transcript

1 MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal State Budgetary Educational Institution higher education"TYUMEN STATE UNIVERSITY" APPROVED Director of the Institute /full name/ 201 NATURAL SCIENCE WITH THE METHOD OF TEACHING THE SUBJECT "SURROUNDING WORLD" Educational and methodological complex. Work program for students of the direction of preparation Pedagogical education (Primary education), Academic bachelor's program, full-time and part-time education

2 APPROVAL SHEET dated..201 Contents: TMC on the discipline "Natural science with the methodology of teaching the subject "The world around"" for full-time students, Pedagogical education (Primary education) (bachelor's level) Author: Kuprina L.E. Volume 37 pages Position Full name Date of approval Head of department (name of department) Chairman of the CMD (Institute) Full name..201 Agreement result Recommended for electronic publication Full name..201_ Agreed Director of ILC Full name..201 Agreed Note Minutes of the meeting of the department dated ..201_ Minutes meetings of the CMC dated..201_ 2

3 L.E. Kuprin. Natural science with the methodology of teaching the subject "The world around": Educational and methodological complex. Undergraduate Work Program for full-time students, Teacher Education (Primary Education) (undergraduate level). - Tyumen: p. The work program "Natural science with the methodology of teaching the subject "World around"" was compiled in accordance with the requirements of the Federal State Educational Standard of Higher Education, taking into account the recommendations and PrEP of the Higher Education in the direction and profile of training. The work program of the discipline (module) is published on the Tyumen State University website: [electronic resource] / Access mode: section "Educational activities", free. Recommended for publication by the Department of Psychology and Pedagogy of Childhood. Approved by the director of the Institute of Psychology and Pedagogy. MANAGER EDITOR: O.V. Ogorodnova, Candidate of Pedagogical Sciences, Associate Professor, Tyumen State University, Kuprina L.E.,

4 Explanatory note 1.1. Aims and objectives of the discipline The goal is for students to get an idea about the specifics of the school discipline "The World Around" and master the teaching methods of this discipline based on a system of natural science knowledge. The discipline "Natural science with the methodology of teaching the subject" World around "" prepares students to solve the following problems professional activity: - development of scientific thinking on the basis of the course being studied; - formation of a modern natural-science picture of the world, reflecting the integrity and diversity of the world; understanding of the importance of nature in the production activity of man and the role of man in the natural history of the Earth; - formation of ecological culture; - discovery and initial development of common methods of action; to teach how to build a natural-science picture of the world and gain knowledge about the world around. The volume and level of the course "Natural Science" for students, future teachers primary education serves as a guideline that allows one to foresee the place of the elementary school course "Natural Science" or "The World around" in the system of secondary (complete) general education The place of discipline in the structure educational program The discipline "Natural science with the methodology of teaching the subject "The world around"" is a discipline of the variable part of the subject-methodical module and is based on such disciplines as "Naturally scientific picture of the world", "Philosophy", "Pedagogy: general foundations of pedagogy", "Psychology: general, developmental psychology”, “Workshop on educational work with younger schoolchildren”, “Methodology and methods of psychological and pedagogical research in the work of a primary school teacher”, etc. subsequent) disciplines 1. Methods of training and education (by profile): educational programs elementary school with the basics of the history of primary education 2. Industrial practice (summer pedagogical), with a margin of p / n Name of the provided (subsequent) disciplines 1. Design and research activities junior schoolchildren 2. Industrial pedagogical practice (trial lessons and extra-curricular activities), with a margin Themes of the discipline necessary to study the provided (subsequent) disciplines semester Themes of the discipline necessary to study the provided (subsequent) disciplines

5 1.3. Competences of the student, formed as a result of mastering this educational program As a result of mastering the educational program, the student must have the following general cultural and professional competencies: willingness to implement educational programs in academic subjects in accordance with the requirements of educational standards (PC-1); ability to use modern methods and technologies of training and diagnostics (PC-2); - the ability to solve the problems of education and spiritual and moral development of students in educational and extracurricular activities (PC-3) The list of planned learning outcomes in the discipline As a result of mastering the discipline, the student must: know: - the methodology of teaching natural science in its historical development; - subject, object, goals, objectives and place of the course "Natural science with the methodology of teaching the subject "World around"" in the primary education system; - ways of forming natural history ideas, concepts, plant growing skills; - characteristics and methods of using various teaching aids; typical structure and methodology for conducting various types of lessons, natural history excursions, extracurricular and extracurricular activities; - technology of modern environmental education of junior schoolchildren; be able to: - navigate the variety of modern programs in natural science and social science, designed to teach children of primary school age; - organize children's observations of natural and social facilities and phenomena; - to conduct a diagnostic study of the level of natural science education and environmental education of a junior schoolchild; own: - select and logically construct the content of natural science education, guided by the individual characteristics of the class; - determine the typology, structure, methods, teaching methods of teaching, taking into account the age-related psychological, physiological, pedagogical capabilities of children; - to determine the systems of representations, concepts according to the program of the course, section, topics of a certain lesson of natural science; - drawing up thematic and lesson plans for the course; - select and logically design the content of science education, guided by the individual characteristics of the class; - determine the typology, structure, methods, teaching methods of teaching, taking into account the age-related psychological, physiological, pedagogical capabilities of children; - to determine the systems of representations, concepts according to the program of the course, section, topic of a certain lesson in natural science; - drawing up thematic and lesson plans for the course 2. The structure and labor intensity of the discipline Full-time education. Semesters 6, 7. Form of intermediate attestation - test (6 semesters); control work (6 sem.), exam (7 sem.). The total labor intensity of the discipline is 8 credits, 288 hours, of which the contact work of the student with the teacher hours (54 hours of lectures, 54 hours of practical classes, 27 hours of control), including 63 hours in an interactive form. 153 hours are allotted for independent work. 5

6 weeks of the semester Lectures Seminar. (practical) classes Independent work Other types of work Total hours on the topic Of which in an interactive form Total number of points Type of educational work Total hours Contact work: 135 Semesters 6 7 Classroom studies (total) Including: Lectures Practical classes (PT) Seminars ( C) - Laboratory studies (LZ) - Other types of work: Independent work (total): Total labor intensity credits. units hour Type of intermediate certification (test, test, exam) 8 4.5 3, test. c/r, exam. Table 2 3. Thematic plan of the discipline Full-time education 6 semester Types of educational work and independent work, per hour. Table 3 Topic Module 1. Fundamentals of general geography in the system of natural sciences. Earth as a planet 1.1 Fundamentals of general geography Form and dimensions of the Earth 4, Total Module 2. Inanimate nature 2.1 Atmosphere and climates of the Earth 6, Hydrosphere water shell 8, Earth 2.3 Lithosphere and land relief 10, Total Module 3. Wildlife 3.1. Fundamentals of Wildlife 12, Plant and Animal Kingdom 14, Plant and Animal Ecology Total Total (hours, points): Of which interactive

7 colloquia interview answer at the seminar test paper test essay Total number of points 7 semester Module 1. Methods of teaching natural science pedagogical science 1.1 Methodological foundations of methodology 1, teaching natural science 1.2 Research work in the field of methodology for studying the subject "The world around us" and environmental education Total Module 2. The content of the course "The World around" 2.1 Principles of selection of educational 7, material and construction of courses "The world around" 2.2 "The world around" as 9, academic subject 2.3 Universal educational 11, actions Total Module 3. Formation of the content of the educational subject "The world around" 3.1. Methodological features of the variable courses "The World Around" 3.2 Methods and techniques for the formation of knowledge, stimulation cognitive interest and attitude formation 3.3 material support teaching the subject "World around" 3.4 Forms of organizing the study of the "World around" Total Total (hours, points): Of which in an interactive form Types and forms of assessment tools during the current control Table 5 6 semester topics Oral survey Written work geography in the system of natural sciences. Earth as a planet Total Module 2. Inanimate nature Total Module 3. Wildlife Total Total

8 colloquia interview test answer at the seminar test paper abstract Total points 7 semester topics Oral survey Written work Module 1. Methods of teaching natural science pedagogical science Total Module 2. Content of the course "The world around us" Total Module 3. Formation of the content of the educational subject "The world around us" Total Total Content of discipline 6 semester Module 1. Fundamentals of general geography in the system of natural sciences. Earth as a planet 1.1. Fundamentals of general geography Object, subject, goals, objectives of the discipline. The system "man - society nature". Modern environmental problem and ways to overcome it. Geography in the system of geographical disciplines. Comparison of the content of the school discipline "The World Around" and the university course "Natural Science" The shape and dimensions of the Earth Planet Earth in outer space. The shape and size of the earth. Earth. Gravitational forces and centrifugal force of the Earth. Gravity and plumb line. Ellipsoid of revolution. Spheroid of the Earth. Leveled surface. Geoid. General earth ellipsoid. Normal Earth. Krasovsky's reference ellipsoid. Globe and map - the basis of geographical education. Map projections Module 2. Inanimate nature 2.1. Atmosphere and climates of the Earth Atmosphere. The structure of the atmosphere. Atmospheric pressure. Air movement. Vortices in the atmosphere. Temperature regime. Weather. Climate. climatic zones. Ecological problems Hydrosphere water shell of the Earth General information about water. World Ocean. Land waters. Surface waters: rivers, lakes, swamps, glaciers. The groundwater. Environmental problems. eight

9 2.3. Lithosphere and land relief Geological history of the Earth. The age of the earth's crust and periodization of the history of the Earth. Geological reckoning. Historical and geological characteristics of geochronological units. The structure of the solar system. The main hypotheses about the origin of the solar system. Distribution of solar energy on Earth. Lighting belts. Shape, dimensions, mass, density, structure of the Earth's surface. deep structure Earth. Internal geospheres. Relief of the Earth. Types of articulation of continents with oceans. Edge mountain structures and mid-ocean ridges. Lithosphere. Tectonics of lithospheric plates. The world rift system and the world system of trenches. Scheme internal structure Earth and the mechanism of movement of lithospheric plates. Minerals, rocks and processes of their formation. Module 3. Wildlife 3.1. Fundamentals of living nature The essence of the processes occurring in inanimate and living nature. The main property of living bodies. Assimilation-dissimilatory process of self-renewal of bodies; constant exchange of substances of living bodies with the external nature surrounding them. Cellular structure of living organisms Kingdom of plants and animals Plant tissues. Classification of tissues according to their function. Vegetative and generative organs of plants. Soil nutrition of plants. Root. Mechanism of absorption of water and minerals by root hairs. Osmosis. Lower and higher plants. Characteristics of the main divisions of spore and seed plants. Department of green algae. Department of Angiosperms. Animal Kingdom. Sarcomastigophora type. Class Flagellates. Subclass Plant flagellates. Subclass Animal flagellates. Type chordates. general characteristics. Primary: Class Cartilaginous fish, Class Bone fish, Class Amphibians. Primary terrestrial: Class Birds, Class Mammals Ecology of plants and animals Development of the plant world on Earth. Ecology of plants. Protection and rational use of plants. Animal ecology. Evolutionary development of the animal world. Protection and rational use of animals. Basic principles of ecological systematics. Semester 7 Module 1. Methods of teaching natural science pedagogical science 1.1. Methodological foundations of the methodology of teaching natural science Methods of teaching natural science as a pedagogical science. Object, subject of study of the methodology of teaching "The World Around". The objectives of this methodological course. Research methods used in the methodology: theoretical, empirical, statistical. Methodological foundations of methodology, its connection with other sciences. Synthetic nature of the methodology of teaching natural science. Principles of building a course (unity of historical and logical, continuity, humanization and integration, developing and educating education). The conceptual apparatus of the methodology. Functions and tasks of teaching natural science in modern elementary school. Characteristics of the educational, developmental, educational functions and tasks of the discipline "The World Around" in elementary school Research work in the field of methodology for studying the subject "The World Around" and environmental education The content of environmental education of younger students. Goals, objectives, typical methods of environmental work. Ecological education, ecological education, ecological education, ecological culture. Formation of ideas of ecological education of schoolchildren. Principles of organization of the system of ecological work. Method 9

10 formation of a positive attitude of children to nature. ecological culture schoolchildren, criteria and levels of its formation in children. Nature protection activity of junior schoolchildren. Formation of a holistic scientific picture of the world in younger students. Designing research work (on the example of a thesis) Module 2. The content of the course "The world around" 2.1. Principles for the selection of educational material and the construction of courses of the "World around" General and specific principles of teaching natural science. The principles of selecting educational material in the course "The World Around" and their classification: general didactic (systematic and consistent, scientific and accessible, connection between theory and practice, visibility, strength of knowledge acquisition, individualization of training), particular didactic (seasonality, local history, environmental, cultural studies), historical (historicism, anthropocentrism, theorization of historical and social knowledge). The sequence of complicating the content of the course "World around" in elementary school. Specific features of the natural science course, intra-subject and inter-subject communications. Single-subject, inter-subject and combined models of building a course. Methodical processing and comprehension of educational material. The system of cognitive tasks of the course "The world around us" in traditional and developing models of education. The possibility of using problem-based, programmed learning in the process of mastering the "World around" by younger students. "The World around" as an academic subject. The development of cognitive-search abilities, observation, attentiveness, logical thinking, speech, fantasy, the disclosure of the creative potential of children in the process of teaching natural science. Methods for the development of logical thinking in children on natural history material. Education of students in the course "The world around us". The relationship of elements of education and development in the process of teaching natural science. Formation of a scientific outlook, an elementary holistic picture of the world. Tasks and content of ecological, moral and aesthetic, labor, sanitary and hygienic education of children of primary school age. Knowledge formed by students in the study of the course "The World Around": about the world around - empirical, theoretical, methodological; knowledge about a person; about connections in nature; about society and the technosphere. Skills: general educational, subject. Relationships: emotional-value, moral, environmental Universal learning activities Moving from the problem of equipping students with knowledge, skills, skills (ZU-Nami) to the problem of preparing them for an active social and productive creative activity. Activity and competence approaches, student-centered learning. Universal learning activities: personal (self-determination, moral and ethical assessment); cognitive (general educational, setting and solving practical problems, logical); regulatory (goal-setting, planning, self-control, self-assessment); communicative (planning educational cooperation, coordinated actions with a partner, building speech statements, working with information, etc.). ten

11 Module 3. Formation of the content of the subject "World around" 3.1. Methodological features of the variable courses "World around" The originality of building models for building the course "World around present stage". The variety of natural science programs of the traditional education system: one-subject "Nature and People" (Z.A. Klepinina) and the integrated course "The World Around" (Z.A. Klepinina, N.N. Vorozheykina); a system of training courses with an environmental focus: "Green House" and an integrated course "The World Around Us" (A.A. Pleshakov); "World and Man" (A.A. Vakhrushev), integrated "The World Around" (N.F. Vinogradova), "The World Around" (O.T. Poglazova, V.D. Shilin) ​​Implementation of the ideas of developmental education in integrated programs courses “We and the world around us” (N.Ya. Dmitrieva, A.V. Kazakova), “The world around us” (I.P. Tovpinets), etc. according to the method of L.V. Zankov; "The world around" (E.N. Bukvareva, E.V. Chudinova) according to the method of D.B. Elkonina - V.V. Davydov. The specifics of teaching social science material in the educational component "The World Around" The place of valeological material in modern propaedeutic courses "The World Around". Characteristics of modern valeological programs for children of preschool and primary school age: “Health Pedagogy” (V.N. Kasatkin), “Grow up healthy” (G.K. Zaitsev), “Help yourself” (E.A. Vasilyeva), “ Health lessons "(L.A. Obukhova) and others. Methods of working with valeological material and the implementation of health-saving technologies Methods and techniques for the formation of knowledge, stimulation of cognitive interest and formation of attitudes Classification of teaching methods according to the source of knowledge acquisition (according to M.A. Danilova, S .T. Shapovalenko, E.Ya. Goland and others): verbal methods, visual methods and practical. Admission element, an integral part of the teaching method. Classification of teaching methods, taking into account the nature of the cognitive activity of students (I.Ya. Lerner, I.A. Skatkin): explanatory-illustrative, reproductive, method of problem presentation, partial search method, research method. The choice of teaching methods and techniques in accordance with the studied content of the course "The World Around", the cognitive capabilities of primary school students. Methods of stimulating cognitive interest and forming attitudes Specific methods of stimulating cognitive interest: cognitive (didactic) game, travel games, competition-auction, competition-project, role-playing game, simulation game, etc.; entertaining exercises, riddles, quizzes, puzzle games (crosswords, chainwords, rebuses, braids, from letter to letter, etc.). Classification of methods for forming relationships: methods for forming a subjective attitude, methods for transforming relations of personification into relations of subjectification, methods for forming a sense of kinship with nature, methods for forming aesthetic relations with nature , as well as other forms of organizing the educational process (excursions, workshops, etc.). Wildlife corner. Requirements for the selection and placement of objects in it. The specifics of the arrangement of the school educational and experimental site, its significance for the study of the "World Around". Educational ecological trail, technology of creation, originality of conducting classes on the ecological trail. The concept of "a system of teaching aids" (according to S.G. Shapovalenko). Leading and driven components of the learning aids system. Tutorial: textual and extratextual components. Methodological requirements for working with the textbook "The World Around". eleven

