Methodological collection of educational excursions in extracurricular activities for the formation of an ecological picture of the world among students in the process of teaching natural science

The collection is compiled in accordance with the requirements of the federal state educational standard.

The collection includes both examples of conducted excursions, as well as directly, and an example of a virtual excursion into nature. The developed lessons can be used by elementary school teachers.

Forms and methods of studying the course

Design and research, gaming, laboratory-practical, experimental.

Expected Result

Students should expand their understanding of natural objects and phenomena, join positive environmental activities, be able to work independently and in a group, acquire skills in designing creative works, collections, and raise the level of understanding of the ecological picture of the world.

Program goal: Formation of students' holistic ecological outlook and ethical values ​​in relation to nature, the surrounding space through the greening of the entire educational and upbringing process.

Enhancing the activities of the school in the formation of students citizenship and social responsibility.

Program objectives:

1. to form in schoolchildren ideas about the ecological picture of the world;

   to bring up an ecological culture and ecological consciousness of schoolchildren through the educational activities of the school;

   to intensify project activities of an environmental orientation, to strengthen its social significance;

   to promote the moral, aesthetic and labor education of schoolchildren using available reserves, including a personal plot;

Course content

Topic. 1 Excursions to natural and artificial communities. (2 hours)

natural community. Diversity of nature. Features of the school area.

Goals and objectives:

development of ecological concepts;

health improvement of students;

developing students' ability to see the diversity of nature and connections in the world around them, and to correlate their actions with the laws and principles of nature;

development of ideas about environmental factors, autumn phenomena and the diversity of natural communities;

acquisition of skills in compiling and designing simple and accessible collections;

education of industriousness in the school area.

Topic 2. The cycle of autumn excursions. (10 hours)

Variety of plant communities. Deciduous forest. Coniferous forest. Meadow. Reservoirs. Human impact on the natural community.

artificial ecosystem. Cheremshansky (Big Blue) Marble Quarry. Open ground. Dumps. Medicinal plants. Protection of natural communities. Features of protected areas.

Goals and objectives:

health improvement of students;

development of ideas about the species diversity of plants and animals;

development of concepts about the features of deciduous and coniferous forests, meadows, reservoirs;

development of ideas about natural and artificial ecosystems;

fostering love for nature;

fostering interest in the lessons of natural science, biology, ecology;

clarification of ecological links between members of the biocenosis in different ecosystems, their adaptation to living conditions.

Topic 3. Cycle of winter excursions. (8 ocloc'k)

Features of the winter forest. Plants and animals in winter. Diversity of flora and fauna. Adaptability to adverse environmental conditions.

Implementation of the project “Young ornithologists”. Making and hanging feeders, hollows, birdhouses.

Excursion to the Ufaley forestry.

Goals and objectives:

development of ideas about the features of the winter forest and adaptability to adverse environmental conditions, the diversity of flora and fauna;

health improvement of students;

development of intellectual and creativity students;

formation of design thinking and environmental awareness;

fostering a responsible attitude towards all living things;

identification of the influence of various types of human economic activity on biogeocenoses;

the formation of students' skills of environmentally competent behavior in nature, the development of a sense of love for the Motherland and a careful attitude to its natural resources;

engaging them in positive environmental activities.

Topic 4. Cycle of spring excursions. (14 hours)

Excursion to the forest zone. Making and hanging birdhouses. Ecological holiday “Day of birds”. Organization and holding of a school holiday and participation in a city holiday on the basis of the Leisure Center MBOU "SOTS" "Nikelshchik".

Excursion "Primroses".

Excursion “Soil habitat of living organisms. The composition and properties of the soil. Soil formation. Water in the soil. Living organisms that live in the soil.

Excursion to the deciduous forest “Green Noise”. Birch grove: variety of plants.

Goals and objectives:

familiarity with the methods of studying biological objects in different habitats;

development of ideas about seasonal changes in communities: spring phenomena in nature, features of water and soil habitats;

fostering a caring and kind attitude towards nature and to each other;

education of independence;

consolidation of knowledge of the norms and rules of behavior in nature;

development of knowledge about living environments;

development of creative imagination and creative abilities;

development of good-creative skills;

expanding the worldview of students;

health improvement of students;

Calendar-thematic course planning

(34 hours per year)

Topic 1. Excursions to natural and artificial communities.

Introduction. Ecology. environmental factors. Autumn phenomena in nature.

Excursion to the school grounds. natural community. Diversity of nature.

Topic 2. The cycle of autumn excursions.

Variety of plant communities. Oak forest.

Deciduous forest.

Coniferous forest.

Meadow.

Reservoirs.

Human impact on the natural community.

artificial ecosystem. Cheremshansky marble quarry. Dumps. Open ground. Medicinal plants.

Protection of natural communities. Features of protected areas.

Generalization of the reporting material. A game. Quiz.

Registration of design and research work.

Topic 3. Cycle of winter excursions .

Features of the winter forest. Plants and animals in winter. Excursion along the landscape-ecological trail.

Implementation of the project “Young ornithologists”. Making and hanging feeders, hollows, birdhouses. Quizzes. Puzzles. Game "Help the birds"

Excursion to the Ufaley forestry “Why are they so different?”

Generalization of the results of excursions. Quiz. Registration of an exhibition of reporting materials: drawings, photographs, crossword puzzles.

Topic 4. Cycle of spring excursions.

Seasonal changes in communities of living organisms. Spring phenomena in nature at the school site.

Rivers, ponds and lakes as natural water communities. Life of reservoirs in spring. Features of the aquatic habitat.

Excursion along the landscape-ecological trail. Making and hanging birdhouses.

“Day of the Birds. Organization and holding of a school holiday and participation in a city holiday on the basis of the Leisure Center MBOU "SOTS" "Nikelshchik".

Excursion "Primroses".

Excursion “Soil habitat of living organisms. The composition and properties of the soil.

Soil formation. Water in the soil. Living organisms are the inhabitants of the soil.”

Excursion to the deciduous forest “Green Noise”. Birch Grove.

Generalization of the spring cycle of excursions. Organization of an exhibition of creative works of students. Summing up the course. Defense of design and research works.

The presented work is devoted to the topic "Development of methods of teaching natural science at the present stage". Problem this study is relevant in today's environment. This is evidenced by the frequent study of the issues raised. The topic "Development of methods of teaching natural science at the present stage" is studied at the junction of several interrelated disciplines at once. For state of the art science is characterized by a transition to a global consideration of the problems of the subject "Development of methods of teaching natural science at the present stage." Many works have been devoted to research questions. Basically, the material presented in the educational literature is of a general nature, and in numerous monographs on this topic, narrower issues of the problem "Development of the methodology of teaching natural science at the present stage" are considered. However, it is required to take into account modern conditions in the study of the problems of the designated topic. The high significance and insufficient practical development of the problem "Development of methods of teaching natural science at the present stage" determine the undoubted novelty of this study. Further attention to the issue of the problem "Development of methods of teaching natural science at the present stage" is necessary in order to more deeply and substantiate the resolution of particular topical problems of the subject of this study. The relevance of this work is due, on the one hand, to the great interest in the topic "Development of methods of teaching natural science at the present stage" in modern science, on the other hand, its insufficient development. Consideration of issues related to this topic has both theoretical and practical significance. The results can be used to develop an analysis methodology "Development of methods of teaching natural science at the present stage." The theoretical significance of studying the problem "Development of methods of teaching natural science at the present stage" lies in the fact that the problems chosen for consideration are located at the junction of several scientific disciplines at once. The object of this study is the analysis of the conditions "Development of methods of teaching natural science at the present stage." At the same time, the subject of the study is the consideration of individual issues formulated as the objectives of this study. The aim of the study is to study the topic "Development of methods of teaching natural science at the present stage" from the point of view of the latest domestic and foreign studies on similar issues. As part of achieving this goal, the author set and solved the following tasks: 1. To study the theoretical aspects and identify the nature of "Development of methods of teaching natural science at the present stage"; 2. To say about the relevance of the problem "Development of methods of teaching natural science at the present stage" in modern conditions; 3. Outline the possibilities of solving the topic "Development of methods of teaching natural science at the present stage"; 4. Designate trends in the development of the topic "Development of methods of teaching natural science at the present stage"; The work has a traditional structure and includes an introduction, the main part, consisting of 3 chapters, a conclusion and a bibliographic list. The introduction substantiates the relevance of the choice of topic, sets the goal and objectives of the study, characterizes the research methods and sources of information. Chapter one reveals general questions, reveals the historical aspects of the problem "Development of methods of teaching natural science at the present stage." The basic concepts are determined, the relevance of the sounding of the questions "Development of the methodology of teaching natural science at the present stage" is determined. Chapter 2 discusses in more detail the content and contemporary issues"Development of methods of teaching natural science at the present stage". Chapter three is of a practical nature and, on the basis of individual data, an analysis of the current state is made, as well as an analysis of the prospects and development trends "Development of methods of teaching natural science at the present stage". Based on the results of the study, a number of problems related to the topic under consideration were revealed, and conclusions were drawn about the need for further study / improvement of the state of the issue. Thus, the relevance of this problem determined the choice of the topic of the work "Development of the methodology of teaching natural science at the present stage", the range of questions and the logical scheme of its construction. The theoretical and methodological basis for the study were legislative acts, regulations on the topic of work. The sources of information for writing a paper on the topic "Development of methods of teaching natural science at the present stage" were the basic educational literature, fundamental theoretical works of the largest thinkers in the field under consideration, the results of practical research by prominent domestic and foreign authors, articles and reviews in specialized and periodicals devoted to the subject "Development of methods of teaching natural science at the present stage", reference literature, other relevant sources of information.

In the course of natural science in elementary school, two main concepts can now be distinguished.

The first direction includes the formation of knowledge about nature and the surrounding world. Natural science is an integrated course based on the dialectical unity of the "nature-man-society" system. The features and properties of each component of this system are considered by various sciences, such as geography, geology, biology, chemistry, physics, soil science, and ecology. The integration of the elements of each science creates conditions for the formation of students' general ideas about nature, about the relationship and interdependence of its components. Therefore, in order to form knowledge in the first direction, it is necessary:

Summarize the information available to students received from schools;

Form the basic natural science concepts and objects (water, air, rocks)

Give basic information about the planet Earth and the solar system;

To acquaint with the structural features of the human body and form on this basis some personal hygiene skills and the basics of life safety.

The basis of natural history programs is also based on the principle of local history - the study of the nature of the native land. This allows you to form concepts based on direct study of objects and phenomena, contributes to the development of observation, the ability to obtain knowledge not only from textbooks, but also from the environment.

The second direction is related to environmental education and environmental education of students. Oh

The wound of nature is the core of the entire course of natural science, regardless of what program the subject is being studied. The main attention should be directed to creating conditions for the direct participation of children in environmental activities, to understand the need and importance of such work. Students:

Get an idea of ​​the relationship and dependence of living organisms and inanimate nature;

Get acquainted with the main environmental activities that contribute to the formation of skills correct behavior in nature.

Children develop a humane attitude towards environment, a sense of responsibility for its preservation is brought up, certain norms of behavior in nature are developed. All this contributes to the formation ecological culture personality.

In addition, the study of natural science helps to reveal the role of science and scientific knowledge for the development of society and the preservation of the natural environment. When selecting educational material scientific character and accessibility of concepts are taken into account. In this regard, basic knowledge is given at the level of representations and elementary concepts. Such concepts include knowledge about bodies and substances, about the properties and significance of water and air, about minerals, rocks and minerals, about the diversity of wildlife; ideas about processes and phenomena in nature.

At each stage of learning, the initial ideas are deepened, saturated with content, gradually turning into concepts, which, in turn, turn into knowledge. Thus, natural science knowledge is formed according to the scheme "representations - concepts - knowledge". This sequence ensures the continuity of knowledge and the deepening of its content. Studying the subject, students generalize their observations and previously received ideas, based on the acquired knowledge, they form new ideas and concepts. Consistent and systematic filling of the content allows you to consolidate and improve the knowledge of students.

Interdisciplinary concepts ensure the continuity of knowledge in all natural science disciplines.

5. Pedagogical meanings and tasks of the natural science course.

Natural science as an academic subject has its own didactic features that distinguish it from other subjects of the school course. An integrated course, which is a system of generalized knowledge about nature. It introduces students to objects and phenomena in an accessible form, reveals the connections between individual phenomena, helps to comprehend the patterns of development of the surrounding world. The main objective of the course is the formation of a broad picture of the world among primary school students, which is gradually enriched as new facts and phenomena are learned and accumulated.

Children of primary school age perceive the world as a whole, without dividing its manifestation into biological, physical, chemical phenomena. The integration of natural science knowledge at the first stage of education makes it possible to form a correct, holistic view of natural phenomena, creates a certain basis for further differentiated study of the natural sciences. When studying it, the foundations are laid for understanding the materiality and cognizability of the world, the relationship of phenomena, ideas of regularity and evolution.

In the course of natural science, students receive initial knowledge about animate and inanimate nature, natural phenomena, bodies and substances, about their properties and their use by man. Modern life is unthinkable without information from various fields of biology, chemistry, physics, geography, and ecology. Scientific knowledge provides a person with the opportunity to transform nature, control natural forces, create new machines and technologies. In primary school, environmental knowledge becomes a priority. The study of environmental issues is the core for the entire course of natural science. In each topic, the student is introduced to environmental protection measures aimed at preserving natural resources.

Environmental education and perception of younger schoolchildren are a necessary and important link in the natural science education of the population.

Natural science is included in the natural science cycle, therefore, methods of scientific knowledge of nature occupy an important place in its teaching: observation of objects and phenomena, experiment, image of natural objects, practical work.

In the process of solving learning problems, natural science contributes to the development of logical thinking as a way of understanding the world around us, equips with knowledge to understand the laws of nature. It teaches to connect and process information coming from the outside world, to correctly assess the phenomenon of nature. The natural science course solves big problems aimed at developing the mental activity of the child.

Observation is the ability to consciously perceive objects of their phenomena, find in them the singular and common, identify certain patterns, analyze them and draw conclusions. Development gradually, in the process of directed activity of the child, constant, systematic exercises. All this is of no small importance for the development of the child's mental activity, the development of his logical thinking, the desire to learn about the world around him. It is the natural sciences that teach the ability, by reasoning, to penetrate into the depths of phenomena sometimes hidden from the eyes of the observer. The development of logical thinking occurs in several stages.

