Formation of an ecological picture of the world at the lessons of natural science. The method of the teacher's work: the implementation of research work on the formation of an ecological picture of the world by means of seasonal excursions into nature. Scientific novelty of the research

home » History Formation of an ecological picture of the world at the lessons of natural science. The method of the teacher's work: the implementation of research work on the formation of an ecological picture of the world by means of seasonal excursions into nature. Scientific novelty of the research

Karina Akhmetzyanova
Course work "Formation of environmental knowledge in junior schoolchildren»

INTRODUCTION 3

FORMATION OF ENVIRONMENTAL KNOWLEDGE IN JUNIOR SCHOOLCHILDREN 6

formation of ecological knowledge 6

ecological education of junior schoolchildren 12

1.3 Forms and methods of organization environmental education in junior schoolchildren 14

1.4 Conclusion to chapter 1 20

CONCLUSION 21

LIST OF USED SOURCES 22

INTRODUCTION

On the present stage In the development of civilization, the most relevant are the problems of the relationship of man with the environment. Problem formation of ecological children's competence school age has gained relevance since before the public consciousness an understanding of the relationship between man and nature, the interdependence and interdependence of their existence came. The reason is not so much a lack knowledge how much the lack of a proper attitude towards nature, a sense of responsibility for nature as one's own living space, unconsciousness spiritual and physical unity of man and nature.

This reveals a contradiction between the objective needs of practice in formation of environmental knowledge and insufficient development pedagogical conditions when studying the world around junior schoolchildren.

S. N. Glazachev’s statement is true that the nature-conquering view of the world should be replaced by a new system of values, in the creation of which, according to the scientist, a special role belongs to the education system. In this connection, a graduate of elementary schools should be formed responsible attitude towards the environment natural environment, started formation of ecological consciousness.

“We are striving for this,” wrote V. A. Sukhomlinsky, so that on school In the yard, the child saw the beauty of nature, which becomes even more beautiful from the fact that he, the child, took care of it.

But this requires form ecological knowledge.

In primary school the beginning is laid formation of ecological knowledge. question formation in elementary school students schools of ecological knowledge such scientists and teachers as L. P. Saleeva-Simonova, A. N. Zakhlebny, I. T. Suravegina, V. S. Mukhina, L. P. Molodova and others are engaged in the research of these authors. development elementary school student. In the field formation of ecological knowledge the focus is not only on its content, but also on technology.

Familiarization junior schoolchildren with nature contributes to the accumulation of factual information, initial concepts, knowledge some natural patterns; formation practical skills and skills of educational work.

Main work in elementary school on the formation of environmental knowledge carried out in the process of studying the surrounding world. According to many scientists, it is very important formation of ecological knowledge among junior schoolchildren, because they are necessary for every person in order to create an environment worthy of a person, to develop such modern production forces that could ensure the harmony of man and nature.

To date, the pedagogical conditions in the study of the world around us remain insufficiently disclosed. younger students.

Object of study: process formation of ecological knowledge among younger students.

Subject of study: creating pedagogical conditions for formation of ecological knowledge among younger students when studying the environment.

aim work was the identification of the meaning and objectives of familiarization junior schoolchildren with nature.

Research objectives:

based on the analysis of psychological and pedagogical literature to reveal the essence of concepts « environmental education» , « knowledge» , « ecological knowledge» ;

consider the problem formation of ecological knowledge among younger students;

explore possibilities formation of ecological knowledge among younger students when studying the world around;

The theoretical significance of the study lies in determining the pedagogical conditions for successful the formation of environmental knowledge in children of primary school age in the study of the world.

The practical significance of this term paper is to create a base knowledge to develop lesson notes and extracurricular activities aimed at formation of environmental knowledge among primary school students.

Structure work consists of an introduction, one chapter, conclusion and list of references.

CHAPTER 1 THEORETICAL SUBSTANTIATION OF THE METHOD FORMATION OF ENVIRONMENTAL KNOWLEDGE IN YOUNGER SCHOOLCHILDREN

1.1 Analysis of psychological, pedagogical and methodological literature on formation of ecological knowledge

Ecological culture is considered by scientists as a culture of unity between man and nature, a harmonious fusion of social needs and needs of people with the normal existence and development of nature itself. The person who has mastered ecological culture, subordinates all types of its activities to the requirements of rational nature management, takes care of improving environment, does not allow its destruction and pollution.

