Formation of ecological literacy of junior schoolchildren. Formation of environmental literacy in the lessons of the world around
ENVIRONMENTAL LITERACY
- the level of natural science knowledge, special abilities and skills, as well as the moral qualities of a person, allowing him to consciously participate in environmental protection activities.
A person must be environmentally literate. He doesn’t even have to, but he is obliged, since this is our house. Moreover, the house is shared. A person needs to learn to love him, protect him, keep him clean, otherwise he himself will die. We used to say "nature" and not "house". But we need to get used to this concept, then we will have a sense of responsibility for its safety, for its condition.
To do this, you need to become environmentally literate, i.e. to study nature in order to understand and feel it, to imagine what the components of nature are. The most important thing is that nature - our home must be perceived as a living being.
Understanding the role of nature in people's lives is of great importance. The first ecological law of nature is the law of unity, which says: everything in the world is interconnected and everything interacts. This must never be forgotten.
. environmental education
1. In order to form an ecological culture in society, foster a caring attitude towards nature, rational use of natural resources, environmental education is carried out through the dissemination of environmental knowledge about environmental safety, information about the state of the environment and the use of natural resources.
2. Environmental education, including informing the population about legislation in the field of environmental protection and legislation in the field of environmental safety, is carried out by public authorities Russian Federation, state authorities of the constituent entities of the Russian Federation, local governments, public associations, the media, as well as educational institutions, cultural institutions, museums, libraries, environmental institutions, sports and tourism organizations, and other legal entities.
This or that level of environmental literacy is the result of education, the main function of which is to prepare the younger generation for life in the real world, and for this it must master the system of moral norms in relation to nature. Without changes in the culture of nature management, one cannot count on positive changes in the environment. It is culture that can bring human activity into conformity.
The initial understanding in pedagogical research of ecology is the idea of it as a synthesis of knowledge (natural, technical, humanitarian) and the experience of human interaction with the natural and social environment surrounding him.
Thus, B. T. Likhachev considers the ecological culture of the individual as a system-forming factor that contributes to the formation of genuine intellectuality and civilization in a person.
Psychologists believe that environmental literacy is a new formation of a personality, a part of its social culture.
The most complete understanding of environmental literacy is revealed by its following components:
1. Ecological consciousness, which is based on understanding the integrity of nature, striving for such relationships with the outside world that lead to positive interaction with it.
2. Ecological education, expressed in a humane-valuable attitude towards nature, benevolence towards living things, in emotional responsiveness to their condition, in interest in natural objects, in the desire and ability to take care of the living.
3. Ecological knowledge, which includes information about the relationship of plants and animals with the environment, about their adaptation to it, about the use of natural resources by people, about nature protection.
The age characteristics of the student allowed us to single out this period as propaedeutic for the formation of the foundations of environmental literacy in an educational institution. This age can be considered as the initial stage environmental education, because it is at this stage ...
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 Sovietsky district Rostov-on-Don
Environmental literacy of younger students
Introduction
1. The essence of environmental education. 2. Environmental education as a socio-pedagogical problem.
Conclusion
Appendix. 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.
On the present stage development of society stands out the global problem of environmental education and upbringing. Man is the only ecological species on Earth that, in the process of development, violates the laws of ecology. Mankind, in a century rapidly developing progress, when the mind of people has reached the highest technologies in science, technology, medicine, space, it accumulates more and more gaps in ecological 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 allows 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, this quality must be instilled in him from 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 of 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, first of all, 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 environment which is built on the basis of ecological 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 a deep knowledge of the nature of their 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 - milestone intensive accumulation of knowledge about the surrounding world, development of multifaceted relations of the primary school student to the natural and social environment, contributing to the formation of personality, the formation of ecological culture.
Ecological and local history education is possible only if the content subjects contributes to the development of environmentally valuable orientations, i.e., makes it possible 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 issues.
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 the general system of education, in the practice of educational work of an educational institution allows us to consider school local history as a system that represents 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 you 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 human interaction with nature in the conditions of the 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, and provide an integrated approach to business.
The inclusion of students in various activities in the process of environmental and local history work corresponds to the 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 of a high ecological culture of all kinds among the general population. 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 mandatory integral part general educational preparation of students. One of them essential principles environmental education is considered 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;
- classroom lessons are combined with extracurricular activities of 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 the environmental upbringing and education of students, the significance of the mass media (press, radio, television) arises, 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 of environmental education were developed. 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; environmental festivals, role-playing games, work on the school grounds.
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.
So the school is like central system 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 put forward before the pedagogical theory and school practice the task of educating the younger generation in the spirit of a careful, responsible attitude towards 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 to purposefully cultivate a sense of responsibility for the state of the environment from childhood.
In the system of preparing the young generation for rational environmental management, 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 forming a scientifically based, moral and aesthetic attitude 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 schoolchildren is the content of elementary school subjects, which carry some information about the life of nature, about the interaction of a person (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, just like real nature in its diverse manifestations of colors, shapes, sounds, aromas, serve an important tool knowledge of the surrounding world, a source of knowledge about the natural environment and moral and aesthetic feelings.
Labor training lessons contribute to the expansion of students' knowledge about the practical significance of natural materials in human life, the diversity of his 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, economical use 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 led 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 pervades 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 contained 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 a sense of responsibility for one's country is identified with a sense of responsibility for its nature: to protect nature, its riches, 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 a biosocial being, vitally connected with the environment, although he managed to overcome his 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 for him normal life favorable natural conditions to be stored and multiplied.
Obviously, 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 great cognitive and educational role in the formation of a careful attitude of younger schoolchildren 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 protection of the nature 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 position of "usefulness", which, with a one-sided 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 junior schoolchildren in order to show children the beauty of nature, its cognitive, health-improving and practical activities, to awaken in them the desire to protect it as a source of beauty, joy, inspiration, as a condition for existence. humanity.