Observation of facts, phenomena.

Asking questions to find answers.

construction of possible proposals about the observed.

Examining assumptions and choosing the correct answer based on empirical testing, logical reasoning, and inference.

The study of objects and natural phenomena provides extremely valuable material for the formation of logical thinking. Considering the role of sensory perception in the thought process, it is necessary to widely use visualization and organize students' observations.

Along with the formation of initial naturally scientific ideas and concepts, the natural science course is of great educational importance. At the lessons of natural history and on excursions, students get acquainted with nature, learn to see and understand its beauty. Knowledge of nature has a strong emotional impact on children, reveals the harmony and coherence of life. The study of living organisms, the nature of the native land, and excursions into nature make a particularly strong impression on the child. Love for the native land is brought up on the basis of knowledge of its nature. A child's awareness of the measure of a person's responsibility to nature, the need to preserve its wealth and diversity, is a condition for the formation of an environmentally literate personality.

The educational material of the elementary natural science course is successfully used for the aesthetic education of children. Nature, living organisms that inhabit the earth, the child must see harmony.

Equally important is the education of sanitary and hygienic skills in a child. This work begins with the 1st grade and continues throughout the child's education at school at different levels.

The natural science course in elementary school contributes to the formation of a holistic view of the world around students; fosters curiosity, understanding of the beauty of nature, love and respect; develops cognitive interest in the study of natural sciences; creative attitude to the surrounding reality. In the process of studying the course, students develop practical skills and abilities: hygienic, laboratory and practical, excursion, environmental and others.

6. General and specific principles of teaching natural science. Describe each attribute.

I. General didactic principles:

The principle of scientificity - when selecting educational material, the scientific nature of concepts is taken into account. Basic knowledge is given at the level of representations and elementary concepts (knowledge about bodies and substances, about the properties and significance of water, air, minerals, rocks, the concept of the diversity of living nature, ideas about processes and phenomena in nature). These initial concepts serve as the basis for the formation of scientific knowledge in high school.

The principle of accessibility is a full knowledge of the essence of natural phenomena. The lightness of the material, as well as excessive difficulty leads to a slow growth of cognitive forces.

The principle of systematicity and consistency - at each stage of training, the initial ideas are deepened, saturated with content, gradually turning into concepts, which in turn turn into knowledge. Thus, natural science knowledge is formed according to the scheme "representations - concept - knowledge". Such a sequence ensures the continuity of knowledge and the deepening of their content between the preschool, primary, and educational levels. Studying the subject, students generalize their observations and previously received ideas, and based on the acquired knowledge, new ideas and concepts are formed. The consistency and systematic filling of the content allows you to consolidate and improve the knowledge of students.

The principle of connection between theory and practice is the acquaintance of children with modern production technologies, with progressive methods of work, the application of knowledge in practical activities, and the connection with the experience of the child.

The principle of visibility is necessary due to the age characteristics of younger students visual learning based on specific images, direct targeted observation.

The principle of integration (established by Zuev and Gerd) is the combination of information from various sciences in order to create a holistic picture of the world.

The principle of consciousness and activity is to stimulate the cognitive activity of the child. Outcome: independently and deeply meaningful acquired knowledge.

The principle of compliance with public goals - any material must comply with the social order, i.e. generally accepted goals of education and development of the younger generation.

II. Natural science principles:

The principle of seasonality - the study of seasonal changes in nature, observations of changes in animate and inanimate nature at different times of the year provide convincing material on the relationship of phenomena in nature.

The principle of local history is the study of the nature of the native land. This allows you to form concepts based on a direct study of objects and phenomena, contributes to the development of observation, the ability to obtain knowledge not only from textbooks, but also from the environment.

Ecological principle (environmental principle) - ecological education and upbringing of younger schoolchildren, reveals the interconnection and interdependence of all natural phenomena in the light of scientific and technological development. The ecological principle is the core of the entire course of natural science in any program. We create conditions for children of nature protection activities, form a humane attitude.

7 Natural science concepts. the relationship between ideas, concepts, and thinking of a younger student.

Representation- These are mental visual images of objects and phenomena of the surrounding reality. The formation of ideas about nature is the most important task of natural science, because human thinking always has images at its core. We say "forest" and immediately imagine it in one form or another. In natural history, these are ideas about a ravine, a hill, the nature of the Far North, animals, etc.

Depending on the methods by which images are created, representations are divided into representations of memory and imagination.

Representations of memory are formed on the basis of direct observation of natural objects or their reflections and images in teaching aids - paintings, films, etc. The more accurately the image conveys the appearance of an object or phenomenon, the more adequate the representation of it. Representations arise in the process of contemplation or purposeful observation of an object, when the teacher, by asking questions, draws the attention of children to certain aspects (signs) of the observed.

Representations of the imagination- these are images that arise without direct perception of the object. They are based on a natural (written or oral) description. For example, based on the description, the student can imagine a steppe, a tropical forest, an iceberg, etc. The representations of the imagination are always more vague and, to a greater extent than the representations of memory, reflect the individual perception of the description of the object by the student.

Allocate views single, which are based on the perception of specific objects (the Volga River, a ravine in the vicinity of the school, a dog, etc.) and generalized in which the essential features come to the fore. This is, for example, a river, a hilly plain, a ravine, birds, etc. Schoolchildren's images of these objects vary greatly, but essential features are invariably present in them.

Taking into account that the sensual, visual-figurative principle, which is based on sensations, prevails in the thinking of younger students, the formation of students' ideas is the most important task in teaching natural science.

Sensations are a reflection of the individual properties of objects and phenomena that directly affect the analyzers. Consequently, the more analyzers are "involved" in the perception of the observed, the fuller, deeper and more correct the emerging image. For example, when introducing sulfur to schoolchildren, it is necessary to pay attention not only to the color of the mineral, but also to its combustibility, smell, crystal shape, etc. And yet, student perceptions are always individual. They are a subjective image of the objective world, the initial stage of all our knowledge.

Representations are necessary in the formation of concepts.

Concepts reflect the essential properties, connections and relationships of objects and phenomena. The process of mastering a concept involves the allocation of the general, which is achieved by abstracting from all the features of individual objects of a given group. Concepts are characterized by a higher level of abstraction than ideas, and therefore, taking into account the peculiarities of the thinking of younger students, their formation causes significant difficulties.

Both concepts and ideas that children will master in the study of natural science are divided into general and individual.

General concepts cover homogeneous objects and phenomena. These are, for example, rivers, mountains, plains, deserts, fish, or the concept of orienteering, precipitation. When characterizing any general concept, children should name its essential features or stages (sequence) of actions.

Singular concepts- these are concepts about specific objects and phenomena, for example, the Volga River, the Caucasus Mountains, Lake Baikal, rain, thunderstorms, etc. The content of individual concepts is revealed in their description or characteristics.

In the process of teaching natural science, in addition to ideas and concepts about objects and phenomena, spatial ideas are formed about the size of an object, its shape, position in relation to the sides of the horizon, etc. In the formation of these ideas, visual teaching aids play a huge role. Mastering ideas and concepts requires the use of factual material and familiarization of students with the basic scientific ideas in a given branch of knowledge. Natural science concepts and ideas are necessary for the formation of certain patterns. For example, without mastering the concept of the heating of the earth's surface by the Sun, it is impossible to reveal the pattern of changes in natural zones from north to south, etc.

An important role in the process of forming ideas and concepts is played by the skills of students. These are the ability to read, perform various types of observations, practical work, and experiment.

Natural science ideas, concepts, patterns, facts, ideas and skills constitute the main content of the natural science course in elementary school.

8 Teaching methods. Classification of methods. Give a general description.

Method is the way to achieve something.

The method of teaching is a way of interconnected activity of the teacher and students.

The method of teaching is the way the teacher transfers knowledge and the way students learn it.

The teaching method is a collaborative work, in the process of which ZUN are achieved.

The method of teaching is a system of ways for the coordinated interaction of the teacher and the student to achieve educational goals and the comprehensive development of the student.

Classification of teaching methods.

Depending on the source of knowledge:

Verbal methods (storytelling, conversation, seminar, lectures, briefing, work with children's literature)

Visual methods (demonstration of experiments, objects, manuals)

Practical methods (laboratory, practical work, modeling, activities in nature)

Depending on the didactic goals:

methods of studying new material

fixing methods

methods of improving knowledge

verification methods

According to the forms of activity of the teacher and the student:

teaching methods

study methods

The nature cognitive activity student:

reproductive methods (reproduction)

explanatory and illustrative

problematic

heuristic (partial search)

research

By type of inference:

inductive

deductive

9 Methodological techniques and their classification.

The structural unit of any method is a methodological technique. Purpose: strengthening the capabilities of a particular method. Methodological techniques are separate actions of the teacher and students aimed at mastering skills. The same techniques are included in different teaching methods, and one way of communicating information can be implemented in various ways: comparison, generalization, problem statement, practical work, demonstration of visual aids, methods of attracting the attention of children and stimulating their interest in the study of natural objects ( an entertaining form of presenting the material, visibility, questions to the class), techniques that provide comprehension and solid assimilation (plan for studying the object, diagrams and tables).

10 Verbal teaching methods. Characteristics of each method.

I. A story is a monologic way of presenting new material. It is used when students do not have information on the subject under study. The story is always connected with the personality of the teacher (emotionality, awareness). Use of the method: in the process of preparing and conducting the experiment, excursions, observations.

Story structure.

Creating a problem situation

Disclosure of main content

Solution of a problem

II. The conversation is conducted when the children have certain information (including on the basis of the teacher's story, also on the basis of work with educational literature, on the study of illustrations). The conversation involves the fractional communication of information with switching attention. A conversation is a clearly structured system of questions that arouses children's interest in learning and supplementing certain knowledge through independent reasoning, generalizations and conclusions.

Functions of this method:

developing (search-eurostic)

informational

"+" conversations: increased class activity, speech development.

"-" conversations: duration in time, fragmentation of knowledge acquisition.

III. Discussion. This method is used in the system of developmental education. A discussion is a purposeful, ordered exchange of opinions, ideas on a problem with the aim of making a unified decision. In the lessons of the world around, the educational discussion has the character of a controlled, purposeful thematic cognitive dispute, which requires the obligatory preliminary installation of uniform rules of polite behavior (preparation for this method takes place with the help of game techniques and trainings). The organizational basis of this method will be the self-organization of students.

Discussion Forms:

round tables (discussion of the problem, exchange of opinions, division of students into groups).

debate (discussion of the problem by two teams)

court session (trial)

"+" method:

increased class activity

speech development

ability to defend one's position

development of communication skills

high efficiency in fixing the studied material

"-" method:

less effective than storytelling

requires high self-organization of students

Stages of the educational discussion:

Problem detection

Determination of the goal and ideal result

Shape selection

Course planning (topics of speeches, issues under consideration and selection of reference material)

Selection of participants and distribution of roles

Drawing up control questions to stimulate thinking (what would happen if ...; how; why; why; why ...)

Variation in the course of the discussion

IV. Book work. The book serves as the most important source of knowledge. Modern natural science textbooks are characterized by a high scientific level and well-thought-out methodological apparatus. Successful work with a textbook is possible on the condition that the teacher, firstly, is aware of the importance of this work and conducts it systematically, secondly, knows its content and construction features well, and, thirdly, knows how to work with this learning tool.

The structure of a science textbook

Methods of working with a textbook when teaching natural science:

Orientation techniques in the textbook, finding the right paragraph, drawing, diagram, assignment.

Techniques for working with text: explanatory reading, finding the necessary data, highlighting logical parts, certain concepts, drawing up a plan, etc.

Techniques for working with tasks and questions: orientation in questions and tasks, independent work with tasks, the ability to select the sources of information necessary for answering.

Techniques for working with a plan and a map, reading symbols, a description of the work.

Techniques for working with figures, tables, photographs: comparison, description, comparison.

Techniques for working with several components of the textbook: table and text, text and task, text and map, plan and map.

The ability to work with a textbook is formed in the lesson, so the teacher must plan in advance what techniques he will introduce or practice. Particular attention should be paid to such methods of work as explanatory reading, text analysis, work with assignments, analysis of text maps, drawings and photographs.

The teacher should take care to avoid monotony, to diversify the methods of work of students with the textbook. In one lesson, he can analyze the text, in another - work with assignments and questions, in the third - a description or comparison of drawings, photographs, etc.

How to work with the textbook. Stages of reception formation:

1Introduction of reception - acquaintance of schoolchildren with the composition of the reception, explains its meaning in the form of instructions, recommendations and rules.

2Assimilation of the technique - the students' fulfillment of the system of tasks for the analysis of texts, text maps, etc. The teacher poses questions to students aimed at reproducing knowledge about the actions that make up his composition.

3Application of the technique - when performing new educational tasks for the analysis of texts and other components of the textbook.

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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Department of Education of the City of Moscow

State budgetary educational institution of higher education of the city of Moscow

"Moscow City Pedagogical University"

Institute of Pedagogy and Psychology of Education

Faculty of Education

Department of natural sciences and methods of their teaching in elementary school

Thesis

Formation of ecological ideas of younger students in the process of studying the course " The world"

Shcherbakova S.Yu.

Specialty: 050708.65

"Pedagogy and Methods of Primary Education"

scientific adviser

Dobrotin Dmitry Yurievich

Introduction

1.4 Analysis of the textbooks "The World Around" from the standpoint of the research problem

2. Experimental study on the formation of ecological ideas of younger students in the process of studying the course "The world around"

2.1 Identification of the level of formation of ecological ideas of younger students

2.2 Work on the formation of ecological ideas of younger students in the process of studying the course "The world around"

2.3 Identification of the level of formation of ecological ideas of younger students

Conclusion

List of used literature

Appendix

Introduction

Ecology ... A beautiful word that came to us from abroad. And now, perhaps, you will not find a person who would not hear him. It has firmly entered our lives, in all industries, in the minds of people.

The ecological problem of the interaction between man and nature, as well as the impact of human society on the environment, has become very acute. The last decades have brought changes that have led to undesirable changes in the state of natural environment especially in large industrial cities. The planet can only be saved by human activities based on a deep understanding of the laws of nature, taking into account the numerous interactions in natural communities, and the realization that a person is just a part of nature. This means that the environmental and moral problem arises today not only as a problem of preserving the environment from pollution and other negative effects of human economic activity on Earth. It grows into the problem of preventing the spontaneous impact of people on nature, into a consciously, purposefully, systematically developing interaction with it. Such interaction is feasible if each person has a sufficient level of ecological and moral culture, ecological and moral consciousness, the formation of which begins in childhood and continues throughout life.