12 Didactic tools used in the lesson. Natural objects: natural objects, preparations of natural objects, things and devices created by man. Volumetric visual aids: dummies, models. Flat visual aids: photographs, educational pictures, educational tables, diagrams, screen aids, educational films and television. Geographical map and globe and work with them. Forms of organizing the study of the "World around" Variety of classifications of forms of teaching natural science, their specificity and interconnection. Frontal, group, pair, individual types of work of children in the course of natural science, their combination. Technology of teacher preparation for the course. Planning and its types. Stages of work on drawing up an annual, thematic plan. The lesson is the leading form of studying nature. Typology of lessons. Basic requirements for a modern science lesson. Common Paths improvement of natural science lessons, their intensification Excursion into nature. Significance for the education, upbringing and development of students. Methodology for organizing excursions in natural science. Extracurricular work. The need for extracurricular work in the process of studying nature in elementary school and its features. Types of extracurricular work depending on the place of its implementation: in nature, on the site, in a corner of wildlife, etc. Connection of extracurricular activities with the lesson. Homework of junior schoolchildren in natural science, its features. Classification of homework assignments, the specifics of their control. Extracurricular work in natural science in the educational and methodological complex, its importance for the education, development and upbringing of children of primary school age. The difference between extracurricular work and extracurricular work. Varieties of extracurricular work and its forms. Individual form of extracurricular work: students performing observations, conducting experiments, collecting, extracurricular reading, processing the results of work performed, preparing messages, abstracts, visual aids. Group extracurricular activities: circles, clubs, societies. Optional science courses in elementary school. Olympiads, quizzes, excursions, competitions, role-playing games, trips to stations, KVN, hours of entertaining leisure, etc. The essence of learning technologies. According to G.K. Selevko (1998) pedagogical technology functions both as a science and as a system of methods and principles used in teaching and is applied at three subordinate levels: general pedagogical technologies, private subject pedagogical technology, local technology of individual parts of the subject. All the main teaching methods are included in one or another learning technology. Classification of pedagogical technologies: by orientation to personal structures (information, operational, emotional and moral); by the type of cognitive activity management (program training, group training); according to the dominant method (playing, creative, research, problematic, dialogic). 6. Plans for seminars and practical exercises 6th semester Module 1. Fundamentals of general geography in the system of natural sciences. Earth as a planet 1.1. Fundamentals of general geography 1. Characteristics of the elements of the system "man - society nature". 2. Natural and artificial nature. The world. 3. The essence of the environmental problem. 4. Components and features of the subject "World around" in elementary school and the course "Natural Science" in a pedagogical university. 12

13 5. The value of natural science in elementary school according to P.V. Zankov Form and dimensions of the Earth 1. Proof of the sphericity of the Earth in the writings of Aristotle. Lunar eclipses. 2. Globe. Facts of the deviation of the shape of the Earth from the shape of a ball. 3. Rotation of the Earth around its axis. 4. Gravitational field and centrifugal forces of the Earth. 5. Forces of gravity of material points and the formulation of the law gravity. 6. Approximation of spherical symmetry of the distribution of the Earth's mass. 7. Forces of gravity of the Earth and their directions. The intensity of the gravitational field. 8. Centrifugal forces and their directions. The radii of the parallels, the angular velocity of the Earth's rotation. The resultant force of gravity and centrifugal force. 9. Gravity. Deformation of the globe and ellipsoids of revolution. 10. Spheroid of the Earth and its characteristics. 11. Level surface and its characteristics. 12. Geoid and ellipsoids of revolution. Krasovsky's Rotation Ellipsoid. 13. Coordinate systems: geodetic, astronomical, geographical. 14. Globe and map - the basis of geographical education. 15. Cartographic projections. Review of cartographic projections in the atlases of elementary school. Module 2. Inanimate nature 1. Characteristics of the Universe. 2. Big bang. Milky Way galaxy. M 3. The place of the solar system in the Milky Way Galaxy. 4. Composition and structure of the Sun. The structure and origin of the solar system. 5. Planets of the terrestrial group and their structure. 6. The structure of the planets of the outer group. 7. Small space bodies: asteroids, comets, meteorites. Origin of meteorites. 8. Origin of the solar system. 9. External and internal shells of the Earth. 10. The role of the solar system in the life of our planet. 11. Physical and chemical composition and aggregate state of the Earth's matter. 12. Thermal regime of the Earth. 13. The structure of the earth's crust. 14. Continental and oceanic crust. 15. The material composition of the earth's crust. Main chemical elements earth's crust. Module 3. Wildlife 3.1. Fundamentals of wildlife 1. Diversity of organisms inhabiting the Earth. 2. Plant cells. Animal cells. Essential difference between a plant cell and an animal cell. 3. Phagocytosis. Pinocytosis. cytoplasm. Her organelles. four. Endoplasmic reticulum. Ribosomes and mitochondria. Their function. 5. Plastids and their functions. 6. Golgi apparatus and its functions. 7. Organelles of cell movement. 8. Cell nucleus. The structure and functions of the nucleus Kingdom of plants and animals 1. Plant tissues. Classification of tissues according to their functions. 2. Organs of plants. Vegetative organs of plants. generative organs of plants. 13

15 6. What are the functions and tasks of teaching science in modern elementary school? 7. Describe the educational, developmental, functions and tasks of the discipline "World around" in elementary school Historical digression into the development of teaching methods 1. The birth of teaching methods of natural science, pre-revolutionary period. The main milestones in the development of methods of teaching natural science. 2. Development of teaching methods in the Soviet period. The sequence of development of natural history ideas at school years 3. Views of KP Yagodovsky, PA Zavitaev, MN Skatkin on the teaching of natural science in elementary school. 4. The restructuring of primary education in the 1930s, its impact on the teaching of natural sciences. 5. The reform of school education in the 80s. Strengthening the environmental aspect and environmental orientation of natural history courses in elementary school. 6. Methods of teaching natural science at the present stage Research work in the field of methodology for studying the subject of "The world around us" and environmental education Content of environmental education for junior schoolchildren 1. Goals, objectives, typical methods of environmental work. 2. Environmental education, environmental education, environmental education. 3. The concept of "ecological culture". Criteria and levels of its formation in children. 4. Principles of organizing the system of environmental work. 5. What is the specificity of the methodology for the formation of a positive attitude of children towards nature? 6. Forms of nature protection activity of junior schoolchildren. 7. Formation of a holistic scientific picture of the world among younger students. Designing a pedagogical research Designing a pedagogical research, including the following sequence: analysis of the pedagogical system and its functioning, identify problems; definition of a research topic that outlines the scope of research work; definition of the object of study - the area where there is a problem, a contradiction, where new knowledge will be included; definition of the subject of research - an element in the pedagogical process, the study of which gives the student new knowledge; definition of the purpose of the study - the knowledge that students should receive in the course of the study; task formation - those paths or steps that students must go through in order to achieve the goal of the study; formation of a hypothesis (truth that has not yet been proven, but is probable). Hypothesis - the starting point of the study, predicting the relationship between the object and the subject of the study, patterns that will be identified and substantiated in the course of the study. The next stage is the selection of scientific research methods (observation, conversation, questioning, testing, theoretical analysis of sources, study and generalization of pedagogical experience, comparative historical method, theoretical modeling method, pedagogical experiment, etc.). Determining the direction and stage of research work, timing. The need to identify study participants. Designing a research work (on the example of a term paper) 1. Designing a pedagogical research on a topic chosen by the student. 2. Public defense (presentation) of the research project. Module 2. The content of the course "The world around" 2.1. Principles for the selection of educational material and the construction of courses of the "World around" 1. General and specific principles of teaching natural science. 2. Principles of selection of educational material in the course "The World Around" and their classification - 15

16 sion. 3. Reveal the sequence of complication of the content of the course "World around" in elementary school (for example) 4. What are the specific features of the natural science course? 5. Give examples of intra-subject and inter-subject communications of the course "The World Around". 6. One-subject, inter-subject and combined models for building the course "The World Around". 7. The system of cognitive tasks of the course "The world around us" in traditional and developing models of education. 8. The possibility of using problem-based, programmed learning in the process of mastering the "World around" by younger students "The world around" as a subject 1. Education and development of students in the process of learning "The world around". 2. Possibilities of the course "The World Around" in the development of cognitive-search abilities, observation, attentiveness, logical thinking, speech, fantasy (for example). 3. Give examples of using the method of developing logical thinking in children on natural history material. 4. Education of students in the course "World around". The relationship of elements of education and development in the process of teaching natural science. 5. Knowledge formed by students in the study of the course "The world around us". 6. Skills: general educational, subject. Relationships: emotional-value, moral, ecological Universal learning activities 1. Movement from the problem of equipping students with knowledge, skills (KU-Nami) to the problem of preparing them for active social and productive creative activity. 2. What is the essence of activity and competence-based approaches, student-centered learning? 3. To characterize the universal educational actions as personal ones (self-determination, moral and ethical assessment). 4. Composition of universal cognitive educational activities (general educational, setting and solving practical problems, logical ones). 5. The composition of universal educational actions - regulatory (goal setting, planning, self-control, self-assessment). 6. Communicative universal educational activities (planning educational cooperation, coordinated actions with a partner, building speech statements, working with information, etc.). Module 3. Formation of the content of the subject "World around" 3.1. Methodological features of the variable courses "The World Around" 1. The variety of natural science programs of the traditional education system: one-subject "Nature and People" (Z.A. Klepinina) and the integrated course "The World Around" (Z.A. Klepinina, N.N. Vorozheykina) . 2. Review of training courses with an environmental focus: "Green House" and the integrated course "The World Around Us" (A. A. Pleshakov); "World and Man" (A.A. Vakhrushev), integrated "The World Around" (N.F. Vinogradova), "The World Around" (O.T. Poglazova, V.D. Shilin). 3. Implementation of the ideas of developing education in the programs of the integrated courses "We and the world around us" (N.Ya. Dmitrieva, A.V. Kazakova), "The world around us" (I.P. Tovpinets) and others according to the method of L.V. Zankov; "The world around" (E.N. Bukvareva, E.V. 16

17 Chudinov) according to the method of D.B. Elkonina - V.V. Davydov. 4. What is the specificity of teaching social science material in the educational component "The World Around"? 5. To characterize modern valeological programs for children of preschool and primary school age: “Health Pedagogy” (V.N. Kasatkin), “Grow Healthy” (G.K. Zaitsev), “Help Yourself” (E.A. Vasilyeva ), “Health Lessons” (LA Obukhova), etc. 6. What is the peculiarity of the method of working with valeological material and the implementation of health-saving technologies? Continuity in the preparation of children aged 6-7 years for the study of the "World around" Continuity of programs for teaching preschoolers and younger students in natural science. The basic minimum of natural science knowledge of older children preschool age . Variability of programs for familiarizing preschoolers with the outside world (“Young Ecologist” by S.N. Nikolaev; “Semitsvetik” by V.I., Ashikov, S.G. Ashikova; “Native Home” by M.Yu. Novitskaya; “Green Path” by A.A. Pleshakov; "Nature is our home" by N.A. Ryzhov; "Rainbow" by T.N. Doronova; "The Book of Nature by tourists" by L.E. Kuprin; "Tourists" by T.P. Zavyalov; "Development" by L.A. Wenger and others) The specificity of teaching children 6-7 years of age in the course of natural science, taking into account the psychophysiological characteristics of their development. Structure, content, design of textbooks, notebooks with a printed basis from educational and methodological kits for various courses "The World Around", the methodology for working with these kits and manuals. Comprehensive use of teaching and upbringing tools in the classroom at the rate of familiarization of children 6-7 years old with the outside world. Questions: 1. Continuity of programs for teaching natural science to preschoolers and younger schoolchildren. 2. The basic minimum of natural science knowledge of children of senior preschool age. 3. Variability of programs for familiarizing preschoolers with the outside world. 3. What is the specificity of teaching children of 6-7 years of age in the course of natural science? 4. Structure, content, design of textbooks, notebooks with a printed base from educational and methodological kits for various courses "The World Around", the methodology for working with these kits and manuals. 5. Comprehensive use of teaching and upbringing tools in the classroom at the rate of familiarization of children 6-7 years old with the outside world. 6. Continuity of programs for teaching preschoolers and younger students in natural science. 7. Basic minimum of natural science knowledge of children of senior preschool age. 3. Variability of programs for familiarizing preschoolers with the outside world. 8. What is the specificity of teaching children of 6-7 years of age in the course of natural science? 9. Structure, content, design of textbooks, notebooks with a printed base from educational and methodological kits for various courses "The World Around", the methodology for working with these kits and manuals. 10. Comprehensive use of teaching and upbringing in the classroom at the rate of familiarization of children aged 6-7 with the outside world Methods and techniques for the formation of knowledge, stimulation of cognitive interest and formation of attitudes 1. The peculiarity of the classification of teaching methods according to the source of knowledge. 2. A methodological technique is an element, an integral part that is part of the teaching method. 3. To characterize the classification of teaching methods, taking into account the nature of the cognitive activity of students (I.Ya. Lerner, I.A. Skatkin). 4. Give examples of the choice of methods and techniques of teaching in accordance with the studied context.

18 keeping the course "World around", the cognitive abilities of primary school students. 5. Give a description of the specific methods of stimulating cognitive interest. 6. Compilation of a cognitive (didactic) game (game-travel, competition auction, competition project, role-playing game, simulation game, etc. - to choose from). 7. Selection (compilation) of entertaining exercises (riddles, quizzes, puzzle games: crosswords, chainwords, rebuses, braids, from letter to letter, etc. - to choose from). 8. Classification of methods for forming relationships. 9. Give examples: methods of forming a subjective attitude; methods of transformation of relations of impersonation into relations of subjectification; methods of forming a sense of kinship with nature; methods of forming aesthetic attitudes to nature (optional) Material support for teaching the subject "The world around us" Functions of teaching aids. System of teaching aids 1. What is the importance of the material base for providing the lessons of the "World Around the World", excursions, workshops? 2. Equipment corner of wildlife. 3. Requirements for the selection and placement of objects in a corner of wildlife. 4. What is the specificity of the arrangement of the school educational and experimental site, its significance for the study of the "World Around"? 5. Educational ecological trail, technology of creation, originality of conducting classes on the ecological trail. 6. Expand the concept of "a system of teaching aids" (according to S.G. Shapovalenko). 7. Leading and driven components of the system of teaching aids, their relationship. 8. Give a description of the textual and non-textual components of the textbook "The World Around" (class, textbook to choose from). 9. Methodological requirements for working with the textbook "The World Around". Didactic teaching aids 1. Natural objects: natural objects, preparations of natural objects, things and devices created by man. 2. Volumetric visual aids: dummies, models. 3. Planar visual aids: photographs, educational pictures, diagrams, etc. 4. Geographical map and globe and work with them Forms of organizing the study of the "World Around" The system of organizational forms of teaching "The World around" 1. The variety of classifications of forms of teaching natural science, their specificity and relationship. 2. Frontal, group, pair, individual types of work of children in the course of natural science, their combination. 3. Planning and its types. Stages of work on drawing up an annual, thematic plan. 4. Lesson - the leading form of studying nature. 5. Excursion to nature and its importance for the education, upbringing and development of students. 6. What is the specificity of the methodology for organizing excursions in natural history? 7. Drawing up a thematic and lesson plan (optional). Forms of extracurricular and extracurricular work 1. Extracurricular work in the process of studying nature in elementary school and its features. Connection of extracurricular activities with the lesson. 2. Homework of younger students in natural science, its features. 3. Classification of homework, the specifics of their control. 4. Extracurricular work in natural science in the educational and methodological complex, its significance is 18

19 for the education, development and upbringing of children of primary school age. 5. What is the difference between extracurricular work and extracurricular work. 6. Varieties of extracurricular work and its forms. 7. Optional science courses in elementary school. 8. Olympiads, quizzes, excursions, competitions, role-playing games, trips to stations, KVN, hours of entertaining leisure, etc. The relationship between the concepts of "teaching method" and "pedagogical technology" 1. The essence of learning technologies. 2. General pedagogical technologies, specific pedagogical technology, local technology of individual parts of the subject. 3. The concept of "teaching method" and "learning technology" 4. Classification of pedagogical technologies: by focusing on personal structures, by the type of cognitive activity management, by the dominant method. Brief description of them. Designing an environmental lesson. Definition of goals and objectives, the content of the lesson, which has an environmental focus. The choice of methods and techniques, teaching aids and the organizational form of the lesson. Using the method of projects, game technologies, problem learning etc., corresponding to the purpose and objectives of the projected lesson. Questions and tasks: 1. Determination of the goal and objectives, the content of the lesson, which has an environmental focus (lesson to choose from) 2. The choice of methods and techniques, teaching aids and the organizational form of the lesson (for the chosen lesson). 3. Using the method of projects, game technologies, problem-based learning, etc., corresponding to the purpose and objectives of the designed lesson (the method is selected). 4. Develop a summary of the lesson on the topic: “Variety of plants and animals” (“We and the world around us” Dmitrieva N.Ya., Kazakov A.V.), “Where is the climate on Earth?” (“World and Man”, A.A. Vakhrushev) “Water” (“Green House” by A.A. Pleshakov) “Air and its Protection” (“Green House” by A.A. Pleshakov) “Mineral Resources” (“ Nature and people "Z.A. Klepinina) "Parts of a plant" ("Nature and people", Z.A., Klepinina) "Life of animals in autumn and winter" ("The world around" N.F. Vinogradov) "Ecological systems" ( "World and Man" A.A. Vakhrushev) "Plants" ("We and the World around", N.Ya. Dmitrieva, A.V. Kazakov) "Transformation of Energy by Living Systems" ("The World Around" E. N. Bukvareva, E.V. Chudinova) “Digestive organs. Nutritional Hygiene” (“Nature and People” by Z.A. Klepinina) Approximate topics for essays 1. Use of entertaining material in the lessons “The world around us” as a means of stimulating the cognitive activity of younger students. 2. Study methodology natural areas in the course "The World Around". 3. Teaching methods of comparison and classification in the lessons of the course "The World Around". 4. Continuity of the content of environmental education in a preschool educational institution and primary school. 5. Characteristics of the natural science component of preparing a child for school. 6. Questions of the history of the study of the surrounding world in elementary school. 19