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 activities serve to gain experience in making environmental decisions, allow you to make a real contribution to the study and protection of local ecosystems, and 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, excursions, walks, hikes should occupy a large place in the system of work on cultivating love for nature. They can be associated with the study of program material, be of a local history nature, or simply be devoted 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 activities 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 acquire the experience of integral 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. Environmental education of younger students in the classroom " The world"
An environmentally competent, careful attitude of a person to nature develops gradually, under the influence of the surrounding reality, in particular education. Primary school age is most favorable for purposeful formation environmental 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 main goal environmental education: the formation of the fundamentals of ecological culture among 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 will be brought up, and the 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 the observation of children, but also encourages them to draw conclusions about certain phenomena occurring in animate and inanimate nature, developing logical thinking and spoken language of the child. 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. Need to do educational work inconspicuous and attractive to children. But how to do that? Since the game is the most natural and joyful type of activity that forms the character of my students, I selected from the already known games those in which, if possible, there would be an active ecologically correct or developing game activity in accordance with the educational tasks set. Games give my lessons 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 traits and facilitate the perception of the stated problems and knowledge.
The use of entertaining material in the lessons of the surrounding world 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 of fiction enriches the educational 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 of a natural phenomenon, then it is advisable to use it to illustrate the material being studied. Or maybe by reading a fragment artwork give students a series 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, to empathize with her, to teach him to see beauty when it snows or the sun shines, the wind rustles or the 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 man to 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 ecological 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 person 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 puts a person in front of important task– preservation of 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 nature, to teach children to communicate with her;
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 open the door to her fairy world, we learn a lot of new things, remember what we already know. 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 the air and water get polluted from what gets into them. harmful substances from plants and factories. 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 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!" - He 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. The birds, however, have become smaller around the little animals. 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 factory. There are many places around, let it work, it brings profit.
The Man went to Rybka - I want, they say, to expand industrial production in addition to agriculture. 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 this last wish which I can fulfill.
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 he had a terrible 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.
List of used literature
Alekseev S. V., Simonova L. V. The idea of integrity in the system of environmental education of junior schoolchildren.// NSh. - 1999. - No. 1. pp. 19-22
Babanova T. A. Ecological and local history work with younger schoolchildren. M.: Enlightenment, 1993,
Barysheva Yu. A. From the experience of organizing environmental work. // NSh. - 1998. No. 6. pp. 92-94.
Bakhtibenov A. Sh. Ecological education of younger schoolchildren. / Russ. lang. - 1993. - No. 6.
Bogolyubov S.A. Nature: what can we do. M. - 1987.
Bondarenko V.D. Culture of communication with nature. M. - 1987.
Borovskaya L. A. Ecological orientation of the excursion in the conditions of the city. M. Education, 1991.
Vershinin N. A. Education of love for the nature of the native land, interest in natural studies among younger schoolchildren. // NSh. - 1998. - No. 10. pp. 9-11.
Vorobieva A. N. Ecological education of younger schoolchildren. // NSh. - 1998. No. 6. S. 63-64.
Getman VF Excursions in natural history in grades 2-3. // Glad. school - 1983.
Glazachev SN Let's keep the values of ecological culture. // NSh. - 1998. No. 6. pp. 13-14.
Goroshchenko V.P. Nature and people. M., Education, 1986.
Grisheva E. A. Tasks of ecological content. M. Education, 1993.
Gyulverdieva L.M., Utenova Z.Yu. National traditions and their use in ecological education of children. // NSh. - 1998. No. 6. pp. 71-76.
Deryabo SD Subjective attitude to the nature of elementary school children. // NSh. - 1998. - No. 6. S. 19-26.
Dmitriev Yu. D. We have one land. M.: Children's literature. – 1997.
Doroshko OM Improving the preparation of future primary school teachers for the implementation of environmental education of younger students. Abstract. Kyiv - 1988.
Zhestnova N. S. The state of environmental education of students. // NSh. - 1989. No. 10-11.
Zhukova I. To help environmental education of students. // NSh. - 1998. No. 6. pp. 125-127.
Kvasha A. V. Preparation and use of ecological tasks in the study of inanimate nature by younger schoolchildren. // NSh. - 1998. No. 6. pp. 84-92.
Kirillova ZP Ecological education and upbringing of schoolchildren in the process of education. M.: Enlightenment. - 1983.
Klimtsova T. A. Ecology in elementary school. // NSh. - 2000. No. 6. pp. 75-76.
Kolesnikova G.I. Ecological excursions with younger schoolchildren. // NSh. - 1998. No. 6. pp. 50-52.
Mukhamedyarova R. R. On the work of the ecological school. // NSh. - 1999. No. 3. pp. 32-34.
Nikolaeva S. N. The Beginning of Ecological Culture: the Opportunities of a Child Going to School. M.: Enlightenment. - 1993.
Ninadrova N.N. Education of the sense of beauty in junior schoolchildren. // NSh. - 1998. No. 6. pp. 105-106.
Pavlenko ES Ecological problems and elementary school. , NSh. - 1998. No. 5.
Saleeva L.P. On the content of environmental education in elementary school. // M.: True. - 1983.
Saleeva L.P. Experience of ecological education of younger schoolchildren. // NSh. - 1991. No. 4.
Saleeva L.P. The content of environmental education. // Biology at school. - 1987. No. 3
Sidelnovsky A. G. Interaction of schoolchildren with nature as an educational process. // Abstract. M. - 1987.
Simonova L.P. Ethical conversations on ecology with younger schoolchildren. // NSh. - 1999. No. 5. pp. 45-51.
