nature.
“Protect nature! She has neither a fist nor a tooth to defend herself against enemies. Its treasures are entrusted to our conscience, justice, intelligence and nobility.”
Moderator: Today we will dedicate our event to nature. We will slightly open the door to her fairy-tale world, learn a lot of new things, remember what is already known. After all, only one who knows nature, its laws, can love it, protect it, live, not violate its way of life.
We live on planet earth. Why is it called the "blue planet"? (Because there is a lot of water on our planet)
Clean water, like clean air, is necessary for plants, animals and humans. Sometimes air and water become polluted because harmful substances from plants and factories get into them. Breathing such air is harmful, and people get sick more often. Keeping the air clean is very important. Adults should take care of the purity of water and air. How are we going to take care of nature? (Do not break trees and bushes, do not scatter garbage, do not catch insects and butterflies, do not ruin anthills).
Each of us must take care of nature. Unfortunately, not everyone understands this, therefore, in many places on our planet, there is an impoverishment of nature.
Now the guys will show us a dramatization of the fairy tale about the Man and the Golden Fish. And we will see what will happen in nature if the laws on its protection are not followed.
The Tale of the Man and the Golden Fish
Lived in the world Man. He hunted animals, caught fish, breathed clean air, drank spring water, admired the sunsets.
Once a man was fishing in a river. He sat above the water for a long time, but the fish did not bite. And suddenly the hook twitches, the Man almost dropped the fishing rod from his hands.
He pulled it out - and does not believe his eyes: the fish in front of him is of an unknown type, and not simple, but golden, just like in a fairy tale.
Who are you? - The man asks in a whisper, and he rubs his eyes - didn’t it seem like it?
The man can't say anything in surprise, he just nods his head.
Incidentally, he says Gold fish- I can fulfill desires. I wish to fulfill - once the tail wag. Let me go, I will fulfill all your desires.
The man thought: if you let Rybka go, you will be left without dinner, but if you eat it, you will regret it all your life.
Okay, he says, I'll let you go. And my first desire will be: I'm tired of living in this wooden hut. I want a stone house, but with electricity and central heating.
Rybka did not answer, slipped out of the hands of the Man, only wagged her tail.
The Man returned home, and in the place of his hut a white-stone house stands. Trees around, however, became less; but poles with wires appeared. Everything in the house shines with cleanliness, the furniture is beautiful in the corners. The tap water is flowing. The Man rejoiced. "This is life!" - speaks. He walks from day to day through the rooms, admires. Even in the forest he began to walk less often. And then I decided at all: “Why am I going to walk if I can ask Rybka for a car?”
No sooner said than done. A car appeared at the Man, forest paths turned into asphalt, and flower meadows turned into parking lots.
Satisfied Man - breathes gasoline. Birds, however, but there are fewer animals around. And the man completely dispersed. “Why do I need this forest at all?” - he thinks - come on, Rybka, make sure that endless fields spread out in its place. I want to be rich."
The forest disappeared - as it never happened. In its place, potatoes grow, wheat ears. Satisfied Man, harvest counts.
Suddenly, out of nowhere, harmful insects flew. Yes, hungry! So they strive to eat the entire human crop. The Man was frightened, let's poison insects, cockroaches with all sorts of poisons. And along with them and bees with birds.
The main thing is to save the harvest, he thinks. - And instead of bird songs, I'll ask Rybka for a tape recorder.
He lives like this - he does not know grief! He drives a car, harvests crops, does not pay attention to sunsets, water flows from his tap, there is no need to go to the spring. Everything seems to be fine, but the Man wants something new.
He thought and thought and decided to start a plant. There are many places around, let it work, it brings profit.
The Man went to Rybka - I want, they say, in addition to agriculture expand industrial production. So that everything was like people had.
Rybka sighed heavily and asked:
What plant do you want - chemical or metallurgical?
Yes, I don't care, - The man answers, - if only there was more profit.
There will be a factory for you, - Rybka wagged her tail. “But know that this is the last wish I can grant.
The Man did not pay attention to these words. But in vain.
He returned home, he sees - there is a huge plant near his house, the pipes are visible - invisible. Some of them release clouds of smoke into the air, others pour streams of dirty water into the river. The noise is worth the roar.
Nothing, - the Man thinks, - the main thing is to get rich faster.
He fell asleep that day happy man and dreamed of him horrible dream. Everything seemed to be the same as before. The forest roars, the birds sing. A man walks through the forest, communicates with animals, smells flowers, listens to bird songs, picks berries, and washes himself with spring water. And he felt so good in his sleep, so calm.
The Man woke up in the morning with a smile, and around - smoke, soot, it is impossible to breathe. The Man coughed, ran to the tap - to drink some water. Look - dirty tap water runs. The Man remembered about his spring with crystal water. I ran into the forest.