In primary school foundations are being laid ecological culture. This problem, in our opinion, is most fully disclosed in works L. P. Saleeva-Simonova. According to the definition of L.P. Saleeva-Simonova, ecological culture is a quality of personality, the components of which are:

interest in nature and problems of its protection;

knowledge about the nature and ways of its protection and sustainable development;

moral and aesthetic feelings towards nature;

environmentally competent activity in relation to the natural environment;

motives that determine the activity and behavior of the individual in the natural environment.

At the present stage of human development, the appeal to the sciences of nature is associated with a deepening ecological crisis and the search for a way out of it, the need environmental education starting from an early age.

Currently work on environmental issues education continues. A number of researchers point out that often ecological education is carried out not comprehensively, but one-sidedly, without using all the possibilities.

The necessary principles are to ensure maximum visibility and practical interaction with the objects of the surrounding world. As V. S. Mukhina writes, “ The younger student is not a spectator, and the active participant educational process... a little naturalist.

A. N. Zakhlebny, I. T. Suravegina believe that ecological culture, scientific and technological progress and ecological education approval in consciousness and activities of people principles of nature management; formation skills and abilities to solve certain economic and environmental tasks without harming the environment and human health.

It acts as one of the integral properties of a person, which determines the direction of her life, leaves its mark on the worldview.

Ecological culture manifests itself in a responsible attitude to nature as a general condition and prerequisite for material production, to the object and subject of labor, the natural environment of human life.

ecological culture, according to A. N. Zakhlebny, this statement in consciousness and human activity principles of nature management, possession of skills and abilities to solve socio-economic problems without harming the environment and human health.

A child is by nature an inquisitive explorer and discoverer of the world. A wonderful world will open before him in living colors, bright and quivering sounds, if you lead it correctly. work on the education of environmental culture. And such an opportunity is represented by literally all educational subjects. Children who have just arrived school, already know that paper is made from wood, and for the manufacture of textbooks, notebooks, albums, a lot of paper is required.

The lessons of the humanitarian cycle provide interesting material for formation responsible attitude of students to nature. Elements ecological education can be used at any stage of the Russian language lesson, for example, when organizing a vocabulary work. Many dictionary words denote the name of plants and animals. Students tell everything they know about this or that representative of nature, establish natural connections between the objects indicated by these words.

Great opportunities for exercise ecological education have reading lessons and works of naturalist writers included in textbooks. These works allow to form knowledge about objects of nature, about the motives of nature conservation. You can tell children about V. Bianchi's hobbies for nature, about the role of nature in the work of A. S. Pushkin, S. Yesenin, M. Prishvin. The analysis of lyrical poems develops in children the ability to compare the state of nature at different times of the year, to see the diversity forms and moods of nature, respond emotionally to its beauty, form one's vision of the surrounding world, to see the relation of a person to the surrounding world.

“A fairy tale, a story, a poem, a drawing allows the child to generalize his observations in nature, to get a realistic idea of it, at the same time empathizing with the living. The alternation of emotionally colored observations with a system of scientific knowledge, with reading fiction about what he saw shapes children have the unity of a real and humane vision of wildlife.

A close connection in the lessons of music, works of fine art creates an emotional mood that helps to perceive more fully and vividly the world.

A great emotional outburst is given by the lessons of fine arts and labor training. In these lessons, children not only learn to see the beauty of nature, but also to depict it. At the same time, it is not just to depict a forest or a river, but to show their originality, character. At labor training lessons and at home, children make feeders and accumulate food. During the winter, the children take turns observing "bird canteen".

The richest educational opportunities ecological cultures provide us with lessons in natural history and familiarization with the outside world. Large and varied material excursions.

It is necessary that children learn to empathize, so that the idea is affirmed in them that the whole planet is our home and we need to take care of it.

An important role in formation of ecological cultures play conversations that teach relationships with the natural environment, the culture of behavior in it.

On the excursions in nature, in observations of plants and animals, the beauty of native nature, its originality, is revealed to children.

The game is one of the most important sources of speech and mental development. It helps to consolidate knowledge, facilitates the perception of the stated problems and knowledge, stimulates interest in new knowledge.

In modern pedagogical science, there is a wide variety of approaches to the problem of indicators ecological education. ecological upbringing is considered as a versatile interaction of children of active subjects of activity with the natural and social environment. As a result of such interaction, the processes of socialization of the child's personality are carried out, that is, his adaptation to the conditions of social life and greening, formation person as a carrier ecological culture.

ecological education should start from early childhood in the family and school. Educators and parents should lay the foundation ecological culture and form children have a responsible attitude towards nature.

students junior school age show a high cognitive interest in the natural world, and it can be a starting point in education ecological cultures in the lessons of the world around.