Tikhonova A.E., Deev V.M. Involve younger schoolchildren in local history work for the purpose of their environmental education. // NSh. - 1998. No. 6. pp. 77-81.
Tikhonova A. Educational nature trail for younger schoolchildren. // NSh. - 1991. No. 9.
Yulia Igorevna Chigorevskaya
St. Petersburg
Elena Stanislavovna Kuznetsova
Russian State Pedagogical University them. A.I. Herzen
St. Petersburg
Annotation. The article discusses the need for the formation of environmental literacy of younger students through project activities. This activity makes it possible to form various components of a careful attitude to nature in close unity and interconnection, as well as to use a complex of activities for this purpose - educational, playing, labor, etc.
Keywords: GEF, environmental literacy, emotional and value attitude, environmental knowledge, environmentally oriented behavior, project, project activity, environmental project.
Project activity as a means of environmental literacy formation
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 literacy of the current and future generations is acute.
Formation of the foundations of environmental literacy and awareness of the integrity of the surrounding world is one of the subject results development of the main educational program primary general education, in accordance with the Federal State Educational Standard for Primary General Education (FGOS) (hereinafter cited from: Federal State Educational Standard for Primary General Education, 2009) . However, according to the studies of I.D. Zverev and I.T. Suravegina notes that about 50% of junior schoolchildren demonstrate a pragmatic, utilitarian attitude to nature in their writings. Thus, the need for the formation of environmental literacy among younger schoolchildren is, of course, an important direction in the development of the school curriculum by the child.
The concept of "environmental literacy" is formulated by different authors in their own way, and to date, a single definition for this concept has not been formulated. However, most authors (I.N. Ponomareva, A.N. Zakhlebny, I.D. Zverev, I.T. Suravegina, S.D. Deryabo, N.E. Yatsenko) agree that the basis of environmental literacy lies the formation of ecological knowledge of the student. On the basis of knowledge about the relationships in nature, it is possible and should form an emotional and value attitude to nature, understanding and observing the rules of environmentally oriented behavior. Important for the formation of conscious environmentally oriented behavior is the personal motivation of the child to participate in solving environmental problems (D.S. Ermakov, 2011) . Thus, in the formation of environmental literacy among junior schoolchildren in accordance with the main educational program on the subject "The world around us", three main components can be distinguished: environmental knowledge, emotional and value attitude, the need and awareness of environmentally oriented behavior.
All this presupposes 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. It should be noted that environmentally oriented behavior 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 (E.E. Morozova, 2002) [10]. The content of environmental literacy includes a system of norms (prohibitions and prescriptions) that arise from value orientations . The formation of a value attitude towards nature and the need for environmental activities (including environmental protection) is possible and effective only in practical activities of younger schoolchildren in nature: observation of nature and interaction with its objects (E.S. Kuznetsova, 2012) .
Thus, a means of developing environmental literacy among younger schoolchildren is a systematic, pedagogically organized communication with nature, and this, we believe, is project activity.
The nature of the project activity for younger schoolchildren lies mainly in the fact that it allows the formation of various components of a careful attitude to nature in close unity and interconnection, as well as the use of a complex of activities for this purpose - educational, gaming, labor, etc. Therefore, the organization of project activities is necessary pay special attention.
Let's reveal the essence of project activity. A certain organization and content of the educational process at school can allow the formation of environmental literacy on an interdisciplinary basis by integrating into various academic disciplines, each of which reveals a corresponding aspect of environmental problems (A.N. Zakhlebny, I.T. Suravegina, 2004) .
One of the important directions of this problem is the intensification educational process, that is, the development and implementation of such teaching methods and educational and methodological material that would provide for the purposeful development of the mental abilities of students, the development of their interest in educational work, independence and creativity. In the educational process, without getting all the knowledge in a ready-made form, students should be able to acquire a significant part of them independently in the course of search tasks, problem situations and other means that activate cognitive activity based on the teacher's attitudes.
Project activity involves the joint activity of a teacher and students aimed at finding a solution to a specific problem, and also contributes to the active involvement of students and teachers in the process of environmental education and stimulates an integrated approach to solving environmental problems. The ratio of the problem and the practical implementation of the results of its solution makes the project activity so attractive for the education system.
We define project activity as an independent, self-organized, practice-oriented activity of an integrated nature, in which the student solves not only educational, but also social, cultural, and research tasks.
In the psychological and pedagogical literature, we were unable to find a specific definition of an environmental project. Having studied, analyzed and summarized the environmental projects proposed by I.V. Tsvetkova, E.E. Morozova, we give the following definition of an environmental project.
An environmental project is a means of pedagogical influence based on the acquisition of knowledge and skills by students in the process of planning and performing gradually more complex practical tasks - projects aimed at shaping their environmental consciousness.
One of important conditions organization of environmental project activities is the choice of the most productive types projects that allow a comprehensive impact on the formation of the ecological consciousness of the schoolchildren: to form environmental knowledge, a subjective attitude towards nature, the skill of environmentally oriented activities.
Mastering independent project activities by students in an educational institution should be built in the form of purposeful systematic work. When organizing work in elementary school, it is necessary to take into account the age-related psychological and pedagogical characteristics of children of primary school age. Namely: the topics of children's work are selected from the content of educational subjects or close to them. The problem of the project, which provides motivation for inclusion in independent work, should be in the field of the child's cognitive interests and be in the zone of proximal development.
Thus, summarizing all of the above, we can conclude that one of the effective means of developing environmental literacy among younger schoolchildren is project activity.
The main indisputable advantages of project activity are a high degree of independence, initiative of students and their cognitive motivation.
The basis of project activity is the development of cognitive skills, the ability to independently construct their knowledge and navigate the information space.