He runs, climbs over mountains of garbage, jumps over dirty streams. Barely found a fontanel. Looks - and the water in it is cloudy, it has an unpleasant smell.
How so? - the Man was surprised, - where did my transparent water disappear to?
I looked around - smoke, a stench, a roar. Only stumps remained from the trees. Muddy streams flow into the river, crows croak in the landfills, forest roads are flooded with gasoline, not a single flower can be seen.
The man remembered his dream.
What have I done? - thinks. - How will I live now?
I ran to the river to look for Rybka. Called - called - no Rybka. Only foam floats on dirty water.
Suddenly something flashed: Rybka took pity, swam. Only its gold is not visible under a layer of fuel oil. The Man was delighted, said to Rybka:
I don’t need anything, just give me back my green forest and clean springs. Do everything as it was, I will not ask for anything else.
Rybka paused and answered:
No, Man, nothing will work for me anymore: my magic power has disappeared from dirt and poisons. Now think for yourself what you will do to stay alive.
The Man sat down on the shore, put his head in his hands and thought.
Leading: Now we will check how you understood the meaning of the fairy tale.
Questions:
(A piece of paper is given for each answer; there are “magic” leaves)
1. How did the forest change after the Goldfish began to fulfill the desires of Man? Why did the man act like this?
2. Did he do the right thing? Why did he suddenly want to return his forest again?
3. Have you seen such factories, fields that are described in a fairy tale?
4. Can an ordinary fish die if factories and roads are built near the river?
5. What would you do if you were a Human?
6. What do you think will happen to this Man?
7. What does this tale teach us?
Moderator: What conclusion can we draw?
Conclusion: A person cannot live without cities, factories, fields, but everything must be done so that Nature does not suffer.
Host: Guys, now we will sum up our lesson. You know nature very well. But people say that each person must plant one tree, otherwise life has passed without a trace. We will also plant a tree. This tree is not simple: it has magic leaves - promises,
We promise:
1. Do not break trees and shrubs.
2. Do not pick flowers in bunches.
3. Do not destroy nests.
4. Do not tear the mushrooms, but carefully cut them, leaving the mycelium.
5. Don't touch the chicks.
6. Don't take baby animals home.
7. Do not kindle fires.
8. Don't leave trash.
Children attach promise sheets to a tree on a magnetic board.
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The article is devoted to one of the important areas modern education– formation of environmental literacy. The work has an interdisciplinary character, written at the intersection of such sciences as pedagogy, geography and ecology. The analysis of the formation of the concept of "environmental literacy" was carried out. The author proposes a different vision of the concept of environmental literacy from other scientists, which can be most fully applied in modern schools. Considerable attention is paid to the environmental doctrine of the Russian Federation, namely, issues related to environmental education and enlightenment. Particular attention is paid to the analysis of the strategy and program of continuous environmental education and enlightenment of the population of the Tomsk region for 2011–2015. The author comes to the conclusion that there are some problems in the formation of environmental literacy, which can be partially solved by a group of interested persons, for example, teachers.
ecology
geography
literacy
pedagogy
environmental literacy
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According to scientists, in Russia there is at least a 15-year lag in the level of environmental education from the world. But the state of the Russian ecological potential (Russia occupies 1/8 of the entire land area on the planet) determines the capabilities of all countries of the world, and, above all, the states of the Northern Hemisphere. Russia is classified by the UN as one of the countries with the worst environmental situation: 15% of its territory is a zone of ecological disaster and ecological trouble. The Constitution (Article 42), the fundamental law of the Russian Federation provides for the right to a healthy and favorable natural environment. The planet can only be saved by the activities of people, carried out on the basis of a deep understanding of the laws of nature, taking into account the numerous interactions in natural communities. Such interaction is feasible if each person has a sufficient level of environmental literacy, the formation of which begins in childhood and continues throughout life. Geographical science is at the center of human use of space and the changes it brings to the world, so it helps to understand a new picture of the world based on globalization. Due to the determination of the urgent need for the formation of environmental literacy of the population, the greening of education and upbringing becomes important. It is this process that turns out to be an essential component of the requirements for the model of modern education, which synthesizes the processes of intellectualization, humanization, innovation and knowledge integration. The need to increase the level of environmental literacy is associated with the need to provide a favorable environment for human life.
The quality of the environment determines health - the basic human right and the main goal of the development of civilization. In Art. 74 of the Law of the Russian Federation "On the Protection of the Environment" states that the acquisition of a minimum of environmental knowledge necessary for the formation of an ecological culture of citizens in all preschool, secondary and higher educational institutions, regardless of profile, is ensured by the mandatory teaching of environmental knowledge. The obligation to teach environmental knowledge is one of the most important principles of Russia's environmental policy. Therefore, teachers in an accessible and understandable form for students, already from school age, should explain and inspire them what is lawful and what is not, and how to behave in the nature around them.