Interest is a powerful stimulus for student activity. The education of interests is a necessary condition for the development of activity and orientation of the personality, therefore the orientation of interest, its content, breadth or narrowness serve as an indicator of the child's activity. It is in interest that a person's attitude to the objective world, including the world of nature, is manifested. Thus, the education of respect for nature comes from the development of existing interests to the formation of new knowledge, feelings, skills, and from them to interest at its higher level.

ecological education is an integral part environmental education. ecological education cannot be separated from upbringing environmentally responsible, creative personality.

ecological education should address the following tasks:

formation a holistic view of the natural, social environment as an environment for human life, work, and recreation;

development of the ability to perceive the world around through the senses, cognitive interest;

education of an aesthetic and moral attitude to the environment of human life, the ability to behave in it in accordance with universal norms of morality.

1. Cognitive these are concepts that characterize a person, work, nature and society in their interaction.

2. Valuable awareness children of the meaning of nature as a universal value.

3. This normative component means mastering the norms of behavior in the natural environment.

4. Activity mastery of types and methods of socially useful practical activity schoolboy aimed at formation of environmental skills.

All 4 components form the core of the content environmental education, are used in the selection environmental knowledge and skills in primary school with their respective interpretation younger school age .

Thus, under ecological education is understood as a continuous process of training, education and development of the individual, aimed at formation systems of scientific and practical knowledge, value orientations, behavior and activities that ensure a responsible attitude to the surrounding social and natural environment.

ecological education, with its focus on fostering a responsible attitude towards the natural environment, is the core and an obligatory component of the general educational preparation of students.

The study of the natural sciences enriches the horizons, develops observation, the thinking of children, instills a careful attitude and love for nature, lays the foundation environmental education.

Raise environmental culture of students arming them with the skills of economical, careful use of natural resources. Formation an active humane position in relation to nature, responsibility for the fate of one's common home planet Earth is the main thing in life.

1.2 Psychological and pedagogical foundations environmental education of younger students

Junior school, since during this period of child development, characterized by the predominance of the emotional-sensory way of mastering the world around, intensively formed properties and qualities of a personality that determine its essence in the future. At this age in consciousness students going formation visual-figurative picture of the world and moral ecological position of the individual, which determines the relationship of the child to the natural and social environment and to himself. Brightness and purity emotional reactions determines the depth and stability of the impressions received by the child. Hence, the interpretation of the world, considered in its entirety, is predominantly speculative, without substantive fragmentation. Child junior school age also begins to show interest in the world of human relations and find his place in the system of these relations, his activity acquires a personal nature and begins to be evaluated from the standpoint of the laws adopted in society.

At the core of communication junior schoolchildren with wildlife lies the relation of the elder to junior.

The process of interaction of the child with the plant and animal world is contradictory. An emotional attitude towards him can appear in a child, both in a moral and immoral act. It's connected with ignorance of younger students rules of interaction with objects of nature. Therefore, it is important form children's ideas about nature and forms of relationship.

Important conditions for the emergence of complex emotions and feelings in children are the relationship and interdependence of emotional and cognitive processes - the two most important areas of mental development. junior schoolchildren.

The manifestation of moral emotions is closely connected with the moral choice, when the child faces decisions that are equally possible, but different in their moral essence. When a child interacts with plants and animals, the moral choice is facilitated by the fact that the state of natural objects is determined by the specific practical action of the child and can only be changed by him.

Junior student it is easier to establish similarities than to find differences. They lead to self-identification. (animal, plant hurts like me). The child understands more easily what is connected with him, his feelings, life manifestations and needs.

In this way, junior school age is the most favorable period for formation of the foundations of ecological culture, because during this period of child development, intensive formed properties and qualities of a personality that determine its essence in the future.

Methodical collection of educational excursions in extracurricular activities for the formation ecological picture peace 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. Designed lessons can be used by teachers elementary school.

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 design skills creative works, collections, to raise the level of ideas about 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' civic position and social responsibility.

Program objectives:

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.

INTRODUCTION

Relevance of the problem and research topic. modern school is undergoing a complex renewal process. 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 goal 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.

federal state educational standard provides for the development of knowledge about the world around, 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, 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 SOSH.

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

"Picture of the world" - 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, this 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 built environment, humans 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 of the world, but this was not enough to understand, explain and transform the world to overcome the ecological crisis.

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 these excursions is environmental education 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 towards 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 in different times 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 specify 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 focus of the observation process is on the issues and questions-tasks, forcing children to consider the subject, compare, find differences and similarities, 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.