The alarming situation associated with unresolved and unsolvable environmental problems lies in the fact that changes in the world around us are already visible during the lifetime of one generation.

Now not a single branch of human knowledge, economy can develop correctly without knowledge of environmental laws and patterns. Violation of any link in the ecological chain can lead to the most unexpected changes in nature. Therefore it is important to start environmental education already in elementary school and throughout the subsequent life of a person.

Environmental education is becoming the core of modern education and is the key to the restructuring of its modern systems and society as a whole. Today, the role of environmental education as the basis of a new morality and support for solving numerous issues of practical life of people is especially relevant.

Law Russian Federation"On Environmental Protection", adopted in 1992, provides for the creation of a system of continuous environmental education, the purpose of which is to develop the ecological culture of the people of each member of society.

Environmental education, continuous, comprehensive and mandatory, the formation of environmental ethics and culture on its basis - is a condition and a way to humanize the relationship between society and nature, the need to study and understand one's environment, its protection and preservation. This should be formed in a person from the earliest years, the ability and vital need to perceive nature and its creations as a great and irreplaceable asset and essence of our life. They should become the basis for the education and upbringing of each person, the younger generation in particular.

Children of primary school age are characterized by a unique unity of knowledge and experiences, which allow us to talk about the possibility of forming in them a reliable foundation for a responsible attitude to nature. All primary school subjects are designed to contribute to the formation of environmental concepts in children. Thus, the goal of the basic school should be the formation of a high level of environmental concepts among the younger generation, because. they are the basis for the formation of ecological culture.

In this regard, it is necessary from the first school years to systematically and continuously form ecological concepts about the patterns of the relationship between nature and society, nature and man; to teach schoolchildren to be knowledgeable, diligent masters of their Motherland.

This explains the relevance of this work, which determined the choice of the research topic: "Formation of ecological ideas among junior schoolchildren in the subject" World around ".

If you believe a small part of the statistics accessible to an ordinary inhabitant of the Earth, today humanity is actively engaged in the destruction of its planet. That is why it is high time to take a more responsible approach to interacting with the environment, and education seems to us a key starting point for a new way of thinking and living.

On the way to the formation of an ecological culture of the younger generation, including children of primary school age, relevant natural science programs are being implemented in modern Russian schools, and environmental activities are being carried out.

The modern school is going through a complex process of renewal. Particularly relevant is, in our opinion, the study of the formation of an ecological picture of the world as a holistic image of the world around us, the assimilation by children of a system of ecological knowledge and ways of knowing nature, the development of personally significant initial worldviews on reality, the formation of a valuable, responsible attitude to nature

The purpose of education is not simply the acquisition of information, the assimilation of laws, the upbringing of an ecologically cultured personality. The child must learn to receive new knowledge, information, and most importantly, to apply his knowledge correctly, not to the detriment of nature.

The problems of environmental education and upbringing were studied by I.D. Zverev, A.N. Zakhlebny, L.P. Simonova and others. These authors reveal the goals, objectives, conditions of environmental education.

The characteristics of the content, means, forms and methods of environmental education of students are also reflected in the works of A.N. Zakhlebny, N.V. Dobretsova, A.V. Mironova, I.T. Suravegina, L.P. Simonova and others.

Features of the formation of love and respect for nature in younger schoolchildren are disclosed in the works of N.F. Vinogradova, A.V. Mironova, A.A. Pleshakova, L.P. Simonova and others.

Research problem: what are the conditions for the successful formation of ecological ideas of younger students in the process of studying the course "The world around us".

The purpose of the study is to identify the conditions for the successful formation of ecological ideas of younger students in the process of studying the course "The World Around".

The object of the study is the process of natural science education of junior schoolchildren

The subject of the study is the conditions for the successful formation of ecological ideas of junior schoolchildren in the process of studying the course "The World Around"

Hypothesis - the successful formation of ecological ideas of younger students in the process of studying the course "The world around us" contributes to:

inclusion of students in research and practical activities;

organization of gaming and creative forms of work of ecological content;

Based on the purpose, object, subject, hypothesis of the study, the main objectives of the study are defined:

1. Reveal the content of environmental education of junior schoolchildren.

2. Consider the process of forming a representation in primary school age.

3. Analyze the textbooks of "The World Around" from the standpoint of the research problem.

4. Carrying out experimental work in order to identify the conditions for the formation of ecological ideas of younger students.

To achieve the set goal, solve problems, test the hypothesis put forward, we used the following research methods:

study of the methodological heritage on the problem under study

· analysis and generalization of the experience of the school;

survey of students;

experiment (stating, forming, control);

· Statistical processing of the received data.

The study was conducted on the basis of the Vozdvizhenskaya MOU secondary school, in 3 "A" and 3 "B" classes.

The structure of the work includes an introduction, the main part, consisting of two chapters, a conclusion, a list of references.

1. Theoretical foundations of environmental education of junior schoolchildren in the process of studying the course "The world around"

As a special branch of science, ecology arose in the 19th century. At that time, it was only a part of zoology and considered the relationship of animals, communities with each other and with the environment. The very word "ecology" was introduced by the German naturalist Ernst Haeckel. It was defined as the science of the relationship of living organisms with the environment and with each other. Translated from Greek"ecology" is the science of the house, dwelling ("oikos" - house, "logos" - science). Now this direction is called biological, or classical, ecology. Of course, ecology is not an easy science.

It is customary to understand the ecological education of junior schoolchildren as a continuous process of education, upbringing and development of the child, aimed at the formation of his ecological culture, which manifests itself in an emotionally positive attitude towards nature, the world around him, in a responsible attitude towards his health and the state of the environment, in compliance with certain moral norms, in the system of value orientations. To achieve this goal, it is necessary to solve a number of interrelated tasks in the field of education, upbringing and development of the child:

Formation of a system of elementary scientific environmental knowledge, accessible to the understanding of a schoolchild (primarily as a means of establishing a consciously correct attitude to nature);

Development cognitive interest to the natural world;

Formation of initial skills and abilities of environmentally competent and safe behavior for nature and for the child himself;

Education of a humane, emotionally positive, careful, caring attitude towards the natural world and the world around us as a whole; developing a sense of empathy for objects of nature;

Formation of skills and abilities of observation of natural objects and phenomena;

Formation of the initial system of value orientations (perception of oneself as part of nature, the relationship between man and nature, self-worth and diversity of values ​​of nature, the value of communication with nature);

Mastering the elementary norms of behavior in relation to nature, the formation of skills for rational use of natural resources in everyday life;

Formation of the ability and desire to preserve nature and, if necessary, provide assistance to it (care for living objects), as well as the skills of elementary environmental activities in the immediate environment;

Formation of elementary skills to foresee the consequences of some of their actions in relation to the environment.

It has been proven that for environmental education it is extremely important to consider the world around in terms of the relationship of living organisms with each other and with the environment.

The order and main content of environmental education have been structured gradually and in parallel in different countries over the past forty years. In Russia, environmental education is carried out in a complex way - through various disciplines that are directly related to the study of nature and all kinds of impacts on it.

After long discussions, the relevant sections were included in the curricula of courses in natural history, biology, the environment, geography, chemistry, ecology, life safety, etc. Environmental education has a positive effect, provided that theoretical training is supplemented with practical exercises with the aim of everyday self-control skills and moderate use natural resources, electricity, agricultural and industrial products.

It has been proven that for environmental education it is extremely important to consider the world around in terms of the relationship of living organisms with each other and with the environment. What does it look like in practice? Imagine you are taking the kids on a tree tour. You show them a tree and tell them what it is called - for example, a birch. You invite the children to discuss the following questions: How are trees different from shrubs? And the birch from the oak? What parts does a tree have? What color are its leaves? What will they look like in the fall? This is the acquaintance with the tree (with nature). How should the nature of the discussion be changed in order for the lesson to turn into an ecological one? To do this, it is necessary to draw the attention of the children to the conditions without which the birch cannot live, to its connection with the environment, with birds, insects. For example: a birch needs soil - it holds its roots, which suck water and "food" out of the ground, air is needed - leaves breathe, rain is needed, wind that spreads seeds, etc. .

Based on this, a number of general pedagogical principles for the selection of environmental education for schoolchildren were identified.

They include: general pedagogical principles (humanism, scientific character, systematicity, etc.), principles specific to environmental education (predictability, integration, activity, etc.), and principles specific to the environmental education of preschoolers.

Types of principles:

Availability

Extremely important and closely related to the principle of scientific character is the principle of accessibility of material for a child of a certain age. So, in some works it is proposed to acquaint children with abstract and obscure information for them, for example, with the following: "... in one sunny day, 1 hectare of forest absorbs about 250 kg of carbon dioxide from the air, and releases 200 kg of oxygen." Accessibility also implies the significance for the child of the acquired knowledge, their emotional coloring.

It seems to me that in teaching younger students one should not use scientific terms, although the content of some of them can be explained in an accessible and attractive way. Preschool environmental education, even more than school education, should be based on the objects of the immediate environment, which is associated with the specific thinking of children of this age.

humanism

This principle is associated primarily with the concept of ecological culture. From the standpoint of education, its application means the formation of a person with new values, who owns the basics of consumer culture, cares about his health and wants to lead a healthy lifestyle. Ultimately, the goal of environmental education is to preserve human health in a healthy, environmentally safe environment. The principle of humanism is also implemented through the education of a culture of consumption, to which we still pay very little attention. The content of environmental education should also contribute to the formation in the child of ideas about man as part of nature, to cultivate a respectful attitude towards all forms of life on the planet. Ecological education is closely connected with the development of the child's emotions, the ability to sympathize, be surprised, empathize, take care of living organisms, perceive them as brothers in nature, be able to see the beauty of the world around, and the entire landscape, and a single flower, dew drop, little spider.

Predictability

For younger schoolchildren, this principle means that as a result of environmental education, children form elementary ideas about the relationships existing in nature and, on the basis of these ideas, the ability to predict their actions in relation to the environment during rest, work in nature and living conditions (elements of rational resource use). Compared with school, in preschool education, due to the age characteristics of the child, predictability is limited to educating children in the habit and ability to evaluate certain everyday actions in relation to the environment, to restrain their desires if they can harm nature. No need to educate the child "a sense of responsibility for the state of the entire planet" (or the environment, as is often suggested!). It is enough that the child will take care of the guinea pig, feed the birds and grow plants.

activity

Ecological knowledge should help the child understand what needs to be done in order to preserve the environment around him and his loved ones. He must necessarily take part in feasible environmentally oriented activities. In addition, in the process of such activity, the formation and formation of the relationship "child - environment" takes place. So, G.A. Yagodin noted that "environmental education is much more than knowledge, skills and abilities, it is a worldview, it is a belief in the priority of life ... Therefore, the most important part of education consists in specific actions, actions that consolidate and develop this worldview." It is one thing to have a conversation about the rules of conduct, and quite another to create conditions in which the child could put these rules into practice. The principle of activity underlies various environmental projects, in which children of middle and older preschool age can take part.

Integration

Currently, this principle is increasingly being implemented in preschool environmental education. The importance of its use is due to several reasons:

firstly, the integrated nature of ecological knowledge as such;

secondly, consideration of environmental education from the point of view of the comprehensive development of the child's personality and,

thirdly, the peculiarities of the organization and methodology of all work in a preschool institution.

The latter makes the implementation of the principle of integration in preschool institutions a more realistic task than in school. At the preschool level, this is reflected in the need to ecologize all the activities of the teaching staff and ecologize the various activities of the child (which we will talk about later).

Integrity

This principle is closely related to the previous one and is inherent in preschool environmental education. It reflects, first of all, the child's holistic perception of the surrounding world and its unity with the natural world. The very process of working with children in a preschool institution should also be built taking into account a holistic approach (as opposed to lesson classes at a school with a predominance of a one-subject approach). The child's holistic perception of the surrounding world is manifested, in our opinion, in his unwillingness to divide nature into living and non-living. The program "Nature is Our Home" involves first introducing the child to the whole world of nature and only then considering its individual components (water, air, soil, etc.).

Constructivism

This principle is especially important when selecting the content of environmental education for schoolchildren, but it is not always implemented in practice. Its use means that only neutral, positive or negative-positive information should be used as examples for preschoolers. The latter suggests that, by citing the negative facts of human influence on nature, the teacher is obliged to show the child a positive example or a probable way out of the situation under discussion. At the same time, it is extremely important to emphasize what exactly the child himself, his family, kindergarten can do, give examples of successfully solved environmental problems, preferably using examples from the immediate environment.

Regionalism

In working with schoolchildren, preference should be given to the principle of regionalism, not globalism. The study of global problems - acid rain, thinning of the ozone layer, etc., information about which is sometimes included by teachers in the content of classes, seems inappropriate. In most cases, the educator can explain the essence of global problems only with the help of a conversation. All concepts related to global problems remain an abstraction for the child, in some ways even a fairy tale and are perceived with difficulty. A younger student cannot consciously answer the question about the causes of ozone holes (such a question was asked during the game "Cosmos" in one of the kindergartens). Teachers and parents themselves should be familiar with global problems. The formation of ecological ideas (including various environmental problems) of a child, skills of environmentally competent behavior, an appropriate attitude to the environment occurs on the basis of his acquaintance with the premises of a preschool institution and its territory, his own apartment, dacha, the nearest park, square, forest , lake. It also seems inappropriate to introduce preschoolers to such topics as the environmental situation of the entire region ("Ecology of water, air ... regions"). For the purposes of environmental education, objects, phenomena accessible to the child, the essence of which he can learn in the process of children's activity, should be selected.

Regionalism is also manifested in the selection for the study of objects of animate and inanimate nature, primarily one's own region, taking into account its historical, geographical, and ethnographic features. This is a very important point, as experience shows that many preschoolers know the representatives of the animal and plant world of tropical forests better than those living next to them. Our survey of preschoolers showed the following. To the question: "What animals did you see?" - children answer by naming animals that they saw on TV or in illustrations in books, some - in the zoo, less often - in the country, in the forest. Almost a few called birds, butterflies living in cities, next to them. Therefore, it is extremely important to show the child environmental patterns, features of the relationship between man and nature using examples from your region.