In 1975, I.P. Laptev. N.V. Abaev noted that the creators of ideas, images and concepts of spiritual comprehension of the surrounding world are beginning to create a society in which environmental education and upbringing, unfortunately, is still very poorly studied, and, consequently, nature will suffer from environmental illiteracy of people.
In big Soviet Encyclopedia the concept of "literacy" refers to a certain degree of proficiency in oral and written speech skills, which are one of the most important indicators of the cultural level of the population.
The term "ecology", meaning "the science that studies the relationship between living organisms, including humans, with their environment" was introduced by E. Haeckel in 1866. The subject of the study of ecology was finally defined in 1935, when A. Tensley formulated the definition of an ecosystem as "a set of organisms and non-living components of their habitat that are in functional relationships." Over time, the amount of knowledge about ecosystems gradually turned into quality, taking shape abroad in the "science of the environment", or environmental science. In our country, it branched into geoecology, global ecology, applied ecology, social ecology, etc. The “society-nature” relationships in the second half and at the end of the 20th century became so aggravated that the accumulated information about these local and global exacerbations could not but initiate interest at first. , and then the need for a new educational field "Ecology", or, as it sounds more familiar: "environmental education" (abroad: "Education in the field of the environment").
N.N. Moiseev noted that ecological knowledge, like arithmetic, should be possessed by everyone, regardless of the specialty and nature of work, habitat and skin color. The main sources of influence on any person in order to form an environmentally literate personality, according to the acceptance of the ideas of Yu.N. Pakhomov, we can consider education, the media, the legal system, etc.
In 1978 at XIV General Assembly The International Union for the Conservation of Nature and Natural Resources (IUCN) has adopted a World Conservation Strategy. The main idea of the strategy is that modern conditions global impact on the biosphere is inevitable, and real nature protection is possible only with the rational use of natural resources and international cooperation in this area.
In 1987, the United Nations World Commission on Environment and Development called for the creation new document which would form the fundamental principles of sustainable development. Then the idea of the Declaration (charter) of the Earth was discussed in 1992 in Rio de Janeiro during the Earth Summit. The Earth Charter is a document containing the fundamental principles for building a sustainable and peaceful global society in the 21st century. The Earth Declaration is a kind of analogue of the Declaration of Human Rights, but the Earth Charter is in the field of environmental protection.
The year 2002 is inscribed in the history of Russia as a year of changes in the country's environmental policy. This year, the following was published: "Environmental Doctrine of the Russian Federation" - a document developed by the joint efforts of state authorities of the Russian Federation, local governments, public organizations, business and scientific circles of Russia; Federal Law "On Environmental Protection" dated January 10, 2002 No. 7-F3.
Based on the ideas of V.F. Protasov, it can be said that the environmental doctrine of the Russian Federation determines the goals, directions, tasks and principles of pursuing a unified state policy in the field of ecology in the country for a long-term period. Preservation of nature and improvement of the environment are priority areas of activity of the state and society. The natural environment should be included in the system of socio-economic relations as the most valuable component of the national heritage. The formation and implementation of the country's socio-economic development strategy and the state policy in the field of ecology should be interconnected, since the health, social and environmental well-being of the population are inextricably linked. The environmental doctrine is based on the Constitution of the Russian Federation, federal laws and other regulatory legal acts, on international treaties Russian Federation in the field of environmental protection and rational use of natural resources, as well as fundamental scientific knowledge in the field of ecology and related sciences; evaluation state of the art the natural environment and its impact on the quality of life of the population; recognition important natural systems of the Russian Federation for global biospheric processes; taking into account global and regional features of the interaction between man and nature.
The environmental doctrine of the Russian Federation consists of separate points, one of the interesting ones, in our opinion, is the part devoted to environmental education and enlightenment. The main task in these areas is to increase the ecological culture of the population, the educational level and professional skills and knowledge in the field of ecology. For this you need:
Creation of state and non-state systems of continuous environmental education and enlightenment;
Inclusion of issues of ecology, rational nature management, environmental protection and sustainable development of the Russian Federation in curricula at all levels of the educational process;
Strengthening the role of social and humanitarian aspects of environmental education and environmental education activities;
Training and retraining in the field of ecology teaching staff for all levels of the system of mandatory and additional education and education, including on the issues of sustainable development of the Russian Federation;
Inclusion of questions of formation of ecological culture, ecological education and enlightenment in federal target, regional and local programs of development of territories;
State support for the activities of the education and enlightenment system that implements environmental education and education;
Development of education standards focused on clarifying the sustainability surveys of the Russian Federation;
Development of a system of training in the field of ecology for executives in various fields of production, economics and management, as well as advanced training for specialists from environmental services, law enforcement and judicial authorities.