For productive project activities, younger students need: the formation of a number of communication skills among students; development of students' thinking, a certain "intellectual maturity"; experience of expanded, meaningful, differentiated self-assessment and evaluation activities.
When introducing project activities into the educational process, it is necessary to take into account the age and individual characteristics of younger students.
Bibliography:
Vinogradova N.F. The environment in elementary school. M.: Academy, 2009. 64 p.
Volkova IN AND. environmental education through lessons natural history // Primary school. 2005, No. 6. S. 53-55.
Deryabo S.D. Ecological pedagogy and psychology / Deryabo S.D., Yasvin V.A. Rostov n/a: Phoenix, 2008. 480s.
Ermakov D.S. Competence-based approach in environmental education for sustainable development // XVII International Conference "Environmental Education for Sustainable Development". M. 2011. S. 15-19.
Zahlebny A.N. School and problems of nature conservation: The content of environmental education, M.: Pedagogy, 2011. 184 p.
Zahlebny A.N., Suravegina I.T. Ecological education of schoolchildren in extracurricular work.Moscow: Education, 2004. 159 p.
Zverev I.D., Zakhlebny A.N. Ecological knowledge: on lessons and after school // National education, 2006. No. 2. S. 81-84.
Krivoshchekova N.V. Preparation of future teachers for the formation of environmental literacy of schoolchildren: Abstract of the thesis. dis. cand. ped. Sciences, Orenburg, 2009. 18 p.
Kuznetsova E.S. Formation of environmental literacy of junior schoolchildren//. 2012. Vol. 3. . pp. 223-227.
Morozova E.E. Psychological-pedagogical and methodological aspects of environmental education in elementary school // Primary school. 2002. No. 7. P. 35
Ponomarev IN Ecological concepts, their system and development. SPb., 2009. 87 p.
GEF: Primary general education. M, Enlightenment. 2009
Tsvetkova I.V. Ecology for elementary school. Games and projects. Yaroslavl: Academy of Development, 2007. 151 p.
Yatsenko N.E. Explanatory dictionary of social science terms. SPb. 2009.
Sections of the main educational program of primary general education of the municipal state educational institution "Rybinsk secondary school" , approved by Order No. 63 of August 23, 2011 (hereinafter referred to as BEP IEO): Explanatory note, Planned results of mastering the main educational program of primary general education by students, The system for assessing the achievement of the planned results of mastering the main educational program of primary general education, attributed to the target section of the PEP IEO .
Sections of the PEP IEO: The program for the formation of universal learning activities for students at the level of primary general education, Programs of individual subjects, courses and courses of extracurricular activities, Program for spiritual and moral development, education of students at the level of primary general education, Program for the formation of ecological culture, a healthy and safe lifestyle, program corrective work attributed to the content section of the OOP LEO.
Sections of the BEP IEO: Curriculum of primary general education, Plan of extracurricular activities, System of conditions for the implementation of the main educational program in accordance with the requirements of the federal state educational standard elementary general education is attributed to the organizational section of the PLO NOO.
The section of the PEP of the IEO "Program for the formation of a culture of a healthy and safe lifestyle" shall be stated as follows: "The program for the formation of an ecological culture of a healthy and safe lifestyle" and supplemented with the following content:
basics of environmental literacy;
the foundations of ecological thinking, based on the ecosystem cognitive model, as a means of developing environmental literacy, familiarizing with the ecological culture of mankind, ecological self-education throughout life;
ecological consciousness, manifested in the ecological orientation of the personality - motivation and values on actions, behavior within the framework of the environmental imperative, environmental law and ethical standards in the interests of human health, life safety, sustainable development of society and nature: the experience of individual and joint design and implementation of an environmentally sound, healthy lifestyle that is safe for humans and their environment;
participation in socially significant projects in the interests of sustainable development of the territory.
socially encouraged stereotypes of behavior in the environment;
primary ecological ideas adequate to scientific knowledge;
social norms environmentally safe behavior;
personal experience of emotional and value empathy with natural objects, motivating actions in the interests of the safety of life, human health and the environment in solving the key contradiction of the ecological consciousness of this age “want-no”;
collectively distributed experience in the application of universal educational activities, subject knowledge and skills in practical actions to organize a health-saving way of school life, study, and everyday life.
Students must learn:
describe the simplest ecological cause-and-effect relationships in the surrounding world, analyze them, explain;
name environmental problems in the life of nature and man, dangers for the environment and human health; ways to prevent them; rules for an environmentally sound, healthy and safe lifestyle; rules of scientific organization of educational work;
explain the meaning of the law of ecology "Everything is connected with everything"; links between the health of nature and human health, his ability to learn and environmental literacy;
how to take care of human health and the health of nature; rules for maintaining vision, hearing, smell; the role of healthy nutrition and physical activity for well-being and the success of educational work;
danger to health and study of reduced motor activity, smoking, alcohol, drugs, infectious diseases;
give examples of the links between human health and the health of nature, the health of nature and human behavior: the diversity of the surrounding world - the natural world, the world of people, the man-made world: chains of ecological links: environmentally precautionary behavior in the environment;
the basics of a health-saving educational culture;
health-creating day regimen, physical activity, healthy nutrition;
resistance to bad habits;
foreseeing the consequences of one's behavior for nature and man;
from study of the laws of nature;
formulate in your own words what “ecological culture”, “biological diversity” is; "ecology", "healthy lifestyle", "safety";
act out environmentally problematic situations with seeking help from a doctor, specialists, an adult;
plan and organize environmentally oriented activities in the environment according to the model (instructions);
plan safe behavior in extreme (emergency) situations typical for the place of residence;
reflect on the results of their actions for human health, the state of the environment (how it turned out to be done, what should be corrected and how);
evaluate the results according to a predetermined criterion: draw conclusions about the causes of environmental problems;
what qualities you need to cultivate in yourself in order to preserve your health, the people around you, nature, how to act ashamed;
talk about the relationship between human health and the health of nature, if ... then ...; about the rules of environmentally friendly behavior in the environment, the individual characteristics of health-saving behavior in situations of study, communication, Everyday life;
express their attitude to problems in the field of ecology, health and safety;
organize health-saving conditions for study and communication, choose adequate means and methods for performing tasks, taking into account individual characteristics;
independently perform homework using individually effective, health-saving techniques.