After analyzing the scientific and methodological literature 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.

In the content of environmental education of children in Lately includes knowledge from the key section - bioecology. 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

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 activities, not always excellent students. 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 objectives:

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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Principles of selection of the content of primary natural science education. Ecological education of junior schoolchildren

...

Remember

1. What is the principle of learning?

2. What principles are highlighted by didactics?

3. What teaching principles underlie the science programs you know?

4. What is meant by environmental education of schoolchildren?

The content of the initial natural science courses should be selected taking into account certain principles i.e., the basic, initial provisions, regulatory requirements that underlie the didactic process. They correspond to the level of development of society, science and culture. The content of natural science education is based on both classical long-known principles and new ones that reflect the current level of development of scientific knowledge and the social order of the school.

General didactic principles of teaching

The first chapter has already spoken about the difference between the school subject "natural science" and the natural sciences. Scientific disciplines are studied in high school whose students are familiar with the elementary course and have the skills independent work. Therefore, university disciplines are presented as required state of the art science both in terms of its material and research methods.

When selecting the content of the school subject it is necessary to take into account the psychological characteristics of younger students who are not yet able to learn, i.e., independently acquire knowledge and correctly perceive what they hear and read. “When presenting educational material at school, the center of gravity of the whole matter lies precisely in promoting the all-round development of the student for the purposes of general education ...” . Therefore, serious attention should be paid to the selection of material, methods of its processing and methods of presentation.

The basis of natural science programs for elementary school is principle of integration, i.e., combining knowledge of various disciplines. In modern didactics, the integration of knowledge is usually understood as interpenetration of knowledge leading the student to understanding unified scientific picture of the world(NKM), which is defined as "a special form of systematization of knowledge, mainly a qualitative generalization and ideological and methodological synthesis of various scientific theories" .

The unifying basis of NCM is the idea of the fundamental characteristics of nature and the basic laws of natural science. It is quite obvious that an idea of NCM cannot be formed in elementary school, since its construction is based on such categories as matter, movement, space, time, which are inaccessible for mastering by younger students. Probably, it would be more correct to speak about the initial ideas about the integrity of the world.

The ideas of knowledge integration were put forward by A. Diesterweg, I. G. Pestalozzi, K. D. Ushinsky. A. Ya. Gerd believed that in elementary school there is no place for individual natural sciences (botany, zoology, mineralogy, physics, etc.). Here it is necessary to study the unified science of the inorganic and organic world. Long-term practice of studying the integrated course "natural science" confirmed the correctness of this approach.

The modern standard of primary education integrates educational areas"Natural Science" and "Social Science" into one educational component "The World Around". The ability to effectively integrate information from the natural and social sciences is highly controversial. The fact is that natural science and social science have different objects of study (respectively, nature and society) and are related by philosophy to different areas of human knowledge. Their development for centuries took place independently of each other and was not connected by either methodology or methods of scientific research.

This course does not consider the educational component "The World around" as a whole, since the teaching methods of natural and social sciences develop quite independently and have strong common ties only with didactics.

Didactics highlighted general principles learning which should be guided by the transformation of scientific knowledge into an academic subject.

At the heart of the construction of any school course should be scientific principle , but this does not mean that the school subject should become an exact copy of science in a compressed form. “Thus,” V.V. Polovtsov considered, “... dogmatism is inevitably introduced, since in the pursuit of a concise presentation of abundant facts, one inevitably has to publish the most valuable, i.e., the scientific processing of these facts. This is the same as letting blood out of a living organism and drying it up!” . Scientificness involves the selection of verified factual material and its processing and research scientific methods. In the elementary course of natural science, a complete exposition is impossible scientific discipline and the use of a wide variety of material processing methods. Only that material should be selected that introduces younger students to the main objects of the surrounding world and serves to understand the patterns of the flow of natural phenomena and processes. The teacher is obliged to choose the most essential and omit everything else that does not give anything new in comparison with what has already been studied. For example, when introducing the concept of insects, it is quite enough to highlight their main distinguishing feature - three pairs of legs, by which children easily recognize these animals in nature. Schoolchildren will study all other features of the structure of insects in the course of zoology. When getting acquainted with plant reproduction, you need to find out the role of pollination, the main methods of dispersal of fruits and seeds, and the stages of development of plants from seed. Children can trace these phenomena on their own. The introduction of ideas about the spore reproduction of plants will be completely useless in this case, since students of primary school age will not be able to learn the differences between a gametophyte and a sporophyte.