Consistency

In some institutions, work on environmental education is carried out irregularly, and the activities of children are not connected with each other. The most effective is the formation of a system of knowledge in the child and the organization of a system of various types of children's activities. At the same time, the sequence of assimilation of knowledge is important, when "each subsequent emerging representation or concept follows from the previous one." The principle of consistency is of particular importance in teaching younger students, since its application contributes to their mental development in general. As in preschool pedagogy in general, in environmental education the principles of systematization of knowledge ensure the implementation of the principle of scientific character, since the systematization is based on representations and elementary concepts that reflect the basic laws of nature and social relationships. In the elemental experience of children, there are already disparate ideas about animals, plants, and to a lesser extent about inanimate nature.

Continuity

The principal feature of the environmental education system is the continuity of all its links. As a rule, several stages (levels, links) of the system of continuous environmental education are distinguished: kindergarten - school - university - advanced training of specialists - population. The principle of continuity suggests that the content of environmental education for preschoolers should be closely related to all levels of the lifelong education system. So, it is necessary to maintain continuity in work kindergarten and elementary school, preschool institutions and pedagogical colleges, universities that train future specialists. From a similar standpoint, it is necessary to consider the retraining of school personnel at various advanced training courses. However, at present, two-level links prevail: "kindergarten - elementary school", "kindergarten - pedagogical college", "kindergarten - pedagogical university". Our analysis of numerous environmentalized programs for elementary school shows that their authors practically do not take into account the possibilities of preschool institutions, there is an underestimation of both the age-related possibilities of a preschool child and the current state of preschool environmental education. Most schools have little connection with kindergartens. The only exceptions are educational complexes that create optimal conditions for the implementation of the principle of continuity. Almost all employees of preschool institutions call the problem of continuity between kindergarten and primary school one of the main and unresolved problems of pedagogy.

Primary school is one of the first links where the foundations of ecological culture are laid. A great legacy in the field of raising children with the environment was left to us by the outstanding teacher V.A. Sukhomlinsky.

In his opinion, nature is the basis of children's thinking, feelings and creativity. The well-known teacher closely connected the attitude of children and adolescents to objects of nature with the fact that nature is our native land, the land that raised us and feeds us, the land transformed by our labor.

Nature itself does not educate, it educates only active interaction with it. In order for a child to learn to understand nature, to feel its beauty, to protect its wealth, it is necessary to instill in him feelings from an early age. To instill all these feelings in children, primary school teachers use various forms of work in this direction.

One of the types of work is field trips. 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. An introductory conversation before the tour, questions from the teacher during the tour, summing up - all these stages should draw the attention of children to the natural environment. The lesson of love for nature continues at the lessons of labor, fine arts, when the child sculpts, draws plants or animals that he saw during the excursion. The process of thinking and forming feelings must be constant. At reading lessons, where a literary word, a picture and a piece of music form a single whole, children develop creative thinking, artistic taste, and an understanding is formed that everything in the world is interconnected.

The acquired knowledge should be consolidated in practical matters. The school does not have a school site where a child could plant and grow a plant with his own hands, so indoor plants help us solve this problem. Their study develops cognitive activity, observation, independence, diligence, and makes interdisciplinary connections.

As you know, most indoor plants are aliens from different areas of the globe with different climatic and soil conditions. By creating approximate living conditions for indoor plants, children in practice get acquainted with environmental factors plant habitats. In order for this work to bring the desired results, the teacher himself must have a certain amount of knowledge. But only environmental education within the walls of an educational institution is not enough. The child should see a careful attitude, respect for nature on the part of parents.

Therefore, in addition to working directly with children, much attention in my work is also given to explanatory work with parents. I recommend parents to read the stories of V. Bianki, M. Prishvin, P. Voronko for reading with children.

Love for nature is closely connected with the culture of behavior. In conversations with parents, one should be reminded of the rules of conduct in places of outdoor recreation. Conduct consultations on the topics: "Nature and children", "Nature protection", "Day off in the forest, on the river", "How to care for animals at home", etc. Advise parents to visit the forest, on weekends, on the river, pond for the purpose of observing the surrounding nature, collecting natural material. Bring to parent meetings to discuss the following topics:

"How to educate children in love, interest and respect for nature", "The value of the game in raising children's interest in nature", "Wildlife is an amazing, multifaceted world", "Nature helps us to live, it pleases us, therefore it must be preserved, etc.

Thus, efforts are being made to improve the environmental culture of parents, to deepen their knowledge of environmental protection measures.

Carrying out work on environmental education, expanding the content of the program material about plants, animals, natural phenomena, about the work of people to care for them, about cultivating love, careful and caring attitude towards plants and animals, striving for children to enter nature is not just contemplators, consumers, but caring, thrifty owners of their native land.

Basic ecological concepts in the course of natural history.

A means of upbringing and education of primary schoolchildren

classes in the course of natural history is an acquaintance with an elementary holistic picture of the world. A person must learn to understand the world around him and understand the value and meaning of his actions and the actions of those around him. Children of primary school age are characterized by a unique unity of knowledge and experiences, which allows us to talk about the possibility of forming in them reliable foundations for a responsible attitude towards nature.

Based on the research of I.D. Zvereva, A.N. Zakhlebny, I.T. Suravegina and based on the works of A.E. Tikhonova, L.P. Saleeva developed a system of ecological knowledge (Tarasova, 2000).

This system of knowledge includes two blocks:

1. Block of basic ecological knowledge:

a) knowledge about the objects and phenomena of nature, their properties and diversity, about the relationships between them, that is, the whole complex of knowledge about the environment, about everything that surrounds a person, which constitutes the concept of "nature";

b) environmental knowledge about biological systems(forest, meadow, reservoir, and others), about the relationship of organisms with their environment, about adaptations to it, the relationship of organisms with each other and with humans;

c) knowledge about the value, significance of the studied objects in the life of nature and man;

d) knowledge about the work of people in the use of natural resources.

The block of basic ecological knowledge is studied by junior schoolchildren in the course of natural history, which creates the necessary conditions for studying another block of knowledge, environmental protection itself, not only in the course of natural history, but also in the study of other subjects.

2. The block of environmental knowledge proper includes:

a) knowledge about the objects of protection. This group includes knowledge about the widespread plants and animals of the native land, in the study of which younger students must come to the conclusion that any living organism needs protection; species of plants and animals of the native land, which are becoming rare; endangered, endangered species of plants and animals;

b) knowledge about the motives for the protection of plants and animals. These include: economic motives ("use motives"), aesthetic motives ("beauty motives"), humanistic motives ("kindness motives"), civil motives for nature conservation, sanitary and hygienic motives ("health motives");

c) knowledge about nature protection measures. This group of knowledge includes knowledge about laws and regulations in the field of nature protection, knowledge about the rational use of natural resources in labor and economic activities of a person, knowledge about the norms and rules of human behavior in nature, knowledge about the protection of rare plants and animals, their habitats, knowledge about the forms of nature conservation in which schoolchildren take part, about the content of environmental protection work of students, methods and rules for their implementation.

Knowledge about nature affects the formation of a conscious attitude: under the influence of learning, children begin to understand causal relationships and dependencies in nature, begin to take them into account in their activities and behavior.

The authors of various works note that a good attitude towards the natural environment that appears in children is the result of a special organization of the pedagogical process. In some cases, the effect is achieved by including children in practical activities (labor, search, visual), in others - by connecting additional material (reading literary works, showing pictures, watching TV shows, etc.), in the third - by interacting, communicating with living beings (especially with animals).

So, the environmental education of schoolchildren is a priority direction in the work of the school, which is carried out taking into account the age of the students, with the ultimate goal of forming an environmental culture.

1.2 History of environmental education in Russia

Environmental education in Russia has a long history. In the second half of the nineteenth century. Russian educators V.G. Belinsky, A.G. Herzen, N.A. Dobrolyubov, D.I. Pisarev, N.G. Chernyshevsky and others.

They emphasized the role of natural history knowledge in the formation of the moral qualities of the individual, which regulate human behavior in nature. L.N. Tolstoy also assigned an important role in the process of moral improvement of a child's personality to the impressions received from communication with nature: "... it is a pity to cut down a tree, because it is alive. After all, it is like blood. When we drink juice from a birch." Called to expand communication with nature and the great Russian teacher K. D. Ushinsky. He was perplexed that "the educational influence of nature is so little appreciated in pedagogy."

An important prerequisite for the formation of environmental education in Russia was the collection of many facts of environmental content by naturalists. Russia XVIII in. I.G. Gmelin, G.V. Steller, S.P. Krashennikov, I.I. Lepekhin, P.S. Pallas, V.F. Zuev and others.

From the 50s. 19th century knowledge from the field of ecology successfully penetrated into the educational institutions of Russia, first of all into higher, and then into secondary and primary ones, through the developing biological direction in the study of nature, whose supporters considered living and inanimate objects and natural phenomena in their unity, interaction and interdependence (A N. Beketov, V. I. Vernadsky, D. N. Kaigorodov, A. O. Kovalevsky, G. F. Morozov, K. F. Rul’e, N. A. Severtsov, V. N. Sukachev). The introduction of the ideas of the biological direction into school science was the beginning of the implementation of environmental education in Russian educational institutions. Thus, the supporters of the biological direction at the initial level developed the scientific aspect of environmental education, which consists in the development of a cognitive attitude towards the environment.

Along with the assimilation of biological knowledge by students, environmental education also included the upbringing of a moral, aesthetic, and careful attitude to nature. These issues were reflected in the works of a number of teachers of the second half of the 19th and early 20th centuries. (N. F. Bunakov, V. P. Vakhterov, P. F. Kapterev, N. A. Korf, D. I. Tikhomirov, D. D. Semenov).

Thus, the requirements for the content of environmental material were determined, the didactic foundations for teaching a course in natural science, including environmental issues, were developed, and the need for a careful, moral attitude to nature was substantiated.

However, the students of zemstvo schools received the greatest amount of environmental knowledge, where textbooks by progressively minded teachers predominated. Such educational books were admitted to ministerial schools only at the beginning of the 20th century. Students of parochial schools received a minimum amount of natural science knowledge, but in schools of this type much attention was paid to the formation of a caring attitude towards all life on earth.

But, despite the development of environmental education, in the late XIX - early XX century. it was of a cognitive nature and was determined to a greater extent by the rapid development of the natural sciences.

Second half of the 19th century can be considered a period when the unreasonableness of people in dealing with nature became apparent. The catastrophic damage caused to the natural world by industrial and agricultural production, as well as irresponsible human behavior, made society think about the possible future and about the protection of nature, the rational use of its resources. As a consequence of the current situation, since the 50s. special scientific and administrative organizations for the study and use of natural resources began to be created. This made it possible to introduce environmental issues into the curricula.

From the beginning of the 60s. interest in environmental education is growing (N.M. Verzilin, I.A. Rykov). From the end of the 60s. Pedagogical science began to actively develop the problems of environmental education of schoolchildren. Issues of nature conservation and the use of resource-saving technologies were gradually included in school curricula and textbooks. Initially, these topics were of interest mainly for the methods of teaching natural sciences, in particular biology and geography. But at the same time, issues of nature protection were not specified, but, as a rule, they were formally declared without evidence, and textbooks and programs did not focus on human activity, its potential to influence the state of the environment. Nevertheless, already then, along with educational aspects, educational aspects began to be reflected in environmental issues.

E.V. Girusova, Yu.T. Markova, D.Zh. Markovich, N.N. Moiseeva, A.D. Ursula point out that education in the field of nature management should contribute to the solution of the most important environmental problems.

The formation of the theory and practice of modern environmental education is connected with the works of I.D. Zvereva, A.N. Zakhlebny, V.G. Johansen, N.M. Mamedova, N.A. Rykova, E.S. Slastenina, I.T. Suravegina, E.Yu. Shapokin.

Due to the intensive accumulation of knowledge about the interaction of nature and society, the task arose of reflecting them in the content of education.

This aspect of studying the basics of science at school is called environmental education. It has become recognized that for the implementation of a full-fledged environmental education, it is necessary to include environmental issues in both the natural sciences and the humanities. And the interdisciplinarity of environmental problems required an interdisciplinary approach to their study.

Some authors consider today environmental education and upbringing as a system of social norms, rules, knowledge aimed at ensuring the long-term interests of a person in the environment of his communication. In the pedagogical literature, several levels of the content of environmental education stand out with the greatest variations.

Opinion of E.B. Axis that it is possible to achieve the ultimate goal - the development of environmental education and responsibility among schoolchildren - if:

The level of general scientific basic knowledge provides an understanding of the basic logical knowledge, which contributes to the adoption of responsible decisions in relation to the environment;

Interdisciplinary knowledge contributes to the formation of value orientations, provides an understanding that culture, religion, economics, politics affect the consumption of the environment from an environmental perspective.

Currently, theoretical and applied research is being carried out in Russia in the field of content, organizational forms, and technology of general secondary environmental education. A concept of general environmental education is being developed. But so far in Russia, only 30% of schoolchildren are covered by environmental education. It comes down to awareness of environmental issues. The forms of its implementation in the Russian school include:

1) subject "Ecology";

2) ecologization of the subjects "chemistry", "physics", "geography", "biology";

3) optional and specialized courses.

For the ecologization of school subjects, supplements to physics and geography textbooks, ecologized programs ("Chemistry and Ecology", "Chemistry Course for Humanitarian Classes", "Nature and Literature", etc.) have been prepared and published.

For school environmental education, the Ministry of Education and Science of the Russian Federation offered optional courses: "Ecology of the city", "Global ecology", "Ecology of modern man" and others.

The attitude to nature has different shades, which is associated with the orientation of the educational process, the personal characteristics of the child.

The ideas of teachers of the past about ecological education and communication of a child with nature were developed and generalized by: Russian teacher Gerd A.Ya., Pavlov A.P. and many other educators are naturalists. They created a number of original manuals on the methodology of natural science, in which the problem of ecological education of a younger student was put in the first place.

Gerd A.Ya. developed a system for studying nature in primary school, which brought up love for nature and the animal world, and has not lost its methodological significance even today. Pavlov A.P. believed that a careful attitude to the necessary life factors for a person is the most important thing in the upbringing of a junior schoolchild.