A model for organizing the work of an educational institution to form an ecological culture among students, a healthy and safe lifestyle
organization of the day regimen of children, their loads, nutrition, physical culture and health work, the formation of elementary hygiene skills, rational nutrition and the prevention of bad habits;
organization of educational work of an educational institution with students and parents (legal representatives);
the allocation of priorities in the work of an educational institution, taking into account the results of the analysis, as well as the age characteristics of students at the stage of primary general education.
Educational work with students includes:
introduction into the system of work of an educational institution of additional educational programs aimed at creating the value of health and a healthy lifestyle, which should be modular in nature, implemented in extracurricular activities or included in the educational process;
lectures, conversations, consultations on the problems of preserving and strengthening health, preventing bad habits;
holding days of health, competitions, holidays and other active events aimed at promoting a healthy lifestyle;
creation of a public health council at the school, including representatives of the administration, high school students, parents (legal representatives).
Educational and methodical work with teachers, specialists and parents (legal representatives) includes:
holding relevant lectures, seminars, round tables, etc.;
acquisition for teachers, specialists and parents (legal representatives) of the necessary scientific and methodological literature;
involvement of teachers and parents (legal representatives) in joint work on health-improving events and sports competitions.
formation of ideas about the basics of ecological culture on the example of environmentally consistent behavior in everyday life and nature, safe for humans and the environment;
awakening in students the desire to take care of their health (the formation of an interested attitude towards their own health) by observing the rules of a healthy lifestyle and organizing a health-saving nature learning activities and communication;
formation of cognitive interest and respect for nature;
formation of attitudes towards the use of healthy nutrition; the use of optimal motor modes for students, taking into account their age, psychological and other characteristics, the development of the need for classes physical culture and sports;
observance of health-creating regimes of the day;
formation of a negative attitude towards risk factors for the health of students (reduced physical activity, smoking, alcohol, drugs and other psychoactive substances, infectious diseases);
formation of skills to resist involvement in smoking, alcohol, narcotic and potent substances;
formation of the need for students to fearlessly contact a doctor on any issues related to the characteristics of growth and development, health status, development of readiness to independently maintain their health based on the use of personal hygiene skills;
formation of the foundations of a health-saving educational culture: the ability to organize a successful academic work, creating health-saving conditions, choosing adequate means and methods for performing tasks, taking into account individual characteristics;
formation of skills of safe behavior in the environment and the simplest skills of behavior in extreme (emergency) situations.
Plan of extracurricular activities in the areas of personality development:
Extracurricular activities in the framework of the implementation of the Federal State Educational Standard of General Education should be understood as educational activities carried out in forms other than classroom and aimed at achieving the planned results of mastering the main educational program of primary general education.
Extracurricular activities of schoolchildren- a concept that unites all types of schoolchildren's activities (except educational), in which it is possible and expedient to solve the problems of their education and socialization. The main advantage of extracurricular activities is to provide students with the opportunity for a wide range of activities aimed at their development. Hours allocated for extracurricular activities are used at the request of students and in forms other than the lesson system of education.
The plan for the elementary school includes 5 hours of extracurricular activities for each class, which allows the implementation of the program of education and socialization of schoolchildren through several areas, the implementation of which will achieve the results in the education and upbringing of schoolchildren, which are defined in the long-term modernization program Russian education. The interest of the school in solving the problem of extracurricular activities is explained not only by its inclusion in the curriculum of grades 1-4, but also by a new look at educational results. If subject results are achieved in the process of mastering school disciplines, then in achieving meta-subject, and especially personal results - values, guidelines, needs, interests of a person, the proportion of extracurricular activities is much higher, since the student chooses it based on his interests, motives.
The purpose of extracurricular activities : creation of conditions for the manifestation and development of their interests by the child on the basis of free choice, comprehension of spiritual and moral values and cultural traditions.
Tasks of extracurricular activities:
1. Ensure the achievement of personal, meta-subject, subject results of the main educational program of primary general education
2. Reduce the study load of students
3. Ensure a favorable adaptation of the child at school
4. Improve the conditions for the development of the child
5. Take into account the age and individual characteristics of students
Extracurricular activities are organized through various forms, including:
Excursions
Mugs
Sport sections
Olympics
Competitions
Exploratory research
Public benefit practices
Contests
Holidays
Conferences
Subject weeks
Exhibitions
Reviews
Extracurricular activities are organized in the areas of personality development:
1. Sports and recreation
2. Spiritual and moral
3. Social
4. General intellectual
5. General cultural
Used technologies:
Project activity;
interest differentiation;
information and communication technologies;
gaming technologies;
learning based on "learning situations";
social - educational technologies;
technology of self-development of students' personality
Sociocultural situation in an educational institution.
Systems and structures pedagogical activity in an educational institution.
Strategies for helping and supporting teaching staff, children, and parents.
Financially - technical equipment and information and technological support of the educational institution.
Degree of participation of public councils and organizations, social partners in activities educational institutions.
Classes in the subjects of the school cycle have their natural continuation in various types of extracurricular and extracurricular activities of students. Extra-curricular and out-of-school activities for students are organized and conducted with the aim of motivating students, expanding their horizons and comprehensive orientation in the world around them. Such activities to a large extent contribute to the harmonious education of schoolchildren, and also makes it possible to practically use knowledge in real life. Extracurricular activities of students at these events are implemented mainly in collective forms. The plan of extracurricular activities in the main areas contains the following forms of work:
Spiritual and moral
Leading forms of activity:
Conversations, games of moral and spiritual-moral content.