Teaching material should be presented in a way that the principle of accessibility. This principle involves the use of certain rules developed in pedagogical science since the time of Ya. A. Comenius. They are based on knowledge of the age characteristics of children. The most important didactic rules:

1. From the simple to the complex, from the known to the unknown.

These rules suggest starting the course not only with the most easy and familiar material for students, but also using the simplest methods and educational equipment. From this point of view, it is unacceptable in elementary school to study unicellular plants and animals, despite the fact that they have the simplest structure, since acquaintance with the simplest organisms requires the use of a microscope.

2. From close to far.

This rule underlies the local lore principle of education, which is discussed below.

3. From the concrete to the abstract.

This rule requires that the generalization and derivation of certain patterns be preceded by familiarity with specific objects and phenomena that will serve as the basis for creating vivid images of the world around in the child's mind.

The above rules are not all used in developmental learning technologies, which will be discussed in the following chapters.

The question of the availability of educational material in all disputable cases is being clarified experimental studies, which provide objective data on the level of knowledge of students and allow you to determine the cause of low results.

One of the oldest in didactics is visual principle, which will be discussed in detail in the study. visual aids and teaching methods.

When presenting the material of the subject, it is necessary to observe the principle of systematicity and consistency, which rejects the study of individual facts without clarifying their meaning and connection with previously studied material. “This applies especially to descriptions of animals and plants, in which they often dwell on such details of external forms that, in essence, have no significant educational value” . The construction of the material of the school course should be coherent and integral. Each subsequent position must be derived from the previous one. The logic of building a natural science course is based on the already mentioned didactic rules: “from the inanimate to the living”, “from close to far”, “from simple to complex”.

It follows from the above principle of continuity of knowledge, which requires a consistent transition from one course to another; complicating the methods of studying the subject; consistent development of concepts and practical skills; increasing requirements for the level of training of schoolchildren; deepening and strengthening interdisciplinary connections.

This principle also includes strengthening propaedeutic the role of the elementary course in natural science, i.e., the allocation of a preliminary range of knowledge and skills for preparing younger students for the study of biology, geography, physics, and chemistry in high school. At present, there are significant discrepancies between science curricula for primary and secondary schools. At the same time, the programs of A. A. Vakhrushev and A. A. Pleshakov contain large sections of a propaedeutic nature, which make it possible for students to form initial ideas from the natural science courses of secondary school. However, in order to achieve a strengthening of the propaedeutic role of primary natural science, it is necessary:

– to study new material based on existing knowledge;

- to develop in students the practical skills inherent in the natural sciences;

- organize control over the assimilation of propaedeutic concepts.

In turn, the elementary school natural science course should be a continuation of preschool propaedeutic courses on the study of the surrounding world. In this regard, it should be noted the program for preschool educational institutions by A. A. Pleshakov and S. N. Nikolaeva "Green Path", which serves as the basis for the subsequent study of the system of environmental courses "Green House" in elementary school. Within the framework of the educational system "School 2100" there is a program of preschool training "Hello World", the purpose of which is "acquaintance of preschoolers with a holistic picture of the world in the process of solving problems to comprehend their experience" . This program is propaedeutic in relation to the course of the surrounding world for elementary school.

A draft Concept of Content is currently being developed continuing education, which should be guided by the development of programs for preschoolers and younger students.

In modern didactics, it is highlighted the principle of consciousness and activity of students in teaching, according to which teaching becomes effective only when the student becomes the subject of activity, shows cognitive activity. According to this principle, it is necessary to introduce material into the content of the subject that helps to develop the educational activities of younger students, which implies the ability to set a goal, motivate and plan their work, independently acquire knowledge, exercise self-control and self-esteem. At the same time, the role of the teacher in organizing the cognitive activity of students should not be underestimated. The activity of students can be achieved by taking into account their cognitive interests; creating problem situations in the classroom; use of didactic games and educational discussions; organization of group forms of work that develop the communicative activity of children.

The construction of training programs should be carried out taking into account principle of practical orientation learning. Taking into account this principle does not mean the removal from the content of the subject of the material that has no practical significance. In this case, natural science will lose its general educational character, the systematic nature of the course will be violated. This principle requires that the learning process stimulate students to apply the acquired knowledge in solving practical problems. The practical orientation of education suggests that in order to build a natural science course, mainly the material that can be studied through observations, experiments, and practical activities of students in nature should be selected.

Closely related to the principle of practical orientation local lore principle learning, which is a specific principle of natural science education. It should be discussed in detail.

Local history principle of education can be defined as a normative provision that reflects the need to solve general educational problems in conjunction with the organization of students' knowledge of their region, with the use of knowledge in socially useful activities.