20 7. Comparative analysis content of training in the courses "Nature and People" Z.A. Klepinina and "Green World" by A.A. Pleshakov. 8. Methodology for the use of natural objects in the lessons "The world around us." 9. Corner of nature as a means of environmental education of younger students. 10. Integrated use of visual aids in the lessons "The world around us" in elementary school. 11. Forms of extracurricular work in natural science in elementary school. 12. Features and significance of excursion study of the surrounding world. 13. Screen-sound teaching aids, their role and place in the system of teaching children elementary science. 14. Ways and means of development of observation in younger students. 15. Development of search abilities of a younger student in the process of getting acquainted with the outside world. 16. Development of cognitive interest among students through the organization and conduct of excursions to local history museums. 17. Formation of the ecological culture of the junior schoolchild in the process of teaching the course "The World Around". 18. Opportunities for extracurricular activities in the course "The World Around" in the process of educating the ecological culture of a younger student. 19. The formation of school excursions and local history in Russia. 20. The specifics of the formation of the concept of “man” among primary school students (“health”, “healthy lifestyle”, “Universe”, “single scientific picture of the world”, “plant”, “animal”, etc.). 21. The development of interest in the study of the "World around" among younger students. 22. The possibility of conducting experimental work by younger students. 23. Activation of the cognitive activity of students in the lessons of the "World Around". 24. The development of students' creativity in the lessons of the "World Around". 7. Themes laboratory work not provided Approximate topics term papers not provided 9. Educational and methodological support and planning of students' independent work Earth as a planet 1.1 Fundamentals of general geography report independent study of the material, preparation of reports 1.2 Shape and size of the Earth abstract Drawing up a presentation 4, Total: Module 2. Inanimate nature 2.1 Atmosphere and climates of the Earth Work with independent study 6, literature material, preparation of reports 2.2 Hydrosphere water shell of the Earth abstracts independent study of the material, preparation of messages 2.3 Lithosphere and land relief report independent study of the material, preparation of messages 8,

Discipline guarantor: Krymguzhina Z.Z., Ph.D., Senior Lecturer of the Department of Scientific and Educational Education of the Sibay Institute (branch) of the Federal State Budgetary Educational Institution of Higher Education “Bashkir State University” The work program of the discipline is carried out by:

"Methods of teaching, pedagogical practice" 1. The main educational objectives of the discipline are: familiarization of undergraduate students with the content and conditions of the teacher's professional activity

World” Annotated program Discipline: “Methods of teaching the subject “Environmental” Area of ​​study 050100 PEDAGOGICAL EDUCATION Profile “Primary education” Qualification (degree): bachelor

Department of Education of the City of Moscow State Autonomous Educational Institution of Higher Education of the City of Moscow "Moscow City Pedagogical University" Institute of Pedagogy and Psychology

Annotated program Discipline "Biological experiment at school" Direction of training: pedagogical education, profiles "Biology", "Ecology" Qualification (degree): bachelor Volume of labor intensity:

CONTENT 1. Additions and changes in the work program that occurred after the approval of the program 2. Goals and objectives of mastering the discipline "Methods of teaching biology" 3. Place of the discipline "Methods of teaching biology"

Annotated program Discipline "Natural - scientific picture of the world" Direction of training: pedagogical education Qualification (degree): bachelor Volume of labor intensity: 2 credits (72 hours, of which

Ministry of Education and Science of the Russian Federation

PRIVATE EDUCATIONAL ORGANIZATION OF HIGHER EDUCATION "SOCIO-PEDAGOGICAL INSTITUTE" Department of Natural Sciences Fund of assessment tools for conducting intermediate certification of students

Names of sections of the professional module (PM), interdisciplinary courses (IDC) and topics Section 5. Fundamentals of the organization of teaching natural science in primary grades MDK.01.05. Natural science with technique

Municipal Autonomous educational institution city ​​of Kaliningrad secondary school 38 DISCUSSED at the meeting of the Ministry of Defense protocol "29" August 206 "AGREED" at the meeting of the PS protocol

1. Goals and objectives of the discipline development

EXPLANATORY NOTE The standard curriculum for the discipline "Methods of teaching biology" is compiled in accordance with the requirements of the educational standard of higher education of the first stage in

Ministry of Education and Science Russian Federation State educational institution of higher vocational education"Slavic-on-Kuban State Pedagogical Institute" "I approve"

Adapted work program for grade 7 VII type in biology for children with disabilities (mental retardation) EXPLANATORY NOTE Adapted work program

Annotation of the work program of the discipline "Methods of teaching" Direction of preparation 06.03.01 Biology Level of higher education bachelor's degree 1. The purpose of the discipline: the formation of theoretical knowledge and practical

1. Goals and objectives of mastering the discipline 1.1. The objectives of mastering the discipline "Psychology of physical education and sports" - to give students knowledge of the basic psychological provisions, taking into account the characteristics of professional

FEDERAL STATE BUDGETARY EDUCATIONAL INSTITUTION OF HIGHER EDUCATION "ORENBURG STATE AGRARIAN UNIVERSITY" WORKING PROGRAM OF DISCIPLINE B1.V.DV.07.0 Teaching methods

Municipal budgetary educational institution of Irkutsk secondary school 36 Work program in biology for grade 5 (level: basic) The work program was developed on the basis of

2 1. Goals and objectives of the discipline

UDC 373.167.1:57 LBC 28.0ya72 P19 P19 Pasechnik, VV Biology: Diagnostic works for VV Pasechnik's textbook “Biology. Bacteria, fungi, plants. Grade 5 ”/ V. V. Pasechnik. 3rd ed., stereotype. M.

Annotation to the work program in geography The work program in the subject of geography for grades 5-9 is compiled on the basis of: - the requirements of the Federal State Educational Standard of LLC; - the main educational program of the main general

1. Goals and objectives of mastering the discipline The purpose of the discipline: to prepare the future primary school teacher as a comprehensively developed personality with deep theoretical knowledge and practical skills

MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION Federal Agency for Education KURGAN STATE UNIVERSITY Department of Correctional Pedagogy METHODS OF TEACHING NATURAL SCIENCE Plans

The work program for nature studies for grade 5

Explanatory note THE WORKING PROGRAM IS DEVELOPED ON THE BASIS: federal state educational standard of basic general education; exemplary program of basic general education in

Annotation to the work program in biology Grade 10 advanced level The work program is based on the Federal component of the state standard of general education, Model program

"Theory and Technology of the Development of Children's Speech" Compiler of the annotation: Filippova L.V., Candidate of Pedagogical Sciences, Associate Professor Department of Methods of Preschool and Primary Education Purpose of studying the discipline Brief

Administration of the Admiralteisky District State Budgetary Educational Institution Secondary School No. 280 named after M.Yu. Lermontov Admiralteisky district of St. Petersburg Considered:

Explanatory note. Work program in biology for 2015-2016 academic year compiled on the basis of the program of basic general education in biology for grades 10-11, edited by A.A. Kamensky, E.A. Kriksunov,

Fund of assessment tools for conducting intermediate certification of students in the discipline (module): General information 1. Department of Natural Sciences 2. Direction of training 3. Discipline (module) 4. Type of tasks

EXPLANATORY NOTE The work program in biology is built on the basis of the fundamental core of the content of basic general education, the requirements for the results of mastering the main educational program

Municipal autonomous educational institution of the city of Kaliningrad secondary school 38 DISCUSSED at the meeting of the Ministry of Defense protocol "29_" _08 206 "AGREED" at the meeting of the PS protocol

The work program of the discipline Theory and methods of familiarizing preschoolers with the outside world Level of higher education Undergraduate Direction of training 44.03.02 Psychological and pedagogical education

Explanatory note The work program is based on an exemplary program of basic general education in geography, developed by the Russian Academy of Education by order of the Ministry of Education

EXPLANATORY NOTE The standard curriculum for the discipline "Methods of teaching biology and ecology" is developed in accordance with the educational standard of higher education of the first stage in the specialty

Annotation Discipline "Methods of teaching theological disciplines in high school"is included in the basic part of block 1 ("Disciplines (modules)")) of the training program in the direction 48.04.01 "Theology" (level

Work program on natural history for grade 5 Explanatory note. The work program is based on: - The federal component of the educational standard for basic general education. - Approximate

Annotation to the work program of the subject "Biology" (FSES LLC) EXPLANATORY NOTE. The work program is based on 1. The fundamental core of the content of general education in biology; 2.

Annotation to the work program in geography (grades 5-11) Grade 5. This work program is based on: 1. Federal Law "On Education in the Russian Federation" dated 29.12.2012. 273-FZ.

WORKING PROGRAM of the subject "Biology" for grade 5 Compiled by: Sultanova L.A., teacher of biology. Togliatti 2016 Contents 1. Explanatory note. General goals of teaching biology at the basic level

SUMMARY TO THE PROGRAMS OF THE PROFESSIONAL MODULE ORGANIZATION OF NATURAL WORK IN THE CHILDREN'S EDUCATIONAL INSTITUTION 1.1. Scope of the work program Work program of the professional module

Annotated program Discipline "Biological foundations of agriculture" Direction of training: pedagogical education, profile "Biology" Qualification (degree): bachelor Volume of labor intensity:

DISCIPLINE "Psychology and pedagogy of play activity" Direction: pedagogical education Qualification (degree) bachelor Volume of labor intensity 9 credits (credit units), (324 hours, of which: 134

B3. B4 Methods of training and education (primary education) Goals and objectives of studying the discipline (module) The purpose of mastering the discipline "Methods of training and education (primary education)" is

Annotation to the work program in biology for grade 5 MBOU "Secondary school 35 with in-depth study of individual subjects" of the Privolzhsky district of the city of Kazan (general education level)

Annotated program Discipline "Flora and fauna of the Kuban" Direction of training: pedagogical education, profiles "Biology", "Ecology" Qualification (degree): bachelor Volume of labor intensity:

1 The objectives of mastering the discipline "Methods of teaching and education of geography" The objectives of mastering the discipline "Methods of teaching and education of geography" are to improve and increase the level of teaching geography

Biology Grade 5 35 hours, 1 hour per week

Annotation to the work programs in geography Work program for the textbook E.M. Domogatskikh, E.L. Vvedensky, A.A. Pleshakov Geography. Introduction to Geography. Grade 5 The work program is based on

Introduction

Chapter 1. Modern approaches to the problem of environmental education of younger students in extracurricular activities

1.1 The concept of modern environmental education in Russian elementary school

Conclusions on the first chapter

Chapter 2

2.1 Determining the level of environmental education of students in grade 4

2.2 Development of didactic material of ecological content aimed at the formation of ecological culture and testing it in the experiment

2.3 Determining the effectiveness of experimental work

Conclusions on the second chapter

Conclusion

Bibliography

Application

Introduction

The problem of the relationship between man and nature is not new, it has always taken place. But now the ecological problem of the interaction between man and nature, as well as the impact of human society on the environment, has become very acute and has taken on a huge scale. The acceleration of the pace of scientific and technological progress is characterized by an ever-increasing anthropogenic impact on the natural environment. At the same time, the practical possibilities of both positive and negative human influence on nature have immeasurably increased. By their consumer attitude to nature, people have already caused irreparable damage to it. The soil cover of the earth, the atmosphere and the hydrosphere are polluted by production waste. The near-Earth space began to be polluted by parts of collapsing spacecraft.

According to a number of domestic and foreign scientists (N.N. Moiseev, I.D. Zverev, N.A. Rykov, G.A. Yagodin, S.O. Schmidt, etc.), the question of the survival of mankind largely depends on the level ecological education and upbringing of citizens with ecological culture. The school plays an important role in solving this problem. In the State Standard of General Education (2004), among the main areas of work of the school, it is said that “education of an emotionally valuable, positive attitude towards oneself and the world around” has great importance. Thus, the state sets the task for the school to improve the environmental education of the younger generation, the transition to environmental education for sustainable development.

The theoretical basis for preparing students for the right relationship with the environment is the necessary minimum knowledge of ecology, which is provided for by the program for familiarization with the outside world and other subjects in the primary grades.

The best result of educating a comprehensively developed personality can be achieved with the right combination of lesson classes with extracurricular activities. Lessons and extracurricular activities should be interconnected, complement, improve each other.

The strict scope of the lesson and the richness of the program do not always allow answering natural history questions that interest children. Carrying out extracurricular work aimed at the comprehensive development of the personality of a younger student contributes to a more solid mastering of the studied material in the classroom, develops interest in the subject, the ability and desire to independently acquire knowledge.

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

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

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

The psychological and pedagogical substantiation of the problem of environmental education is reflected in the works of L.I. Bozhovich, A.I. Leontiev, V.N. Myasnitsova and others.

V.M. Minaeva, A.N. Zakhlebny, I.T. Suravegina, T.I. Tarasova and others, which show the traditional forms and methods of environmental education. Currently, innovative technologies are widely used in the school. This greatly expands the possibilities of extracurricular activities in the education of students' ecological culture. But the methodology for introducing them into practice in the literature is reflected, in our opinion, insufficiently. Therefore, the urgency of the problem led to the choice of the research topic: “Formation of the components of ecological culture of younger schoolchildren in extracurricular activities at the course “The world around us”.

The purpose of the final qualifying work is to develop the content, forms, methods and techniques of extracurricular activities in the course "The world around us", aimed at the formation of such a component of the ecological culture of younger schoolchildren as ecological education.

Object of study - extracurricular work on the course "The world around" as a means of forming environmental education of primary school students.

Subject of study is the formation of environmental education of younger students.

We have put forward hypothesis - The effective formation of ecological education of younger schoolchildren in extracurricular activities at the course "The World Around" contributes to:

Inclusion of students in research and practical activities;

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

Conducting environmental campaigns with students.

Based on the goal, object, subject, research hypothesis, we have identified the main research objectives:

1. To study and analyze the pedagogical and methodological literature on the problem of the formation of an ecological culture of younger students.

2. To identify the level of formation of the ecological culture of primary school students.

3. To develop a set of extra-curricular activities that contribute to the formation of an ecological culture of younger students.

5. Check the effectiveness of the proposed didactic material for extracurricular activities in raising the level of environmental culture of younger students.

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

study of the methodological heritage on the problem under study

· analysis and generalization of the experience of the school;

survey of students;

Observation of the behavior of schoolchildren in nature, their attitude towards it;

experiment (stating, forming, control);

Statistical processing of the received data .

The study was conducted on the basis of the Uvarovskaya MOU secondary school No. 3, Tambov region in the 4th "B" class.

Chapter 1. Modern approaches to the problem of environmental education of junior schoolchildren

1.1 The concept of modern environmental education in Russian elementary school

Currently, in order to prevent an environmental catastrophe, priority is given to the environmental education of schoolchildren. It becomes a priority in pedagogical theory and practice. This is due to the difficult environmental situation on our planet: the rapid growth of the population, therefore, the problem of its food supply, the provision of industry with mineral raw materials, the problem of energy and, of course, pollution of the natural environment - all this creates a threat to the existence of life itself on Earth. It was only at the end of the 20th century that humanity realized the perniciousness of its thoughtless "management" on Earth. One of the most important reasons for this state of affairs is the ecological illiteracy of the population, the inability to foresee the consequences of their intervention in nature. Therefore, the international organizations of UNESCO and UNEP raise the issue of the need to revise the content and timing of environmental education of the inhabitants of the Earth.

I.D. Zverev, B.G. Joganzen, V.M. Minaeva, N.N. Moiseev believe that the environmental crisis on the planet in the end will "win" not the activities of environmental specialists, but a special environmental education system.An important principle of this system is the continuity of environmental education, which means an interconnected process of training, education and development of a person throughout his life: kindergarten - school - university (college, technical school, college) - postgraduate education. In the system of continuous environmental education, the second link is of great importance - the school, and in the school - primary classes. This is due to the fact that children of primary school age are very inquisitive, responsive, receptive, easily respond to anxieties and joys, sincerely sympathize and empathize. At this age, there is an active process of purposeful formation of knowledge, feelings, assessments, emotions, development of abilities and interests. The age characteristics of younger schoolchildren contribute to the formation of the foundations of ecological culture, which is the goal of environmental education.

In the Concept of environmental education under environmental education is understood as a continuous process of training, education 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 surrounding social and natural environment and health.

L.P. Simonova in her article "Ethical Conversations on Ecology with Primary School Students" highlights the following aspects in environmental education:

· scientific and educational aspect content, developing the interest of the younger student in environmental problems and forming an idea of scientific picture of the world, is represented by material that reveals the properties of objects and phenomena, their diversity, and the connections between them. For younger students, the whole complex of knowledge about the environment is colored by interest, which is very important in the formation of children's attitudes towards their home - the natural and social environment.