Needlework and all kinds of creative artistic activities of children.
Holding joint holidays of the school and the community.
The use of audio recordings and technical means learning.
Excursions
Children's charity.
Thematic evenings of aesthetic orientation (painting, music, poetry).
Organization of exhibitions ( cooperative activity children and parents).
Social
Leading forms of activity:
Trainings
Role-playing games
Social projects
Sports and recreation
Leading forms of activity:
Mass sports and health-improving school-wide events: school sports tournaments, competitions, Health Days.
Morning exercises, physical education in the classroom, organization of active health changes and walks in the fresh air
Monitoring compliance with sanitary and hygienic requirements.
Registration of corners on safety precautions and traffic rules, briefing with children. Thematic conversations, conversations - meetings with employees of the local outpatient clinic.
Interactive games, sports competitions in the classroom, quizzes, Health Plus projects, healthy lifestyle promotion.
Encouragement of students demonstrating a responsible attitude to sports, demonstration of sports achievements of class students, campaigning and enrolling class students in sports sections.
Organization of weekend trips, tourist trips.
Organization of hot meals.
General intellectual, general cultural
Leading forms of activity:
Cultural trips to theaters, museums, libraries, exhibitions;
Concerts, dramatizations, holidays at the class and school level;
Circles of artistic creativity;
Art exhibitions, art festivals, performances in the classroom, school;
Invitation of theater artists;
Festive decoration of the school and classrooms.
Expected results.
Increase in the number of children covered by organized leisure activities;
the acquisition by students of social experience;
formation of a positive attitude towards basic social values;
the acquisition by schoolchildren of the experience of independent social action.
| directions | Name | 1 class | Grade 2 | 3rd grade | 4th grade |
| Sports and recreation | rhythm | 1 | 1 | 1 | 1 |
| Sport games | |||||
| Spiritual and moral | Folk circle | 1 | 1 | 1 | 1 |
| Puppet show | |||||
| Social | Find out for yourself | 1 | 1 | 1 | 1 |
| Development of the cognitive sphere | |||||
| general intellectual | I want to know | 1 | 1 | 1 | 1 |
| Chess | |||||
| general cultural | Earth is our home | 1 | 1 | 1 | 1 |
| creative workshop | |||||
| Total | 5 | 5 | 5 | 5 |
Every year, the extracurricular activity plan will be adjusted and specified in connection with the requests of children, their parents (persons replacing them).
System of conditions for the implementation of the PEP IEO:
achievement of the planned results of mastering the basic educational program of primary general education by all students;
identifying and developing the abilities of students through the work of sections, circles, the organization of socially useful activities, including social practice, using the possibilities of educational institutions of additional education for children;
work with gifted children, organization of intellectual and creative competitions, scientific and technical creativity and design research activities;
the participation of students, their parents (legal representatives), teachers and the public in the development of the main educational program of primary general education, the design and development of the intra-school social environment, as well as in the formation and implementation of individual educational routes for students;
effective use of the time allotted for the implementation of a part of the main educational program, formed by the participants in the educational process, in accordance with the requests of students and their parents (legal representatives), the specifics of the educational institution,
use of modern educational technologies in the educational process;
effective independent work of students with the support of teaching staff;
inclusion of students in the processes of understanding and transforming the out-of-school social environment in order to gain experience in real management and action;
updating the content of the main educational program of primary general education, as well as methods and technologies for its implementation in accordance with the dynamics of the system development;
effective management of an educational institution using information and communication technologies, as well as modern funding mechanisms.
The educational institution is 100% staffed with pedagogical and administrative staff;
The level of qualification of primary school teachers, German language, physical education, music, teaching in primary school, corresponds to the qualification characteristics for the respective position;
Employees of an educational institution implementing the basic educational program of primary general education master additional professional educational programs in the amount of at least 72 hours, at least every five years.
Psychological and pedagogical conditions
Psychological and pedagogical support is provided pedagogical council schools and the psychological service "Center for Social
assistance to families and children of the Kamensky district" on the basis of an agreement.
Financial conditions for the implementation of the BEP.
Funding for the implementation of the main educational program for public and free primary general education is carried out on the basis of normative per capita funding.
The budget of the school is determined by its founder.
Logistics conditions
The building of the educational institution is equipped with centralized systems of domestic and drinking water supply, sewerage and drains in accordance with the requirements.
The building of the educational institution is equipped with centralized heating and ventilation systems that meet the standards.
All classrooms have natural lighting in accordance with hygienic requirements.
In all premises of the educational institution, levels of artificial illumination are provided in accordance with hygienic requirements.
The wardrobe is located on the 1st floor and is equipped with hangers for clothes and cells for shoes.
Primary classes study in their classrooms equipped with
furniture appropriate for the growth of the child. Classrooms comply with sanitary and hygienic standards, fire and electrical safety standards, labor protection requirements. The school has a bathroom for younger students.
At the disposal of schoolchildren there is a sports hall, a sports ground, a school library, an assembly hall. The school has 1 computer science and ICT room, the equipment of which meets modern requirements and ensures the use information technologies in educational, extracurricular, research activities.
There is a school cafeteria for organizing hot meals. Schoolchildren are provided with medical care by a nurse from the Rybinsk Medical Outpatient Clinic. There is a school bus for transporting children from the Samara village. For students of the 1st grade - an additional week of vacation in February. The mandatory load of students does not exceed the maximum allowable. The schedule is made taking into account the alternation of the main subjects with fine arts, music, physical culture. The duration of the break is 15 minutes for meals in the canteen, holding physical exercises during the lessons.