In the Tomsk region in 2005, in order to form a regional policy in the system of continuous environmental education, plans and programs for its implementation, a Coordinating Council for continuous environmental education was established. In 2006, the "Strategy for the development of continuous environmental education and enlightenment of the population of the Tomsk region for 2006-2010" was developed and approved, and in 2008 - the Program "Continuing environmental education and enlightenment of the Tomsk region for 2008-2010." with a list of activities and sources of funding. The work of this Coordinating Council can be considered successful, which is why in 2011 the "Strategy for the development of continuous environmental education and enlightenment of the population of the Tomsk region for 2011-2020" was adopted. and the program "Continuing environmental education and enlightenment of the population of the Tomsk region for 2011-2015". After analyzing these programs, the author came to the conclusion that the main principles for the formation of an environmentally literate person are as follows:
1. Obligation and priority of environmental knowledge in the education system.
2. Consistency and continuity of education in the field of ecology.
3. The focus of education in the field of ecology on solving practical problems of preserving and restoring the natural environment, resource-saving environmental management.
4. Generality and complexity.
5. Focus on the development of people's respect for the environment, understanding of personal responsibility for its preservation, restoration and enhancement.
6. Publicity of development and implementation of environmental education and enlightenment programs.
7. Continuity of domestic and world experience in the formation of environmental education of the population.
8. Interregional and the international cooperation in the field of formation of an environmentally educated person.
Forms of implementation of the formation of an environmentally literate person:
1. Compulsory teaching of environmental knowledge in educational institutions.
2. Environmental education activities public associations, mass media and additional educational institutions for children.
3. Organization and holding of scientific and practical conferences, seminars and symposia on the problems of environmental education.
5. Dissemination of environmental knowledge by libraries and other educational institutions.
The formation of an environmentally literate person opens the way to the creation of an environmentally oriented society, i.e. society built on ecological principles.
In our opinion, the fact that the year 2013 in Russia was announced by President V.V. Putin "Year of Environmental Protection", a similar decree was signed by the Governor of the Tomsk Region S.A. Zhvachkin. All this once again speaks of the importance of environmental literacy of all segments of the population, and in the first place, schoolchildren.
Thus, the school teacher has a lot to do in the process of developing environmental literacy not only for children, but also for their parents. Since at present there is no single concept of environmental literacy, the author of this work proposes to understand environmental literacy as the mastery and the possibility of applying certain knowledge, skills in the life and development of mankind. In our opinion, environmental literacy is a combination of the following elements: environmental education - environmental education - environmental thinking - environmental consciousness - environmental culture, multiplied by the psychological and pedagogical characteristics of students and pedagogical technologies.
Thus, the state of the problem of the formation of environmental literacy of schoolchildren, in our opinion, is reflected in the following:
1. In environmental literacy, which should form the basis of the worldview modern man because it is the main condition for his survival on Earth;
2. In the strategy for the formation of environmental literacy of the population, taking into account the peculiarities of education and enlightenment in Russia;
3. In legislative framework which needs to be adapted to the real state of environmental awareness of the population of our country.
Since 2005, the author has been conducting research in the field of the formation of environmental literacy among schoolchildren. At the beginning of the study, they were theoretical in nature, and since 2007 - practical. In MAOU secondary school No. 31 in Tomsk, work on the formation of environmental literacy is carried out from grades 1 to 11. Environmental knowledge can be obtained through the following activities: integrated lessons, additional education system, extracurricular work. This work requires constant monitoring (figure). An analysis of the diagram shows that the systematic and continuous work on the formation of an environmentally literate schoolchild, which has been carried out by the author for 7 years, does not remain without a trace: schoolchildren are engaged in the listed types of work with great interest. From the diagram, we can see that the number of students with a high and medium level of environmental literacy is growing, while the number of students with a low level is declining.
Monitoring the level of formation of environmental literacy of schoolchildren of the MAOU secondary school No. 31 in Tomsk, 2007-2012.
The result of work with students of school No. 31 in Tomsk, on the basis of which the research was carried out, is the fact that on February 19, 2010 the Department of General Education of the Tomsk Region was assigned the status experimental site on the formation of ecological culture, and from May 30, 2011, the school became an environmental center.
Reviewers:
Evseeva N.S., Doctor of Geological Sciences, Professor, Head. Department of Geography of the Faculty of Geology and Geography of Tomsk State University, Tomsk;
Sevastyanov V.V., Doctor of Geological Sciences, Associate Professor, Professor, National Research Tomsk State University, Tomsk.
The work was received by the editors on May 7, 2013.
Bibliographic link
Fleenko A.V. ENVIRONMENTAL LITERACY: CURRENT STATUS AND PROBLEMS // Basic Research. - 2013. - No. 6-4. – P. 930-934;URL: http://fundamental-research.ru/ru/article/view?id=31665 (date of access: 02/01/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"
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