· value aspect content is designed to reveal to children the multifaceted significance of the studied objects in the life of nature and man. This aspect is leading in the content of education in general, and environmental education in particular. To preserve life on our planet, human health requires a favorable environment. Therefore, the development of civilization is focused on the improvement of the individual, the formation of humanistic ideals, a new system of values:

Life in all its manifestations as the highest value;

Man as a component of a complex system that ecology studies;

universal values ​​of nature;

Responsibility for the development of the biosphere and human society.

· normative aspect the content of environmental education is the rules (prescriptions and prohibitions) of human behavior and activities in the natural and social environment. Following the universal norms of morality is an indicator of the general culture of the behavior of each person in relations between people, with natural objects, and towards one's health. The foundations of ecological culture, like any other, are laid in childhood. That is why it is in elementary school that special attention should be paid to the disclosure of this aspect of the content.

· practical - activity aspect content plays no less important role in environmental education than the normative aspect. Practical activity is the end result of emerging relationships, a criterion for developing consciousness and feelings. At the same time, the very relations of man with nature are formed and laid in activity. It should be noted that the organization practical activities at primary school age has its own characteristics: children need to be taught what and how to do.

I.D. Zverev, A.N. Zakhlebny, I.T. Suravegina, L.P. Simonova and others believe that goal of environmental education is the formation of ecological culture of the individual and society. The formation of an ecological culture that determines attitudes towards the environment should be viewed as a complex process that largely depends on the age characteristics and capabilities of students. First age stage learning is primary school. The specific goal of environmental education of junior schoolchildren can be formulated as follows: the formation of a scientific-cognitive, emotional-moral, practical-activity attitude to the environment, to health on the basis of the unity of sensory and rational knowledge of the natural and social environment of a person.

This formulation is based on such psychophysiological characteristics of younger students as a holistic worldview, innate curiosity and emotional susceptibility; the desire to master the methods of studying the natural and social environment, the rules and norms of behavior in nature and society, to learn how to help natural inhabitants.

In the target setting of environmental education, such a specific feature is also noted - the inseparable unity of sensual and rational knowledge of the natural and social environment of a person as an important condition for the formation of elements of ecological culture in children.

Consequently, the strategic goal of environmental education in elementary school, as experts note, implies a planned result: the ideal is the model of an elementary school graduate. This is a complex process that requires solving the following tasks:

· training - the formation of knowledge about the ecosystem organization of the nature of the Earth within the boundaries of human habitation; systems of intellectual and practical skills for studying, evaluating and improving the state of the environment of their area and the health of the population;

education of needs (motives, motives) aimed at implementing a healthy lifestyle and improving the state of the environment;

development of the intellectual sphere - the ability to target, causal and probabilistic analysis of environmental situations; emotional sphere - aesthetic perception and assessment of the state of the environment; volitional sphere - confidence in the ability to decide environmental problems; desire to disseminate environmental knowledge and participate in practical activities for the protection of the environment.

One of the most important tasks of the modern school is to increase the environmental literacy of students, equip them with the skills of economical, careful use of natural resources, the formation of an active humane position in relation to nature, that is, the education of environmental culture among schoolchildren.

In the article "Formation of ecological culture" S.V. Leskova says that the origins of ecological culture originate in the centuries-old experience of the people - in the traditions of caring for nature, the natural wealth of their native land. In ancient times, our ancestors knew nature well, the relationship of living organisms with the environment. A person is completely dependent on natural resources, weather conditions, and the elements. Our ancestors worshiped the spirits of nature and at the same time felt themselves a part of it, realized their inseparable connection with it. Even without being literate and not having a written language, people could read the book of nature and pass on the accumulated knowledge to children.

S.N. Glazachev considers ecological culture from the position of cultural studies. Under ecological culture he understands such a conscious attitude to nature in humans, which ensures the preservation, enrichment of the environment and creates favorable conditions for the life and improvement of man; it is a measure and a way of realizing and developing the essential forces of man, ecological consciousness and thinking in the process of spiritual and material exploration of nature and maintaining its integrity.

teachers ecological culture is considered as a culture of unity of man with nature, a harmonious fusion of social needs and needs of people with a normal existence and development of the environment. For example, L.P. Simonova characterizes a person who has mastered this kind of culture as a person who subordinates all the forces of his activity to the requirements of rational environmental management, who cares about improving the environment, preventing its destruction and pollution. Therefore, he needs to master scientific knowledge, learn moral value orientations in relation to nature, and also develop practical skills to preserve favorable environmental conditions.

V. Statsenko and G. Petrova consider the features of primary school age. In their opinion, primary school age is the most valuable stage in the development of an individual's ecological culture. During this period, a qualitative leap takes place, which to a large extent outstrips the process of development of the ecological culture of the individual, which is further expressed in the formation of a conscious attitude to the world around the child. He begins to distinguish himself from the environment, to overcome in his worldview the distance from “I am nature” to “I and nature”.

A child at this age develops an emotional and value attitude to the environment, the personality accumulates experience in interacting with the outside world, which leads to the formation of a strong visual-figurative picture of the world that determines the process of development of the ecological culture of the individual in the future.

The formation of the ecological culture of schoolchildren occurs in the process of education. I.V. Tsvetkova identifies three levels of formation of ecological culture.

The first level includes admiring nature, the ability to express one's attitude to the most striking and unusual natural phenomena (blooming garden, colors of the autumn sky, sunset, etc.) through words.

In the works of natural history methodologists N.F. Vinogradova, G.N. Akvileva, Z.A. Klepinina and others, it is noted that not only the conversation of the teacher during the course of admiring nature on the excursion plays a huge role in this process, but also the works of oral folk art, literature, music, painting, other arts. The native nature becomes closer and dearer to the children if a holiday or competition is held right in the forest. Works of art cannot be considered only as illustrative material for paintings and the "mood" of nature. To some extent, they really serve as an illustration, but basically they are designed to form an ecological culture of the child, which includes a humane attitude towards nature, and a sense of responsibility for its fate as the highest human value.

The second level involves observing, experiencing and comprehending what is seen and heard in nature. Love for nature should be formed as an active feeling. Out-of-town walks, excursions, hikes should become for students a school of love and an active relationship with nature.

The indicators of the formation of the ecological culture of a child of primary school age at the second level, according to I.V. Tsvetkov, are the following:

The child shows interest in the objects of the surrounding world, the living conditions of people, plants, animals, tries to assess their condition from a position of good - bad;

· willingly participates in environmentally oriented activities;

· reacts emotionally when meeting with the beautiful and tries to convey his feelings in the available forms of creativity: a story, a drawing;

tries to follow the rules of behavior on the street, in transport;

Shows willingness to help people, plants and animals in need;

· trying to control their behavior, actions, so as not to harm the environment.

The third level of formation of ecological culture is manifested in the fact that the student realizes and reflects in his activity the principle of a prudent attitude to nature and its resources, forms the ability to solve economic and environmental problems without harming the environment, strengthens the desire to preserve the beauty of nature and increase natural wealth.

At this level, the child's personal experience is replenished with new content:

· Analysis of the observation of the state of the environment and a feasible contribution to the improvement of its condition;

Conscious observance of norms and rules of behavior in the environment;

Real care for representatives of flora and fauna;

· using the acquired knowledge, skills and abilities in environmentally oriented activities;

the embodiment of their impressions of the world around them in various types of creativity.

On the indicators of the formation of the ecological culture of the child on given level can be judged by the following:

observance of the rules of behavior in the environment has become a habit: the child controls his actions, correlating them with the environment and the possible consequences for certain environmental objects;

· expressed the need to care for certain representatives of the flora and fauna;

the child is able to independently choose the objects of his environmental activities;

Kindness, responsiveness and love for the people around, nature is accompanied by the willingness of the child to help those in need.

The concept of environmental education in the Russian school, developed in 1994, states that the formation of the foundations of environmental culture as a personality trait involves:

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 to study, assess, improve the state of the environment;

Education of value orientations of an ecological nature;

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

Participation in active practical activities for environmental protection.

However, a child's ecological culture is formed only under favorable social conditions in the family, kindergarten, school, and the immediate natural and sociocultural environment. P.P. Blonsky wrote that there is an old but successful comparison in which the development of a child is compared with the growth of a seed, and the environment is compared with soil, moisture, etc. Both soil and moisture for a plant, and a favorable environment for the development of a child are of great importance: in a bad environment, the child becomes deformed and languishes. But each seed requires its own soil and this or that humidity, and when caring for a plant, one must take into account what kind of seed it is, what are the laws of its growth. And the attitude of the plant, like any living being, to the environment is active. It takes and assimilates one thing from the environment and does not accept another. It in turn affects the environment and creates it. In an incomparably more active form, the child does the same.

At the turn of the 20th and 21st centuries, prominent scientists in the field of environmental education: A.N. Zakhlebny, A.Yu. Liberov, N.N. Moiseev, N.V. Mamedov, D.N.Kavtaradze, N.V.Dobretsova, N.V.Skalon, L.P.Simonova, I.N.Ponomareva, I.T.Suravegina, A.D.Ursul and others rethink the main provisions of the concept general environmental education. There are voices of scientists advocating a more balanced cultural education, they propose to overcome the dominance of a one-sided "knowledge" approach, to push knowledge in favor of an activity approach that allows one to more productively assimilate the components of the content of environmental education, to make it more practice-oriented, suitable for use in everyday life by every school graduate. In this regard, more attention should be paid to workshops in the natural and social environment, problem situations and tasks, and their solution, which requires close interaction between classroom, extracurricular and extracurricular work at school.

In 1992, at a conference in Rio de Janeiro, the Concept of Sustainable Development was adopted and over the years has become one of the most influential strategies for the development of mankind. It is accepted by 179 countries of the world. An important place in the implementation of the sustainable development strategy is given to education for sustainable development, the problems of which are currently being considered by many specialists.

A.D. Ursul gives an interpretation of the concept of "sustainable development" and his own view on education for sustainable development. Sustainable development is understood as development that ensures:

a balanced solution to demographic problems;

solution of socio-economic problems;

· Preservation of a favorable environment and natural resource potential.

The essence of sustainable development lies in the preservation of mankind and the Earth's biosphere due to a significant reduction in anthropogenic pressure on it. Sustainable development as a new socio-natural form of development is focused on the formation of a noospheric future, it will change all spheres of human activity, including education. Education, according to Professor Ursul A.D., will not need to be modernized, but transformed, i.e. it is necessary to create a new model of education of the XXI century as a whole.

The author characterizes modern education as informational and communicative, transmitting information accumulated by previous generations to other, next generations. Today it is predicted that a radical revolution, a turn towards the future, determined by the goals of sustainable development, should take place in the entire educational system of the world community. Human consciousness should be focused on the future, for this it is necessary to form the ecological consciousness of people as the dominant component of the future noospheric thinking. To change the consciousness and culture of actions of the majority of the world's population, it will be necessary to intensify general environmental education and greening other types of education, as well as the media.

Ecological education and ecologization of education are the most important elements of advanced education. Scientists are trying to show a new vision of environmental education. According to academician N.N. Moiseev, environmental education should significantly change its content. From solving local, regional problems, it must move to global problems, because the global transition to sustainable development is associated with ensuring environmental safety on a planetary scale.

Environmental education in the system of education for sustainable development should be in the nature of modeling, forecasting and designing the future, there should be a mechanism for examining educational material for compliance with its goals and principles of sustainable development. Thus, it is obvious that education must be reoriented to new universal principles, values ​​and goals that correspond to the new civilizational paradigm.

The Law of the Russian Federation “On Environmental Protection” (2002) lists the following among the main principles of environmental protection:

1. scientifically based combinations of environmental, economic and social interests of a person, society and the state in order to ensure sustainable development;

2. organization and development of the system of environmental education, and the formation of environmental culture.

The 71st article of the Law draws attention to the efforts of the role of environmental education at all levels of the education system.

In August 2002, the Government of the Russian Federation approved the Environmental Doctrine, which once again emphasizes the importance of solving the problems of environmental education, while stating:

· issues of ecology, rational nature management, environmental protection and sustainable development of the Russian Federation should be included in curricula at all levels of the educational process;

· Strengthen the role of social and humanitarian aspects of environmental education;

· conduct training and retraining of pedagogical staff for environmental education;

· Develop education standards focused on explaining sustainable development issues.

Scientists are looking for ways to education for sustainable development, confirm that the creation of a holistic model of education for sustainable development is the task of serious research in the near future. Already today they are trying to define the goal of education for sustainable development, they see it in helping students develop such knowledge, skills and values ​​that will allow them to make individual and collective decisions of a local and global nature to improve the quality of life without an environmental threat to the future of the planet. In education for sustainable development, the school must form certain personal qualities abilities and skills of students. According to scientists such as A.D. Ursul, N.N. Moiseev, N.V. Mammadov and others, they are:

Acceptance of universal values;

Understanding the interrelationships in the environment on a global scale;

the ability to analyze changes in the environment and predict the consequences of these changes;

respect for diversity in nature and in society.

Interactive technologies, methods and forms are considered effective on the way to education for sustainable development: interdisciplinary projects, during the implementation of which various aspects of an environmental problem are considered; work in small groups, use of children's self-government, interaction with the local community and municipal authorities. This will make it possible to move from the ecologization of the content of educational subjects to the ecologization educational technologies and teaching methods. In solving this problem, the role of extracurricular work on the course "The World Around" is great, which complements, expands, deepens lesson work.

At primary school age, there is an active process of purposeful formation of knowledge, feelings, assessments, experiences, development of abilities and interests. Responsiveness and receptivity are the most important features of students.

Communication with nature evokes an emotional response in children, as it, with its brightness, diversity, dynamism, affects all feelings. Sympathy and attraction to the world around is manifested. Children enjoy the green grass, the chirping of birds, the flight of butterflies and dragonflies, the smells and bright flowers of plants. Many of the children endow wildlife with the features of human meaningful behavior. There is curiosity, a desire to bring closer to oneself, to know, to understand.

But at the same time, there are children who treat nature in a consumerist, cruel way (they catch insects, destroy anthills and bird nests, tear plants and flowers without need). Sometimes they harm nature not out of malice, but out of ignorance, without thinking about their actions and their consequences.

This indicates the complexity of the relationship between nature and children. It is very important to teach children to admiringly - respectfully look at everything that grows, blooms, moves, to perceive the facts of a rough attitude towards nature with anxiety and experience. Nature should become for every schoolchild not only a living laboratory where one can observe and study the life of its inhabitants, but also a school for the rational use, multiplication and preservation of its wealth.

One of the leading places in the upbringing of a responsible attitude to nature belongs to the acquaintance of students with the outside world, which will allow to systematize the process of acquiring knowledge about nature, its relationships, to acquaint in more detail with the nature of the natural features of the native land and country, environmental protection measures.

Education of respect for nature, as E.N. Erdakov in his work, contributes to the teacher's focus on the combination of educational and extracurricular activities so that the environmental content of the lessons continues in extracurricular activities, complements and enriches it. Clearly organized, purposeful extracurricular work allows the use of additional material, broadens the environmental outlook and concretizes knowledge. Children have the opportunity to more often come into contact with nature, to participate in socially useful work. Observations and analysis of real life by schoolchildren in the process of extracurricular work allow them to draw conclusions about the state of the environment, outline specific programs for its improvement, learn lessons for the future, change the goals of their activities and behavior in the environment in accordance with the laws of nature.

Extracurricular educational work - the organization by the teacher of various types of activities of pupils during extracurricular time, providing the necessary conditions for the socialization of the child's personality (according to M.G. Kodzhaspirova and A.Yu. Kodzhaspirov).

T.I. Tarasova and P.T. Kalashnikov under extracurricular work in the course "The world around us" they understand the organized and purposeful educational work of students related to the study of this discipline, based on voluntary principles and carried out after school hours. It is built on the basis of general didactic principles that determine its direction, content, methods and forms, such as: scientific character, connection with life, work, practice, etc.

Extracurricular work in all its manifestations is aimed at developing children's interest in the knowledge of nature, their application of knowledge in practice, laying the foundations career guidance, the formation of research activities in general.

A variety of activities in extracurricular activities enable schoolchildren to acquire in-depth knowledge of the relationship between man and nature, see environmental problems in real life, learn the simplest skills for nature protection, be psychologically prepared to communicate with specialists in various fields of nature management, actively use knowledge in order to make specific decisions. and the convictions of those who are not yet aware of the need to respect nature.

The effectiveness of extracurricular work on the formation of the ecological culture of schoolchildren largely depends on the connection of its content with the lesson material of the subject of the world around in the primary grades and in biology in the upper grades. The presence of such a connection eliminates the elements of chance in the choice of subjects for extracurricular activities, provides a scientific basis for the work being done.

A.N. Zakhlebny and I.T. Suravegin distinguishes three lines of interaction between lesson and extracurricular activities: cognitive, value and activity.

Cognitive relationships are due to the unity of the content of environmental education. The knowledge gained in the classroom is deepened in extracurricular activities by observing the environment, reading literary sources, watching television programs, and working with other sources. In the process of developing knowledge, their assessment by students is formed.

In extracurricular activities, schoolchildren gain knowledge about the ecological state of their region, its ecosystems, communities of the territories of our country and the biosphere as a whole, which allows them to form generalized knowledge about the manifestation of environmental hazards at this level.

In the process of role-playing, when preparing essays, at a school conference, students expand and deepen their knowledge about the species diversity of the biosphere and human influence on it.

The value approach in environmental education is implemented in the relationship of natural science knowledge of students with the social aspects of ecology. A specific feature of the value approach is that the problems of environmental protection are also considered in relation to a person. A broad understanding of the value of nature makes it possible to more fully consider the directions of its use by man and society as a whole.