An analysis of the history of the formation of the local history principle of teaching natural science in Russian schools allows us to single out several historical periods that determined the development of school local history.

The idea of using local material in teaching originated in city schools from the moment natural science was introduced into them as an academic subject in 1786. natural sciences. Its origins were such talented teachers as K. D. Ushinsky, D. D. Semenov, N. I. Wessel. They proved the methodological value of using local material in teaching, determined the principles of its selection and forms of study.

The next period of rapid development of school local history fell on 1918-1931, when the Soviet school was on the way of formation and there was a crisis in the class-lesson teaching system. During these years, localization of school programs was practiced, educational material studied using such forms of teaching as excursions and practical work. Ways to introduce local history material into school curricula and textbooks were outlined by prominent Soviet teachers: N. K. Krupskaya, P. L. Blonsky, A. P. Pinkevich, S. T. Shatsky. These scientists laid the methodological foundations for the design of textbooks for elementary school, which remain relevant at the present time. However, the problem of correlating general and local material in school curricula and textbooks did not receive a satisfactory solution in these years.

Since 1931, interest in local history has gradually declined.

The problem of using local history material in primary science education arose again in the 60s of the XX century. in connection with the introduction of a new subject in elementary school - natural history. The content, methods and forms of its study were developed by well-known methodologists: M. N. Skatkin, L. F. Melchakov, Z. A. Klepinina and others. school curricula and textbooks.

Interest in local history, which has arisen in recent years, is explained by Russia's entry into the system of world culture and the need, in this regard, to increase the level of patriotic education of children. In addition, the standardization of education required the development and introduction of the national-regional component and its educational and methodological support into the basic curricula (this will be discussed in the next chapter).

For many years there were disputes about the pedagogical status of local history, which have not ended to this day. However, most scientists classify local history as a pedagogical principle.

This principle follows from the theoretical proposition about the need links between learning and life. He is recognized in modern methodology science teaching by the majority of scientists and makes it possible to build teaching according to didactic rules: "from the known to the unknown", "from close to far". The nature of the native land serves as that well-known and understandable model, to which the teacher can successfully resort to explain the phenomena occurring in the biosphere as a whole. The main purpose of the local history principle is to give students the opportunity to observe the connections and correlations of various natural components in a familiar area and use the results of observations in natural science lessons to form concepts that serve as the basis for studying biology and geography in high school.

It is necessary to separate the concept of "local history principle of education" from the concept of "school local history". Essence school local history, according to A. V. Darinsky, is a comprehensive study of nature, its individual components, important aspects of its development and dynamics in a given area based on the use of natural science research methods available to students.

The nature of the region is considered as part of the nature of the country, the natural zone. Therefore, it is important to determine the features that are common with the nature of larger areas. At the same time, the specifics of local natural complexes, their territorial combinations, typical phenomena that characterize the nature of this region, as well as its unique objects and related processes, are highlighted.

To study the physical and geographical features of their region, the following objects are singled out:

- relief and minerals of the area;

– climatic conditions;

– hydrological conditions;

– soil cover;

– vegetation;

- animal world.

Along with these characteristics, modern programs require disclosure environmental problems its edge.

Much attention is paid to the methodology of using the local history principle of education in the works of a talented teacher from Dnepropetrovsk P. V. Ivanov. He wrote several fundamental works on this topic, in which he described the historical foundations, essence and methodology of school local history.

IN study guide « Pedagogical foundations school local history” P. V. Ivanov suggested ten methods of using local history material in the classroom:

1. As the main working material of the lesson.

2. Illustrations by local examples.

3. Begin the explanation with a local example, a fact.

4. Support the above with local examples.

5. It is proposed to recall such examples that can be taken as starting points for explanation.

6. Give examples yourself when consolidating knowledge.

7. Self-examination of local history material in the classroom, at home.

8. Based on the studied material, select examples for the next lesson.

9. Practical work on local material.

10. Submit an idea about conducting extracurricular local history work.

These techniques can be used by the teacher when preparing lessons in any school subject.

The need to use the local history principle in modern natural science education can be explained by the fact that the surrounding nature serves as a source for the formation of bright, specific images on the basis of which natural scientific ideas and concepts are formed.

Love for the native land helps patriotic education children, the formation of an active citizenship, including responsibility for the present and future of their "small motherland". Local history will help to educate a generation of people who sincerely care about the present and future of their native land. After all, even K. D. Ushinsky noted that “... the poor state of our finances, the frequent failure of our large industrial enterprises, the failure of many of our administrative measures ..., our impassable roads, our bursting shares, the existence of huge affairs in the hands of illiterate ignoramuses and the presence of scientists technicians without any work ... - all these diseases are much more dependent on our ignorance of our fatherland than on ignorance of ... languages.