Gerd A.Ya. believed that before introducing children to the world of plants and animals, they need to get acquainted with objects and phenomena of inanimate nature, since the law of the evolution of nature cannot be realized by students without understanding the relationships that exist between the inorganic and organic world and which connect the inanimate and living nature.

Currently, experience in the implementation of environmental education in Russia is accumulating, but, according to Professor A.N. Zakhlebny, environmental education remains "a pedagogically poorly organized, uncoordinated scattering of ideas about a new problem for mankind - the threat of destruction of the ecological foundations of life and ways to solve it."

close attention in modern education to environmental problems is due to the fact that Russia has joined the international movement aimed at the formation of human ecological culture. In pedagogical terms, when disclosing the content of environmental education, it is necessary to keep in mind the following:

1. Use objective data on the state of the natural environment as a whole and its individual components; moreover, one should use not only data per se, but also illustrations to them regarding those interrelated consequences that this or that particular change in any component of the biosphere may entail.

2. Comprehensive coverage of environmental phenomena. It is important to reproduce not only a picture of a complex set of natural processes, but also to give them in relation to events in society itself.

Thus, we can conclude:

Despite the development of the environmental direction in the education system and a fairly high level of theory and practice of environmental education at the present time, a structure has not yet been formed that determines the relationship between interdisciplinary areas in general and professional environmental training. It should be taken into account that experience in the implementation of environmental education in Russia is also accumulating, but modern Russian environmental education has a number of problems that do not allow to fully realize its potential and form an environmentally literate personality. The main reason, as we see it, is the lack of integrity, consistency, continuity of environmental education, as well as the content of environmental orientation in the programs of basic academic disciplines.

1.3 The essence of ideas and concepts in pedagogy and psychology

Explanatory dictionary of Ozhegov:

Concept, -i, cf. 1. A logically formulated general idea about a class of objects, phenomena; idea of ​​something, P. time. P. quality. Concepts of science. 2. Representation, information e than sth. To have, to receive item about smth. 3. usually pl. Method, level of understanding of something. Children have their own ideas. * I have no idea (colloquial) - I don’t know, I have no idea about someone or something. When does the train leave? - I have no idea. With the concept of who (simple) - about a smart person. With the concept, what is being done (simple) - something is being done. smart, smart. Without a clue who (simple) - does not understand anything. || adj. conceptual, -th, -th (to 1 meaning; special). conceptual categories.

Concept - Representation, information about something.

Representation, -i, cf. 1. see imagine, -sya. 2. A written statement about sth. (official). P. prosecutor (act of prosecutorial supervision). 3. Theatrical or circus performance, performance. The first paragraph of the new play. Amateur item 4. Reproduction in the mind of previously experienced perceptions (special). P. - the image of an object or phenomenon. 5. Knowledge, understanding of something. Have no idea about anything. Make up a paragraph about something. The book gives a good paragraph about the subject. * I have no idea (colloquial) - I don’t know at all, I’m not aware. Where did he go? - I have no idea.

Representation is the reproduction in the mind of previously experienced perceptions.

Big Encyclopedic Dictionary:

A concept is a thought in which objects of a certain class are generalized and distinguished according to certain common and, in the aggregate, specific features for them.

A concept is an image of a previously perceived object or phenomenon (representation of memory, recollection), as well as an image created by a productive imagination.

Psychological Dictionary:

Concept - A symbolic display of the essential properties of the objects of the surrounding world, identified as a result of analytical work. Each concept contains a special objective action that reproduces the object of knowledge through the use of certain tools. There are empirical and theoretical concepts.

Representation - a visual image of an object, reproduced from memory in the imagination. The images of representations, as a rule, are less vivid and less detailed than the images of perception, but they reflect the most characteristic of a given subject. At the same time, the degree of generalization of one or another representation may be different, in connection with which single and general representations are distinguished. By means of a language that introduces socially developed methods of logical operation of concepts into the representation, the representation is translated into an abstract concept.

In the psychological encyclopedia:

A concept is a form of knowledge that reflects the singular and particular, which is at the same time universal. P. acts both as a form of reflection of a material object, and as a means of its mental reproduction, construction, that is, as a special mental action.

Representation - a visual image of an object or phenomenon that arises on the basis of recollection or productive imagination, on the basis of sensations and perceptions that have taken place. In cognitive activity, P. occupies a position intermediate between perception and abstract-logical thinking.

Concept and representation in pedagogy:

The concept is a form of scientific and everyday thinking; the result of generalizing the properties of objects of a certain class and mentally highlighting this class itself according to a certain set of distinctive features common to objects of this class. P. are fixed in the word. P. reflects such objects and their properties that cannot be represented in the form of a visual image. P. distinguish between content and volume. The content of a property is a set of features according to which objects are generalized into a property. general.

Representation - an image of an early perceived object or phenomenon

(P. memory, recollection), as well as an image created by a productive imagination; form of feeling. reflections in the form of visual-figurative knowledge. In contrast to perception, P. rises above the immediate givenness of individual objects and connects them with the concept. P. is carried out in two forms - in the form of images of memory and imagination. P. memory serves as a necessary condition for the process of cognition, during which the preserved image of the object is updated during perception.

Concepts appear to the student as elements of social experience. They record the achievements of previous generations. Students must make this social experience their own individual experience, elements of their mental development. The concept, assimilated by a person, becomes an image, but a special image: abstract and generalized. A person can think using various concepts, however, as soon as he presents the image of a particular object, then this image will necessarily contain insignificant features. For example, the presented image of a dog will contain as common signs - this is a domestic animal from the family of predatory mammals, on four legs, with a tail that can bark. Similarly, insignificant signs are the size, color, shape of the ears, paws, etc.

To clarify a thought formulated in speech (spoken, written or read), the first step is to clearly identify all significant concepts, no matter how many words each concept is expressed. Often a concept is represented by several words. "Block House", "incomplete higher education", "State Security Inspectorate traffic"... Just as often, the concept is expressed in one word. "Night", "street", "lantern," pharmacy "... Let's take into account, however, that the same word very often expresses different concepts (the world as a society, peace as not war, peace as the universe...). It turns out that humanity has more concepts than words.

Concepts are general and singular, concrete and abstract.

General concepts refer to a certain group of objects, united, as a rule, by the same name and having the same features. So, the concept of "temperament" applies to all people. Or the concept of "life activity" refers to both the world of animals and the world of people. For example, the life of monkeys or the life of society, the life of adults and children at school, etc. Single concepts characterize the properties related to one object. Pointing, for example, to the sanguine type of temperament of a given person, we reflect a single property. Or the life path of an individual. Specific concepts refer to a well-defined, easily represented object (for example, the concept of "cerebral cortex", "cat", "lake", "book", etc.). Abstract ones reflect the properties and phenomena of objects that are difficult to imagine and classify (for example, "conscience", "friendship", "separation", "fear", etc.).

Operation with concepts refers to the highest level of thinking, characteristic of its verbal-logical form. This kind of thinking is characteristic of a person, starting from a certain age, and continues to improve almost all his life. The concept is considered as a form of abstract thinking, the result of a generalization of the properties of individual concrete objects, phenomena and the allocation of essential features in them.

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INTRODUCTION

Relevance of the problem and research topic. The modern school is going through a complex process of renewal. Particularly relevant, in our opinion, is the study of the formation of an ecological picture of the world as a holistic image of the surrounding world, the assimilation by children of a system of ecological knowledge and ways of understanding nature, the development of personally significant initial worldviews on reality, the formation of a valuable, responsible attitude to nature.

The purpose of education is not simply the acquisition of information, the assimilation of laws, but the upbringing of an ecologically cultured personality. The child must learn to receive new knowledge, information, and most importantly, to apply his knowledge correctly, not to the detriment of nature.

The relevance of the problem of forming an ecological picture of the world among students in the process of teaching natural science at the socio-pedagogical level is determined by the search for new ways of developing mental abilities related to the formation of the foundations of an intellectually developed personality, open to new experience, in demand by modern society. In this period, the development of society is becoming increasingly important to develop a harmonious relationship between man and nature, the need to form a holistic vision in the younger generation, a sense of nature and ways to study it. The general picture of the world, corresponding to ideas about the structure and development of nature, is called the natural-science picture of the world in science.

In the process of understanding oneself in the world, one's place in it, the formation of an ecological picture of the world (ECM) among students plays an important role. One of the ways to solve this problem is to correct the subjective experience associated with knowledge of nature in the process of teaching natural science. We believe that such an adjustment is made on the basis of systematic excursions into nature.

The process of transformation of subjective experience when it is corrected to scientific is considered by us as the process of creating a new image of the ecological picture of the world, which is the result of the knowledge of one of the areas of the reality of nature and its relationship with man and society.

The federal state educational standard provides for the development of knowledge about the world around us, the unity and differences of the natural and social, about man and his place in nature and society, the upbringing of a positive emotional and value attitude to the world around him, ecological and spiritual and moral culture, patriotic feelings; the child must gain experience in practical activities: observations in nature, comparison of the properties of observed objects, orientation in the area, ensuring the formation of a holistic picture of the world.

The goals of teaching natural sciences come from their ecologization, which provides for the development of a personality capable of obeying the laws of nature, thereby carrying out the co-evolutionary development of mankind and nature.

An analysis of the development of science education at school in relation to the indicated general theoretical foundations revealed a number of contradictions:

between the society's need to ensure the quality of natural science education and the insufficient development of program material, which should contain seasonal excursions that ensure that students master the ecological picture of the world;

between the need to green the school course in natural science and the insufficient development of approaches to the formation of an ecological picture of the world among students in the process of teaching natural science;

between the rich potential of the content of the course of primary natural science education of students and the lack of pedagogical tactics for the formation of an ecological picture of the world among students by means of seasonal excursions into nature in the process of teaching natural science.

On the basis of the identified contradictions, a pedagogical problem is indicated, which consists in the formation of an ecological picture of the world by means of seasonal excursions into nature in the process of natural science education.

Purpose of the study - approbation of a complex of seasonal excursions into nature, providing the formation of an ecological picture of the world among students in the process of teaching natural science.

Object of study - the process of natural science education of students.

Subject of study - seasonal excursions as a means of forming an ecological picture of the world.

Research hypothesis . Students will more successfully form an ecological picture of the world in the process of natural science education if:

The method of conducting excursions includes various forms of work (individual, frontal, group), gaming activities.

The content of the excursions includes tasks on an environmental theme, phenological and environmental stories.

Tasks:

Conduct an analysis of the scientific literature and, on its basis, determine the essence of the concept of "ecological picture of the world" as the main concept of environmental education.

Develop a program of extracurricular activities for conducting excursions in order to form an ecological picture of the world.

To implement a complex of seasonal excursions into nature, aimed at forming an ecological picture of the world, as the main indicator of the effectiveness of environmental education.

Conduct diagnostics to identify the level of formation of the ecological picture of the world.

Research base: research work is carried out on the basis of the municipal educational institution secondary school.

CHAPTER 1. THEORETICAL AND METHODOLOGICAL FOUNDATIONS FOR FORMING THE ECOLOGICAL PICTURE OF THE WORLD

1. The concept of "ecological picture of the world"

“Picture of the world” is a visible portrait of the universe, a figurative-conceptual model of the Universe, in which its spatio-temporal boundaries and the place of a person in it are indicated. The concept of "picture of the world" expresses the specifics of a person and his being, his relationship with the world and is the most important condition for his existence in the world.

As a result of the analysis of literature, types of pictures of the world were found: religious, philosophical, scientific. Religious, philosophical and scientific pictures of the world coexist with each other. While maintaining due caution, it can be argued that the three pictures of the world do not oppose, but complement each other.

The scientific picture of the world is a system of general scientific ideas about the world, characteristic of a certain stage of development, built on the basis of relevant philosophical knowledge and ideas. The term "picture of the world" emphasizes that we are not talking about a part, a fragment of knowledge, but about an integral system. Along with the three main pictures of the world, there are other pictures of the world: linguistic, ecological, etc.

Research in the field of socio-natural history shows that a new ecological worldview paradigm is needed.

The ecological picture of the world includes generalized natural-science and humanitarian knowledge about the structure of the surrounding world, the laws of its development, it is a reflection in the head of a person of ideas about the world around him and his place in it, inherent in members of a certain community.

The ecological picture of the world is distinguished by the following features:

– The ecological picture of the world is represented as part of the overall picture of the world. The core of the ecological picture of the world is the ecological worldview, which determines the most general ideas, methods and principles of human activity aimed at preserving the environment and man in it;

– the ecological picture of the world arises as a result of both direct knowledge of reality by a person with the help of the senses or thinking, and with the help of secondary sign means;

– the ecological picture of the world is formed in the process of human socialization, is to a lesser extent individualized and has common national-specific features that are characteristic of a person as a representative of a certain social group;

– the image of the world underlying the ecological picture of the world appears as a unity of animate and inanimate nature, natural and anthropogenic environment, man and other living organisms;

– building an ecological picture of the world, a person relies on both everyday practical and scientific knowledge that exists in the form of concepts. Ecological knowledge is a constantly evolving system, supplemented by modern scientific discoveries. The ecological picture of the world is a synthesis of natural science and humanitarian knowledge of a person about the world around him and his place in the world and society;

– the basis of the ecological picture of the world is knowledge about the state of the environment and the vital activity of living organisms inhabiting it, about the position of man in the world;

– The ecological picture of the world is focused on the present and the near future, without which a person cannot survive.

The natural worldview is based on the corresponding scientific picture world, but this was not enough to understand, explain and transform the world to overcome the ecological crisis.

1. Seasonal excursions into nature as a means of forming an ecological picture of the world among students in the process of teaching natural science

One of the most effective means of forming an ecological picture of the world is a seasonal ecological excursion into nature, which is defined as a form of environmental education for the organization of the educational process, which is a group visit to natural complexes.

Various forms of work were used in the excursions: individual, frontal and group work; mastery of the basic system of values ​​and value orientations.

As a result of observations, the child creatively transforms reality. The assimilation of certain knowledge by students begins with the creative transformation of the material they assimilate. The peculiarity of ecological seasonal excursions is associated with the assimilation of theoretical, environmental material, various relationships and dependencies in nature.