Basic and environmental knowledge formed by the teacher in the classroom, of course, affect the behavior of students in the environment, attitude to natural objects. Knowledge creates the preconditions for students to be involved in a variety of activities for the protection and restoration of nature, but it is very difficult to organize this activity directly within the framework of the lesson, and, most often, impossible. In the classroom and other forms of extracurricular work, the teacher has the opportunity to include schoolchildren in practical activities to study the environmental problems of their native land, protect plants and animals. Thus, the third line of interaction between classroom and extracurricular activities is carried out - activity. Its implementation in the practice of environmental education is of particular importance, since the most obvious manifestation of the attitude of students to nature is their practical activity, which reflects moral, ethical and value ideals, aesthetic feelings, understanding of the scientific foundations of the interaction between society and nature. The organization of practical environmental activities of students should be given great attention, both in academic and extracurricular activities.

The material used in conducting extracurricular reading classes, fine arts, technology, may have an environmental focus, contribute to the formation of an ecological culture of schoolchildren. The purposefulness of extracurricular work involves setting a specific goal during each lesson, solving certain educational and educational tasks, and this requires a skillful selection by the teacher of the content, methods and methods of work, the presence of continuity in the formulation and solution of educational and educational tasks.

In the process of coordinated extracurricular work, the teacher solves the following tasks:

equipping students with additional knowledge that reflects the patterns of the world around them, the properties and relationships of objects, phenomena, corresponding to the nature of modern science, the level of its development, implies the principle of scientific character.

· the upbringing of children in collective activity obliges the teacher to select such forms and methods of extracurricular work, in the course of which joint activities of students are organized. Pedagogically correct organization of extracurricular activities contributes to the creation of friendly relations between the children, fosters exactingness, attention and care for each other.

Systematicity, consistency and perspective in work increases the effectiveness of extracurricular activities. Voluntariness, activity and independence distinguish the participation of schoolchildren in extracurricular activities from educational ones. Here they can choose activities that interest and fascinate them.

Connection of extracurricular work with training sessions consists in combining the efforts of teachers to form the value orientations of students, the development of the moral and aesthetic feelings of the student, his familiarization with the experience of making scientifically based decisions in the field of nature management.

The study of the practice of the school in environmental education shows that in this work insufficient attention is paid to the consideration of nature as a source of beauty, health and scientific and cognitive activity of people. Students' knowledge mainly reflects the material significance of nature. When studying program material, schoolchildren widely discuss the rules of behavior in nature, situations of moral choice, described in various sources - books, magazines, newspapers. Everyday practice puts the student in conditions where he has to make decisions in real situations, conditions - on walks in the forest, in the park, when doing research on excursions, on hikes, in work in the school or garden plots, in a living corner, etc. Such situations arise all the time. At the same time, the task of the teacher is to draw the attention of schoolchildren to the event, help assess the behavior of the participants and, if possible, correct the mistakes made, find the right solution, and encourage efforts aimed at resolving the conflict. Out-of-class work has significant possibilities in solving this problem. Satisfying the various needs of man and his daily activities introduces unforeseen changes in nature that have both positive and negative effects. The knowledge about anthropogenic factors that students receive when studying program material includes information about the impact of human economic activity on nature, about changes in nature that occur as a result of human impact, about the consequences that arise as a result of such changes, about their impact on human health and economic activity.

E.P. Torohova believes that the example of a teacher, who actively influences the consciousness and behavior of students, their attitude to nature, is of great importance. It is important for the teacher to build extracurricular activities on the basis of local history, which helps children to comprehend the secrets of nature, to know their land, its riches.

The success of the formation of the ecological culture of junior schoolchildren depends not only on how the teacher understands his goals and objectives, methods and techniques, but also on the creation of the necessary conditions for their implementation in the educational process.

The main ones are:

taking into account the age and psychological characteristics of perception and

knowledge of nature by schoolchildren;

Strengthening interdisciplinary connections;

· implementation of local history approach; - close connection with life and work;

Interrelation of educational and out-of-class work;

using examples of a positive attitude towards nature of the teacher, adults and children;

· Formation of knowledge about interrelationships and relationships between natural components .

An essential issue for the modern elementary school is the question of what technologies should be used to form the foundations of ecological culture among younger students in the classroom and in extracurricular activities.

THEM. Cheredov points out that the choice of a specific form of extracurricular activities for the formation of environmental culture depends on the characteristics of the class, the general development of children, interests and local conditions.

The formation of an ecological culture of younger schoolchildren is possible only if there is a relationship between various types and types of extracurricular activities. A variety of activities enable schoolchildren to acquire in-depth knowledge of the relationship between man and nature, to see environmental problems in real life, and to learn the simplest skills for nature protection.

· individual work;

group work;

· public events.

Individual work includes specific tasks for individual children who show an interest in nature. At the same time, the topics of their holding can be very diverse: for the care of plants, animals, a corner of wildlife or at home; conducting individual observations in addition to the program minimum; conversations based on the materials of the literature read about nature; setting up simple experiments at home, etc.

An important type of individual extracurricular work is still home reading of literature about nature. At the present stage, the books of V. Bianki, M. Prishvin, I. Akimushkin, N. Sladkov, Yu. Dmitriev and others remain relevant, revealing to the reader the fascinating world of living and inanimate nature, contributing to the education of respect and love for him.

Individual types of extracurricular activities also include seasonal observations of changes in nature. They mean tasks that are not only provided for by the observation diary, but also associated with specific observations that give a holistic view of the structure, lifestyle, and development of living beings. In the process of observations at the stage of their processing and generalization of the data obtained, research skills are formed in children.

The most common types of group extracurricular activities in the course "The World Around" include:

· episodic work of groups, most often dedicated to the preparation of mass events in a school, area of ​​natural history. For its implementation, it is necessary to select and form groups of children who are interested in the problem under study and who show an increased interest and desire to participate in this action. Episodic groups usually have a temporary composition, disintegrating after the end of the mass event.

The main form of extracurricular work is the organization of circles of young nature lovers, which, in terms of the content of the work, have both a general, broad focus, and a specific thematic specialization. For example, the circle "Young ecologist", "Lover of indoor plants", "Researcher", etc.

Mass types of extracurricular work make it possible to involve practically all younger schoolchildren (students of one or more classes, one or all parallels) in socially useful work. These include: evenings, conferences, holidays, olympiads, quizzes, matinees, themed weeks, excursions, contests, marathons, role-playing games, station trips, KVN.

Group extracurricular work is most successful in the circle. It is circles that have become most widespread in the practice of extracurricular work around the world. Schoolchildren who show the greatest interest in studying the relationship of man with wildlife are engaged in them. Most often, 15-20 people of the same age with a similar level of training and interests are engaged in circles. In circles, classes are arranged in the most planned, diverse and purposeful way, which often contributes to their consideration as organizational centers for other types of extracurricular activities.

According to V.M. The Minaev program of the environmental circle should reflect the main aspects of the content of environmental education:

¾ scientific and educational;

¾ valuable;

¾ regulatory;

¾ practical-activity.

Circle work allows you to use a wide variety of forms and methods of work. There are the following forms of extracurricular work:

· conducting group observations of accessible objects of inanimate and living nature, aimed at a deeper understanding of the causes of the observed phenomena, establishing links between various components of nature;

· ecological excursions to nature, local history museums, nearby places (forest, field, square), with the subsequent registration of the collected materials;

· extra-curricular collective reading of children's popular science literature on natural history;

Organizing a corner of wildlife, conducting experiments on plants and animals;

· holding ecological holidays, matinees, KVN, oral magazines;

· acquaintance with mobile or stationary zoos, menageries;

· conversations on nature protection, about the benefits and importance of plants and animals in human life;

· registration of local history corners, wall newspapers, albums.

Let's consider some of them in more detail.

The study of nature cannot be imagined without direct observation and study of objects and natural phenomena. Therefore, excursions into nature occupy a large place in practice. Systematic excursions are a necessary condition for the formation of an ecological culture of students.

Excursion- this is a form of organization of the educational process, aimed at mastering the educational material, but carried out outside the school. When the whole class participates in the excursion and the material of the excursion is closely connected with the science program, it becomes a form of class work. In this case, it is included in the system of lessons and is an important part of the educational process. In addition, an excursion can be a form of extracurricular activity when it is carried out with a group of individual, most interested students.

Specific features of the tour include:

fast assimilation of knowledge by students with the help of movement in space;

a way of synthetically studying the world, mainly through analysis;

method of subject study;

emotionality.

The pedagogical value of extra-curricular excursions is very high. Excursions into nature are of particular importance. Getting into the natural environment with all its diversity of objects and phenomena, students learn to understand this diversity, to establish connections between organisms and with inanimate nature. Excursions into nature are a way of concrete study of nature, that is, the study of genuine objects and natural phenomena, and not stories or books about it. It opens up wide opportunities for its aesthetic perception, organization creative work students, initiative and observation.

Great and educational opportunities for excursions. It is on excursions that students develop interest and love for nature, aesthetic feelings. They learn to see its beauty, to understand the need for respect for nature. The knowledge gained during the excursion turns out to be very strong and fits into the children's memory for a long time. Excursions contribute to the formation of ecological consciousness of students.

Thus, an important form of extracurricular work aimed at the formation of an ecological culture of younger students is nature excursions.

Among the forms of extracurricular work in the course "The world around" T.I. Tarasova, P.T. Kalashnikova and others distinguish ecological and local history research work. Environmental local history at school is an important part of environmental education. The organization of environmental and local history work with schoolchildren allows us to solve in a complex the main tasks of environmental education: the study of the diversity and characteristics of the nature of the region, the accumulation by students of the experience of environmentally appropriate interaction with the environment, the real inclusion of students in search, research activities to determine the ecological state of the environment, its main components (air, soil, vegetation, etc.), as well as in practical environmental activities. The topics of environmental research can be varied. For example, “Studying the environmental situation in the classroom, in the school premises”, “Studying the ecological state of the school territory”, the environmental project “Rivers of the Native Land”, etc. .

Organizing the week of ecology is also one of the forms of extra-curricular activities. During the ecological week, children receive elementary environmental knowledge. Primary school strives to improve the overall level of environmental culture of children. To do this, various entertainment programs are held that have an environmental content and provide for the education of environmental culture in children. Preparing for any holiday requires a lot of work, but children love to actively participate in them. They get tired of being spectators, they are interested in being heroes themselves. Holidays are of great educational importance.

At present, in pedagogical research, much attention is paid to game forms of continuous environmental education.

The content of games to get acquainted with the outside world is diverse. They clearly reflect the interests of children, their dreams and aspirations are realized. This makes the game an important means of personality formation, education of moral feelings and motives. The development of game creativity contributes to the education in children of the qualities necessary in life: purposefulness, ingenuity, perseverance.

The game serves as a valuable means of personality formation. She activates mental processes, causes a keen interest in the knowledge of the world around. Children overcome difficulties, train their strength, develop abilities and skills. Games help to make any educational material exciting, create a joyful mood, and facilitate the process of mastering knowledge. The role played creates a learning motive and has a positive impact on students' understanding of it.

From the point of view of domestic psychologists, such as L.S. Vygotsky. V.S. Mukhina, the game is a special form of activity, the activity of the child. It expresses the relationship of the child to the surrounding reality, to people, to himself. The well-known psychologist S.L. Rubinshtein believes that a person's game is a product of activity through which a person transforms reality and changes the world. The essence of the human game - in the ability to display, transform reality. In the game, for the first time, the child's need to influence the world is formed and manifested.

In the hands of a teacher, the game can become an instrument of education, familiarizing the child with the life of nature and society, developing his physical, intellectual and emotional qualities. The age characteristics of younger schoolchildren also correspond to this - their emotionality and easy fatigue from the monotony of activities, craving for fantasy, creativity, attention switching. Thus, the game, the methodology of its use should become an organic part of the environmental education of younger students. Considering positive sides games, we must pay tribute to her as the most important means of educating environmental ethics, the culture of human relations with nature.

Some games - serious, business - are more suitable for teenagers, youth and adults. Others are didactic, cognitive, they are used at all stages of education. Still others - role-playing, or just role-playing - are interesting for all ages - both younger and teenage. Therefore, in the practice of primary school, didactic, educational games are especially often used, and role-playing games are somewhat less common. They have great potential for environmental education of younger students.

In recent decades project method is of great interest to teachers of all school disciplines, including primary school teachers.

Educational project - this is a specially designed detailed development of a specific problem, involving the search for conditions, the search for conditions and ways to achieve a real practical result; this is an independent development of the developed skills, the application of knowledge, acquired knowledge, but already at a new, productive, search level.

The project method is based on the idea that the educational and cognitive activity of schoolchildren is directed towards the result that is obtained when solving one or another practically or theoretically significant problem.

The educational project must meet certain requirements, which include:

1. the presence of a socially significant task (problem) - research, information, practical;

2. planning actions to resolve the problem;

3. research work students.

The result of the activity is a “product”, i.e. a tool developed by project team members to solve a given problem. The prepared “product” should be presented in the form of a presentation.

Modern methodological literature describes several types of educational projects. According to the dominant activity of students, information, role-playing, practice-oriented, creative and research projects are distinguished.

An educational project for schoolchildren is an opportunity to do something interesting on their own, in a group or on their own, making the most of their abilities; this is an activity that allows you to prove yourself, try your hand, apply your knowledge, benefit and show the publicly achieved result; this is an activity aimed at solving an interesting problem formulated by the students themselves in the form of a goal.

In the training project, the same generalized stages and procedural procedures are modeled as in real work on the project in any activity.

The progress of the educational project from the moment the topic was announced to the completion of self-analysis by students on the research work done by E.N. Zemlyanskaya presents in the form of a table reflecting the activities of the teacher and students:

Teacher	Student
The first stage is "immersion" in the project
Statement of the problem, goals and objectives of the study	Choosing a problem, getting used to the situation
The second stage is the organization of activities
Organization of groups, distribution of roles, planning activities to solve problems	Breakdown into groups, distribution of roles, work planning
The third stage is the implementation of activities
Consulting and control	Independent and active work in accordance with the planned plan (search for information, consultations with the teacher, preparation of the presentation of the results)
The fourth stage is the presentation of the project
Summarizing and summarizing the results	Demonstration of research results
Fifth stage - evaluation of work
Summing up the results of training, assessing the skills of researchers	Mutual evaluation

Various types of extracurricular activities in the ecological circle complement each other, enriching the process of education and upbringing of younger students.

The complex use of the above-described forms of extracurricular work in the course "The world around us", according to scientists, contributes to the development of younger students' interest in the knowledge of nature, the study of its ecological state, the search for causes and sources of environmental pollution. And most importantly, it makes it possible to carry out feasible practical work with children to protect the nature of their native land.

Conclusions on the first chapter

Based on the study and analysis of the literature on the problem of environmental education of younger students, it was concluded that the environmental education of schoolchildren is a priority in the work of the school, carried out taking into account the age of students, with the ultimate goal of forming an ecological culture. Under environmental education is understood as a continuous process of learning, education 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 surrounding social and natural environment and health, i.e. the process of formation of ecological culture. ecological culture is considered as a culture of unity of man with nature, a harmonious fusion of social needs and needs of people with a normal existence and development of the environment.

Ecological education of students should be carried out in a system using local history material, taking into account continuity, gradual complication and deepening of individual elements.

It is necessary to involve younger schoolchildren in practical activities that are feasible for them to protect local natural resources. Great opportunities for involving students in practical activities are provided by extracurricular work on the course "The World Around", by which methodologists understand the organized and purposeful educational work of students related to the study of this discipline, based on voluntary principles and carried out after school hours.

AT recent times innovative methods are widely used in extracurricular activities. As the analysis of methodological and scientific literature has shown, modern technologies of ecological education of younger schoolchildren have been developed and reflected insufficiently.

Chapter 2

The research work was carried out on the basis of secondary school No. 3 in Uvarovo, Tambov region. 30 fourth grade students were involved in the study.

The control group consisted of 15 children of the 4th "B" class. The experimental group included 15 students of the 4th "B" class.

The purpose of the experiment is to prove the hypothesis. The task of the experiment: the collection of facts that confirm or refute the hypothesis put forward.

The structure of the experiment was determined in accordance with the task:

Stage 1 - preparation and implementation of the ascertaining experiment (application of the questionnaire method);

Stage 2 - preparation and implementation of a formative experiment, in the course of extracurricular work on the outside world, using environmental material;

Stage 3 - control experiment.

The following methods were used for the study: questioning and observation.

2.1 Determining the level of environmental education of students in grade 4

The experiment was carried out with students of the control and experimental groups separately, and consisted in choosing the answer to the questions of the questionnaire. The questionnaire of L.V. Moiseeva, which consists of eight questions.

Read the statements and underline the answer.

(agree; disagree)

1. You need to take care of animals, because they are beneficial to man.

agree disagree

2. If during a walk in the forest I see a garbage dump, it will upset me.

agree disagree

3. While in the forest, pick a bouquet of flowers and give them to your mother.

agree disagree

4. If you see a bee, kill it, it may bite.

agree disagree

5. When you come to the forest, do not make noise, you will disturb the birds in the nests with noise, you will scare away the animals.

agree disagree

6. Our country is rich natural resources, these stocks will never run out.

agree disagree

7. A person should take care of plants, because life on Earth is impossible without them.

agree disagree

8. Plants and factories can harm the environment.

agree disagree

To identify the level of formation of ecological culture and ecological knowledge, the obtained results were processed. We used the method of mathematical processing of experimental data - the method of limited choice, when the number of choices is determined.