Based on observations of the surrounding natural objects, children are convinced that everything in nature is interconnected and the violation of these relationships leads to irreparable environmental consequences. Local history - source environmental education younger students.

Lately in methodical literature allocated principle of ecological orientation education, which requires studying the relationships that exist in nature, teaching children to predict the consequences of human activities and developing accessible environmental skills. Taking into account the principle of environmental orientation in the selection of natural science material studied in elementary school is explained by the need to revise the content and timing of children's environmental education.

Ecological education of junior schoolchildren

One of the most important causes of modern environmental disasters should be considered the environmental illiteracy of the population, the inability to foresee their consequences of interference in nature. That is why in recent decades, primary school has increased attention to environmental education. The course of natural science provides the most favorable opportunities for this.

The concept of a common average environmental education regards it as a continuous process of education, upbringing and development of the individual, aimed at the formation of a system of scientific and practical knowledge and skills, value orientations, behavior and activities that ensure a responsible attitude to the natural and social environment and health.

Scientists-teachers involved in environmental education (I. D. Zverev, A. N. Zakhlebny, I. T. Suravegina, L. P. Simonova, etc.) believe that goal environmental education is becoming ecological culture individual and society.

According to the definition of B. T. Likhachev, the essence ecological culture can be considered as an organic unity of ecologically developed consciousness, emotional and mental states and scientifically substantiated volitional utilitarian and practical activity.

TO components of ecological culture relate:

– environmental knowledge and skills;

– ecological thinking;

- value orientations;

environmentally sound behavior.

The concept of continuous environmental education indicates that the formation of the foundations of environmental culture as a personality trait includes:

- the formation of knowledge about the unity of nature, its significance for human life, about the interaction in the system man - nature - society;

– formation of intellectual and practical skills for studying, evaluating, improving the state of the environment;

- education of value orientations of an ecological nature;

formation of motives, needs, habits of expedient behavior and activity, the ability of scientific and moral judgments on environmental issues;

participation in active practical activities for environmental protection.

Primary school is an important link in the system of continuous environmental education. Children of primary school age are characterized by a unique unity of knowledge and experiences, therefore it is possible for a teacher to form in them a reliable foundation for a responsible attitude towards nature. B. T. Likhachev believed that children do not separate themselves from the external environment and feel themselves a natural part of nature. He noticed that an intuitive mutual perception, mutual perception is established between children, animals and plants, so the child easily perceives and appropriates environmental rules, turns them into part of his nature. According to B. T. Likhachev, primary school age is the most sensitive to environmental impacts.

A lot of attention is paid to the methodology of formation of knowledge about ecological connections in the process of studying natural history in the works of A. A. Pleshakov. In his opinion, younger schoolchildren still have sensitivity to any pain, the ability to empathize, and therefore it is necessary to teach children to respectfully look at all living things, teach them to see beauty. The question should be asked: “Why is this flower, the beetle amazing, unusual?”. The question is: “What is the use of it?” should be relegated to the background. And we must answer that the benefits as well as the harm are relative. Man, as a moral being, must constantly strive to go beyond the "universal system of utility" and choose selfless motives for action as a guide to action.

These ethical concepts have much in common with Albert Schweitzer's well-known ideas about reverence for life. “The sympathy felt by a person for all living beings makes him a real person,” wrote A. Schweitzer. He argued that a person becomes ethical only when all life is sacred to him, whether it be the life of a plant, an animal, or the life of another person. “I am a life that wants to live in the midst of life,” this postulate of A. Schweitzer makes it possible to give meaning to human existence through the desire to elevate the natural connection with the world and make it spiritual. Thus, the idea of spirituality and morality acquires fundamental importance in the development of an environmental education system.

The basis of selection mandatory minimum content of environmental education in elementary school, the scientific concept of a living organism and its relationship with the environment is laid down. On this basis, younger students can form an understanding of nature as an interrelated value that is sensitive to human intervention; moral attitudes to the impossibility of causing damage to natural objects, including their own kind; initial experience of environmental protection.

The ecological content is aimed at the formation of relationships, which are a fusion of knowledge, feelings and actions. It includes scientific-cognitive, value, normative and activity aspects.

Scientific and educational the aspect of nature management allows us to perceive nature as a whole, where objects of inanimate and living nature are closely interconnected.

valuable aspect justifies the need to protect natural objects, a complex of moral, aesthetic, cognitive, practical, sanitary and hygienic and other values and their significance in human life.