Excursion is one of the main types of activities and a special form of organizing work on environmental education, one of the most laborious and complex. Excursion as a form of educational work allows you to organize the observation and study of various objects and phenomena in natural conditions. The purpose of such excursions is the ecological education of children, understood as one of the components of the moral formation of the personality. Therefore, in the content of the excursion, the main role is played by the formation of a conscious and careful attitude to objects of living and non-living nature. Such an attitude is developed in children on the basis of direct contact with living objects and various forms of interaction with them (observation, games), mastering the rules of nature protection. All this contributes to the education of fundamental moral values ​​- kindness, responsiveness, cordiality, careful and caring attitude to natural objects, respect for human labor.

As V.A. Sukhomlinsky wrote, it is necessary to bring up love in a child “for everything that cannot live without a gentle human hand; without a sensitive human heart. It is about love for the living and the defenseless, the weak and the tender.”

The task of the educational component of the excursion is to master the system of ecological ideas and concepts about nature by children. The developing component of excursions stimulates the formation of:

sensory abilities (the ability to see various features of objects: color and its shades, spatial arrangement, variety of shapes, textures, etc.);

thought processes (analysis, comparison, generalization, classification), imagination and creativity.

When developing excursions, it is important to set and solve a set of tasks of an educational, educational and developmental nature. In the practice of the school, two traditional types of excursions have now been established: natural history and excursions to agricultural sites.

Natural history excursion traditionally solves the problem of getting to know nature, i.e. accumulation of ideas about the diversity of wildlife and their characteristic features. An excursion to agricultural sites helps to master the idea of ​​​​the work of people. These are excursions to the field, to the garden, to the vegetable garden, to the farm. Visiting these objects gives an opportunity to show how a person influences nature, grows plants and animals, and takes care of them. The main purpose of the tour is to show what people do and for what purpose, how they use machines, how they treat their work. The use of these types of excursions is aimed at fostering love for nature and a conscious and careful attitude towards it. Any of the above excursions consists of an introductory conversation, collective observation, individual independent observation of children, collection of material, children playing with the collected material, the final part, during which the teacher sums up the excursion and recalls the need for respect for nature.

Bringing students to the place of the excursion, the teacher organizes collective observation, during which the main program tasks are solved, helps to notice the characteristic features of objects and phenomena, and establish the necessary connections between them.

Domestic and foreign psychologists consider aesthetic perception as a means of emotional knowledge of the world. Organization of excursions.

For each excursion, tasks are determined that are mandatory for mastering by all children. Excursions are carried out according to a certain system. It is advisable to conduct them at the same objects at different times of the year in order to show children the seasonal changes that occur in nature. For example, in the spring, students should have three excursions to the park with a gradual complication of tasks. The purpose of these excursions is to acquaint with the spring changes, to develop the ability to see them and understand the reason for what is happening in nature.

An excursion is much more difficult to organize than a group lesson, and it will be successful only on the condition that careful preparation is carried out.

The preparation of the teacher consists primarily in determining the purpose of the excursion and the selection of program content. The teacher plans an excursion based on the requirements of the program and the characteristics of the surrounding area. Determining the place of the excursion, the teacher chooses the best way to it - not tiring, not distracting the children from the intended goal. When determining the distance to the place of the excursion, one should proceed from the physical capabilities of the children. The duration of the journey to the selected place (one way) should not exceed 40-50 minutes. In this case, one should take into account the features of the road, the state of the weather.

The place of the excursion must be inspected in advance. Having visited the place of the future excursion, the teacher specifies the route, finds the necessary objects, outlines the content and scope of the knowledge that students should receive about this range of phenomena, the sequence of conducting individual parts of the excursion, establishes places for collective and independent observations, for children to relax.

A preliminary acquaintance with the place of a future excursion makes it possible not only to clarify and concretize the plan, but also to think over the methods of conducting it.

Preparation of children begins with the teacher telling the purpose of the excursion. Students must know where they are going, why, what they will learn, what needs to be collected. They should know that the excursion is not a class activity, but in nature and on an agricultural site, so it is necessary to be disciplined and attentive on the excursion. The teacher reminds the children of the rules of behavior on the street.

When preparing for the tour, you need to pay attention to the clothes of children. Children should be dressed comfortably, according to the weather and season. For the excursion, the teacher should prepare excursion equipment and equipment for placing the collected material in a corner of nature. It is good to involve students in its preparation. This helps to arouse interest in the upcoming excursion.

Having brought the class to the place of the excursion, the teacher recalls the topic, gives the opportunity to look around, in order to then blunt to the observation of the intended objects and natural phenomena.

The main part of the excursion is collective observation, during which the main program tasks of the excursion are solved. The teacher helps to notice the characteristic features of objects and phenomena, to establish the necessary connections. The main attention in the process of observation is given to questions and questions-assignments, forcing children to consider an object, compare, find differences and similarities, and establish a connection between natural phenomena.

At the end of the main part, the teacher gives the opportunity to satisfy curiosity in individual independent observations and the collection of natural history material. At the same time, he himself does not remain without privacy, but shows a keen interest in their actions: he asks questions, supports the initiative of children, and exchanges impressions with them. However, when giving tasks to collect, one should strictly limit its quantity in order to focus the attention of the children only on certain plants or animals, and, in addition, solve the problems of educating a caring attitude towards nature. At the same time, children should be shown how to dig up plants, cut a branch, etc., but you cannot do all the work for children. The collected material is sorted, laid out in folders, baskets, part of it is immediately used for games and exercises.

In the final part of the excursion, the teacher once again draws the children's attention to the general picture of nature. (Table 1).

Table 1 - Plan of excursion to the forest

Stage

Tasks

Methodological techniques

1. Introductory part

Prepare students for the perception of nature, draw attention to the objects of the forest ecosystem.

To form the ability to behave correctly in the forest.

Introduction of a motivating situation. Appeal to the experience of children. Reminder of the rules of conduct.

2. Main body

To form students' understanding of the forest as a community of various plants and animals.

Comparison of meadow and forest. Collective observation aimed at the perception and awareness of the fury of the forest. Children's individual observations of animals in the Forest and a story about them. The solution of the cognitive problem: does the forest need insects? The game "Guess by description". Collection of forest herbaceous plants.

3. Final part

Summarize the idea of ​​the "forest" ecosystem. Encourage a conscious, caring attitude towards nature.

Questions for students. Repetition of the rules of behavior in the forest their justification.

1. Conclusions on I chapter

After analyzing scientific and methodical literature Based on the research problem, we came to the following conclusions:

Ecological education of students is based on such an approach to knowledge, in which the pedagogical process is based on the leading ideas and concepts of the science of ecology. The ultimate goal of environmental education is the formation of the principles of ecological culture, which is formed, including through a system of knowledge about the environment, an understanding of natural mechanisms.

Recently, knowledge from the key section - bioecology - has been included in the content of environmental education of children. The central concept of the natural-science block of knowledge is the relationship between the organism and the environment.

Students can study the adaptation (adaptation) of living organisms, including plants, to environmental conditions. In this case, the objects of study can be plants that make up the directthe natural environment of the child (primarily indoor plants).

CHAPTER 2

1. Initial diagnostics of the level of formation of the ecological picture of the world among students of the 5th grade

At the diagnostic stage, a questionnaire was conducted with the aim of checking the initial knowledge. A survey was conducted in the experimental and control classes. The study involved students of the fifth grade: control 5 "A" and experimental 5 "B".

The use of a complex of excursions in the environmental education of students allows you to create a system of influence on the child's personality. "Diagnostics of the level of formation of the ecological picture of the world in a person" was carried out (Appendix 1). Depending on the indicators reflecting the formation of the ecological picture of the world, the levels of formation of the ecological picture of the world were identified: Level I (high) - I can independently apply ecological ideas, have ecological ideas and apply them with the help of an adult; Level II (medium) - have ecological ideas, but do not know how to apply;IIIlevel (low) - they begin to perceive the ecological picture of the world. As a result, we received the following data (Figure 1).

Figure 1. Levels of formation of the ecological picture of the world1

In both classes, a low level of formation of the ecological picture of the world prevails. There are students with a high level, these are the guys who participate in scientific activity are not always excellent. Average level formation of an ecological picture of the world is inherent in students attending elective courses. Most children do not have an idea about the ecological picture of the world.

2.2 Description of seasonal excursions into nature aimed at forming an image of an ecological picture of the world among students in grade 5

Program goal: Formation of students' holistic ecological outlook and ethical values ​​in relation to nature, the surrounding space through the greening of the entire educational and upbringing process.

Program objectives:

1. to form in schoolchildren ideas about the ecological picture of the world;

   to bring up an ecological culture and ecological consciousness of schoolchildren through the educational activities of the school;

   to intensify project activities of an environmental orientation, to strengthen its social significance;

   to promote the moral, aesthetic and labor education of schoolchildren using available reserves, including a personal plot;

The developed content of excursions for the formation of an ecological picture of the world in children includes knowledge about nature (sensory images), elementary concepts (ecology, food chain, ecosystem, environment, adaptation), relationships (man - nature, nature - society), ways of knowing nature, various forms of work (individual, frontal, group), game activity were used.

To teach observation techniques, the content of the excursions includes various landmark plans: studying the appearance of plants, studying the appearance of animals, highlighting essential features of observed objects, comparing objects, generalizing observations of natural objects, establishing the impact of human activity on the surrounding nature.

The content of the excursions (Table 2) included tasks on environmental topics, which made it possible to make digital material more accessible, to understand the features of nature, to broaden one's horizons, and to realize the connection between the program material and the environment. Solving problems on an environmental theme develops students' interest in nature, brings up inquisitive, inquisitive people who understand that a person is also a part of nature and that human health depends on nature. Environmental tasks are of cognitive importance, develop memory, thinking, bring up love for nature, for the native land (Appendix 2). When compiling tasks containing information of an ecological nature, the material was taken from geographical sources, reference books, but also obtained by the students themselves when studying natural objects during excursions (Appendix 4).

Table 2. Tasks proposed in the content of the excursions

Class

Topic

Target

Tasks

1. Observation of autumn changes in nature.

2. Winter excursion to the forest.

3. Spring excursion to the forest.

4. Summer excursion to the forest.

To reveal changes in animate and inanimate nature in autumn, winter, spring, summer. Expand your understanding of the forest.

Describe the weather.

Games: “What grows in the forest, who is in

lives in the forest”, “Imagine yourself

tree”, “Know the tree”, “Nature”.

Collect fallen leaves, describe them (group work).

Why do you think there are few flowers, what flowers are listed in the Red Book, why?

In order to cultivate an ecological culture, one of the indicators of the anthropological part of the ecological picture of the world, it is necessary to form an ecological worldview, ecological consciousness.

For this purpose, phenological and ecological riddle stories were included in the material of the excursions. A phenological story is dedicated to someone in a certain season or even month (Appendix 3). The task of the children is to find these mistakes while the teacher is reading the story. Those mistakes that the students did not notice, after the end of the reading, the teacher explains. It is not enough to point out mistakes, it is also necessary for the students to explain why this does not happen. In addition, some stories mention species of plants and animals listed in the Red Book. Students should mark them. Ecological stories are devoted to the behavior of children in nature.

Thus, the provision of an increasing degree of independence in the observation of biological objects, the gradual complication of mental activity when performing tasks bring students closer to creative cognitive activity. This is largely facilitated by natural history seasonal excursions into nature.

After conducting seasonal excursions into nature, a control diagnostics of the level of formation of the ecological picture of the world was carried out. In the class where the excursions were held, the children began to more actively show emotions, feelings in relation to the environment, to objects of nature. The knowledge base about objects and phenomena of nature has expanded significantly. Children began to develop and accurately formulate statements related to objects of nature.

Analyzing the obtained data (Figure 2), we see that the results of the experimental class significantly increased the results of the control class. Students began to give more detailed and reasoned answers.

Figure 2. Levels of ecological picture formation 2

The results of diagnosing the level of formation of the ecological picture of the world among students of the experimental class before and after the study are presented in Figure 3.

Figure 3. Comparison of levels of formation before and after seasonal excursions in the experimental class

Analysis of the results of diagnostics in the experimental class showed:

The level of formation of an ecologically correct attitude to the natural world has increased.

The attitude of the students of the experimental group to natural objects has noticeably changed. In the process of direct observations of nature, a clear and accurate idea of ​​the objects and phenomena of nature was laid in the minds of children, that in living nature everything is interconnected, that individual objects and phenomena mutually determine each other, that the organism and the environment are an inseparable whole, that any feature in in the structure of plants, in the behavior of animals, it is subject to certain laws, that man, as a part of nature, endowed with consciousness, actively influences nature with his work.

Students began to actively participate in school and city scientific and practical conferences; in subject Olympiads in Biology, Ecology; environmental competitions (Appendix 4).

Thus, the work on the formation of an ecological picture of the world in the process of seasonal excursions into nature is a rather long and laborious process. To form an ecological picture of the world among students, a system is needed for the development of mental operations of students in the process of teaching them natural science, which would take into account the age-related characteristics of the development of children's thinking, the results of the latest researchers in the field of psychology and pedagogy, the experience of practical pedagogical activity. This is achieved by introducing changes in the content and organization of education, relying on the independent activity of students, requiring students to provide evidence-based, logical, detailed reasoning aloud, and complicating tasks.

As a result of the study, it was revealed that the higher the level of development of mental operations among students, the higher their level of formation of the ecological picture of the world in the process of studying natural science.

CONCLUSION

So, we can conclude that in order to form an ecological picture of the world among students, it is necessary to make changes to the content and organization of training: reliance on the independent activity of students, the requirements of evidence-based, logical, detailed reasoning aloud, the complication of tasks.

1. The concept of "ecological picture of the world" was clarified in the work - this is a generalized natural-science picture of the world, representing as a multidimensional holistic individually formed image of the universe, where there is a place for ideas about the role of man in the world, about the natural conformity of human life.

The ecological picture of the world, the leading worldview ideas set the contours of a new educational paradigm, designed to resolve the contradictions of modern educational systems in its formation.

2. The content of the excursions included: landmark plans that provided the formation of observation techniques: the technique of analyzing the external features of natural objects, the technique of highlighting essential features, the technique of comparison, the technique of generalization, the technique of establishing cause-and-effect relationships, tasks of ecological content, phenological and environmental stories.

3. The excursion program includes various forms of work: group work, which rallied children, disposed children to cooperate and develop tolerance, weak children began to reach out for stronger ones, while working in groups, girls began to communicate with boys, individual, frontal, as well as gaming activity.