The results are processed as follows: 1 point is awarded for each correct answer, 0 points for each incorrect answer. The degree of formation of ecological culture is determined by the scale:

· high level;

· average level;

· low level.

Evaluation of results:

7 - 8 correct answers - high level;

4 - 6 correct answers - average level;

1–3 correct answers – low level.

High level: knowledge of the relationships and interdependencies of organisms in nature. Communication with representatives of the animal and plant world is caused by caring for them. Knowledge and implementation of norms and rules of behavior in nature. Ecological knowledge and elements of ecological culture are well formed. Correct answers to all questions of the questionnaire.

Average level: insufficient knowledge of the ecological relationships of organisms in nature. Children do not know and follow the rules of behavior in nature well enough. Ecological knowledge and culture are formed at the middle level.

Low level: ignorance of the ecological relationships and interdependencies of organisms in nature. Children do not control their behavior, actions in nature. A low level of environmental knowledge and culture has been formed.

During the ascertaining experiment, we obtained the following results:

students with a high level in the control group 1 person, in the experimental group - 0 people;

students with an average level in the control group - 3 people, in the experimental group - 5 people;

· students with a low level in the control group - 11 people, in the experimental group - 10 people.

The effectiveness of the survey was determined by the formula

where F is the number of correct answers

N is the number of students.

Control group:

1/15*100% = 6,7%

11/15*100% = 73,3%

Experimental group:

5/15*100% = 33,3%

10/15*100% = 66,7%

The data of the experimental study of the level of formation of the ecological culture of students at the initial stage are presented in the table.

Table 1.

The level of formation of environmental education of students at the beginning of the study.

Thus, summing up the results of the survey, we can conclude that the environmental education of the majority of fourth grade students who participated in the experiment is at a low level. Therefore, our task will be to increase the level of formation of environmental education of children by including them in extracurricular activities.

2.2 Development of didactic materials for extracurricular activities aimed at the formation of components of ecological culture and testing it in the experiment

Based on the study and analysis of literature on the problem of environmental education of junior schoolchildren, we have developed a methodology for organizing and conducting classes for the Young Ecologist circle.

The work of the circle is based on the principle of local lore. The study of real life by schoolchildren in the course of classes provides material for discussing various life situations about the state of the natural environment, the behavior of people in nature. This allows children to learn lessons for the future, change the goals of their activities, make decisions in accordance with their beliefs.

The subjects of the circle "Young Ecologist" are based on the educational and methodological complex of A.A. Pleshakov "Green House". The circle program is designed for fourth grade students for six months of study. Classes are held once a week.

home goal The work of the circle is to form in fourth grade students such a component of environmental culture as environmental education.

We have delivered the following tasks :

1. Form a number of basic environmental concepts.

2. Study the nature of the school neighborhood, identify natural objects in need of protection.

3. Include students in a variety of creative and practical activities for the study and protection of the environment.

4. Preserve and improve the health of children.

5. To instill love and interest in students for nature.

When constructing the circle work program, we considered it appropriate to focus on four main areas of work:

· cognitive;

creative;

practical;

research.

The cognitive direction of the work of the circle included a series of events in which the following forms were used: didactic games, conversations, teacher's story, travel, quizzes, which contributes to a deeper expansion of environmental knowledge of younger students.

The creative direction of the work of the circle involves the performance of the following tasks by children: writing environmental fairy tales, making crafts, developing a "green corner" in the classroom, organizing an exhibition of drawings.

The study of the flora and fauna of the native land, the influence of the environment on human health is connected with practical matters (the practical direction of the work of the Young Ecologist circle) ¾ gardening the class, making feeders, feeding birds, which helps to inculcate a careful attitude of younger students to their native nature and to to your health.

The research direction of the work of the circle is carried out within the framework of the following activities: excursions, projects, mini-research, experiments that contribute to the development of thinking, analysis of the results.

There are four sections in the content of the circle program: “I and plants”, during the study of which children get acquainted with various indoor plants, the rules for caring for them, participate in project activities; "I and animals" - students get acquainted with the variety of birds wintering in their native land, study the features of their behavior, nutrition, make feeders and feed the birds; when studying the section “I and the Environment”, the circle members receive information about the types of environmental pollution, participate in the action, conduct a study to determine the amount of garbage thrown out by the child’s family over a certain period of time, make various crafts; the section "Me and my health" is aimed at preserving and strengthening the health of schoolchildren by involving them in project activities, organizing outdoor games, and exhibitions of drawings.

Let's imagine an approximate thematic lesson plan for the "Young Ecologist" circle:

cognitive Events	creative	practical Events	research Events
me and animals
Conversation "Birds wintering in our city"	Didactic game "Write a letter to a feathered friend"	Excursion "Help the birds!"	"Bird Dining"
me and plants
Journey home indoor plants.	Composition of fairy tales "Indoor flower from another planet"	Project "Green Corner in my classroom"
me and the environment
Teacher's story "Types of environmental pollution"	Making crafts from waste material.	Action "School without garbage"	Mini study "Garbage issue".
me and my health
Cognitive quiz "Medicinal plants"	Exhibition of drawings "My sports corner"	Outdoor games.	Project "Enemies of our teeth"

The proposed program is provided with a package of methodological developments. Its approbation was carried out on the basis of 4 "B" class MOU secondary school No. 3 named after. A.I. Danilov city of Uvarovo, Tambov region.

The program of the circle involves the involvement of children in project activities. Primary school students participate in such work with pleasure and great interest, of course, at a level that is accessible to them. During the work of the circle, two projects were implemented: "Green Corner in my Class" and "Enemies of Our Teeth".

The goal of the "Green Corner in My Classroom" project is to include children in the creative and practical activities of creating phyto design in the classroom.

The lesson “Journey to the homeland of indoor plants” (see Appendix) we conducted in the biology room, since there are very few indoor plants in our class that can be used as visual material. Some children immediately noticed this and offered to plant indoor flowers so that the classroom would be nice and cozy. The members of the circle liked this idea, and we decided to create the project “Green Corner in My Classroom”.

The session included a discussion of the tasks and resources of the project. It was very difficult for the students to imagine what the green area would be like, what plants would be. Therefore, we set the task: to prepare sketches of the corner and discuss them. The second task - to select plants - was proposed by the children after a heated discussion about what should grow in the class. The third and fourth followed from the teacher's story about the scope of work: pick up soil, propagate and plant plants.

We offered the children criteria for evaluating the product: those indoor plants that are suitable for the classroom should be selected and planted, they should be planted correctly in pots, the soil should be correctly selected for each plant, the plants should be different. During the discussion, the students themselves set a criterion: plants should be planted that are not in primary school classes or are rare. According to these criteria, an oral evaluation of the project was given.

When drawing up the action plan, we did not set strict limits, but led the children along a certain path. For example, in connection with the discussion of tasks, the students came to the problem of resources: the question arose of where to get the plants. The students offered to buy them in the store, but after finding out the prices, they came to the conclusion that it was very expensive. Then they offered to take the shoots at home, from relatives and friends.

Together they developed a work plan:

1. Identify which plants are most common in elementary school classrooms.

2. Determine the species composition of the corner plants.

3. Find information about the selected plants.

4. Create a sketch of the green corner.

5. Pick up planting material and everything you need for planting.

6. Make a green corner.

The project was carried out according to this plan. Having walked through the classrooms, together with the guys, we determined that in almost every class there are such plants: violets, pelargonium, balsam, decorative leaf begonia, common ivy, leg-leaved syngonium, etc. After that, the members of the circle recalled, based on atlases of indoor plants, which plants are at their house, and they can bring sprouts for the corner. Thus, we have determined that the following plants will be presented in the green corner: Persian cyclomen, episcia copper, pachistachis yellow, primula, gloxinia, large-root alocasia, dracaena. As soon as we decided on the species composition, we immediately began to search for information about these plants. To do this, we offered the children various literature (Atlas of indoor plants: 400 popular species. - M .: Eksmo Publishing House, 2005.).

One of the important points of the project is the fulfillment by children of a creative task - the creation of a sketch of a green corner. The guys approached this task responsibly and offered many interesting options for decorating the corner. After discussing all the options, we chose the most suitable one for our classroom.

Parents were also involved in the project. They helped the children to separate plant shoots, root them, pick up flower pots and prepare the soil, and also made a shelf for flowers. The planting was done under our supervision.

The completion of the work was the design of the green corner. However, the design was not made according to the sketch, although it was completed. Students with interest and great responsibility approached the implementation of all tasks provided for by the project. Kruzhkovtsy were satisfied with their work.

The project "Green Corner in My Classroom" reveals ample opportunities for instilling in younger students a caring attitude not only to indoor plants, but also to all wildlife, and also contributes to the formation of practical skills in caring for indoor plants.

The main goal of the Enemies of Our Teeth project is to include children in research activities aimed at identifying conditions that contribute to maintaining dental health.

Project objectives:

1. To study the structure of human teeth.

2. To identify the causes of dental disease in children.

3. Conduct an experiment: the effect of various substances that make up food products on the condition of the teeth.

The project was carried out in three stages: preparatory, technological, final.

The motivation for this project was children's complaints about toothache. Then we offered the children to find out the causes of dental disease. They liked this idea, and we started to implement the project.

At the preparatory stage, after the presentation of the topic, together with the children we drew up a plan for the implementation of the project, determined what substances and equipment were needed for the experiment, as well as the methodology for conducting the experiment. We also organized a meeting with the school's medical worker, who introduced the children to the causes of dental disease, the rules for caring for the oral cavity. The students, with the help of their parents, found out which foods contain food additives such as citric and acetic acids, baking soda, and vanillin. At the lesson, we discussed the information collected by the children, and also found out that of all the drinks, most children prefer Fanta, Spriet, Coca-Cola drinks.

At the technological stage, students, under the guidance of a teacher, conducted an experiment to identify the effect of food additives and carbonated drinks on the condition of the teeth.

In glasses with solutions of the following substances: 6% solution of acetic acid, 6% solution of citric acid, 2% solution of vanillin, solution of baking soda, Coca-Cola, an eggshell was lowered. For research, we took these substances, because acids (citric and acetic) are found in many food products, for example, in sweets, canned vegetables and fruits, marshmallows, mayonnaise, marmalade, confectionery, etc., food additives ( vanillin, baking soda) - in baked goods, and Coca-Cola and other drinks like it are a favorite treat for children. As an analogue of tooth enamel, eggshells were used, since its composition, as well as the composition of teeth, includes calcium salts.

The children observed the change in the state of the eggshell during the month. The following results were obtained: citric and acetic acids, Coca-Cola drink had the most destructive effect on the eggshell (in the solution of citric acid, the eggshell turned into white flakes, in the solution of acetic acid the shell practically dissolved, in Coca-Cola it cracked and darkened). Vanillin solution turned out to be less dangerous for the shell (the eggshell did not collapse, but turned yellow). The baking soda had no effect on the shells. According to the results of observations, the children came to the conclusion that citric and acetic acids, as well as the Coca-Cola drink, have a devastating effect on tooth enamel, which causes toothache.

The product of the project is the development of recommendations by children for maintaining dental health. The guys recommend reducing the consumption of foods containing these acids (candy, ice cream, mayonnaise, canned vegetables and fruits, etc.), as well as excluding Coca-Cola and other carbonated drinks from the diet.

The value of this project lies in the fact that the children themselves experienced that dental health depends on many factors, including food and supplements contained in them.

Thus, the use of the project method in extracurricular work on the course "The World around", in our opinion, contributes to the expansion of environmental knowledge of children, their inclusion in research and practical activities, the development of creative abilities, and most importantly, the formation of a healthy lifestyle.

The program of the circle provides for the children to conduct a mini-study "The Garbage Issue", during which the child determines how much he and his family, residents of his native city pollute the environment (see Appendix).

2.3 Determining the effectiveness of experimental work

To identify the effectiveness of the work developed by us circle "Young Ecologist" we conducted an experiment with students in the control and experimental groups. It consisted in choosing the answer to the questions of the same questionnaire that was used in the ascertaining experiment.

We have obtained the following results:

students with a high level in the control group 1 person, in the experimental group - 5 people;

The number of students with an average level in the control group is 6 people, in the experimental group - 10 people;

· students with a low level in the control group - 8 people, in the experimental group - 0 people.

The effectiveness of the survey:

Control group:

1/15*100% = 6,7%

8/15*100% = 53,3%

Experimental group:

10/15*100% = 60%

The data of the experimental study of the level of formation of environmental education of students at the final stage of the experiment are presented in the table.

Table number 2

The level of formation of environmental education of students at the final stage of the study.

Comparing the level of formation of ecological education of junior schoolchildren in the control and experimental groups, we found that in the experimental group the level of ecological education of children is much higher than in the control group.

To identify the effectiveness of the circle classes developed by us, we compare the results of the survey at the initial and final stages of the experiment.

Table number 3.

Comparison of the results of ascertaining and control experiment.

We see that not a single person with a low level of ecological culture was identified, the average level was 60%, and the high level was 40%. After extracurricular activities, the number of complete answers noticeably increased and the number of incorrect ones decreased. Most children have changed their attitude to the world around them, their behavior has become meaningful and adequate. Thus, the extra-curricular activities developed and tested in practice within the framework of the "Young Ecologist" circle significantly influenced the process of formation of environmental education of younger schoolchildren. The level of formation of one of the components of the ecological culture of younger schoolchildren - environmental education, has become much higher.

Conclusions on the second chapter

Despite the active work on environmental education in schools, the level of formation of the components of ecological culture of younger schoolchildren, as shown by the study, remains quite low.

To systematize the work, a program of environmental education for younger schoolchildren is needed, which ensures the organization of cognitive, creative, practical and research activities of students, the use and combination of innovative and traditional forms, active methods and methods of work, continuity and consistency in the presentation of the material.

During the experiment, schoolchildren not only increased the level of environmental knowledge, but also significantly changed the motivation for actions in nature, and also changed their interests.

Purposeful systematic work on environmental education, carried out within the circle "Young Ecologist", contributes to a significant increase in the level of formation of the component of environmental culture - environmental education of schoolchildren.

Thus, our hypothesis at the beginning of the study was fully confirmed.

Conclusion

The current ecological situation in the world poses an important task for man - the preservation of the ecological conditions of life in the biosphere. In this regard, the issue of environmental awareness and environmental culture of the current and future generations is acute. For the current generation, these figures are at an extremely low level. The situation can be improved through the environmental education of the younger generation, which should be carried out by highly qualified, environmentally literate teachers armed, in addition to special knowledge, alongside effective methods, allowing a comprehensive impact on the personality of the child, to develop all components of ecological culture as personality traits in terms of the general culture of a person.

In the first chapter, we looked at theoretical approaches to the problem of environmental education of younger schoolchildren in extracurricular activities in the course "The world around us", and came to the conclusion that the problem of environmental education is sufficiently covered in the works of famous scientists (goals, objectives, principles, means, forms and methods are defined), the special role of extracurricular work in the formation of components of environmental culture, as well as the content of environmental education. But as the analysis of methodological and scientific literature has shown, modern technologies of ecological education of younger schoolchildren, in our opinion, have been developed and reflected insufficiently.

The experimental work carried out in the second chapter showed that the level of formation of ecological education of younger schoolchildren is very low. The work of the "Young Ecologist" circle contributed to the increase in the level of environmental education, which was confirmed during the control experiment.

The work done has led to the following conclusions:

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

2. The theoretical foundations of the ecological education of younger schoolchildren are sufficiently developed in the scientific and methodological literature.

3. Despite the revival of work on environmental education in schools, its level, as a rule, remains quite low.

4. To systematize the work, a program of environmental education for younger students is needed, which ensures the organization of cognitive, creative, practical and research activities of students, the use and combination of innovative and traditional forms, active methods and methods of work, continuity and consistency in the presentation of the material.

5. During the experiment, schoolchildren not only increased the level of environmental knowledge, but also significantly changed the motivation for actions in nature, as well as the interests of students.

6. Purposeful systematic work on environmental education, carried out within the framework of a specially developed program of the circle "Young Ecologist", contributes to a significant increase in the ecological culture of schoolchildren.

The preparation of the thesis convinced us of the great importance of developing a special program aimed at improving the environmental culture of primary school students.

Bibliography

1. Agolarova P.I. Games are competitions in the environmental education of schoolchildren. // Primary School. - 2007. - No. 12.

2. Aleksakhina E.M., Dolgacheva V.S. Methodological recommendations for work on environmental education and upbringing of younger schoolchildren. - M., 1996.

3. Alekseev S.V., Simonova L.V. The idea of ​​value in the system of environmental education of junior schoolchildren. // Primary School. - 1999. - No. 1.

4. Anan'eva S.G., Shakhmotova S.A. Ecological KVN. // Primary School. - 2007. - No. 2.

5. Anashina A.V. They can bring a lot of trouble! // Primary School. - 2006. - No. 8.

6. Asadulina S.Yu. Quiz "Nature around us". // Primary School. - 2007. - No. 4.

7. Babakova T.A. Technology of local history in environmental education. // Ecological education, 2001, №1.

8. Bazulina I.V. Development of ecological culture in the open air. // Primary School. - 2005. - No. 12.

9. Barysheva Yu.A. From the experience of organizing environmental and local history work. // Primary School. - 1998. - No. 6.