Normative aspect reflects the norms of human behavior in nature, introduces them, teaches them to act in accordance with them.

activity aspect provides for the assimilation of relevant knowledge of norms and rules, allowing to provide real assistance to plants and animals, to reproduce natural resources.

These aspects underlie the definition of the main tasks of primary environmental education, which require:

- to prove to students that everything in nature is interconnected;

- to help understand why a person should know natural connections: in order not to violate them, because the violation of natural connections by people entails negative consequences (both for nature and for man himself;

- to teach how to build one's behavior in nature based on knowledge of the relationships in it and an appropriate assessment of the possible consequences of one's actions (according to A. A. Pleshakov).

1. The diversity of living organisms, their ecological unity; communities of living organisms.

Acquaintance with groups of living organisms allows younger students to develop an understanding of some ecosystems, food and other dependencies that exist in them. At the same time, an understanding of the unity and diversity of forms of wildlife is formed, an idea is given of the communities of plants and animals living in similar conditions.

2. Relationship of plant and animal organisms with the environment, morphofunctional adaptation to it; connection with the environment in the process of growth and development.

Acquaintance with specific examples of the life of plants and animals, their connection with a certain habitat and complete dependence on it allows the student to form initial ideas of an ecological nature. Children learn that the mechanism of communication is the adaptability of the structure and functioning of various organs in contact with the external environment. At the same time, the labor of people is considered as an environment-forming factor.

3. Man, as a living being, his habitat, providing health and normal life.

The initial ideas about human ecology make it possible to acquaint children with the biological needs of a person, which can only be satisfied in a normal living environment. Children develop an understanding of the inherent value of health and the first skills of a healthy lifestyle.

4. Use of natural resources in human economic activity, environmental pollution.

These are elements of social ecology that make it possible to demonstrate natural resources used in economic activity with some examples. This will allow children to develop an economical and careful attitude to nature, its riches.

5. Protection and restoration of natural resources.

All designated positions of the content of environmental knowledge are consistent with the content of the mandatory minimum of the educational component "The World Around".

In the study of natural science, three levels of development of ecological ideas are determined (according to A. A. Pleshakov).

1st level. Objects of nature are considered separately without highlighting the links between them.

This level is reached in Grade 1. Children learn about the components of inanimate and living nature (air, water, the sun, plants, animals), about the simplest classification of living organisms. They learn to recognize individual representatives of the plant and animal world, to care for them.

2nd level. Interrelations between inanimate and living nature and within living nature are considered.

These ideas begin to develop from grade 2. Graduates of the 4th grade should be able to explain what is the role of air, water, soil in the life of living organisms, what is the significance of plants and animals in nature. Establish the following relationships between plants and animals:

- by habitat (students should be able to talk about the role of plants in the distribution of animals);

- according to the method of nutrition (children should learn how to make the simplest food chains);

- on the participation of one species in the distribution of another (younger students should explain the role animals play in the distribution of fruits and seeds of plants).

Students should be able to find signs of adaptability of plants and animals to living conditions. At this level, information about the protection of air, water, soil, plants and animals is quite consciously assimilated.

3rd level. Natural phenomena and processes are considered (seasonal changes in nature, causes of change natural areas from north to south, types of rotation of the Earth). In this case, causal relationships are established. At this level, special attention is paid to the consideration of changes in nature caused by human activities. Knowledge of environmental relationships helps children predict the consequences of human impact on nature (draining swamps, cutting down hollow trees, killing mosquitoes in the taiga, etc.), and make environmental forecasts.

During the study of the initial course of natural science, younger students should form ideas:

– about the complexity, uniqueness and fragility of life;

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 interconnections, 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 research is directed to schooling 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 elementary school 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 program for the modernization of 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 Russian Academy Education section 5. Education as a means of developing regional, ethno-cultural, socio-cultural, ecological and economic systems of the Urals, state. registration 60)

Methodological and theoretical basis research 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 framework 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, a derivative of universal human 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 (average) - 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 the cognitive and creative activities of children, starting 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 general properties, spheres, levels and patterns 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 mechanisms for managing the quality of preschool education, the development of pedagogical conditions that ensure the development of 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 a cultural and historical context allows us to detect successive types of a picture of the world: mythopoetic, philosophical, scientific in the ontogenesis of a child preschool age. 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 learning activities students became 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 giftedness, /112/

Modern scientific picture of the world in pedagogical science and education

Formation of a scientific picture of the world during childhood

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

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