4. The results of the study indicate a positive trend and show that inclusion in educational process seasonal excursions into nature from the fifth grade contributes to the formation of an individual multidimensional holistic image of the universe, in which there is a place for ideas about the role of man in the world, about the natural conformity of human life.

5. An interdisciplinary connection was made (mathematics-natural science), using tasks of ecological content. Environmental tasks are of cognitive importance, develop memory, thinking, bring up love for nature, for the native land. When compiling tasks containing information of an ecological nature, the material was taken from geographical sources, reference books, but also obtained by the students themselves when studying natural objects during excursions.

The conducted study fully confirmed the hypothesis, the purpose of the study was achieved, the tasks set were realized.

The prospects of the research include the improvement of the methodology and techniques for the formation of an ecological picture of the world. This methodological problem requires the selection and systematization of both natural science and humanitarian material, which ensures the further formation of a value attitude towards nature. Students take great care of indoor plants and pets.

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Introduction

CHAPTER I

1.1. Modern scientific picture of the world in pedagogical science and education 15

1.2. Formation of a scientific picture of the world during childhood 37

1.3. Axiological approach in the process of ecological course of natural science in elementary school 55

Conclusions on chapter 1 102

Chapter 2

2.1. Theoretical interpretation of the concept of monitoring as a means of identifying an objectively reliable picture of development pedagogical phenomenon in the practice of education 104

2.2 The structure and content of monitoring the development of the ecological picture of the world among younger students in the lessons of natural science 120

2.3 Development of the subjective image of the ecological picture of the world among younger schoolchildren in the period from grades 1 to 3 - in the process of teaching natural science 135

Conclusion on chapter 2 210

CONCLUSION 212

BIBLIOGRAPHY 215

APPENDIX 228

Introduction to work

Relevance of the problem and research topic. IN the modern period of the development of society, the development of a harmonious relationship between man and nature, the need to form a holistic vision, a sense of nature and ways of studying it in the younger generation is becoming increasingly important. The general picture of the world, corresponding to ideas about the structure and development of nature, is called the natural-science picture of the world in science.

In the process of understanding oneself in the world, one's place in it, the formation of an ecological picture of the world among students plays an important role. We see one of the ways to solve this problem in adjusting the subjective experience associated with knowledge about nature in the process of teaching natural science. We believe that such an adjustment should be carried out on the basis of systematic pedagogical monitoring and an interdisciplinary approach in the study of natural science.

To date, in the study of nature by younger schoolchildren, questions remain open about the relationship between the goal of individual knowledge of the world around the child and the goal of the primary school educational system, about the correlation between the content of program knowledge and skills in the natural science courses of elementary school and the system of knowledge, values ​​and relationships as the basis for the formation of an ecological students' pictures of the world. It is obvious that the potential possibilities of nature in the formation of an ecological picture of the world in a junior schoolchild are not sufficiently used in the educational process of elementary school; from the moment of transition to scientific knowledge of reality, awareness, mastery of the essence of objects and phenomena of nature, its interrelations, the relationship between man and nature, the child has a discrepancy between subjective experience and social scientific experience, since in teaching the main task is to study the patterns of the world around (models the world), and in individual cognition - the assimilation of these patterns, understanding the "order of the world" of its image;

The process of integration of subjective experience when it is corrected to the scientific one is considered by us as the process of creating a new image of the ecological picture of the world, which is the result of the knowledge of one of the areas of reality - nature and its relationship with man and society.

Our study focuses on school teaching of natural science, thanks to which the child gets acquainted with the modern scientific picture of the world - the ecological picture of the world. This model also includes pedagogical monitoring of the formation of the ecological picture of the world among younger students. The model we are developing for the formation of an ecological picture of the world among younger schoolchildren includes not only knowledge about nature (sensory images, elementary concepts, relationships, etc.) and ways of knowing it, but also ways of creative reflection of reality, mindset, feelings, emotions.

The above positions determine the relevance of this study at the scientific and pedagogical level.

Pedagogical monitoring of the formation of the ecological picture of the world in the logic of the discussed approach cannot be used as an auxiliary or episodic one, but should become a way of organizing the educational process as a whole. However, at present, the possibilities of the process of natural science education in the primary general education school for the formation of an ecological picture, the world and, on its basis, a value-based, personally significant responsible attitude to the world around us, have not been sufficiently studied. The indicated indicates the relevance of this study. at the scientific and methodological level.

An analysis of the development of science education in elementary school in relation to the indicated general theoretical foundations revealed a number of contradictions:

Between the goals of teaching natural sciences, based on the knowledge of the relevant scientific foundations, and the goals of their greening, providing for the development of a personality capable of

obey the laws of nature, thus realizing the co-evolutionary development of mankind and nature;

between the need to ecologize the school course in natural science and the insufficient development of the methodological foundations for the formation of an ecological picture of the world among younger students;

between the need to use ecologized natural science disciplines in teaching and the lack of development of the structural components of the subjective image of the ecological picture of the world for their application in diagnostics.

On the basis of the identified contradictions, a pedagogical problem is indicated, which consists in the development of scientific, theoretical and methodological foundations for the formation of an ecological picture of the world in the process of natural science education of younger schoolchildren on the basis of systemic and axiological approaches, the integration of epistemological, ontological and anthropological directions in the formation of a new picture of the world.

Particularly relevant, in our opinion, is the study of the formation of an ecological picture of the world among elementary school students as a holistic image of the world around us, the assimilation by children of a system of ecological knowledge and ways of understanding nature, the development of personally significant initial worldview views on reality, the formation of a value-based, responsible attitude to nature.

The problem predetermined the choice themes dissertation research "Pedagogical monitoring of the formation of the ecological picture of the world among younger students."

These contradictions lead problem of our research:- How, with the help of pedagogical monitoring, can one trace the formation and development of the subjective ecological picture of the world among younger schoolchildren in the process of teaching natural science? Solving this problem is the goal of the study.

Purpose of the study: reveal the essence of pedagogical monitoring of the formation of the ecological picture of the world and determine the methodological guidelines in pedagogical activity for its formation among younger students, experimentally test the effectiveness of pedagogical monitoring as a means of monitoring the formation of the ecological picture of the world in the process of natural science education in elementary school.

Object of study: the process of natural science education of schoolchildren in primary grades secondary school.

Subject of study: pedagogical monitoring of the formation of the subjective ecological picture of the world among younger schoolchildren.

Research hypothesis:

The emerging subjective image of the world among junior schoolchildren in the process of natural science education can be tracked, evaluated and forecasted for the further development of the subjective ecological picture of the world, with the aim of early warning of undesirable events, correction and provision of targeted and subject-oriented assistance, provided that the following are determined:

the nature of the ecological picture of the world and the mechanisms of its formation in the process of greening the course "natural science";

the structure of the ecological picture of the world and its cognitive model for the elementary level of a general education school;

Elements of the subjective image of the ecological picture of the world in children
schoolchildren, as well as criteria and indicators for diagnosing this phenomenon;

Methods and tools for obtaining an objectively reliable
information about the nature of changes in the subjective picture of the world in the process
cognitive activity of younger students.

In accordance with the problem, object, subject and purpose of the study, the following tasks:

To analyze the scientific literature and, on its basis, determine the essence of the concept of "ecological picture of the world" as the main concept of environmental education and the central one for this study;

To identify the theoretical and methodological foundations of pedagogical monitoring of the formation of an ecological picture of the world among younger students;

To develop the content and structure of the figurative-conceptual model of the ecological picture of the world for younger students in the process of teaching natural science;

Develop and implement pedagogical monitoring aimed at identifying the formation of an ecological picture of the world among junior schoolchildren as the main indicator of the implementation of environmental education in the process of natural science education;

To develop diagnostic indicators, criteria, materials for conducting pedagogical monitoring of the formation of an ecological picture of the world among schoolchildren in the process of teaching natural science.

The topic corresponds to the research plan of the Department of Pedagogy and Childhood Psychology of the Ural State Pedagogical University for the implementation of the main directions of the modernization program teacher education for 2002-2004 and included in the research program "Education in the Ural region: scientific foundations development and innovation” (approved on December 18, 2003 by the Ural branch of the Russian Academy of Education section 5. Education as a means of developing regional, ethno-cultural, socio-cultural, environmental and economic systems of the Urals, state registration 60)

Methodological and theoretical basis of the study are: the laws of formation and action of educational values ​​(B.T. Likhachev); provisions of humanistic psychology and pedagogy (L.S. Vygotsky, A.N. Leontiev, A. Maslow, K.R. Rogers, S.L. Rubenshtein,

V.A. Sukhomlinsky, LN. Tolstoy, K.D. Ushinsky, D.I. Feldshtein and others); axiological ideas and concepts of values ​​(V.I. Vernadsky, B.S. Gershunsky, A. Pechchei, V. Frankl, etc.); ideas of environmental education (A.A. Verbitsky, S.D. Deryabo, IDZverev, N.N. Moiseev, L.V. Moiseeva., G.P. Sikorskaya, IT. Suravegina, V.A. Yasvin, etc.) ; theory of pedagogical monitoring (A.S. Belkin, V.D. Zhavoronkov, V. T. Gorb, S. N. Silina, D. Sh. Matros, A. N. Mayorov); provisions on the essence and functions of pedagogical diagnostics in environmental education (L.V. Moiseeva).

Research methods. Theoretical: analysis of normative documents on education, analysis of philosophical, pedagogical, ecological, psychological, technical literature; modeling the process of formation of an ecological - axiological attitude to the world around schoolchildren; system and activity approaches. Empirical: experiment; observation, questioning, testing, conversation, expert assessments, methods of processing statistical information.

Organization, base and stages of research. The experimental base was the municipal secondary schools MOSSh No. 12, 31, Nizhnevartovsk, Tyumen Region. The experiment lasted 4 years with the inclusion of 104 elementary school students.

On the first, organizational and preparatory stage(2000-2001)
the topic was formulated, the purpose and objectives of the study were determined; studied and
historical-philosophical, psychological-pedagogical

literature on selected issues in order to ensure methodological basis research; the essence of the concept of "ecological picture of the world" was concretized, the concept of "pedagogical monitoring of the ecological picture of the world" was clarified, the categorical status of pedagogical monitoring of the ecological picture of the world was argued, this category was considered as a pedagogical tool for monitoring the formation of the ecological picture of the world.

Second phase, content-technological(2002-2003) was devoted to the organization of experimental work to verify

of the hypothesis put forward: a pedagogical project was implemented and diagnostics were carried out with the formation of the components of the ecological picture of the world among younger schoolchildren studying in the second grade.

On the third, ntogo-diagnostic stage(2003-2004) a formative experiment was completed, its results were analyzed from the point of view of the problems of this work, conclusions were drawn about the viability of the hypothesis put forward, and the results of a dissertation research were formalized.

Scientific novelty of the research:

An axiological approach in science education is proposed as a methodological strategy that directs the activities of teachers to form an ecological picture of the world among schoolchildren; the role and significance of the axiological approach as a means of increasing the educational potential of the natural science education of schoolchildren are indicated;

A methodological strategy has been defined in the implementation of the axiological approach in the natural science education of younger schoolchildren, which consists in bringing ideas about the world order into the system in the form of a cognitive model of the ecological picture of the world and putting it into practice.

Criteria and indicators of the formation of the components of the ecological picture of the world among younger schoolchildren are proposed and diagnostic material for conducting pedagogical monitoring of the formation of the epistemological, ontological and anthropological components of the ecological picture of the world among schoolchildren;

A cognitive model of the ecological picture of the world for the educational process in the logic of the axiological approach has been developed, including the basic system of values ​​and value orientations, derived from universal values, elements of the invariant of knowledge about the ecological picture of the world, ways, ways and methods of knowing the world;

5. The prospects of using pedagogical monitoring in the practice of school science education as a means of continuous scientifically based, diagnostic and prognostic monitoring of the state, development of the pedagogical process of environmental education in order to optimally select goals, objectives and means of solving the formation of a new modern scientific picture of the world - an ecological picture peace.

Theoretical significance of the study:

the essence of the concept of "pedagogical monitoring of the ecological picture of the world" is expanded, which is defined as the process and result of a joint specially organized pedagogical activity, including tracking, evaluating and predicting further changes in the development of an individual ecological picture of the world in order to early warning of undesirable events (manifestation of aggression in relation to objects of nature , callousness, etc.), correction and provision of targeted and substantive assistance to the child in the process of natural science education;

the stages of development of ideas about the scientific picture of the world among schoolchildren and the corresponding mechanisms for the formation of an ecological picture of the world are revealed;

The levels of the ecological picture of the world formed in junior schoolchildren were studied: Level I (high) - the spread of ecological ideas to all spheres of life; II level (above average) and III level (medium) - the development of the ecological picture of the world from ordinary ideas about the world around us to scientifically based ones; IV level (below average) - the origin of the desired picture of the world; Level V (low) - primary readiness to perceive the ecological picture of the world;

the manifestations of the formation of elements of the subjective image of the ecological picture of the world in younger schoolchildren are described for the implementation of appropriate monitoring;

the possibilities of ecologization of natural science as a means of implementing the axiological approach, orienting teachers to the formation of an ecological - axiological attitude towards the world around schoolchildren, are revealed;

A rather effective, from the point of view of the formation of elements of an ecological picture of the world among schoolchildren, didactic material was designed - figurative and conceptual modeling of the ecological picture of the world of younger schoolchildren: a matrix of cognitive activity, a matrix of emotional-figurative and evaluative activity in the process of natural science education.

Practical significance of the study:

the axiological approach we have proposed and the mechanism of ecologization of science education can be used in the educational process to enhance the educational potential of science education by creating conditions for the formation of a value-based and, on its basis, personally responsible attitude towards the world around schoolchildren;

cognitive model of the ecological picture of the world can be used in the practice of general education schools and institutions additional education for the purpose of teaching cognitive and creative activity children from primary school age;

the developed diagnostic material for determining the level of formation of the elements of the ecological picture of the world can be used as one of the tools for pedagogical diagnostics of the effectiveness of environmental education in an educational institution;

generalized pedagogical experience and developed on this basis

and evaluative activity and the matrix of cognitive activity) can

be useful in organizing a natural-science educational process aimed at shaping schoolchildren's ecological and axiological attitude to the world around them.