10. Bobyleva L.D., Bobyleva O.V. Ecological education of junior schoolchildren.// Primary school.-2003.- №5.

11. Bobyleva L.A. Teaching aids. Ecological and local history content for younger students. // Primary School. - 2001. - No. 6.

12. Bogdanets T.P. Ecological approach in teaching elementary science. // Primary School. - 2007. - No. 12.

13. Boyko L.A. Education of ecological culture of children. // Primary School. - 2005. - No. 6.

14. Bulatnikova T.F. Communication with nature as a means of ecological education of junior schoolchildren. // Primary School. - 1999. - No. 12.

15. Vasilyeva L.V. Along the forest path. // Primary School. - 2007. - No. 7.

16. Vakhrushev A. A. et al. Inhabitants of the Earth. Grade 3 Methodical recommendations for the teacher. Grade 3 - M.: Balass, 1999.

17. Vinogradova N. F. The world around. methodical conversations. 1-2 classes. - M.: Ventana-Graf, 1997.

18. Vinogradova N. F. et al. The world around. The book for the teacher. 3-4 classes. - M.: Ventana-Count. 1999.

19. Vinogradova N. F. The world around in elementary school. Conversations with a future teacher. - M.: Academy, 1999

20. Vinogradova N.F. Ecological education of junior schoolchildren. Problems and prospects. // Primary School. - 1997. -№4.

21. Veselova T.M. Formation of ecological culture of younger schoolchildren on the basis of local history material. // Primary School. - 2003. - No. 2.

22. Voronkevich O. A. Welcome to ecology!: A long-term work plan for the formation of ecological culture in preschool children. - "Childhood - press", 2006. - 496 p.

23. Education of the ecological culture of the student: A guide for the teacher. / Ed. B. T. Likhacheva, N. S. Dezhnikova. – M.: Tobol, 1997. – 96 p.

24. Vygotsky L.S. Game and its role in the mental development of the child // Questions of psychology. - 1996. - No. 6, 62-76 p.

25. Vygotsky L.S. Pedagogical psychology / Ed. V.V. Davydov. - M., 1991.-480 p.

26. Vygotsky L.S. Collected works / L.S. Vygotsky. - M: Child psychology, 2001. - 362 p.

27. State standard of primary general education around the world // Bulletin of Education of Russia, No. 6, 2004, p. - 51

28. Glazachev S.N. Theoretical foundations of the formation of the teacher's ecological culture: Dissertation of Dr. ped. Sciences. - M., 1998.

29. Gordeeva V.A., Elshina T.B., Rodina O.N. Ray travel. // Primary School. - 1999. - No. 12.

30. Guveev V.V. The project method as a special case of integral learning technology. // Head teacher. - 1995. - No. 6, 35 - 39 p.

31. Derim - Oglu E.N., Frolova M.A. Excursion to the forest edge. // Primary School. - 1997. - No. 4.

32. Deryugina A.N. Project activity is the way to the ecological culture of junior schoolchildren. // Ecological education, 2004, №4, p. 21

33. Dolbaeva K.Zh. A systematic approach to the environmental education of junior schoolchildren. // Primary School. - 2003. - No. 6.

34. Egorova G.V., Khotuleva O.V. Materials for an excursion to the school site. // Primary School. - 2001. - No. 3.

35. Egorova OA Nature is our common home. // Primary school. - 2006. - No. 6.

36. Erdakov E.N. Features of continuous environmental education. // Primary School. - 2006. - No. 7.

37. Ermakov D.S., Petrova G.D. Interactive exercises and games in environmental education. // Ecological education, 2004, №4.

38. Ermolenko V.V. Colors of golden autumn // Primary school. 2007. - No. 8.

39. Zhukova I. To help the environmental education of students. // Primary School. - 1998. - No. 6.

40. Zaitseva S.K. Ecology for younger students. // Primary School. - 2005. - No. 4.

41. Zakhlebny E.N. School and problems of nature conservation: The content of environmental education. - M., 1981.

42. Zakhlebny A.N., Suravegina I.T. Ecological education of schoolchildren in extracurricular activities. - M .: "Enlightenment", 1984.

43. Zemlyanskaya E.N. Educational projects of junior schoolchildren.

// Primary School. - 2005. - No. 9, 55-59 p.

44. Ivanova N.V. Possibilities and specifics of the application of the design

method in elementary school. // Primary School. - 2004. - No. 2, 96-101 p.

45. Klepinina 3. A. Nature and people. 1-4 classes. A book for primary school teachers. - Smolensk: Association XXI century, 1999.

46. ​​Kodzhaspirova G.M., Kodzhaspirov A.Yu. Pedagogical Dictionary: For students. higher and avg. ped. educational institutions. - M.: Publishing Center "Academy", 2001. - 176 p.

47. Kozhevnikova I.A., Akimova V.P. Travel through time and space. // Primary school. - 2003. - No. 5.

48. Kozina E.F., Steponyan E.N. Methods of teaching natural science. – M.; "Academy", 2004.

49. Kolesnikova G.I. Ecological excursions with younger students. // Primary School. - 1998. - No. 6.

50. Krivenko V.L. Vitagenic approach to environmental education and upbringing of younger schoolchildren. // Primary School. - 2002. - No. 7.

51. Kropocheva T.B. Exploratory excursions in elementary school. // Primary School. - 2007. - No. 11.

52. Kulnevych S. V., Lakotsenina T. P. Educational work in elementary school: A practical guide for primary school teachers, students of secondary and higher pedagogical educational institutions. - Voronezh: Teacher, 2004. - 168 p.

53. Kuprov V.D. Ecological education of junior schoolchildren. // Primary School. - No. 7.

54. Leskova SV Formation of ecological culture. // Primary school. - 2003 - No. 7.

55. Sheet on the palms: a methodological guide for conducting excursions for the purpose of environmental and aesthetic education of preschoolers. / Under the editorship of L. M. Malevtsova. - "Childhood - press", 2005. - 112 p.

56. Malenkova L.I. Theory and methodology of education. Textbook. - M .: Pedagogical Society of Russia, 2004.- 480 p.

57. Methods of teaching natural science and environmental education in elementary school: Proc. allowance for students. avg. pedagogical educational institution - M .: Publishing center "Academy", 2000

58. Minaeva V.M. Extracurricular work on natural history in elementary grades. - Mn.: Nar. asveta, 1980.

59. Minaeva V.M.N. Ecological education in primary school. - Mn.: Nar. asveta, 1987.

60. Moiseev N.N. Ecology and education. - M., 1996.

61. Moiseeva L.V. Diagnostic methods in the system of environmental education: a book for teachers. – Yekaterinburg, 1996

62. Nikolaeva S.N. Theory and methods of ecological education of children. - M., 2002.

63. Novolodskaya E.G. Methodology for the development of ecological culture among younger students. // Primary School. - 2002. - No. 3.

64. Novolodskaya I.G. Methodology for the development of ecological culture of younger schoolchildren. // Primary School. - 2002. - No. 3.

65. Orlova L.A. The game "Who knows nature better?". // Primary School. - 2005. - No. 7.

66. Assessment of the quality of knowledge of students graduating from primary school. / Ed. N.F. Vinogradova and others - M., 2000.

67. Pavlenko E.S. Ecological education and upbringing of younger schoolchildren. // Primary School. - 1998. - No. 5.

68. Pedagogy.- Textbook / Ed. L.P. Krivshenko.-M., 2005

69. Petrovsky A.V. Introduction to psychology / A.V. Petrovsky. - M: Academy, 2005.-218 p.

70. Petrosova R. L. et al. Methods of teaching natural science and environmental education in elementary school, M .: Academy, 1999.

71. Pleshakov A. A. Green house. Methodological guide for primary school teachers. - M.: Enlightenment, 1997.

72. Penyaeva E. Yu. Visiting nature. // Primary school. - 2004 - No. 6.

73. Pole I.F. Autumn excursion. // Primary school. - 2003. - No. 2.

74. Prokhorova S.Yu. Path to nature: Organization of environmental research with younger students: teaching aid. - Rostov n / D .: Phoenix, 2008. - 157 p.

75. Rabunsky E.S. Individual approach in the process of teaching schoolchildren./Based on the analysis of their self. educational activity - M .: "Pedagogy", 1975

76. Russian Pedagogical Encyclopedia: in 2 vol.-M.: Academy, 2002

77. Rudenko I.N. The leaves are falling - autumn is coming to us: Theatrical tour. // Primary School. - 2004. - No. 10.

78. Ryzhova N.A. Write a letter to a monkey: a guide. for the teacher / Scientific. ed. A.N. Zakhlebny. - M.: Tobol, 1996. - 72 p.

79. Ryzhova N.A. Not just fairy tales: environmental stories, fairy tales and holidays. - M .: Line - press, 2002. - 192 p.

80. Samkova V.A., Teplov D.L. Find your home. Forest ecosystems (Method. Recommended for the game complex). Scientific Ed. Zakhlebny A.N. - M., 1995.

81. Samol L. A merry stream ran along the slope of the ravine // Primary school. - 2005. - No. 7.

82. Sargsyan A.R. Ways to implement environmental education. // Primary School. - 2006. - No. 12.

83. Severina E.A. Not only sitting at the desks. // Primary School. - 2005. - No. 5.

84. Serov I.S. How to organize student project activities. M., "Academy", 2005.

85. Simonova L.P. Riddles as a means of environmental education. // Primary School. - 2003 No. 12.

86. Simonova L.P. How to teach ecology in elementary school: A guide for teachers. - Tobol, 1999. - 88 p.

87. Simonova L.P. Tasks on ecology for younger students. // Primary School. - 1998. - No. 2.

88. Simonova L.P. Ecological education in elementary school: Proc. Allowance for students. avg. ped. textbook Institutions. - M .: "Academy", 2000. - 160 p.

89. Simonova L.P. Ethical conversations on ecology with juniors

schoolchildren. // Primary School. - 1999. - No. 5.

90. Sklyarova L.D. Ecological education of junior schoolchildren. // Primary School. - 2005. - No. 7.

91. Improving the professional and pedagogical training of primary school teachers. - Collection of scientific papers. / Ed. T.I. Tarasova. - Borisoglebsk, 2003.

92. Statsenko V., Petrova G. Some approaches to environmental education of younger schoolchildren. // Primary School. - 2001. - No. 7.

93. Stepanova I.A. Work on ecology and local history. // Primary school. - 2003. - No. 2.

94. Tarasova T.I. Modern approaches to the problem of environmental education / Improving the professional and pedagogical training of primary school teachers: Collection of scientific papers. - Borisoglebsk, 2003.

95. Tarasova T. I., Kalashnikova P. T. Ecological education of younger schoolchildren in extracurricular activities: A textbook for students of secondary and higher pedagogical educational institutions. - Borisoglebsk: BSPI, 2002. - 146 p.

96. Tarasova T.I. Ecological education of schoolchildren on an interdisciplinary basis / Fundamentals of continuous environmental education (Kindergarten - school - university): Textbook. - Borisoglebsk, 1996.

97. Tikhonova A.E., Deev V.M. Involvement of younger schoolchildren in tourism and local history work with the aim of their environmental education. // Primary School. - 1998. - No. 6.

98. Tovnpets I. P. Me and the surrounding world. Materials for lessons. 1 class. - M., 1998.

99. Tolmazova L.V. The wonderful world of plants. // Primary school. - 2004. - No. 6.

100. Tolmacheva L.P. A window into the wonderful world of nature: Entertaining ecology. - D.: Stalker, 1998. - 400 p.

101. Torohova E.P. Ways to improve the effectiveness of environmental education of students. // Primary School. - 2004. - No. 12.

102. Ursul A.D. Education for sustainable development.// Ecological education. - 2002, No. 1, p.3.

103. Utkov P.Yu. From the experience of environmental education and upbringing of younger schoolchildren. // Primary School. - 2002. - No. 8.

104. Ushinsky K,D. On the benefits of pedagogical literature//Coll.: v6t.-T.1.-p.36.

105. Filoienko-Alekseeva A. L. et al. Field practice in natural history. Excursions in nature. Moscow: Vlados, 2000.

106. Khalilullina V.A. Encounters on the ecological path. // Primary School. - 2006. - No. 10.

107. Chistyakova N.M. Ecological, aesthetic and valeological orientation of the school educational environment // Primary school. - 2007. - No. 2.

108. Cheredov I.M. Forms of educational work in the middle school. Book for teachers-la.-M., 1993

109. Ecology: Proc. Programs for continuous environmental education (kindergarten - school - university) / Comp. A.N. Fomichev, T.I. Tarasova, O.Ya. Polyakov. - Borisoglebsk: BSPI, 1995

110. Environmental education: Concepts and methodological approaches. / Rev. Ed. Mamedov N.M. - M., 1996.

111. Jan Amos Comenius. Great didactics, ch.10.8

Attachment 1- Answers of children to the questions of the questionnaire on the ascertaining experiment

Appendix 2- Summary of the lesson on the topic “Journey to the homeland of indoor plants. Houseplant Care »

Annex 3 - Children's work performed in the lesson on the topic "Composing fairy tales" A flower from another planet "

Annex 4 - Fragment of the summary of the mini-study "Junk issue"

Annex 5 - Children's work on conducting a mini-study "Garbage issue"

Appendix 6- Summary of the lesson on the topic "Medicinal plants - means of healing the human body"

Annex 7 - Children's work performed in the lesson on the topic "My sports corner"

Annex 8 - Children's answers to the questionnaire at the control stage of the experiment

Attachment 1

Children's answers to the questions of the questionnaire on the ascertaining experiment.

Appendix 2

Summary of the lesson on the topic “Journey to the homeland of indoor plants. Caring for indoor plants.

Target: introduce students to a wide variety of indoor plants.

Tasks:

1. Learn to find a houseplant according to the description, introduce the meaning of houseplants in human life, with the rules for caring for houseplants.

2. To develop ecological thinking, to form practical skills and abilities to care for indoor plants.

3. Raise interest and love for indoor plants.

Equipment: a map of the hemispheres, drawings of indoor plants and living objects on the windowsills, a poster “Rules for the care of indoor plants”, cards: “Rules for the care of indoor plants”.

Course progress.

I . Introductory conversation.

Teacher: Today we will make a trip to the homeland of indoor plants and get acquainted with the rules for caring for them.

Most indoor plants in winter, as in other seasons, are green. Some even bloom in winter.

Teacher: Why do you think indoor plants can't overwinter outside?

Teacher: Almost all indoor plants were brought to us from warm countries where there is no winter - these are tropical and subtropical forests and mountainous regions of South America, Africa, Asia (The teacher shows these countries on the map) Therefore, indoor plants are kept in warm rooms all year round. Almost all indoor plants have exotic names and are not always remembered the first time. And therefore, they often come up with names that would resemble already known wild and garden plants.

II . Acquaintance with a variety of indoor plants and their features

Teacher: There is such a houseplant - abutilon. Probably few people know him by this name. Its leaves are similar to maple.

Teacher: What do we call this plant?

Teacher: Of course, this is indoor maple.

Teacher: Do we have such a plant in our class? (Children find this plant on the windowsill).

Teacher: And now we will listen to the message about abutilone.

Teacher: What is pelargonium? And this, it turns out, is one of the most common and beautiful plants - geranium.

Teacher: Find geraniums among our plants. What are the characteristics of this plant? (If you touch the leaves, it emits a smell)

Teacher: More details about pelargonium will tell us ...

The student reads a pre-prepared message about this plant.

Teacher: Amaryllis is familiar to many. I will describe it to you now, and you will find this plant with us. It is a plant with bright red flowers. It has a large fleshy bulb, half hidden in the ground, and large belt-like, shiny leathery leaves extend from it.

A powerful flower arrow without leaves, and at the end of its umbrellas are collected from two to four large flowers.

Teacher: What can you tell about amaryllis.

The student reads a pre-prepared message about this plant.

Teacher: Find such a plant in our class? (Children find a plant)

This plant is native to South America. And breeders got this beautiful plant by crossing several species and got a wide variety of colors (I show pictures of different types of amaryllis) pale pink, white, orange, cream, dark cherry and variegated.

Teacher: Today we will talk about another very common indoor plant - begonias. This plant was also brought from the tropical forests of South America. Begonias are bushy, herbaceous. The naturalist Charles Plumier discovered the plant in the 17th century and named it after the governor of San Damingo, Michael Begon.

Currently, more than two thousand different types of begonias are known. In our class there is only one type - this is emerald begonia (the teacher shows). Begonias are grown for their picturesque leaves or large, brightly colored flowers.

Teacher: Let's talk in detail about another very famous indoor plant (The teacher goes to the windowsill and points to the cactus)

Teacher: What is the name of this plant? (children's answers)

Teacher: Of course, the plant is a cactus. Once upon a time, a small miracle happened in the evolution of plants on Earth - a distant ancestor of cacti arose. And quite independently of other plants, a surprising number of simply fantastic forms appeared (showing drawings of various types of cacti), often completely different from each other. The main difference between cacti and all other plants is pubescent specks evenly distributed along the stem (shown on a living plant). It is on them that thorns grow, and in most species buds and shoots appear.

It is widely believed that cacti grow in deserts. This is only partly true. Only a small fraction of the species have really adapted to the harsh conditions of the American deserts. The rest are found in the steppes, forests, mountains, coastal zones. The size, shape of the stem, color, and flowers of these plants are unusual and varied.

Teacher: Nettle-like plants are often grown indoors. His name is nettle, and the scientific name is plethranthus. It is claimed that this plant gives off a smell that drives moths and flies out of the premises.