Educational and methodological support
The school has textbooks with electronic applications, which are their integral part, for students in grades 1-2 in the Russian language, mathematics, literary reading, the world around for each student. The availability of textbooks in all subjects of the PEP of the IEO is 100%.
There is educational and methodical literature, materials on all academic subjects of the PEP IEO.
Provided access for teachers to printed and electronic educational resources(EER), including to electronic educational resources placed in the federal and regional databases of the EER (media library).
The library of the educational institution is equipped with printed educational resources and electronic educational resources for all subjects of the curriculum, and also has a fund of additional literature.
Information Support is aimed at access for all participants of the educational process to any information related to the implementation of the main educational program, the planned results, the organization of the educational process and the conditions for its implementation and contains:
Charter MKOU "Rybinsk secondary school"
Public report MKOU "Rybinsk secondary school"
The main educational program of primary general education MKOU "Rybinsk secondary school"
- Sample Programs primary general education.
Working programs of subjects developed by teachers.
Textbooks and workbooks for students.
Network schedule (roadmap) for the formation of the necessary system of conditions
| Direction activities | Events | Timing implementation |
| I. Normative ensuring the introduction of GEF | 1. Availability of a decision of the state public administration body on the introduction of the FGOS IEO in an educational institution | August 2011 |
| 2. Amendments and additions to the Charter of the educational institution | September 2011 |
|
| 3. Development on the basis of an exemplary basic educational program of primary general education of the main educational program of an educational institution | May – August 2011 |
|
| 4. Approval of the main educational program of the educational institution | August 2011 |
|
| 5. Ensuring compliance of the school's regulatory framework with the requirements of the Federal State Educational Standard | October 2010 – August 2011 |
|
| 6. Bringing job descriptions of workers in line with the requirements of the Federal State Educational Standard of General Education and tariff and qualification characteristics | August 2011 |
|
| 7. Development and approval of the schedule of introduction | October 2010 |
|
| 8. Determining the list of textbooks and teaching aids used in the educational process in accordance with GEF primary general education | April 2011 |
|
| 9. Development of local acts that establish requirements for various infrastructure facilities of an educational institution, taking into account the requirements for the minimum equipment of the educational process (for example, regulations on a cultural and leisure center, information and library center, fitness center, classroom, etc.) | August 2012 |
|
| 10. Development: – educational programs (individual, etc.); – curriculum; - work programs of educational subjects, courses, disciplines, modules; – annual calendar training schedule; - provisions on extracurricular activities of students; - provisions on the organization of the current and final assessment of the students' achievement of the planned results mastering the main educational program; - provisions on the organization of homework for students; – provisions on the forms of education | April – August 2011 |
|
| II. Financial security introduction of GEF | 1. Determination of the amount of expenditures required for the implementation of the BEP and the achievement of the planned results, and also the mechanism of their formation | August 2011 |
| 2. Development of local acts (amendments to them) regulating the establishment of wages employees of an educational institution, including incentive allowances and additional payments, the order and size bonuses | May 2011 |
|
| 3. Conclusion of additional agreements to the employment contract with teachers | May 2011 |
|
| III. Organization- ration software introduction GEF | 1. Development of a model for organizing the educational process | April-August 2011 |
| 2. Development and implementation of the monitoring system educational needs students and parents the use of hours of the variable part of the curriculum and extracurricular activities | April-August 2011 |
|
| 3. Involvement of state and public administration bodies of an educational institution in the design the main educational program of primary general education | May – August 2011 |
|
| IV. Personnel both sintering introduced- | 1. Analysis of staffing for the introduction and implementation of the GEF of primary general education | May 2011 |
| 2. Creation (adjustment) of the schedule for advanced training of pedagogical and managerial work - nicknames of an educational institution in connection with the introduction of the Federal State Educational Standard | October 2010 |
|
| 3. Development (adjustment) of a plan for scientific and methodological work (intra-school advanced training) with focusing on the problems of introducing the GEF of primary general education | October 2010 |
|
| V. Infor- mating both- sintering introduced- GEF | 1. Placement on the OS website information materials on the introduction of the GEF of primary general education | During a year |
| 2. Broad information to the parent community about the preparation for the introduction and the procedure for switching to new ones. Standards | Periodically |
|
| 3. Organization of the study public opinion on the introduction of new standards and additions to the content of the main educational primary general education programs | During a year |
|
| 4. Implementation of the activities of the network complex of information interaction on the introduction of the Federal State Educational Standard of Primary General Education | During a year |
|
| 5. Ensuring public reporting of educational institutions on the progress and results of the introduction of the Federal State Educational Standard | During a year |
|
| 6. Development of recommendations for teachers: - on the organization of extracurricular activities of students; On the organization of the current and final assessment of the achievement of the planned results; On the use of time resources for organizing students' homework; | During a year |
|
| VI. Financial technical both sintering introduced- GEF | | May 2011 |
| | During a year |
|
| | During a year |
|
| kov educational institution | During a year |
|
| | During a year |
|
| | During a year |
|
| 7. Availability of educational institution access to electronic educational resources (EER) located in federal and regional databases | May 2011 |
|
| 8. Ensuring controlled access of participants in the educational process to information education resources on the Internet | May 2011 |
Monitoring the state of the condition system
| Object of control | Collection Methods information |
| I. Staffing conditions |
|
| 1. Quality of staffing introduction and implementation GEF primary general education | Monitoring |
| 2. Implementation of the schedule for advanced training of teachers gogic and leading workers of the educational institutions in connection with the introduction of GEF | Documentation study, analysis |
| 3. Implementation of the plan of scientific and methodological work (internal school advanced training) with a focus on the problems of introducing the GEF of primary general education | Documentation study, analysis |
| II. Psychological and pedagogical conditions |
|
| 1. The quality of coordination of the activities of subjects of education process, organizational structures of the institution for preparation and introduction of the GEF of general education | Questionnaire |
| 2. The presence of a model for organizing the educational process | Studying documentation |
| 3. The quality of the implementation of models of interaction between the institution general education and additional education of children, providing organization of extracurricular activities | Monitoring |