Scientific Validity and Reliability of Research Results
provided by the initial methodological provisions,

the validity of the theoretical prerequisites, the conduct of experimental work in the conditions of real pedagogical activity, the complexity and adequacy of the methods of theoretical and expert research.

Approbation and implementation of the research results were carried out in the course of the work of the author as a senior teacher at the Department of Methods of Preschool and Primary Education, Deputy Dean for Teaching and Educational Work at the Faculty of Pedagogy and Psychology at the Nizhnevartovsk State Pedagogical Institute, through the implementation of methodological assistance in natural science to students during the pedagogical practices, writing term papers, participation in the development of a city program for environmental education for the period up to 2003 (Nizhnevartovsk); at the All-Russian scientific and practical conference on the topic "Regional approach to environmental education during childhood"

(Ekaterinburg, 2004), at the third district scientific and practical conference "Znamensky readings" (~ Surgut, 2004); in the discussion of the dissertation materials at meetings of the Department of Natural Science and Methods of its Teaching of the Department of Pedagogy and Psychology of the Childhood Period of the Ural State Pedagogical University (Yekaterinburg); at city scientific and practical conferences on environmental education, meetings of city and school methodological associations of teachers of natural sciences; thematic pedagogical councils and meetings of MOSSh No. 12, 31 "(Nizhnevartovsk). Based on the research materials, 15 papers have been published.

The following provisions are put forward for defense:

1. The ecological picture of the world, formed by younger students, is a synthesis of natural science and humanitarian knowledge about nature, ways of knowing it, subjective attitude to the knowable; it is a stage and a way of formation of initial world outlook views, ideas, beliefs, feelings and development of ecological thinking; it is a holistic, dynamic model-image of the surrounding nature and human interaction formed in the mind. The axiological approach as a complex pedagogical tool is a methodological strategy that aims teachers at the formation of an ecological picture of the world among schoolchildren, including an ecological attitude to the world around, which can be defined as a value-based and, on its basis, a personally responsible attitude to the world around. An ecological attitude arises on the basis of a person's appropriation of higher universal human values ​​correlated with them and using them as criteria for evaluating objects of the surrounding world, himself as a subject of the surrounding world and activities in it.

2. The formation of an ecological picture of the world is a purposeful multi-stage process with mechanisms specific to each stage, occurring during an individual period of time for each person. The process of natural science education of junior schoolchildren in the logic of the axiological approach provides all its subjects with constant interaction with the outside world, the opportunity to comprehend themselves as a subject of the outside world and activities, exchange experience of interaction with the outside world.

3. One of the means of implementing the axiological approach as a methodological strategy in the natural science education of junior schoolchildren is to bring ideas about the world order into the system in the educational process in the form of a cognitive model of the ecological picture of the world and its implementation in practice.

4. The introduction of pedagogical monitoring of the ecological picture of the world in the primary grades of the general education school provided for 3 stages: the first stage is the initial prognostic stage, the second stage is the correctional activity, the third stage is the evaluation activity and included a system for tracking and evaluating the level of formation of the ecological picture of the world as a subjective the image and its main indicators, determined by the following criteria: the orientation of the individual system of values ​​and value orientations, the structural and dynamic composition of relations, the structural and content composition of relations, awareness and consciousness, the orientation of responsibility, readiness for environmental protection, which allows determining the state of the subjective image of the ecological picture world and predict its further development.

The volume and structure of the dissertation is determined by the objectives of the study and the logic of the topic: introduction, two chapters, conclusion, bibliography.

Modern scientific picture of the world in pedagogical science and education

Nature, the world that surrounds us, is a collection of objects and phenomena that are in complex and diverse relationships with each other and form a megasystem. Since ancient times, man has had an integral system of ideas about himself, about the world around him, about his role and place in it, about the spatial and temporal sequence of events, their causes and significance.

The fundamental nature of basic knowledge about nature necessitated the introduction of the concept of "natural-science picture of the world", which is understood as "a system of the most important principles and laws underlying the surrounding world" / 151 /. The term “picture of the world” emphasizes that we are not talking about a part, a fragment of knowledge, but about an integral system. In shaping the picture of the world, the concepts and theories of the most developed branches of science in a certain historical period, and above all natural sciences, acquire the most important importance.

The scientific picture of the world includes the most important achievements of science, which create a certain understanding of the world and the place of man in it. There are general scientific pictures of the world and a picture of the world from the point of view of individual sciences - physical, biological, geographical, from any dominant ideas, methods or styles of thinking - such as probabilistic-statistical, evolutionary, systemic, informational-cybernetic, synergetic, etc. P. It does not include private information about the properties of various natural systems, about the details of the cognitive process itself. At the same time, the scientific picture of the world is not a loose collection of sufficiently general information, it represents an integral system of ideas about the general properties, spheres, levels and laws of nature. The scientific picture of the world, in contrast to rigorous theories, has the necessary visibility, is characterized by a combination of abstract theoretical knowledge and visual images created with the help of models.

The scientific picture of the world is a special form of systematization of knowledge, mainly a qualitative generalization and ideological and methodological synthesis of various scientific theories, expressed in their inherent paradigms (certain stereotypes of understanding objective processes and ways of their knowledge, interpretation). / 67 /

The natural-science picture of the world influences other branches of science, including social and humanitarian ones, and, in addition, determines to a large extent the scientific climate of the era.

In ancient Greek philosophy, Democritus, Plato, Aristotle laid the foundation for the analysis of the nature of knowledge. Thus, in the system of ancient thinking, nature was understood as a changing whole, and man was considered as: one of its parts. Among the ancient philosophers (Pythagorean and Milesian schools, Aristotle, Heraclitus, Democritus, etc.), the natural-scientific picture of the world was built from the concept of the cosmos as all nature accessible to the human mind, and the cosmos was opposed to chaos and was understood as something not only organized, regular and perfect, but also comprehensive. The ideal was considered to be life in harmony with nature, knowledge of it within the framework of natural philosophy. At the stage of direct contemplation - spontaneous integration - philosophy had the world as a whole as the subject of its research, when the subject of study was presented as a whole and there was a feeling of unity of earthly life forms with the Cosmos. / 68 /

In the era of medieval Christian culture, nature is already considered as something created by God and less perfect than man himself, created "in the image and likeness of God", that is, endowed with a divine principle - the soul.

Later F. Bacon, R. Descartes, J. Locke, B. Spinoza, I. Kant, G. Hegel, N.G. Chernyshevsky and other philosophers who made a significant contribution to the analysis of the process of cognition. In the paradigm of the new science, a person turns into an outside observer who studies the world around him “from the outside” and does not interfere with the established order of nature once and for all. In this era, there is a collapse of the ancient - medieval picture of the world and the formation of new features of the worldview, which made it possible to create the science of the New Age. The natural-science picture of the world was built on the basis of the following approaches: naturalism, mechanism, quantumism, causal automatism, analyticism, geometrism, and was later defined as mechanistic /47,57,153/. However, even in the last century, physicists supplemented the mechanistic picture of the electromagnetic world (Oersted, M. Faraday, D. Maxwell). It was proved that in the world there is matter not only in the form of bodies, but also in the form of various physical fields. The picture of the world in science is already becoming more complex.

As the scientific and technological potential of the human mind grows and becomes incomparable with the scale of action of some forces of nature, people are convinced of the danger of uncontrolled, unreasonable use of natural resources. Therefore, in the depths of the 19th century, a new “humanistic paradigm” is emerging, which considers a person as a participant in this process, bearing a great responsibility in relation to nature. This was reflected in the new mindset (Russian cosmism), which united such areas as natural science (V.I. Vernadsky, N.A. Uemov, N.G. Kholodny, K.E. Tsiolkovsky, A.N. Chizhevsky, etc.) ;

Formation of a scientific picture of the world during childhood

In Russia, it is undergoing significant changes in the context of the current cultural model of education: a search is being made for effective ways to develop the child's personality in a preschool educational institution. An analysis of psychological and pedagogical research (I.E. Kulikovskaya, 2002) made it possible to identify the main trends in the development of preschool pedagogical thought: the disclosure of new opportunities for the child's personality during preschool childhood, the search for quality management mechanisms preschool education, development pedagogical conditions that ensure the development of the intellectual and artistic abilities of preschoolers, the creation of new models of pedagogical support for the development of the child's personality. The least developed are issues related to the development of the worldview of preschoolers, in particular, the formation of a picture of the world specific to a child of this age. Philosophers, educators and psychologists agree that the picture of the world in the cultural and historical context has evolved from mythopoetic, to philosophical to then to a scientific picture of the world. , which ensures the development of the worldview of the child in the cultural and historical logic of the development of society and the individual and personal development of the individual.

Consideration of the concept of "picture of the world" in the cultural and historical context allows us to detect successive types of the picture of the world: mythopoetic, philosophical, scientific in the ontogenesis of a preschool child. The mythopoetic picture of the world is characterized by integrity due to subject-object relations, where even natural objects are perceived as spiritualized, animated personalities. It is the mythopoetic image that contains the characteristics of the national picture of the world. Philosophy is the foundation of the emerging worldview of the child, which will allow preserving the unity of the mythopoetic picture of the world as the main value, since at its origins philosophy was a holistic syncretic knowledge about the world, being, space.

The scientific picture of the world is characterized by its objectivity. The subject of science is always concrete, it is a certain sphere of reality, which is investigated by specific means (mathematical calculations, physical or chemical experiment, etc.). Patterns, connections and dependencies are the object of scientific consideration in certain areas of the world, which is reflected in educational areas. / 101 /

As a result of research by I.E. Kulikovskaya developed the concept of "a holistic picture of the world of a preschool child": the personal characteristics of the child and the result of his worldview; which reflects his ideas about the world, characterized by the integration of the real and figurative world; the degree of orderliness and subordination of objects, phenomena of reality and cultural values; the level of awareness of the interconnections and interdependencies of the world; emotional and value coloring; demand for independent productive activities.

Features of the picture of the world of a child of preschool age are:

the dominance of emotional-sensory ideas about the world over rational-logical ones;

transparency of the boundaries between the picture of the world and the real world;

spirituality, the ability of the elements of the world picture to spontaneous development, is the system-forming beginning of the children's picture of the world.

Thanks to the presence of a holistic picture of the world, the child acquires the opportunity to interact with others on the basis of dialogue, cultural methods of cognition and transformation of reality based on the values ​​of culture.

Theoretical interpretation of the concept of monitoring as a means of identifying an objectively reliable picture of the development of a pedagogical phenomenon in the practice of education

Based on the historical and logical analysis of the problem of assessing the state and results of the educational process in domestic pedagogy, carried out in the studies of V.G. Gorba (1997) and SV. Zakharova (1999), it can be determined that P.F. Lesgaft. Using his own qualification of types of schoolchildren, P.F. Back in the 70-80s of the XIX century, Lesgaft developed a number of pedagogical techniques and methods used in practice, depending on the type of personality of the student. / 76 /

According to the historical analysis carried out by V.G. Gorbom, we would like to note that the educational process of the first half of the early XX century. based on the ideas of pedology. The pedagogical process was aimed at developing the personality of students, which must necessarily create conditions for introspection, self-correction and an objective assessment of each of the participants in the training. The main method of its implementation was accounting. One of the accounting methods that has a certain impact on the “setting up of the pedagogical process and leads to an increase in its productivity” P, A. Rudik names the task method. /55/

The shortcomings of the evaluation system of education, which included marks as learning stimulants, were already revealed by the middle of the 19th century. Opponents of the point system of marks were A.N. Strannolyubsky, P.G. Rare and other Russian teachers who believed that the moral qualities of a person, his labor efforts cannot be assessed by a score (number).

Actually, pedological research in Russia began to be carried out in the first decade of the 20th century. The main problems that interested pedologists were the prevention of child overwork, the development of children's attention and memory, the educational impact of street groups and families, and moral education. The focus of the first generation of pedologists, most of whom were physicians, was on the physical and mental development child. /67/

In the 1920s domestic pedologists have taken up the integration of various knowledge about the child. The first steps in pedology in Soviet Russia were a continuation of previous research. The problem of an individual approach to the upbringing of a personality was especially developed. Pedology drew arguments from various human sciences, primarily from psychology. By the 1920s pedology has already developed methodological approaches of a humanistic orientation, focusing on the priority of studying the secrets of child psychology.

The development of pedology was rudely interrupted. The resolution "On pedological perversions in the system of the People's Commissariat of Education" (1936) ordered: to eliminate the link of pedologists in schools and to withdraw pedological textbooks, as well as to criticize in the press all the theoretical books of the current pedologists that have been published so far. / 127 / This gave the "green light" destruction of pedology. In essence, a blow was dealt to science, the banner of which was respect for the characteristics, interests and abilities of children. The eradication of dissent led to the fact that the pedagogical ideas of the 1920s. in general, they were declared harmful and projectile. Soon the "Iron Curtain" descended, effectively cutting off domestic pedagogy from the rest of the pedagogical world./68/

After 1917 in Russia, the idea of ​​learning without marks was further developed. It corresponded to the concept of the Soviet labor school, in which educational activity was conceived on the basis of the interest of students, focused on the free, creative nature of the lesson, which formed independence and initiative. The old methods of disciplining students with the help of grades were found to be unsuitable. In 1918, marks in points, all types of examinations and individual testing of students were abolished. Frontal oral verification and written works of a test character were allowed only as a last resort. Recommended periodic conversations with students on the topic covered, oral and written reports, students' reports on the books they read, keeping work diaries and books that recorded all types of students' work. To account for the collective work of schoolchildren, cards, circular notebooks, and group diaries were used. The generalization of the acquired knowledge was carried out through a final conversation with students, reporting conferences. / 14 8 /

However, during the years of the formation of the Soviet school and the change in the content of education, it turned out to be impossible to introduce a new system of assessments, since it required a restructuring of the entire educational process. The main form of control over the educational activities of students has become self-accounting and self-control, revealing the result of the collective work of students, and not an individual student. One of the most common forms of self-examination was test tasks.

In fact, tests received their practical significance after 1925, when a special test commission was created. Her tasks included the development of standardized tests for the Soviet school. These tests were accompanied by instructions and a personality card to keep track of the student's progress.

In the 1920s, the Central Pedological Laboratory of MONO under the guidance of a pedologist. E Gurianova developed and published several tests:

1. A scale for measuring the mental development of children.

2. Tests for taking into account skills in reading, counting and writing.

3. Tests of the collective test of mental endowment, /112/