Teacher: I found interesting information about the plethranthus even now

share them...

The student reads a pre-prepared message about this plant.

Teacher: But how should a person take care of indoor plants so that they delight us with lush flowering and remind us of the bright greens of a hot summer all through the long winter?

The teacher's story is accompanied by a demonstration.

Teacher: When arranging indoor plants, you need to make sure that they are well lit. Tall plants should not block low ones from the light. It is best to put indoor plants on special stands or place them in hanging planters at some distance from the window. It is not recommended to put these plants on the window, as they do not let part of the light into the room. And the plant itself is not always useful. In spring and summer they will suffer from sunburn. On sunny days, flower pots will be very hot, and hence the soil in them. This will worsen the life of the roots. In autumn and winter, on the contrary, the plants will suffer from the cold. They also suffer greatly from drafts.

If the plants have to be placed on the windowsill, then they are placed on wooden stands. A plank or plywood is strengthened between the window and the flower pot. This barrier reduces the cooling of the soil in the pot in winter, and its overheating in summer.

III . Rules for the care of indoor plants.

Teacher: How to take care of indoor plants? (with the teacher showing, the children help the teacher).

Teacher: Why should houseplants be watered?

Teacher: How to properly water plants?

Teacher: What is the best water to use for irrigation?

Teacher: Does the season affect the frequency and timing of watering houseplants?

Teacher: Why loosening is necessary for indoor plants?

Teacher: How to carry out loosening?

Teacher: Why is it necessary to remove dust from the leaves of indoor plants, and how to do it correctly?

Teacher: Indoor plants are amazing not only for their beauty. Some of them can grow fruits. So, for many flower growers, the fruits ripen on indoor lemons. Delicious fruits can be grown on indoor figs.

Teacher: Guys, what is the importance of indoor plants in human life? (Answers of children).

Teacher: Indoor plants emit oxygen, delight us with bright greenery and wonderful flowering of amazingly beautiful flowers.

IV . Summarizing.

Teacher: What did you find interesting and useful for yourself at the lesson?

Teacher: In order for you to better remember the rules for caring for plants, I will give everyone this memo:

1. Water the plant with water at room temperature every day in summer, less often in winter, but make sure that the soil in the pots is moist. Water cacti in summer every two to three days, and in winter - once or twice every two weeks. Water from the watering can, on the side, not from the top.

2. Loosen the surface of the soil with a stick so that air enters the roots.

3. Wipe dust from large, smooth leaves with a damp cloth. Spray plants with small and pubescent leaves with water.

4. Regularly cut dry leaves and twigs from plants with scissors. Keep flower pots and stands clean.

Annex 3

Children's work performed in the lesson on the topic "Composing fairy tales" A flower from another planet ".

Appendix 4

Fragment of the summary of the mini-study "The Garbage Issue".

Target: Include children in research activities to identify the amount of garbage thrown out over a certain period of time by the child himself, his family, residents of the city.

Tasks:

1. Teach children to make mathematical calculations using formulas.

2. Develop logical thinking, attention.

3. To cultivate accuracy, careful, responsible attitude towards the environment.

Equipment: computer, projector, screen; slides of landfills, polluted city streets, forests, rivers, lakes, etc., poster "Life of garbage", pay sheets.

Lesson progress

Teacher: A lot of useful soil is occupied by garbage, landfills. Garbage accompanies human life. Where does household waste come from?

Children's answers.

Teacher: The more civilized the country, the more the packaging is improved, the more garbage. Now I propose to calculate how much garbage is left behind by you and your family. Ready to go?

Teacher: In order for us to get correct and accurate results, you must be attentive and collected. Look at pay sheets. There are tasks that you have to complete:

1. Write down how much garbage your family accumulates in 1 day. We denote this mass by the letter m: ______________

2. How much rubbish does your family throw away in a year?

m * 365 = m G _______________

3. Calculate the amount of garbage that falls on 1 person per year in your family:

m G: a \u003d m a _____________,

where a is the number of family members.

4. Calculate how much garbage is thrown out in your city every year:

m a * b = ______________,

where b is the number of inhabitants in your city.

Teacher: Each of you had to complete the task - to find out how many kilograms of garbage your family accumulates in one day. To do this, you had to weigh the garbage accumulated during the day. Now you can easily conduct your mini-research.

Children read tasks and make calculations according to the proposed formulas.

Teacher: Of course, these numbers are inaccurate. Sometimes big things get thrown out that you haven't accounted for. That is, there is more garbage than you calculated.

According to experts, if garbage is not destroyed, then in 10-15 years it will cover our planet with a layer 5 meters thick. Let's drown in the trash!

Not only this is dangerous, but also the fact that landfills poison the environment: soil, water, air.

Appendix 5

Children's work on conducting a mini-study "Trash issue".

Appendix 6

Summary of the lesson on the topic "Medicinal plants - means of healing the human body."

Target: To form ideas about medicinal plants and their role in human and animal life.

Tasks:

1. Introduce students to a variety of medicinal plants; rules for their collection, storage and use.

2. To develop the cognitive activity of children, the ability to prepare decoctions from medicinal herbs.

3. Cultivate an attentive attitude to your health.

Equipment: pictures with medicinal plants; dried plants, decoctions of herbs; pictures of animals or toys; herbarium "Plants of our region"

Course progress.

Teacher: Today we have an unusual activity. We will go to the plant kingdom. What plants will be discussed, you will learn by guessing riddles:

Oh don't touch me

I'll burn without fire. ( Nettle)

The ball grew white, the wind blew -

The ball flew away. ( Dandelion)

dressy dresses,

yellow brooches,

Not a speck

On pretty clothes. ( Daisies)

Every fox loves my trails

By the side of the road.

He once good people

Helped heal wounds. ( Plantain)

Teacher: What properties do these plants have?

Teacher: Since ancient times, people have noticed that sick animals leave to find some kind of grass, after eating which they recover. So man began to seek help from different plants.

Look at this plant (pictures or dried plant). It can be found in meadows and forest edges, and it is called yarrow. Pay attention to its leaves. Why do you think it's called that. (Each leaf consists of many tiny leaves, and each leaf has openwork edges.)

Teacher: Do any of you know what yarrow is used for?

Teacher: Yarrow is a medicinal plant. It is used to stop bleeding, to improve appetite.

Teacher: But this plant, I think, is familiar to all of you. Who knows what it's called? (plantain)

Teacher: Why is it so called?

Teacher: Plantain grows along the roads. Its leaves are elastic, with strong veins, a dense bunch of roots, which is securely fixed in the soil, a stalk with an inflorescence. They are also tough and resilient. So the plantain is not afraid of trampling, from which other plants suffer. Plantain is a great traveler. Having stuck to the feet of people, it easily moves to other places.

Teacher: And who knows what properties the plantain has?

Teacher: Plantain is called green bandage. If you break your knee, pluck a plantain leaf, clean it of dust, then scratch the surface of the leaf a little to exude the juice, and apply it to the wound.

Teacher: What plant is said to burn?

Teacher: That's right, it's a nettle. So why does nettle still burn?

Teacher: On the leaves and stems of the plant there are special hairs. Each hair is like the needle of a tiny syringe. Inside the hairs is a caustic liquid. Touched - get injections.

Teacher: What do you know about this amazing plant?

Teacher: Nettle leaves are rich in various beneficial salts and vitamins. Great cabbage soup is prepared from nettles, nettle puree with an egg, you can even ferment nettles like cabbage. Nettle contains substances that kill microbes, it stops blood well. And it also strengthens the hair. They make paper, burlap from it. The stems of this plant have very strong fibers.

Teacher: All these medicinal plants and many others grow in many regions of our region.

Teacher: Where and when do you think medicinal herbs are harvested?

Teacher: How to dry them properly?

Teacher: The flowers are harvested when the plant is in bloom. Rhizomes - in late autumn, when the fruits have already crumbled. Gathered in dry weather, dried under a canopy. Cannot be collected near roads.

Teacher: And now I propose to play in the hospital. Since Dr. Aibolit is busy on calls, you will treat the animals. Do you agree?

(A decoction of calendula or chamomile is very useful. You can gargle with them.)

2. And our Chanterelle has a cold, a strong cough. What do we advise her?

(It will be very useful for her to drink a decoction of coltsfoot, thyme.)

3. Have you noticed how pale the Monkey is? She has no strength. What to do?

(A decoction of wild rose, St. John's wort, hawthorn will help her.)

Teacher: Let's make decoctions from medicinal herbs, and our little animals will feel better.

At the end of the lesson, the teacher treats the children with vitamin tea.

Appendix 7

Children's work performed in the lesson on the topic "My sports corner".

Annex 8

Children's answers to the questionnaire at the control stage of the experiment.

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 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 knowing 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 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 secondary school.

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

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

"Picture of the world" - 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.

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

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

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

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

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

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

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

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

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

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

A 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 and for what purpose people do, 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.

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

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

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

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

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

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

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

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

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

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

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

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

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

Table 1 - Plan of excursion to the forest

Stage

Tasks

Methodological techniques

1. Introductory part

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

To form the ability to behave correctly in the forest.

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

2. Main body

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

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

3. Final part

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

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

1. Conclusions on I chapter

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

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

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

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

CHAPTER 2

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

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

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

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

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

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

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

Program objectives:

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

   to cultivate an ecological culture and ecological consciousness of schoolchildren through educational activities schools;

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

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

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

For teaching 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 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: guidelines that provided the formation of observation techniques: analysis of external features of natural objects, identification of essential features, comparison technique, generalization technique, method 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.

LIST OF USED AND CITED LITERATURE

Aleksashina, I.Yu.Integrated course "Natural science" as a new academic subject: theoretical analysis, problems and implementation experience / I. Yu. Aleksashina // Continuing education in St. Petersburg. - 2015.-Issue 2. - S.22-34.

Grigorieva, E.V.Methods of teaching natural science [Text]: textbook for universities on special. "Pedagogy and methods of primary education" / E. V. Grigoryeva. - M.: Vlados, 2008. - 253 p.

Demidova, M.Yu.Natural science training of schoolchildren: according to the results of the international PISA study [Text] / M. Yu. Demidova, G. S. Kovaleva // Management of education.

Dzyatkovskaya, E.N.Programs of extracurricular activities. My environmental awareness 5-6 classes. Ecology of communication. Grade 7 [Text] / E. N. Dzyatkovskaya, A. N. Zakhlebny, A. Yu. Liberov. - M.: Enlightenment, 2012. - 80s. - (We work according to new standards).

Science Literacy: Control Materials and Experimental Skills/ V. G. Razumovsky [and others] // National Education. - 2016.-№4-5. - P.159-167.

Zhiltsova, O.A.Teaching technologies in the natural science education of schoolchildren: a methodological guide / O. A. Zhiltsova, Yu. A. Samonenko. - M. : Polygraph service, 2002. - 316 p. - Bibliography: S.313-314.

Zakhlebny, A.N.Models of the content of environmental education in the new school / A. N. Zakhlebny, E. N. Dzyatkovskaya // Pedagogy. - 2010.-№9. - P.38-45.

Zakhlebny, A.N.Environmental competence as a new planned result of environmental education / A. N. Zakhlebny / / Standards and monitoring in education. - 2008.-№2. - P.11-15.

Zolotukhina, O.A.Ecological activity of younger schoolchildren [Text] / O. A. Zolotukhina// Public education. - 2012.-№1. - P.220-223.

Ivanova, A. V. Pedagogical monitoring of the formation of the ecological picture of the world among younger schoolchildren [Electronic resource]:/ Ivanova Anastasia Valerievna; [GOU VPO "Ural State Pedagogical University"]. - Ekaterinburg, 2004. - 23 p. : ill. ; 21 cm. - Bibliography: p. 22-23. - Access mode:

Karaseva T.V. Formation of the natural-science outlook and social competence of students of gymnasium classes at chemistry lessons [Electronic resource] / T.V. Karaseva // Successes of modern natural science. - 2004. - No. 5. - P. 48-51.- Access mode:

Karpenkov, S.Kh.Concepts of modern natural science: textbook / S. Kh. Karpenkov. - 11th ed., revised. and additional – M.: KNORUS, 2009.-672 p.

Krivskikh, O. G. Formation of the ecological picture of the world among junior schoolchildren by means of seasonal excursions into nature in the process of teaching natural science[Electronic resource]:abstract dis. … cand. ped. Sciences/O.G.Krivskikh. - Yekaterinburg. – 2007.-22s.- Access mode:

Lifanova, T.M.Primary school age as the most significant stage in the formation of ecological culture among students with intellectual disabilities / T. M. Lifanova // Correctional Pedagogy. - 2010.-№3. - P.9-17.

Lobov, V.A.Ecological culture - forgotten old or actual pedagogical problem? [Text] / V. A. Lobov // Public education. - 2011.-№8. - P.133-136.

Lysykh, A.V.Development of ecological culture of students / A. V. Lysykh, V. V. Stepanova// Additional education and upbringing. - 2013.-№8. - P.32-35.

Novikova, O.A.Formation of ecological thinking in the modern educational system / OA Novikova// Philosophy of education. - 2009.-№1. - S.205-213.

Oparin, R.V.Ecological education: philosophical, ecosystem and cultural aspects / R. V. Oparin, E. V. Ushakova
// Philosophy of education. - 2013.-№6. - P.173-180.

Pisareva, O.E.Mini-resource centers as a key tool for the formation of a single ecological space of an educational institution [Text] / O. E. Pisareva// Standards and monitoring in education. - 2012.-№1. - P.38-42.

Ponomareva, I.N.Ecology / I. N. Ponomareva; I.N. Ponomareva. - M.: Ventana-Graf, 2006. - 272 p. : ill. - (Teacher's library).

Programs of extracurricular activities. Ecological culture and healthy lifestyle. Grade 8 Ecological culture and sustainable development. Grade 9[Text] . - M.: Education, 2012. - 92s. - (We work according to new standards)

Sikorskaya, G.P.Basic methodological approaches to the content of environmental education / G. P. Sikorskaya // Education and science: Izvestiya UO RAO. - 2009.-№9. - P.11-22.

Utkina, T.V.Ecology [Text]: a collection of tasks and exercises / T. V. Utkina, O. N. Klishina; MOiNChel.reg.; GBOU DPO CHIPPKRO. - Chelyabinsk: CHIPPKRO, 2013. - 132 p. - Bibliography. P.130.

Utkina, T.V.Ecological education of students in the conditions of a field ecological workshop [Text]: teaching aid / T. V. Utkina; Ministry of Education and Science of the Chelyabinsk region; GOU DPO CHIPPKRO. - Chelyabinsk: CHIPPKRO, 2013. - 72s.

Federal state educational standard for basic general education [Electronic resource]: approved. by order of the Ministry of Education and Science of the Russian Federation of December 17, 2010 No. 1897.- Access mode:

Federal Law "Law on Education in the Russian Federation" No. 273-FZ of December 29, 2012 [Electronic resource]: The Federal Law was adopted by the State Duma on December 21, 2012 and approved by the Federation Council on December 26, 2012, (as amended on 07/13/2015).- Access mode:

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. AT 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 students, questions about the relationship between the goal of individual knowledge of the world around the child and the goal educational system elementary school, about the ratio of the content of program knowledge and skills in the natural science courses of elementary school and the system of knowledge, values ​​and attitudes as the basis for the formation of an ecological picture of the world among students. 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 Topics 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 the primary grades of a general education school.

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

Research hypothesis:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

literature on selected issues in order to ensure methodological 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) completed a formative experiment, analyzed its results from the point of view of the problems of this work, made conclusions about the viability of the hypothesis put forward, and formulated the results of a dissertation research.

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

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

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

Theoretical significance of the study:

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

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

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

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

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

Designed quite effective, from the point of view of the formation of elements of the ecological picture of the world among schoolchildren, didactic material- figurative-conceptual modeling of the ecological picture of the world of younger schoolchildren: the matrix of cognitive activity, the 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 on 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 junior schoolchildren, 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 the formation of a picture of the world, the most importance acquire the concepts and theories of the most developed branches of science in a certain historical period, and above all natural science.

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, information-cybernetic, synergetic, etc. P. It does not include private information about the properties of various natural systems, about the details of the cognitive process. At the same time, the scientific picture of the world is not a loose collection of sufficiently general information, it represents an integral system of ideas about the general properties, spheres, levels and 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. So in the system of ancient thinking, nature was understood as a changing whole, and man was considered as: one of its parts. Among the ancient philosophers (Pythagorean and Milesian schools, Aristotle, Heraclitus, Democritus, etc.), the natural-scientific picture of the world was built from the concept of the cosmos as all nature accessible to the human mind, and the cosmos was opposed to chaos and was understood as something not only organized, regular and perfect, but also comprehensive. The ideal was considered to be life in harmony with nature, knowledge of it within the framework of natural philosophy. At the stage of direct contemplation - spontaneous integration - philosophy had the world as a whole as the subject of its research, when the subject of study was presented as a whole and there was a feeling of unity of earthly life forms with the Cosmos. / 68 /

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

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

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

Formation of a scientific picture of the world during childhood

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

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

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

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

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

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

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

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

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

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

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

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

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

Actually, pedological research in Russia began to be carried out in the first decade of the 20th century. The main problems that interested pedologists were the prevention of child overwork, the development children's attention and memory, the educational impact of street groups and families, moral education. The focus of the first generation of pedologists, most of whom were doctors, was the physical and mental development of the 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 endowment, /112/