| 4. The quality of the implementation of the system for monitoring the educational needs of students and parents for the use of hours of the variable part of the curriculum and extracurricular activities | Questionnaire |
| 5. Involvement of public administration bodies leniation by an educational institution to design the main educational program of the basic general education calling | Studying documentation |
| III. Financial conditions |
|
| 1. Determination of the amount of expenses required for implementation OOP and achievement of planned results, as well as mechan- nism of their formation | Studying documentation |
| 2. Availability of local acts (amendments to them), regulating the establishment of wages for workers kov educational institution, including stimulating general allowances and additional payments, the order and amount of bonuses | Studying documentation |
| 3. Availability of additional agreements to the employment contract with teaching staff | Studying documentation |
| IV. Logistics conditions |
|
| 1. Analysis of the logistics of the introduction and implementation of the GEF of primary general education | Studying documentation |
| 2. Ensuring the compliance of the material and technical base of the educational institution with the requirements of the Federal State Educational Standard | Analysis |
| 3. Ensuring compliance of sanitary and hygienic conditions with the requirements of the Federal State Educational Standard: | Analysis |
| 4. Ensuring compliance of the conditions for the implementation of the BEP with fire safety standards, labor protection standards for workers kov educational institution | Analysis |
| 5. Ensuring compliance of the information and educational environment with the requirements of the Federal State Educational Standard | Analysis |
| 6. Ensuring the library and information center is staffed with printed and electronic educational resources | Analysis |
| 7. Availability of educational institution access to electronic educational resources (EER) located in federal and regional databases | Observation |
| 8. Ensuring controlled access of participants in the educational process to information educational resources on the Internet | Observation |
| V. Information and methodological conditions |
|
| Studying documentation |
| 2. The quality of informing the parent community about preparation for the introduction and the procedure for transition to new standards | Social poll |
| 3. Accounting for public opinion on the introduction of new stations darts and making additions to the content of basic education a comprehensive program of primary general education | Social poll |
| 4. The quality of the activity of the network information complex interaction on the introduction of the Federal State Educational Standard of the initial general education | Studying documentation |
| 5. The quality of the public reporting of the educational institution on the progress and results of the introduction GEF | Studying documentation |
| 6. Availability of recommendations for teaching staff: On the organization of extracurricular activities of students; On the organization of the current and final assessment of the achievement of the plan rated results; On the use of time resources for organizing home- her work of students; technologies | Studying documentation |
| 7. Quality of information materials on the introduction of GEF primary general education posted on the website of the educational institution | Studying documentation |
External links
In order to effectively solve the tasks set before elementary school the educational institution actively cooperates with the municipal state institution of culture "Cultural Leisure Center of the Administration of the Rybinsk Village Council", the children's art school, the Administration of the Rybinsk Village Council, the Rybinsk Medical Outpatient Clinic, the regional center for extracurricular activities, the Center social assistance families and children of the Kamensky district, from the traffic police department of internal affairs of the city of Kamen - on - Ob, MKDOU "Berezka", from the PCh - 26 of the village of Rybnoye.
Page 1
We live in a rapidly developing world, and at the present stage, the 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 the forests have already been destroyed; annually, 11 million hectares of tropical forests disappear from the face of the Earth - this is 10 times 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's oceans, seas and rivers are extremely depleted: since 2000, the acidity of the oceans has increased 10 times, and over the past 40 years, the amount of fresh water per person in the world has decreased by 60%; The biodiversity of the planet is declining, every year a person destroys about 1% of animals. Global environmental pollution has 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 a deterioration in human health, for example, in Europe, 225 thousand people die annually from diseases associated with exhaust gases, while more than 100 million Russians live in environmentally unfavorable 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 agreement on climate, 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 of the Russian Federation in 2013" it follows that every year the volume of environmental protection costs increases and at the same time it is 0.7-0.8% annually 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 students in state educational institutions of the 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, the total number of students in daytime educational institutions of the Russian Federation will steadily grow and by 2025 will reach 20,561 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 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. 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, natural resources are saved and multiplied, therefore, environmental education is now 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 types activities . |
A love for nature, an interest in studying the native land, and the skills of leading a healthy lifestyle are being formed. |
| 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. imperfection 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 of documentation related to environmental impact. For example, in federal law“On Fishing and Conservation of Aquatic Biological Resources” the following 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.
Various authors devoted their works to the formation of environmental literacy at the level of general education: 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 there are significantly fewer works devoted to the development of environmental literacy at the level of vocational education. 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 development environmental culture, deepening 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 students took part. full-time education, as well as university professors. 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: know environmental concepts and terms of 39% of undergraduate students and 26% of graduate students; 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,
To give an idea of the value of natural resources, environmentally friendly methods of 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 students' knowledge in the field of ecology, form a desire for the rational and environmentally safe use of natural resources, acquire students' knowledge about the competent nature management, as well as existing environmental problems and, thus, improve their 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:
Contribute to educational plans various environmental disciplines, which can be both basic and optional classes for students who are really interested in deepening their environmental knowledge and who want to engage in scientific research, solve cases and problematic tasks of an environmental nature;
Organize for teachers additional courses advanced training and master classes, 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 papers 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 teams in each university that will be engaged in environmental activities, promoting a healthy and environmentally friendly lifestyle, sharing experience in conducting various environmental events, for unity 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.
